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A Guided Writing Technique based on Project-Based Learning to Improve Students’ Descriptive Text Writing

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This study aims to find out whether the Guided Writing technique based on Project-based Learning could improve the students’ descriptive text writing. The research was a quantitative research. The design was one-group pretest-posttest design where there was only one group as the experimental class. The study was done in SMPN 1 Dente Teladas Grade VII, consisting of 32 students. There was a total of six meetings, which were 1 meeting for pretest, 4 meetings for the treatment, and 1 meeting for the posttest. The data was collected from a writing test and analyzed using SPSS v.25. The result shows that the Guided Writing technique based on Project-based learning could improve the students’ descriptive text writing. In conclusion, the use of Guided Writing technique is maximized when it is used based on Project-based learning, and applying the Guided Writing technique based on Project-based Learning is able to cover the weakness that the Guided Writing technique has.

Canva-Aided Project-Based Learning to Improve Students’ Writing Achievement

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This research aims to investigate the significant difference in the students’ writing achievement and explore their perceptions on the project-based learning aided by Canva. The study employed a quantitative experimental method that the data were taken from pre-test and post-test of writing and students’ perception questionnaire. The design of this research used one group pre-test and post-test design and the sample was taken randomly. The number of samples was 29 in one grade eleven class of Vocational School in Lampung Province, Indonesia. The data were analyzed statistically by using a paired sample test.

The results demonstrated that the integration of Canva in project-based learning positively impacted students’ writing achievement. The mean score of the pre-test was 63.62 and the post-test was 76.28. The gain between the mean score of pre-test and post-test was 12.655. In addition, the significance level was 0.000 < 0.05. It means there was a significant difference between students’ writing achievement in the pre-test and post-test. Besides that, the researcher also compared the t-value with the t-table. In this research, the t-value was 19.716 > 2.048. It means that the implementation of Canva-aided project-based learning could improve the students’ writing achievement. Regarding the students’ perceptions,  the use of Canva in language learning was dominantly positive, with many responses that Canva facilitated their expression of ideas and enhanced motivation in language learning.

In conclusion, this research highlights the potential benefits of using appropriate technology, such as Canva, to foster learning achievements in language education. Implementing Canva-aided project-based learning provided visually appealing support and encouraged students’ creativity in expressing their ideas. The researcher suggests further integrating this technology into the language learning process to improve students’ writing skills and overall learning motivation.

The Effect of Project-Based Learning Models and Learning Styles on Creative Thinking Skills of Students

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The purposes of this study are: (1) to examine the effect of the Project-Based Learning model on the creative thinking skills of students, (2) to examine the effect of Learning Styles on the creative thinking skills of students, (3) to examine the effect of the interaction between Project-Based Learning and Learning Styles on creative thinking skills of students. The research design is quasi-experimental research. The subjects of this study are 22 students majoring in Mathematics Education at Wisnuwardhana University, and the instruments used are questionnaires and tests. The analysis technique used is two-way ANOVA (Analysis of Variance). The results of the study showed that there is an effect of the PjBL learning model on students’ creative thinking skills because the calculated F value is 5.976 with a probability value or significance of 0.04 < 0.05. The hypothesis test results for the Learning Styles factor obtained a calculated F value of 34.012 with a probability value or significance of 0.03 < 0.05. This means that there is a significant difference in creative thinking skills among students with Visual, Auditory, and Kinesthetic learning styles. Additionally, there is an influence of the interaction between the Learning Model and Learning Styles on creative thinking skills because the calculated F value is 7.760 with a probability value or significance of 0.04 < 0.05.

 

Application of the Project Based Learning Model in Improving Creativity and Entrepreneurial Skills for Independent Entrepreneur Students at the Kupang Negeri Polytechnic Campus

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Implementation of the Independent Curriculum requires that lecturers carry out learning and teach students using a student-centered learning model. Project Based Learning (PjBL) is a studentcentered learning method.

Entrepreneurship is a science that emphasizes attitudes and creativity, where creativity is a skill needed in the digital era.

The Merdeka entrepreneurship program is one of the independent learning programs in the Merdeka learning curriculum at the Merdeka campus as a certified independent entrepreneurship development program to prepare individuals who are competent in developing businesses. Learning is used with a project based learning model. This learning activity includes individual and team learning. The aim of the research is to determine the process of implementing the project based learning model in increasing students’ creativity and skills in making business products and the results of increasing students’ creativity and skills in making business products through the project based learning model in learning creative product entrepreneurship courses for the even semester of the 2022/2023 academic year.

This research is classroom action research with a project based learning model. The research subjects were students in the 6th semester of the Public Sector Accounting study program, totaling 100 students. Implementation from April to August 2023, consisting of 3 cycles, with stages: “Observation, Planning-Action & Reflection”. Actions are carried out by researchers and collaborators who are tasked with observing and recording any existing developments. The data collection method used is observation. Data analysis was carried out by measuring the creativity and skills of the product results of several types of businesses, namely by presenting them in the form of tables and percentages. The research results show that initial observations show that many groups still lack creativity and skill. In implementing the project based learning (PJBL) method, students experience an increase in their creative thinking and skills after being given action. Increased creativity in making student business products in learning creative products and entrepreneurship in semester 6 2022/2023 amounted to 84.66%, and increased skills in making student business products amounted to 81,25%. The description above shows that the project based learning (PJBL) method can increase student creativity and skills in learning creative products and entrepreneurship.

Project-Based Learning Method in Japanese Language Learning

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Learning Japanese at State Polytechnics of Bali and Hasanuddin University has similarities to one of the subjects studied by students, called the Japanese Language for Tourism. It takes students’ critical thinking and attracts students’ interest in this learning. For this lesson, the use of Project-Based Learning is a suitable learning model for students to hone and develop their creativity in introducing Indonesian tourism using Japanese. The aim of this research was to increase the critical thinking and creativity of the students by using the Project-Based Learning method in Japanese for tourism lessons. The design of this research was an analysis study. In this research, the writer wanted to find the use of the Project Based Learning method in Japanese language classes. In this research, the writer used a qualitative method. The inductive process of data analysis started by gathering information through observations, interviews, documentation, and triangulations. The result showed that there are several projects like videos and brochures produced by students in Japanese language classes using the PBL Method as developed by The George Lucas Educational Foundation, such as: (1) Start with the Essential Question; (2) Design a Plan for the Project; (3) Create a Schedule; (4) Monitor the Students and the Progress of the Project; (5) Assess the Outcome; (6) Evaluate the Experience.