PENGARUH MODEL DISCOVERY LEARNING BERBASIS DEEP LEARNING TERHADAP KETERAMPILAN MENULIS TEKS DESKRIPSI SISWA KELAS VII SMP NEGERI 2 CIKEUSIK

Abstract

Writing descriptive texts requires students to develop ideas, select appropriate vocabulary, organize information coherently, and apply language conventions accurately. Seventh-grade students at SMP Negeri 2 Cikeusik still experience difficulties in developing ideas and concepts, limited vocabulary, weak organization of ideas, and low engagement during learning. This study aimed to examine students’ descriptive writing skills through a deep learning-based discovery learning model, identify the outcomes of inquiry learning, and determine whether there was a significant difference between the two instructional models. A quantitative approach with a quasi-experimental design was employed. The sample consisted of 48 seventh-grade students, with 24 students in Class VII.A as the experimental group and 24 students in Class VII.B as the control group. Data were collected through descriptive writing tests administered before and after treatment and analyzed using descriptive statistics, normality and homogeneity tests, Paired Samples t-Test, Independent Samples t-Test, and N-Gain analysis using SPSS 27. The experimental group improved from a mean score of 56.04 to 83.75, an increase of 27.71 points, with an N-Gain of 0.6239 or 62.39%, categorized as medium. The control group increased from 57.71 to 76.67, an improvement of 18.96 points, with an N-Gain of 0.4338 or 43.38%, also categorized as medium. The paired t-test produced a significance value of 0.001 for both groups, while the independent t-test yielded t = 3.266, df = 46, and Sig. = 0.002. These findings indicate a significant difference between the two models, with the deep learning-based discovery learning model producing greater improvement in descriptive text writing skills.