PENERAPAN MODEL PEMBELAJARAN CONNECTING, ORGANIZING, REFLECTING, DAN EXTENDING (CORE) BERBANTUAN MEDIA CANVA DALAM PEMBELAJARAN MENULIS POSTER PADA SISWA KELAS VI SEKOLAH DASAR DI KECAMATAN GANEAS KABUPATEN SUMEDANG TAHUN PELAJARAN 2025/2026

Authors

  • Listiyanti Meira Mubarokah Universitas Sebelas April
  • E.Sulyati Universitas Sebelas April
  • Asep Saepurokhman Universitas Sebelas April

DOI:

https://doi.org/10.23969/jp.v10i03.34033

Keywords:

Learning model, CORE learning model, Poster writing, Canva media.

Abstract

Poster writing is an essential skill for students, especially in today's visual era. Through poster creation, students are trained to think creatively, organize ideas, and convey messages effectively and engagingly. Poster writing skills are beneficial not only in learning contexts but also in everyday life. Based on field observations, students experience difficulty formulating ideas or concepts, lack attractive designs, and lack writing skills. This is due to the lack of variety in the learning models implemented by teachers. This study aims to describe the differences in poster writing learning outcomes between sixth-grade elementary school students in Ganeas District, Sumedang Regency, using the Connecting, Organizing, Reflecting, and Extending (CORE) model with the aid of Canva and those without the CORE model with the aid of Canva in the 2025/2026 academic year. Therefore, the instruments used were teaching modules and tests. The method used in this study was a quasi- experimental study with qualitative and quantitative analysis. Based on data analysis, the success rate of poster writing learning using the CORE model with the aid of Canva in the experimental class was categorized as high. This is evidenced by the results of the z test which shows that z count -0.36 is located within the interval -Z0.4900 S.d Z0.4900 or -2.33 < -0.36 < 2.33. The success rate of learning to write posters using image media in the control class is classified as low. This is evidenced by the results of the z test which shows that z count -2.14 is located outside the interval -Z0.4900 S.d Z0.4900 or -2.14 > -2.33. There is no significant difference in the ability to write posters between those using the CORE model assisted by Canva media and those using the conventional model. This is evidenced by the results of the t test calculation which shows t count = 1.24 which is smaller than t0.995 = 2.66 or 1.24 < 2.66. Thus, both models can be used in

Downloads

Download data is not yet available.

References

Kecamatan Ganeas ditolak. Kedua

model tersebut sama baiknya jika

digunakan dalam pembelajaran

menulis poster. Tidak terdapat

perbedaan yang signifikan dalam

tingkat keberhasilan pembelajaran

menulis poster antara siswa yang

menggunakan model CORE

berbantuan media canva dengan yang

tidak menggunakan model CORE

berbantuan media canva di kelas VI

sekolah dasar di Kecamatan Ganeas.

Dengan demikian, penggunaan model

CORE berbantuan media canva tidak

memberikan pengaruh yang signifikan

terhadap peningkatan keberhasilan

pembelajaran menulis poster.

4. Tanggapan siswa kelas VI

sekolah dasar di Kecamatan Ganeas

Kabupaten Sumedang tahun

pelajaran 2025/2026 dalam

pembelajaran menulis poster dengan

menggunakan model Connecting,

Organizing, Reflecting, dan

Expending (CORE) berbantuan media

canva tergolong sangat tinggi. Hal ini

dibuktikan dengan pencapaian nilai

rata-rata tanggapan siswa pada kelas

eksperimen yang mencapai 90 dan

tergolong pada kategori sangat tinggi.

Dengan demikian, tanggapan siswa

yang menggunakan tanggapan siswa

kelas VI sekolah dasar di Kecamatan

Ganeas Kabupaten Sumedang tahun

pelajaran 2025/2026 dalam

pembelajaran menulis poster dengan

menggunakan model CORE

berbantuan media canva tepat

digunakan dalam pembelajaran

menulis poster pada siswa kelas VI

sekolah dasar di Kecamatan Ganeas

Kabupaten Sumedang tahun

pelajaran 2025/2026.

DAFTAR PUSTAKA

Abbas, S. (2006). Pembelajaran

Bahasa Indonesia yang Efektif

di Sekolah Dasar. Jakarta:

Departemen Pendidikan

Nasional

Agustina, S. (2021). Penggunaan

Media Pembelajaran Berbasis

Teknologi dalam Pendidikan.

Jakarta: Kencana.

Akhadiah, S., dkk. (2003).

Pembinaan Kemampuan

Menulis Bahasa Indonesia.

Jakarta: Erlangga.

Ali, M., dkk. (2008). Psikologi

Remaja: Perkembangan

Peserta Didik. Jakarta: Bumi

Aksara.

Anitah, S. (2009). Strategi

pembelajaran di SD. Jakarta:

Universitas Terbuka.

Arikunto, S. (2018). Prosedur

Penelitian Suatu Pendekatan

Praktik. Jakarta: Rineka Cipta.

Downloads

Published

2025-10-01