Twelfth-Grade Students’ Understanding of Human Rights Violations after Learning with Discovery Education Crossword Puzzles: A Descriptive Study at SMA Muhammadiyah 9 Surabaya
DOI:
https://doi.org/10.59944/postaxial.v3i4.2414Keywords:
descriptive study, Discovery Education, human rights violations, level of understanding, crossword puzzlesAbstract
Crossword puzzles are widely used to engage students actively, yet little is known about how well senior high school students understand human rights violations after such media are used in Pancasila Education. Drawing on the revised Bloom’s Taxonomy and the principle of retrieval practice, this study aimed to describe the level of understanding (C2) of twelfth-grade students at SMA Muhammadiyah 9 Surabaya on human rights violations after learning with Discovery Education crossword puzzles. A quantitative descriptive design was applied to all 45 students of one flagship class. Data came from a 20-item multiple-choice understanding test given once after the lesson (2 × 45 minutes) and were analyzed with frequencies, percentages, score bands, and measures of central tendency and dispersion; scores of 75 or above (the school’s Minimum Mastery Criterion) were categorized as understand. The results show that 35 students (77.78%) were in the “understand” category and 10 students (22.22%) in the “less understand” category. Scores ranged from 65 to 93 (mean = 79.67, median = 79, SD = 7.17); the lower quartile coincided with the threshold, and all 10 students in the “less understand” category scored within 10 points below it. The findings imply that concept reinforcement and follow-up case discussion should be directed to students near the threshold. Because there were neither prior scores nor a comparison group, the findings describe post-learning conditions and do not indicate improvement, effects, or statistical generalization.
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