Stimulasi Gagasan Melalui Metode Brainwriting pada Siswa SMP: Tinjauan Sistematis Penelitian Pembelajaran Menulis 2016–2026
DOI:
https://doi.org/10.58344/locus.v5i5.5827Keywords:
brainwriting, keterampilan menulis, pembelajaran menulis, smp, tinjauan sistematisAbstract
Metode brainwriting telah diterapkan dalam pembelajaran menulis di berbagai jenjang pendidikan, namun tinjauan sistematis yang komprehensif di tingkat SMP masih langka. Penelitian ini menganalisis implementasi, efektivitas, dan faktor keberhasilan brainwriting dalam pembelajaran menulis di SMP serta mengidentifikasi kesenjangan penelitian. Penelusuran literatur dilakukan melalui Google Scholar, portal GARUDA, dan basis data SINTA. Setelah penyaringan empat tahap PRISMA 2020, diperoleh 11 artikel yang memenuhi syarat. Kualitas studi dinilai menggunakan sistem skor adaptasi MMAT (?=1, ±=0,5, ?=0). Penilaian kualitas mengidentifikasi 10 studi berkualitas tinggi dan 1 berkualitas sedang. Brainwriting secara konsisten meningkatkan kinerja menulis di berbagai genre teks. Studi yang melaporkan N-Gain menunjukkan skor pada kategori sedang (0,38–0,60), dengan perbedaan signifikan secara statistik (p < 0,05). Tiga faktor keberhasilan teridentifikasi: partisipasi merata, pengurangan kecemasan sosial, dan fleksibilitas integrasi. Brainwriting terbukti efektif pada enam genre teks yang berbeda di SMP. Kesenjangan penelitian mencakup kurangnya studi komparatif antara brainwriting dan metode inovatif lain, ketiadaan penelitian longitudinal, serta keterbatasan ukuran sampel pada sebagian besar studi yang diinklusi.
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