Pengaruh Model Project Based Learning Berbantuan Media Video Animasi Terhadap Keterampilan Menulis Teks Prosedur Siswa Kelas Vii Smp Negeri 5 Padang Panjang
DOI:
https://doi.org/10.33751/jmp.v14i1.81Keywords:
Project-Based Learning, Animated Video Media, Writing Skills, Procedural TextsAbstract
The Influence of the Animated Video Media-Assisted Project Based Learning Model On Procedural Text Writing Skills for Grade VII Students of SMP Negeri 5 Padang Panjang
This study aims to describe: First, to determine the level of procedural text writing skills of seventh-grade students of SMP Negeri 5 Padang Panjang using the Project Based Learning model assisted by animated video media. Second, to determine the level of procedural text writing skills of seventh-grade students of SMP Negeri 5 Padang Panjang without using the Project Based Learning model assisted by animated video media. Third, to analyze the effect of the Project Based Learning model assisted by animated video media on the procedural text writing skills of seventh-grade students of SMP Negeri 5 Padang Panjang. This type of research is quantitative with a quasi-experimental method. The research design used is a non-equivalent control group design. The population in this study were seventh-grade students of SMP Negeri 5 Padang Panjang enrolled in the 2025/2026 academic year with the number of students being carried out using a purposive sampling technique based on the average mid-semester odd semester grades of students in 2025/2026. The data in this study are the test scores of the procedural text writing skills of grade VII students of SMP Negeri 5 Padang Panjang through posttests in the experimental class and the control class of grade VII students of SMP Negeri 5 Padang Panjang. The research instrument is a test. In this study, a performance test instrument was used, namely a procedural text writing skills test. Data were analyzed using percentage formulas, arithmetic mean formulas, data analysis requirements tests, and t-tests. There are three results of this study. First, the procedural text writing skills of grade VII students of SMP Negeri 5 Padang Panjang before the treatment were relatively the same, namely the experimental class was in the Almost Sufficient (HC) qualification with an average score of 45.31, and the control class was in the Less (K) qualification with an average score of 42.83. Second, the procedural text writing skills of students after learning showed that the experimental class taught in the Very Good (BS) qualification with a score of 88.93, while the control class taught using discovery learning was in the More than Sufficient (LdC) qualification with an average score of 72.91. Third, based on the results of the independent sample t-test, the calculated t value was 9.10 and the t value was 1.99 at a significance level of 0.05 with degrees of freedom (df) = 62, so the calculated t value (9.10) > the t value (1.99). Therefore, the alternative hypothesis (H1) is accepted. Therefore, it can be concluded that the project-based learning model assisted by animated video media is more effective than the discovery learning model in improving the writing skills of procedural texts of seventh-grade students at SMP Negeri 5 Padang Panjang.
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