The Effect of the Picture and Picture Learning Model on the Short Story Writing Ability of 4th Grade Students in Madrasah Ibtidaiyah

Abstract

This study aims to analyze the effect of the Picture and Picture learning model on the short story writing ability of fourth-grade students in Madrasah Ibtidaiyah. A quantitative approach with a quasi-experimental method and a Nonequivalent Control Group Design was employed. The study sample consisted of 50 students, divided into 25 students in the experimental group and 25 students in the control group. Data collection was conducted through short story writing ability tests administered before and after the intervention, evaluating aspects of content, organization, vocabulary, language use, and mechanics. The data were analyzed using descriptive statistics, normalized gain (N-Gain), the Shapiro–Wilk test for normality, Levene’s test for homogeneity, and an Independent Samples t-Test. The results indicated that the mean writing score of the experimental group increased from 64.00 to 75.20 (an increase of 11.20 points), whereas the control group increased from 57.40 to 66.00 (an increase of 8.60 points). The average N-Gain score for the experimental group was 0.3196 (medium category), while the control group reached 0.1987 (low category). The Independent Samples t-Test yielded a significance value of <0.001 (alpha=0.05), indicating a significant difference in the improvement of short story writing ability between the two groups. These findings demonstrate that the Picture and Picture learning model serves as an effective instructional alternative that helps students generate ideas, organize plots, and express thoughts more systematically through visual stimuli.