Zulfi Rosita, Imas Juidah, Agus Nasihin, Yayah Kurniyah

Pelaksanaan Pembelajaran Menggunakan Model Pembelajaran PJBL pada Materi Teks Eksplanasi di SMPN 2 Indramayu

Introduction

Pelaksanaan pembelajaran menggunakan model pembelajaran pjbl pada materi teks eksplanasi di smpn 2 indramayu. Pelajari efektivitas PjBL dalam meningkatkan kemampuan menulis teks eksplanasi siswa SMPN 2 Indramayu. Model ini terbukti sukses mengembangkan partisipasi aktif, kreativitas, dan berpikir kritis.

Abstract

This study aims to describe the effectiveness of implementing the Project-Based Learning (PjBL) method in improving the ability to write explanatory texts among Grade IX D students at SMP Negeri 2 Indramayu. The research focuses on the influence and impact of the PjBL learning method in the teaching and learning process. The Project-Based Learning (PjBL) method was implemented through several stages: planning, topic selection, project design, implementation, presentation of results, and evaluation. This study employed a descriptive qualitative approach, with data collection techniques including observation, documentation, and analysis of students' project outcomes. The results indicate that the implementation of PjBL successfully increased students' active participation, creativity, and critical thinking skills. The final products, in the form of explanatory texts and educational videos, showed improvements in the quality of students' writing and their understanding of the structure and linguistic features of explanatory texts. The students’ final scores mostly fell into the “good” category, with an average success rate of 75%. Therefore, the PjBL model is proven to be effective in developing 21st-century literacy skills, which include critical thinking, communication, collaboration, and creativity.

Review

This study investigates the implementation and effectiveness of the Project-Based Learning (PjBL) model in enhancing explanatory text writing skills among Grade IX D students at SMP Negeri 2 Indramayu. The research employs a descriptive qualitative approach, documenting the PjBL process through stages like project design, implementation, and evaluation. Data collection involved observation, documentation, and analysis of student project outcomes. The abstract highlights a positive impact, reporting increased student participation, creativity, and critical thinking, alongside improved quality in students' explanatory texts and educational videos. The findings suggest PjBL is a viable pedagogical approach for developing key 21st-century literacy skills. While the abstract clearly articulates the study's scope and methodology, some aspects could benefit from further clarification within the full paper. The claim of "effectiveness" and "improvements" in writing quality, while supported by observed increases in participation and "good" scores (75% average success rate), would be strengthened by more specific metrics or a comparative analysis. For instance, detailing the baseline writing abilities of students or the rubrics used to assess "quality improvements" would provide a more robust understanding of the reported gains. Additionally, while the descriptive qualitative approach is appropriate for understanding the process, a clearer exposition of the analytical framework used to interpret observations and project outcomes would enhance the methodological rigor. Nonetheless, this research offers valuable insights into the practical application of PjBL in a specific educational context, particularly for developing complex literacy skills. The study's focus on fostering 21st-century competencies such as critical thinking, communication, collaboration, and creativity is highly relevant to contemporary educational goals. The findings provide encouraging evidence for educators considering student-centered, project-based approaches for text production. Future research could expand upon this by incorporating mixed-methods designs, perhaps including pre- and post-intervention assessments or comparing PjBL outcomes with traditional teaching methods, to further substantiate the degree of effectiveness claimed.

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