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Efektivitas Model Pembelajaran Problem Based Learning (PBL) dengan Media Rainbow Card dalam Pembelajaran Menulis Teks Deskripsi Siswa Kelas VII SMP Negeri Model Terpadu Madani Palu Santosa, Pratama Bayu; Pujiningtyas, Arum; Halifah, Nur
Jurnal Kreatif Online Vol 8, No 4 (2020): Jurnal Kreatif Online
Publisher : Jurnal Kreatif Online

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This study describes the effectiveness of the Problem Based Learning (PBL) model with Rainbow card media in learning to write descriptive text for students in 7th graders of SMP Negeri Model Terpadu Madani Palu. This research was a descriptive study. Data in the form of values obtained from students' scores in writing descriptive text were processed and analyzed using the described numbers. The sample was chosen by simple random sampling and the Cerdas Istimewa class with 23 students was picked. Data were collected from descriptive text and the score of a test. The scoring of the written results was in accordance with the assessment criteria for writing descriptions, which were title, identification, description, cover and language use. The results of the average score of students by applying the PBL learning model through the Rainbow Card media in learning to write descriptive texts was 87.8 which were categorized as complete in the Minimum Completeness Criteria (KKM) that has been determined by the school. The percentage value of writing descriptive text achieved was 99.7%. So it was proven that the application of the PBL learning model through the Rainbow Card media in learning to write descriptive text was considered effective.

IMPROVED ANECDOTAL TEXT WRITING SKILLS THROUGH MODEL DISCOVERY LEARNING ASSISTED BY CANVA APPLICATIONS Doa, Maria Goreti; Ulfah, Ulfah; Asrianti, Asrianti; Ruslan, Hasnur; Santosa, Pratama Bayu
JURNAL KONFIKS Vol 12, No 2 (2025): KONFIKS
Publisher : LEMBAGA PENELITIAN DAN PENGABDIAN PADA MASYARAKAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/konfiks.v12i2.18732

This study aims to examine the improvement of anecdotal text writing skills through the implementation of the Discovery Learning model assisted by the Canva application among ninth-grade students at SMPN 3 Luwuk Timur. The background of this research is based on the low ability of students to write anecdotal texts, which had not yet reached the minimum mastery standard, as well as the need for innovative learning approaches that can enhance students’ creativity and motivation. The research employed a descriptive quantitative approach with a classroom action research (CAR) design conducted over two cycles. The subjects of this study were all ninth-grade students at the school, totaling 23 participants. Data collection was carried out through anecdotal writing performance tests administered at the end of each cycle. Quantitative data analysis involved calculating the percentage of completeness, class average scores, and improvement in learning outcomes between cycles. The evaluation results in Cycle I showed an average score of 69.34 with a completeness rate of 52.17%. After improvements in the learning process during Cycle II, there was a significant increase, with the average score reaching 90.91 and the completeness rate rising to 90.91%. The findings indicate that the application of the Discovery Learning model assisted by Canva effectively enhances students’ ability to write anecdotal texts. Observations and questionnaire results also revealed that students responded very positively to the learning process. This instructional model encouraged students to be more active and independent in their learning. The study reinforces the effectiveness of integrating constructivist learning models with digital media to improve students’ writing skills and recommends that teachers adopt the Discovery Learning approach assisted by Canva to foster active, creative, innovative, and independent writing instruction at various educational levels.

IMPROVED ANECDOTAL TEXT WRITING SKILLS THROUGH MODEL DISCOVERY LEARNING ASSISTED BY CANVA APPLICATIONS Doa, Maria Goreti; Ulfah, Ulfah; Asrianti, Asrianti; Ruslan, Hasnur; Santosa, Pratama Bayu
JURNAL KONFIKS Vol 12 No 2 (2025): KONFIKS
Publisher : LEMBAGA PENELITIAN DAN PENGABDIAN PADA MASYARAKAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/konfiks.v12i2.18732

This study aims to examine the improvement of anecdotal text writing skills through the implementation of the Discovery Learning model assisted by the Canva application among ninth-grade students at SMPN 3 Luwuk Timur. The background of this research is based on the low ability of students to write anecdotal texts, which had not yet reached the minimum mastery standard, as well as the need for innovative learning approaches that can enhance students’ creativity and motivation. The research employed a descriptive quantitative approach with a classroom action research (CAR) design conducted over two cycles. The subjects of this study were all ninth-grade students at the school, totaling 23 participants. Data collection was carried out through anecdotal writing performance tests administered at the end of each cycle. Quantitative data analysis involved calculating the percentage of completeness, class average scores, and improvement in learning outcomes between cycles. The evaluation results in Cycle I showed an average score of 69.34 with a completeness rate of 52.17%. After improvements in the learning process during Cycle II, there was a significant increase, with the average score reaching 90.91 and the completeness rate rising to 90.91%. The findings indicate that the application of the Discovery Learning model assisted by Canva effectively enhances students’ ability to write anecdotal texts. Observations and questionnaire results also revealed that students responded very positively to the learning process. This instructional model encouraged students to be more active and independent in their learning. The study reinforces the effectiveness of integrating constructivist learning models with digital media to improve students’ writing skills and recommends that teachers adopt the Discovery Learning approach assisted by Canva to foster active, creative, innovative, and independent writing instruction at various educational levels.

Meningkatkan Kemampuan Menganalisis Struktur Teks Tanggapan Menggunakan Model Think Talk Write Siswa Kelas VII B SMP Negeri 15 Palu Hardy, Andi Sriwulan Ashari; Santosa, Pratama Bayu; Sahid, Herni
Jurnal Ilmiah Multidisiplin Amsir Vol 3 No 2 (2025): Juni
Publisher : AhInstitute of Research and Community Service (LP2M) Institute of Social Sciences and Business Andi Sapada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62861/jimat amsir.v3i2.633

This research is a Classroom Action Research (CAR). This research aims to improve the ability to analyze the structure of response texts of class VII B students of SMP Negeri 15 Palu through the Think Talk Write Learning Model. This type of research was carried out in two cycles, namely cycle I and cycle II, each cycle has planning, action implementation, observation and reflection. The subjects in this study were class VII B students of SMP Negeri 15 Palu with a total of 25 students. Data collection techniques used were documentation, tests, and observations. All data obtained were analyzed using qualitative and quantitative descriptive. The results of this study indicate that the ability to analyze the structure of response texts of class VII B students in each cycle increased. Based on data in the pre-cycle, the completeness of student learning outcomes was only 23 students with a percentage of 92% of 25 students. After implementing the cycle I by applying the Think Talk Write model, students were able to obtain grades according to the Minimum Completion Criteria (KKM) as many as 15 students with a percentage of 60%. Then in cycle II the number of students who were able to obtain grades according to the Minimum Completion Criteria (KKM) increased to 23 students with a percentage of 92%. Thus, it can be concluded that using the Think Talk Write method can improve the ability to analyze the structure of response texts of Class VII B students of SMP Negeri 15 Palu.

Meningkatkan Minat Belajar Bahasa Indonesia Peserta Didik Melalui Pembelajaran Berbasis TPACK Atriana, Anita; Santosa, Pratama Bayu; Hajija , Hajija
Jurnal Ilmiah Multidisiplin Amsir Vol 3 No 2 (2025): Juni
Publisher : AhInstitute of Research and Community Service (LP2M) Institute of Social Sciences and Business Andi Sapada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62861/jimat amsir.v3i2.635

This study aims to enhance the motivation and learning interest of eighth-grade students at SMP Negeri 15 Palu in Indonesian language subjects through the implementation of the TPACK (Technological Pedagogical Content Knowledge) model. The research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The subjects were 30 students of class VIII B, consisting of 15 male and 15 female students. Data were collected through observation, motivation questionnaires, and achievement tests. The findings revealed a significant improvement. In the pre-cycle, only 23% of students achieved mastery with low motivation. After applying TPACK in the first cycle, mastery increased to 50% with moderate motivation, and in the second cycle, it reached 90% with high motivation. This improvement was also reflected in students’ active participation during discussions and their ability to analyze speech texts based on local culture. Therefore, the implementation of TPACK proved effective in creating interactive and meaningful learning while improving students’ motivation and learning outcomes.

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