TY - THES M1 - other N2 - Menulis puisi merupakan keterampilan berbahasa yang menuntut kemampuan imajinatif, ekspresif, dan terstruktur, namun dalam praktiknya peserta didik sekolah dasar sering mengalami hambatan. Penelitian ini bertujuan untuk mengetahui pengaruh teknik akrostik berbasis tema Asmaul Husna terhadap keterampilan menulis puisi serta untuk menganalisis perbedaan skor hasil menulis puisi sebelum dan sesudah perlakuan diberikan. Pendekatan yang digunakan adalah kuantitatif dengan metode eksperimen dengan jenis pre-eksperimental dan desain one group pretest-posttest. Sampel penelitian terdiri dari 36 peserta didik kelas V melalui random sampling. Instrumen penelitian berupa tes menulis puisi yang dinilai menggunakan rubrik penilaian. Teknik analisis data mencakup analisis deskriptif dan inferensial. Analisis deskriptif mencakup nilai minimum, maksimum, rata-rata, standar deviasi, serta distribusi kategori berdasarkan interval. Sedangkan analisis inferensial dilakukan menggunakan uji normalitas dan uji Wilcoxon Signed-Rank Test karena data tidak berdistribusi normal. Hasil penelitian menunjukkan bahwa terjadi peningkatan skor menulis puisi setelah diterapkannya teknik akrostik berbasis tema Asmaul Husna. Pada pretest, 8% peserta didik termasuk kategori sangat tinggi, 33% kategori tinggi, 50% kategori sedang, dan 8% kategori rendah. Sedangkan pada posttest, 53% termasuk kategori sangat tinggi dan 47% kategori tinggi. Rata-rata nilai meningkat dari 59,44 pada pretest menjadi 75,00 pada posttest dengan standar deviasi 13.405 dan 9.258. Hasil uji Wilcoxon menunjukkan nilai signifikansi sebesar 0,000 < 0,05 yang berarti terdapat pengaruh signifikan antara nilai pretest dan posttest. Dengan demikian, teknik akrostik berbasis tema Asmaul Husna terbukti berpengaruh positif dan signifikan dalam meningkatkan keterampilan menulis puisi peserta didik kelas V. Implikasi praktis dari penelitian ini adalah teknik akrostik dapat dijadikan alternatif strategi pembelajaran bahasa Indonesia yang kreatif, religius, dan menyenangkan, sehingga guru memiliki metode baru dalam meningkatkan kemampuan literasi sastra peserta didik di Sekolah Dasar. Writing poetry is a language skill that requires imaginative, expressive, and structured abilities; however, in practice, elementary school students often encounter difficulties. This study aims to determine the effect of the acrostic technique based on the theme of Asmaul Husna on poetry writing skills and to analyze the differences in poetry writing scores before and after the treatment. The approach used was quantitative with an experimental method of the pre-experimental type, employing a one-group pretest-posttest design. The research sample consisted of 36 fifth-grade students selected through random sampling. The research instrument was a poetry writing test assessed using a scoring rubric. Data analysis techniques included descriptive and inferential analysis. Descriptive analysis covered the minimum, maximum, mean, standard deviation, and category distribution based on intervals, while inferential analysis was conducted using a normality test and the Wilcoxon Signed-Rank Test since the data were not normally distributed. The findings revealed an increase in poetry writing scores after applying the acrostic technique based on the Asmaul Husna theme. In the pretest, 8% of students were in the very high category, 33% in the high category, 50% in the medium category, and 8% in the low category. In contrast, in the posttest, 53% were in the very high category and 47% in the high category. The mean score increased from 59.44 in the pretest to 75.00 in the posttest, with standard deviations of 13.405 and 9.258, respectively. The Wilcoxon test results showed a significance value of 0.000 < 0.05, indicating a significant difference between the pretest and posttest scores. Thus, the acrostic technique based on the Asmaul Husna theme has been proven to have a positive and significant effect on improving fifth-grade students? poetry writing skills. The practical implication of this study is that the acrostic technique can serve as an alternative instructional strategy for teaching Indonesian that is creative, religious, and enjoyable, thereby providing teachers with a new method to enhance students? literary literacy skills in elementary schools. UR - https://repository.upi.edu N1 - https://scholar.google.com/citations?view_op=new_profile&hl=en ID SINTA Dosen Pembimbing Dian Indihadi: 6014404 Dwi Alia: 6681261 PB - Universitas Pendidikan Indonesia A1 - Ani Cahyani, - A1 - Dian Indihadi, - A1 - Dwi Alia, - KW - Menulis KW - Puisi KW - Teknik Akrostik KW - Asmaul Husna KW - Peserta Didik Writing KW - Poetry KW - Acrostic Technique KW - Asmaul Husna KW - Students TI - PENGARUH TEKNIK AKROSTIK BERBASIS TEMA ASMAUL HUSNA TERHADAP KETERAMPILAN MENULIS PUISI DI SEKOLAH DASAR ID - repoupi141013 Y1 - 2025/08/21/ AV - restricted ER -