Improving Argumentative Text Writing Learning Outcomes through the Use of Puzzle Media Among Grade IX Students at SMP Negeri 13 Pekanbaru

Abstract

Students’ ability to compose argumentative texts remains relatively low, particularly in developing logical arguments supported by facts. This condition indicates the need for the implementation of instructional media that can increase students’ engagement in the learning process. This study aimed to improve students’ learning outcomes in argumentative text writing through the implementation of text puzzle media among ninth-grade students at SMP Negeri 13 Pekanbaru. The study employed a Classroom Action Research (CAR) method based on the Kemmis and McTaggart model and was conducted in two cycles involving 41 students. Data were collected through assignments and analyzed using descriptive quantitative techniques based on mean scores and the percentage of learning mastery. In Cycle I, learning was conducted through individual assignments in which students were asked to compose argumentative texts based on phenomena developing on social media. In Cycle II, text puzzle media was implemented through group activities involving matching, arranging, and connecting parts of argumentative texts. The results showed that the implementation of text puzzle media improved students’ learning outcomes. The mean score increased from 80.85 in Cycle I to 93.17 in Cycle II, while the percentage of learning mastery increased from 48.78% to 92.68%. Therefore, text puzzle media can serve as an alternative instructional medium for Indonesian language learning that supports more active, collaborative, and meaningful argumentative text learning while helping students understand and develop arguments more systematically.