Lisa Dewi Mulyanti, Alfiah Alfiah, Yuli Kurniati Werdiningsih

Penerapan Model Project Based Learning dalam Pembelajaran Menulis Teks Pawarta Kelas X SMAN 01 Tanjung Tahun Ajaran 2023-2024

Introduction

Penerapan model project based learning dalam pembelajaran menulis teks pawarta kelas x sman 01 tanjung tahun ajaran 2023-2024. Temukan bagaimana Project Based Learning meningkatkan keterampilan menulis teks pawarta siswa Kelas X SMAN 01 Tanjung. Studi ini menunjukkan peningkatan pengetahuan dan keterampilan.

Abstract

Students' lack of interest in learning to write the text of the Class X newspaper depends on the completeness of the content (elements of the newspaper), spelling and punctuation, and structure of the newspaper. This study aims to describe the results of applying the project-based learning model in learning to write news texts for Class X students of SMA N 01 Tanjung in the 2023-2024 academic year. This study is included in the experimental research with the descriptive quantitative approach. The data obtained in this study were collected by observation (observation) and questionnaire (questionnaire), while purposive sampling was used. The type used in this study is a one-shot case study. After data analysis, the results of this study are as follows: 1) in the aspect of knowledge, there are 28 students, or 78%, who obtained scores above the KKM, while 8 students, or 22%, have not completed the KKM. From the percentage, the completeness of the value was obtained at 77.27. 2). In the aspect of skills, there were 30 students, or 83%, obtained grades above KKM, while 6 students, or 17%, had not reached KKM completeness. From the present, the completeness value was obtained by 81.33. Thus, applying the project-based learning model in learning to write news text for class X9 students can influence the achievement of the specified learning goals.

Review

This study investigates the application of the Project Based Learning (PjBL) model to improve the writing skills of Class X students at SMAN 01 Tanjung, specifically focusing on "pawarta" (news) texts. The topic is highly relevant, addressing a common challenge in language education: student disinterest and difficulties in mastering writing mechanics, structure, and content completeness. The clear objective—to describe the results of applying PjBL—provides a focused approach to understanding the impact of this pedagogical model. The abstract presents a straightforward quantitative analysis of student performance post-intervention, indicating a practical attempt to enhance learning outcomes in a specific educational context. However, the methodological description raises several concerns that limit the strength of the conclusions. While the study claims to be "experimental research with the descriptive quantitative approach," the stated "one-shot case study" design fundamentally undermines its experimental nature. A one-shot case study, by definition, lacks a control group or pre-test, making it impossible to establish causality or definitively claim that the PjBL model *caused* the observed improvements compared to an alternative method or prior knowledge. Furthermore, the abstract provides minimal detail on the implementation of PjBL, the content of the "observation" and "questionnaire" instruments, or the rationale behind the "purposive sampling." Clarification on how the KKM (Kriteria Ketuntasan Minimal) was set and what the actual scores or rubric criteria were would also enhance transparency. Despite these methodological limitations, the reported results indicate a positive outcome, with a high percentage of students achieving scores above the KKM in both knowledge (78%) and skills (83%) aspects after the PjBL intervention. The authors conclude that PjBL "can influence the achievement of the specified learning goals." While the positive results are encouraging, the one-shot design means this conclusion should be interpreted cautiously; it demonstrates what happened after the intervention, but not necessarily that PjBL was uniquely responsible or more effective than other approaches. For future research, a more robust design incorporating a pre-test, a control group, and perhaps qualitative data on student engagement would significantly strengthen the claims regarding PjBL's influence and efficacy.

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