Integrasi media audiovisual pada Kurikulum Bahasa Indonesia SMP: Bukti empiris dan rekomendasi praktik - Zolanda, Mutia; Fadilla, Mutiara; Wahyudiyanta, Muhammad Tri; Fajaruddin, Syarief (Teacher in Educational Research, 2025)
Studi ini melakukan literature review untuk mengevaluasi efektivitas media audiovisual dalam pembelajaran Bahasa Indonesia di SMP. Prosedur literature review meliputi perumusan pertanyaan penelitian, perencanaan penelusuran, seleksi artikel melalui kriteria inklusi–eksklusi (topik relevan, open access, terbit 5 tahun terakhir), penilaian kualitas, serta sintesis temuan. Penelusuran dilakukan via Google Scholar (14 Oktober 2024). Data dianalisis secara naratif dengan menilai dampak media audiovisual terhadap pemahaman materi, motivasi/minat belajar, serta indikasi berpikir kritis. Hasil sintesis menunjukkan konsistensi bukti bahwa integrasi video, gambar, dan audio meningkatkan pemahaman (terutama teks sastra dan konteks budaya) dan motivasi siswa dibandingkan metode konvensional. Indikasi peningkatan keterlibatan dan keuletan tugas juga muncul ketika guru menyediakan instruksi yang terstruktur, tujuan belajar yang jelas, dan umpan balik formatif. Namun, bukti tentang dampak jangka panjang terhadap berpikir kritis masih terbatas karena kurangnya desain penelitian yang mendalam dan integrasi kurikulum yang eksplisit. Keterbatasan studi meliputi cakupan basis data, variasi kualitas metodologis, dan ketergantungan pada ukuran hasil jangka pendek. Literature review ini merekomendasikan integrasi audiovisual berbasis tujuan, strategi pra–selama–pasca menonton, penugasan analitis, serta pengembangan profesional guru agar manfaat pada pemahaman dan motivasi berkelindan dengan penguatan keterampilan berpikir tingkat tinggi.   Integrating audiovisual media into the junior-high Indonesian Curriculum: Empirical evidence and practice recommendations   Abstract: This literature review evaluates the effectiveness of audiovisual media in junior-high Indonesian language instruction. The literature review followed established steps: research questions, search planning, article screening using inclusion–exclusion criteria (relevant topic, open access, published within the last five years), quality appraisal, and narrative synthesis. Searches were conducted via Google Scholar (14 October 2024). Outcomes examined included content comprehension, motivation/engagement, and indications of critical thinking. Synthesized findings consistently show that integrating video, images, and audio improves comprehension (notably for literary texts and cultural contexts) and student motivation compared with conventional methods. Gains in engagement and task persistence are more evident when teachers provide structured guidance, explicit learning goals, and formative feedback. Evidence for sustained improvements in critical thinking remains limited due to shallow research designs and a lack of explicit curricular integration. Limitations include database scope, variability in methodological rigor, and reliance on short-term outcomes. The review recommends goal-aligned audiovisual integration, before–during–after viewing routines, analytic tasks, and targeted teacher professional development so that improvements in comprehension and motivation are coupled with advances in higher-order thinking.