KOHESI : Jurnal Pendidikan Bahasa dan Sastra Indonesia

PENGGUNAAN CANVA SEBAGAI MEDIA DALAM PEMBELAJARAN TEKS ARGUMENTASI

2025-12-05T22:20:05+07:00

Penelitian ini bertujuan untuk mendeskripsikan proses penggunaan Canva sebagai media pembelajaran bahasa Indonesia pada materi teks argumentasi siswa kelas XI di SMAN 1 Kartasura. Penelitian ini menggunakan metode kualitatif deskriptif. Subjek penelitian ini yaitu siswa dan objek pada penelitian ini yaitu poster berisi argumentasi buatan siswa. Adapun data pada penelitian ini berupa deskripsi informasi proses penggunaan Canva sebagai media teks argumentasi dalam bentuk poster. Sumber data pada penelitian ini yaitu siswa yang menjadi pelaku implementasi. Penelitian ini dilakukan dengan teknik pengumpulan data meliputi observasi proses pembelajaran, dokumentasi hasil kerja siswa, dan catatan mengenai tantangan yang dihadapi selama penggunaan Canva. Teknik analisis data pada penelitian ini dilakukan dengan cara deskriptif melalui idenifikasi pola penggunaan Canva dalam pembelajaran, respon dan juga motivasi siswa, serta kendala-kendala yang dihadapi oleh siswa dalam proses pembelajaran. Hasil penelitian menunjukkan bahwa penggunaan Canva sebagai media pembelajaran mendapat respon positif dari siswa. Meskipun demikian dalam implementasinya terdapat kendala-kendala yang dialami siswa, misalnya (1) keterbatasan akses internet, (2) keterbatasan fitur aplikasi versi gratis, (3) kesenjangan kemampuan siswa dalam menggunakan aplikasi.

KEMAMPUAN MENYIMAK PESAN FIRMAN TUHAN DENGAN MENGGUNAKAN MEDIA AUDIOVISUAL BERDASARKAN PRINSIP COGNITIVE THEORY OF MULTIMEDIA LEARNING (CTML) DI JEMAAT GKN SHALOM SENTANI

2025-12-05T22:19:18+07:00

Abstract

This research to describe the congregation’s ability to comprehend the message of God’s Word through the use of audiovisual media. Data were collected through direct interviews with members of the congregation following the worship service, after they had listened to the sermon presented using audiovisual media. The research employed a qualitative descriptive method to analyze the congregation’s listening ability at GKN Shalom Sentani in relation to the audiovisual presentation of scriptural messages. Findings revealed that 85% of the participants indicated that audiovisual media provided strong dual-channel stimuli (visual and auditory), which significantly enhanced their comprehension and memory of the message. This outcome aligns with the stimulus–response theory and supports the application of audiovisual media based on the principles of the Cognitive Theory of Multimedia Learning (CTML). The study recommends that church leaders and educators consider utilizing audiovisual media in the delivery of sermons, as it has the potential to serve as an effective cognitive stimulus and reinforce congregational retention of Bible messages.

Keywords: Audiovisual media, Listening comprehension, Cognitive Theory of Multimedia Learning

INTEGRATION OF LOCAL WISDOM IN NIAS MYTHS ABOUT NATURAL PHENOMENA AS A BASIS FOR DEVELOPING SCIENCE LEARNING AND STRENGTHENING SCIENTIFIC ARGUMENTATION

2025-12-05T22:21:23+07:00

This study aims to explore the potential of Nias myths and local wisdom in the development of science learning (Natural Sciences) and the strengthening of students’ scientific argumentation skills. The method employed is a library research approach with a systematic framework, including the identification, evaluation, and synthesis of literature related to local wisdom, ethnoscience, cultural narratives, the integration of culture into science learning, and the development of scientific argumentation. The findings indicate that Nias myths contain knowledge of natural phenomena that can serve as a contextual, relevant, and meaningful learning context for students. The narrative structure of the myths facilitates the extraction of scientific concepts, the development of cause-and-effect reasoning, and the understanding of human-environment interactions, thereby enhancing scientific literacy and critical thinking skills. The integration of local wisdom into science learning also supports the development of scientific argumentation, as students are trained to construct claims, link evidence, reason logically, and compare traditional perspectives with modern scientific knowledge. This study emphasizes that Nias myths are not merely cultural heritage but also an effective pedagogical resource for culturally based science education. The implications of this research can serve as a foundation for developing contextual science learning modules and teaching strategies that combine local cultural identity with scientific competencies.