Edukasi Literasi Visual guna Meningkatkan Kemampuan Kritis Siswa dalam Membaca dan Menganalisa Pesan Visual di MA Hasyim Asy’ari, Sukodono-Sidoarjo
DOI:
https://doi.org/10.59025/9286vz92Keywords:
Literasi Visual, Berfikir Analisis visual, iklan digital, Pendidikan VisualAbstract
Perkembangan teknologi digital menyebabkan siswa semakin sering berhadapan dengan informasi berbasis visual melalui media sosial, iklan digital, poster, video pendek, dan berbagai bentuk konten visual lainnya. Kondisi tersebut menuntut kemampuan literasi visual agar siswa tidak hanya mampu mengenali objek yang ditampilkan, tetapi juga memahami makna, tujuan komunikasi, sasaran audiens, serta strategi persuasif. Perkembangan media digital membuat siswa berhadapan dengan iklan, poster, dan konten media sosial yang bersifat persuasif, sehingga diperlukan kemampuan literasi visual untuk membaca makna, tujuan komunikasi, sasaran audiens, dan strategi persuasif di balik suatu pesan visual. Kegiatan pengabdian kepada masyarakat ini bertujuan mengembangkan kemampuan 23 siswa kelas XII MA Hasyim Asy’ari, Sukodono, Sidoarjo dalam mengidentifikasi unsur visual, menghubungkannya dengan tujuan komunikasi, dan menerapkannya dalam poster edukatif. Kegiatan dilaksanakan dengan pendekatan experiential learning melalui empat tahap: pengenalan literasi visual, latihan representasi visual bangun ruang, analisis iklan dengan pertanyaan 5W+1H, dan produksi poster menggunakan Canva. Evaluasi menggunakan observasi fasilitator, analisis isi jawaban post-test 5W+1H, dan penilaian karya dengan rubrik deskriptif. Setelah panduan 5W+1H, 12 dari 23 siswa menyebut unsur visual spesifik, 14 siswa mengenali tujuan persuasif iklan, dan 12 siswa mengaitkan pengaruh iklan dengan strategi visual, tetapi hanya 8 siswa yang menyebut audiens secara spesifik. Poster peserta umumnya telah menerapkan warna, tipografi, ilustrasi, dan pesan verbal, tetapi masih lemah pada hierarki informasi dan keseimbangan komposisi. Karena data awal tidak terdokumentasi, temuan ini menggambarkan capaian setelah pembelajaran dan menunjukkan perlunya pengukuran sebelum–sesudah pada kegiatan lanjutan.
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