Tren dan Tantangan Pembelajaran Menulis Naskah Drama di Indonesia: Systematic Literature Review

Abstract

Penelitian ini bertujuan untuk memaparkan peningkatan keterampilan menyusun naskah drama pada jenjang pendidikan menengah melalui sintesis berbagai artikel penelitian relevan. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan prosedur identifikasi, penyaringan, eligibilitas, dan inklusi terhadap artikel-artikel yang dipublikasikan pada rentang tahun 2015–2024. Sumber data berasal dari basis data elektronik SINTA. Sebanyak 250 artikel teridentifikasi dan setelah melalui proses seleksi berdasarkan kriteria inklusi dan eksklusi, diperoleh 30 artikel yang memenuhi syarat untuk dianalisis lebih lanjut. Instrumen penelitian berupa lembar koding yang digunakan untuk mengekstraksi informasi mengenai latar belakang, metode, model, media, serta hasil penelitian. Teknik analisis data menggunakan analisis tematik dan sintesis naratif. Hasil penelitian menunjukkan bahwa Penelitian Tindakan Kelas (PTK) mendominasi metodologi yang digunakan (60%), umumnya dilaksanakan dalam dua siklus dengan peningkatan signifikan pada capaian Kriteria Ketuntasan Minimal (KKM) di setiap siklusnya. Model Pembelajaran Berbasis Proyek terbukti paling efektif dalam meningkatkan keterampilan menulis naskah drama, diikuti model latihan terbimbing, model sinektik, dan model kooperatif tipe Think Pair Share. Media audiovisual dan platform digital seperti YouTube dan Google Classroom mendominasi penggunaan pascapandemi COVID-19. Faktor penghambat utama meliputi kesulitan mengembangkan ide (80%), keterbatasan kosakata (70%), metode pembelajaran monoton (75%), dan rendahnya minat baca (60%). Adapun faktor pendukung meliputi penggunaan media inovatif (90%), minat terhadap seni peran, lingkungan diskusi yang suportif, serta akses terhadap perangkat digital. Implikasi penelitian ini menegaskan bahwa peningkatan keterampilan menulis naskah drama membutuhkan intervensi holistik yang mencakup inovasi model dan media pembelajaran, penguatan literasi baca, serta penciptaan lingkungan belajar yang kolaboratif. Guru disarankan mengadopsi model PjBL kolaboratif dan memanfaatkan platform digital tidak hanya sebagai media pengumpulan tugas, tetapi juga sebagai ruang publikasi karya siswa.

Trends and Challenges in Teaching Drama Script Writing in Indonesia: A Systematic Literature Review

This study aims to describe the improvement of drama script writing skills at the secondary education level through the synthesis of various relevant research articles. The method used is a Systematic Literature Review (SLR) with identification, screening, eligibility, and inclusion procedures for articles published between 2015 and 2024. The data source comes from the SINTA electronic database. A total of 250 articles were identified and after going through a selection process based on inclusion and exclusion criteria, 30 articles were obtained that met the requirements for further analysis. The research instrument was a coding sheet used to extract information regarding the background, methods, models, media, and research results. Data analysis techniques used thematic analysis and narrative synthesis. The results showed that Classroom Action Research (CAR) dominated the methodology used (60%), generally implemented in two cycles with a significant increase in the achievement of the Minimum Completion Criteria (KKM) in each cycle. The Project-Based Learning Model proved to be the most effective in improving drama script writing skills, followed by the guided practice model, the synectic model, and the Think Pair Share cooperative model. Audiovisual media and digital platforms such as YouTube and Google Classroom dominate post-COVID-19 pandemic usage. The main inhibiting factors include difficulty developing ideas (80%), limited vocabulary (70%), monotonous learning methods (75%), and low interest in reading (60%). Supporting factors include the use of innovative media (90%), interest in acting, a supportive discussion environment, and access to digital devices. The implications of this study confirm that improving drama scriptwriting skills requires holistic interventions that include innovation in learning models and media, strengthening reading literacy, and creating a collaborative learning environment. Teachers are advised to adopt a collaborative PjBL model and utilize digital platforms not only as a medium for submitting assignments but also as a space for publishing student work.