Shella Henry Wijaya, Muhammad Jazuli, Wandah Wibawanto

DEVELOPMENT OF PROJECT-BASED LOGO AND TYPOGRAPHY LEARNING MODEL: AUTO-ETHNOGRAPHY STUDY AND CLASS ACTION RESEARCH TO IMPROVE STUDENTS' MOTIVATION AND UNDERSTANDING AT SMP NEGERI 3 GUNTUR DEMAK

Introduction

Development of project-based logo and typography learning model: auto-ethnography study and class action research to improve students' motivation and understanding at smp negeri 3 guntur demak. Develops a project-based logo & typography learning model for 7th graders at SMP 3 Guntur Demak. Enhances student motivation & visual understanding through auto-ethnography & CAR.

Abstract

This study aims to develop an effective project-based logo and typography learning model in improving the motivation and understanding of grade VII students at SMP Negeri 3 Guntur, Demak. This study employs a qualitative approach, combining autoethnography and classroom action research (CAR). Autoethnography is used to reflect on the researcher's experience as a teacher, while CAR is used to test and refine the learning model through two cycles of action. Data were collected through observation, teacher reflective journals, learning motivation questionnaires, student work, interviews, and visual documentation. The project-based learning model is designed to enable students to develop visual skills through creative, collaborative, and applicative processes. The results of the study indicate that this model can enhance students' intrinsic motivation, particularly in terms of autonomy, competence, and social connectedness, in line with Self-Determination Theory (Ryan & Deci, 2000). In addition, students' understanding of visual design concepts also increased, as indicated by the quality of the logo and typography projects assessed using an assessment rubric. The researcher's reflection shows that this approach is effective in creating contextual, meaningful, and challenging learning. This study suggests the wider application of this model in schools with similar conditions to strengthen visual skills-based learning.

Review

This study presents a compelling and well-structured approach to developing a project-based learning model for logo and typography at the middle school level. The use of a mixed-methods qualitative design, integrating autoethnography with classroom action research across two cycles, is particularly commendable. This methodology allows for deep, reflective insights from the researcher's experience as a teacher while systematically testing and refining the proposed model in a real-world classroom setting. The diverse data collection methods, including observations, reflective journals, questionnaires, student work, and interviews, further strengthen the validity of the findings regarding enhanced intrinsic motivation—specifically autonomy, competence, and social connectedness aligned with Self-Determination Theory—and improved visual design understanding among students. While the abstract highlights significant improvements in student motivation and understanding, a few areas could benefit from further elaboration in the full paper. The specific components and pedagogical design unique to the developed project-based model could be detailed more explicitly, moving beyond its general purpose to illuminate its core mechanics. Additionally, while the suggestion for wider application is valuable, the abstract could briefly acknowledge the inherent limitations of generalizability given its focus on a single school in Demak. Deeper insights into *how* the autoethnographic reflections specifically informed and refined the subsequent CAR cycles would also enrich the methodological narrative, demonstrating the synergistic power of this combined approach. Overall, this research offers a valuable contribution to educational practice, particularly in visual arts education at the secondary level. The model's success in fostering intrinsic motivation and practical design skills is highly relevant for contemporary learning environments seeking to move beyond traditional, theoretical instruction. The study's connection to Self-Determination Theory provides a robust theoretical foundation for its motivational claims, while the CAR component ensures practical applicability. This research provides a strong foundation for developing contextual, meaningful, and challenging learning experiences, making a strong case for its wider implementation in similar educational settings and meriting publication.

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