<![CDATA[Writing persuasive texts is one of the important language skills that students need to master because it requires the ability to develop ideas, organize arguments, and influence readers through effective written communication. However, many eighth-grade students still experience difficulties in expressing ideas, understanding persuasive text structures, and applying appropriate linguistic features. This condition is influenced by the use of conventional learning models that tend to make students passive during the learning process. This study aims to determine the effect of the Creative Problem-Solving (CPS) learning model assisted by audiovisual advertising media on the ability of eighth-grade students at State Junior High School 20 Medan to write persuasive texts. This research employed a quantitative experimental method with a two-group post-test design. The population consisted of all eighth-grade students of State Junior High School 20 Medan, with a sample of 54 students selected through simple random sampling. The experimental class received learning using the Creative Problem-Solving model assisted by audiovisual advertising media, while the control class applied conventional learning methods. Data were collected through persuasive text writing tests and analyzed using statistical tests. The results showed that students who received the CPS learning model achieved a higher average post-test score (79.55) compared to students in the control class (75.53). The hypothesis testing results indicated a significant difference between the experimental and control groups, with the t-count value (3.31) exceeding the t-table value (2.056) at a significance level of 0.05. Therefore, the Creative Problem-Solving learning model assisted by audiovisual advertising media significantly improves students’ persuasive text writing abilities. This study suggests that innovative and media-supported learning strategies can enhance students’ creativity, problem-solving skills, and writing performance.]]>
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