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INDONESIA
JURNAL KONFIKS
Published by Universitas Muhammadiyah Makassar
ISSN : 23552638     EISSN : 27461866     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 312 Documents
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PENGEMBANGAN PENGGUNAAN MEDIA AUDIO VISUAL TERHADAP KEMAMPUAN MENULIS TEKS EKSPOSISI SISWA KELAS VIII SMP NEGERI 8 PERCUT SEI TUAN dedek_00; Ardiansyah, Dedek; Saputra, Edi
JURNAL KONFIKS Vol 12 No 4 (2025): KONFIKS
Publisher : LEMBAGA PENELITIAN DAN PENGABDIAN PADA MASYARAKAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/g4zm0c72

Abstract

Penelitian ini bertujuan untuk mengembangkan media pembelajaran audiovisual guna meningkatkan kemampuan menulis teks eksposisi siswa kelas VIII SMP Negeri 8 Percut Sei Tuan. Penelitian ini menggunakan metode penelitian dan pengembangan (R&D) dengan model ADDIE yang terdiri atas lima tahap, yaitu Analysis, Design, Development, Implementation, dan Evaluation. Tahap analisis menunjukkan bahwa siswa mengalami kesulitan dalam memahami struktur dan penggunaan bahasa dalam teks eksposisi. Berdasarkan hasil validasi ahli materi, media, dan bahasa, media yang dikembangkan memperoleh kategori “sangat valid” dengan rata-rata skor di atas 88%. Uji coba lapangan menunjukkan bahwa media dinilai “praktis” dan mudah digunakan, dengan 92% siswa memberikan respon positif. Hasil evaluasi efektivitas menunjukkan peningkatan kemampuan menulis siswa dengan nilai rata-rata pretest sebesar 52,73 dan posttest sebesar 84,58, dengan N-Gain sebesar 0,6657 atau 66,57% yang termasuk kategori efektif. Media audiovisual ini terbukti mampu meningkatkan motivasi dan hasil belajar siswa melalui penyajian materi yang menarik, kontekstual, serta memadukan unsur visual dan audio secara seimbang. Dengan demikian, media pembelajaran audiovisual berbasis model ADDIE layak digunakan sebagai inovasi pembelajaran Bahasa Indonesia untuk memperkuat keterampilan menulis teks eksposisi secara efektif dan menyenangkan.
FROM CONVENTIONAL READING TO MOODLE-BASED LEARNING: AN EXPERIMENTAL STUDY ON UNDERGRADUATE STUDENTS’ READING COMPREHENSION Hidayati, Hidayati; Indrawati, Inda; Sudaryati, Sri; Abrar, Andi Muhammad; Rusdin, Diyenti; Marzuki, Marzuki
JURNAL KONFIKS Vol 12 No 4 (2025): KONFIKS
Publisher : LEMBAGA PENELITIAN DAN PENGABDIAN PADA MASYARAKAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/qywp0457

Abstract

The rapid advancement of digital technology has encouraged the integration of Learning Management Systems (LMS) in higher education, including in reading instruction. Although Moodle is widely adopted, empirical evidence based on experimental approaches that directly examine its effectiveness in enhancing undergraduate students’ reading comprehension remains limited, particularly in comparison with conventional reading instruction. This study aimed to investigate the effect of Moodle-based reading instruction on students’ reading comprehension and to compare learning outcomes between students taught through Moodle and those taught through traditional instructional methods. A quasi-experimental research design employing a pretest–posttest control group was applied. The participants consisted of 46 undergraduate students divided into two intact classes: an experimental group (n = 23) and a control group (n = 23). The experimental group received reading instruction through Moodle, integrating structured learning materials, interactive activities, and formative assessments, while the control group was taught using conventional face-to-face reading instruction with printed materials and teacher-led discussions. A reading comprehension test was administered as both a pretest and a posttest. Data were analyzed using descriptive statistics, paired-samples t-tests to examine within-group improvement, independent-samples t-tests to compare posttest performance between groups, and effect size analysis to assess practical significance. The results revealed that both groups demonstrated significant improvement in reading comprehension from pretest to posttest; however, the experimental group showed significantly greater gains than the control group. Furthermore, the posttest comparison indicated a statistically significant difference with a large effect size, suggesting that Moodle-based instruction had a substantial and educationally meaningful impact on students’ reading comprehension. Overall, the findings indicate that Moodle-based reading instruction is an effective approach for enhancing undergraduate students’ reading comprehension and offers considerable pedagogical benefits for reading instruction in higher education contexts.

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