Correlational Analysis Of Critical Creative Literacy Domains in Argumentative Essays: Insights From Third-Semester Students at The University Of Mataram

Abstract

This study investigates the relationship between Critical Creative Literacy (CCL) domains and students’ argumentative writing performance, with particular attention to identifying the domain with the strongest correlation. In higher education, students are expected to demonstrate critical and creative thinking in writing; however, empirical evidence concerning the relationship between specific CCL domains and writing performance remains limited. A correlational research design was employed involving third-semester students at the University of Mataram. Data were collected using a Likert-scale questionnaire to measure CCL domains and a writing test to assess argumentative writing performance. The data were analyzed using Pearson Product-Moment Correlation using JASP statistical software. The findings indicate that there is no statistically significant relationship between any of the CCL domains and students’ argumentative writing performance, as all p-values exceeded the significance level (α = 0.05). Among the seven domains, focusing skill showed the strongest correlation with writing performance (r = –0.263, p = 0.065), although the relationship remained weak and statistically non-significant. These findings suggest that the relationship between CCL domains and students’ argumentative writing performance may be more complex than theoretically expected within this context.