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All Journal Social, Humanities, and Educational Studies (SHEs): Conference Series
Muhammad Ilzam
UIN MADURA
Education Languange, Linguistic, Communication & Media Social Sciences

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Pengaruh Examples Non Examples terhadap Kemampaun Menulis Teks Eksplanasi Siswa di Kelas XI MDRASAH ALIYAH Muhammad Ilzam; Mochamad Arifin Alatas; Hesty Kusamba Wati
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107379

Abstract

Writing skills, particularly in the form of explanatory texts, are a crucial aspect in developing students' critical thinking skills at the Islamic senior high school (madrasah aliyah) level. However, many students experience difficulty organizing text structure, using scientific vocabulary, and explaining cause-and-effect relationships logically. This study aims to analyze the effect of the Examples Non-Examples (ENE) learning model on the explanatory text writing skills of 11th-grade students at MA Nurus Sholah, Akkor Village, Palengaan, Pamekasan. The research method used was quantitative with a correlational approach, involving 60 students as a sample determined through purposive sampling. The research instruments, a Likert-scale questionnaire and a written test, were analyzed using the Pearson Product Moment correlation test. The results showed that the implementation of the ENE model significantly improved text structure, idea development, and the coherence and logical relationships between paragraphs in students' explanatory texts. The visualization of images in this model was proven to help students understand text structure and organize ideas systematically. Furthermore, this model increased students' active participation and enthusiasm in the writing learning process. The findings also indicated that image-based group discussions were able to build student confidence and collaboration.Keterampilan menulis, khususnya dalam bentuk teks eksplanasi, merupakan aspek penting dalam pengembangan kemampuan berpikir kritis siswa di tingkat madrasah aliyah. Namun, banyak siswa mengalami kesulitan dalam mengorganisasi struktur teks, menggunakan kosakata ilmiah, dan menjabarkan hubungan sebab-akibat secara logis. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Examples Non Examples (ENE) terhadap kemampuan menulis teks eksplanasi siswa kelas XI MA Nurus Sholah, Desa Akkor, Palengaan, Pamekasan. Metode penelitian yang digunakan adalah kuantitatif dengan pendekatan korelasional, melibatkan 60 siswa sebagai sampel yang ditentukan melalui teknik purposive sampling. Instrumen penelitian berupa angket skala Likert dan tes tertulis, dianalisis menggunakan uji korelasi Pearson Product Moment. Hasil penelitian menunjukkan bahwa penerapan model ENE berpengaruh signifikan terhadap peningkatan struktur teks, pengembangan gagasan, serta koherensi dan logika hubungan antar paragraf dalam teks eksplanasi siswa. Visualisasi gambar dalam model ini terbukti membantu siswa dalam memahami struktur teks dan menyusun ide secara sistematis. Selain itu, model ini meningkatkan partisipasi aktif dan antusiasme siswa dalam proses pembelajaran menulis. Temuan juga menunjukkan bahwa diskusi kelompok berbasis gambar mampu membangun kepercayaan diri dan kolaborasi siswa.
Inovasi Pembelajaran Berbasis Masalah untuk Meningkatkan Hasil Belajar Siswa pada Materi Menulis Drama di Kelas XI Madrasah Aliyah Hesty Kusuma Wati; Muhammad Ilzam; Liana Rohmatul Wachidah
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107386

Abstract

This study aims to test the effectiveness of the problem-based learning model (PBL) in improving drama writing skills in class XI IPS 1 students of MA Nurus Sholah Pamekasan. The main problem in learning to write drama is the low ability of students to develop story ideas, construct a logical narrative flow, and process dramatic elements as a whole. This study uses a quantitative approach with a quasi-experimental design involving two groups: an experimental group that received learning through the PBL model and a control group that followed the conventional method. The research instrument consisted of a multiple-choice test to measure concept mastery and a drama writing assignment as an evaluation of productive skills. Data analysis was carried out using descriptive and inferential statistical techniques using a two-tailed t-test to see the significance of differences between groups. The results showed that the experimental group obtained a higher average score (55.23) than the control group (50.83), with maximum scores of 100 and 80, respectively. Although the difference in scores was not too striking quantitatively, the process analysis showed that the PBL model was able to improve students' active participation, contextual understanding, and critical thinking skills in designing drama texts. This finding was reinforced by students' positive responses in the group discussion process as well as the quality of the scripts that were more structured and creative. Based on these results, it can be concluded that the application of the problem-based learning model has a positive contribution in improving drama text writing skills and is worth considering as an alternative strategy in learning Indonesian.Penelitian ini dilakukan dengan tujuan untuk mengetahui sejauh mana efektivitas penerapan model pembelajaran berbasis masalah (Problem-Based Learning/PBL) dalam mengembangkan kemampuan menulis teks drama pada peserta didik kelas XI IPS 1 MA Nurus Sholah Pamekasan. Salah satu persoalan krusial yang dihadapi dalam pembelajaran menulis drama ialah masih rendahnya kapasitas siswa dalam merancang ide cerita serta menyusun alur yang runtut dan masuk akal., dan mengolah unsur dramatik secara utuh. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu yang melibatkan dua kelompok: kelompok eksperimen yang menerima pembelajaran melalui model PBL dan kelompok kontrol yang mengikuti metode konvensional. Instrumen penelitian terdiri atas tes pilihan ganda untuk mengukur penguasaan konsep dan penugasan menulis teks drama sebagai evaluasi keterampilan produktif. Analisis data dilakukan dengan teknik statistik deskriptif dan inferensial menggunakan uji-t dua pihak untuk melihat signifikansi perbedaan antar kelompok. Hasil penelitian menunjukkan bahwa kelompok eksperimen memperoleh skor rata-rata lebih tinggi (55,23) dibanding kelompok kontrol (50,83), dengan nilai maksimum masing-masing 100 dan 80. Meskipun selisih nilai tidak terlalu mencolok secara kuantitatif, analisis proses menunjukkan bahwa model PBL mampu meningkatkan partisipasi aktif, pemahaman kontekstual, dan kemampuan berpikir kritis siswa dalam merancang teks drama. Temuan ini diperkuat oleh respons positif siswa dalam proses diskusi kelompok serta kualitas naskah yang lebih terstruktur dan kreatif. Berdasarkan hasil tersebut, dapat disimpulkan bahwa penerapan model pembelajaran berbasis masalah memberikan kontribusi positif dalam meningkatkan keterampilan menulis teks drama dan layak dipertimbangkan sebagai strategi alternatif dalam pembelajaran bahasa Indonesia.
Co-Authors Hesty Kusamba Wati Hesty Kusuma Wati Liana Rohmatul Wachidah Mochamad Arifin Alatas