<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya kemampuan siswa dalam membaca puisi, khususnya pada aspek kepercayaan diri, motivasi, pelafalan, intonasi, ekspresi, serta penghayatan. Tujuan penelitian ini adalah untuk menganalisis pengaruh penerapan model pembelajaran ARIAS terhadap kemampuan membaca puisi siswa kelas VIII SMP Swasta TPI Labuhanbatu. Model ARIAS terdiri atas lima komponen utama, yaitu Assurance, Relevance, Interest, Assessment, dan Satisfaction, yang diarahkan untuk membangun keyakinan belajar, keterkaitan materi, minat, penilaian, serta kepuasan siswa dalam proses pembelajaran. Penelitian ini menggunakan pendekatan kuantitatif dengan desain Pre-Experimental One Group Pretest-Posttest. Sampel penelitian terdiri atas 20 siswa kelas VIII-A yang ditentukan melalui teknik Simple Random Sampling. Data dikumpulkan melalui tes unjuk kerja, observasi, dokumentasi, dan angket. Hasil pengujian menunjukkan bahwa instrumen yang digunakan telah memenuhi kriteria validitas dan reliabilitas, sedangkan uji normalitas menunjukkan bahwa data berdistribusi normal. Selanjutnya, hasil uji paired sample t-test memperoleh nilai Sig. (2-tailed) sebesar 0,000, lebih kecil dari taraf signifikansi 0,05. Temuan ini menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil pretest dan posttest setelah diterapkannya model pembelajaran ARIAS. Peningkatan rata-rata nilai sebesar 37,75 menunjukkan bahwa model ARIAS memberikan dampak positif terhadap kemampuan membaca puisi siswa. Dengan demikian, model pembelajaran ARIAS dapat dinyatakan efektif untuk meningkatkan keterampilan membaca puisi siswa kelas VIII SMP Swasta TPI Labuhanbatu. This study was conducted in response to students’ low ability in poetry reading, particularly in terms of self-confidence, motivation, pronunciation, intonation, expression, and appreciation. The purpose of this study was to examine the effect of the ARIAS learning model on the poetry reading skills of eighth-grade students at SMP Swasta TPI Labuhanbatu. The ARIAS model, which consists of Assurance, Relevance, Interest, Assessment, and Satisfaction, is designed to strengthen students’ confidence, connect learning materials with their needs, increase interest, provide assessment, and create learning satisfaction. This study employed a quantitative approach using a pre-experimental design with a one-group pretest-posttest model. The sample consisted of 20 students from class VIII-A, selected through simple random sampling. Data were collected through performance tests, observation, documentation, and questionnaires. The results showed that all research instruments met the criteria of validity and reliability, while the normality test indicated that the data were normally distributed. Furthermore, the paired sample t-test produced a Sig. (2-tailed) value of 0.000, which was lower than the significance level of 0.05. This result indicates a significant difference between students’ pretest and posttest scores after the implementation of the ARIAS learning model. The increase in the mean score by 37.75 points demonstrates that the ARIAS model had a positive impact on students’ poetry reading ability. Therefore, the ARIAS learning model can be considered effective in improving the poetry reading skills of eighth-grade students at SMP Swasta TPI Labuhanbatu.]]>
