Pengaruh Pembelajaran Berbasis Literasi Terhadap Kemampuan Menulis Argumentatif Siswa SMA Islam Darussalam

Abstract

This study aims to analyze the effect of literacy-based learning on the ability to write argumentative texts among 11th-grade students at SMA Islam Darussalam in the 2023/2024 academic year. A quantitative experimental approach with a pretest–posttest control group design was applied to two parallel classes (experimental and control), each consisting of 34 students. The experimental class received literacy-based learning for eight sessions using the reading to learn and writing to argue strategies, while the control class used a conventional approach. Data on argumentative writing skills were collected through a written test validated by experts and tested for reliability (r = 0.87). Data analysis employed an independent t-test and Cohen’s d effect size calculation. The findings show a significant difference (p = 0.000 < 0.05) between the posttest mean scores of the experimental class (M = 85.29; SD = 6.12) and the control class (M = 74.56; SD = 7.89). The effect size of literacy-based learning was categorized as large (d = 1.52). Literacy-based learning was proven to enhance students’ ability to formulate sharp theses, present relevant evidence, and construct logical reasoning. The implication is that Indonesian language teachers are encouraged to integrate intensive literacy activities into argumentative writing instruction.