The Effectiveness of Project-Based Learning Model on Students’ Narrative Writing Skills at SMA Jayanegara

jafar Jafar

doi:10.63922/ijevss.v5i02.3125

jafar Jafar Universitas Negeri Makassar

DOI: https://doi.org/10.63922/ijevss.v5i02.3125

Keywords: Project-Based Learning, Narrative Writing Skills, Indonesian Language Education, Writing Instruction, Student-Centered Learning

Abstract

Narrative writing is an essential component of language learning that requires students to generate ideas, organize them coherently, and express them using appropriate language features. However, students’ narrative writing skills are often underdeveloped due to the dominance of teacher-centered instructional practices. This study aims to examine the effectiveness of the Project-Based Learning (PjBL) model in enhancing students’ narrative writing skills at SMA Jayanegara. This research employed a quantitative approach using a pre-experimental design with a one-group pretest–posttest model. The participants consisted of 28 students. Data were collected through narrative writing tests administered before and after the implementation of the PjBL model. The data were analyzed using descriptive statistics, normality tests, paired sample t-test, and N-Gain analysis. The results revealed a significant improvement in students’ narrative writing skills. The mean score increased from 65.25 in the pretest to 87.50 in the posttest. The paired sample t-test showed a statistically significant difference (p < 0.05), indicating the effectiveness of the intervention. Furthermore, the N-Gain value of 0.64 was categorized as moderate, suggesting a meaningful level of improvement. These findings indicate that the implementation of the Project-Based Learning model effectively enhances students’ narrative writing skills by promoting active engagement, collaboration, and reflective learning. Therefore, PjBL can be considered a suitable instructional approach for improving writing skills in Indonesian language education.

References

Antika, W., Sasomo, B., Dwi Rahmawati, A., Matematika, P., & Modern Ngawi, S. (2023). ANALISIS ASESMEN DIAGNOSTIK PADA MODEL PEMBELAJARAN PROJECT BASED LEARNING DI KURIKULUM MERDEKA SMPN 3 SINE. Pedagogy: Jurnal Pendidikan Matematika, 250–263. https://doi.org/10.30605/pedagogy.v8i1.2512
Arianti Masanggelo, Orbanus Naharia, & Mariana Rengkuan. (2024). The Effect Of The Project-Based Learning Model Assisted By Blended Learning On The Critical Thinking Ability Of Grade VIII Students at SMP Negeri 04 Paleleh Barat. Pentagon : Jurnal Matematika Dan Ilmu Pengetahuan Alam, 2(4), 220–230. https://doi.org/10.62383/pentagon.v2i4.333
Asrul, nurmahyuni, Rajagukguk, S. F., Sitepu, V. O., Siregar, P. M., & Novri, A. (2021). The Effect of Project-Based Learning on Students’ Achievement in Writing Narrative Text Universitas Prima Indonesia. Journal of English Langaugeand Education, 6(2), 2021. https://doi.org/10.31004/jele.v6i2.170
Atmojo, I. R. W., Saputri, D. Y., Dewi, R. K., Salimi, M., Roslan, R. M., & Halim, L. (2025). The Effect of The Implementation of A Project-Based Learning Model Assisted By Augmented Reality on Sixth Graders’ Critical Thinking Skills on Solar System Materials. Educational Process: International Journal, 15. https://doi.org/10.22521/edupij.2025.15.131
Bolstad, O. H. (2020). Secondary Teachers’ Operationalisation of Mathematical Literacy. In European Journal of Science and Mathematics Education (Vol. 8, Number 3). https://doi.org/10.30935/scimath/9551
Brooks, C., Burton, R., van der Kleij, F., Ablaza, C., Carroll, A., Hattie, J., & Neill, S. (2021). Teachers activating learners: The effects of a student-centred feedback approach on writing achievement. Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021.103387
Chadafi, M. (2024). The Effectiveness Of Project-Based Learning On Student’s Writing Narrative Text Ability. JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY, 05(01), 15–26. http://jeet.fkdp.or.id/index.php/jeet/issue/current
Chen, X., Zhou, X., & Goh, Y. S. (2026). How Chinese as a foreign language learners use generative AI for oral script-writing: A qualitative perspective on cognitive scaffolding in project-based learning. Acta Psychologica, 262. https://doi.org/10.1016/j.actpsy.2025.106071
Faidah, N., Yarmi, G., & Jaya, I. (2025). Enhancing Fourth-Grade Students’ Creative Thinking in Fictional Narrative Writing Through Project-Based Learning. Journal of General Education and Humanities, 4(3), 981–998. https://doi.org/10.58421/gehu.v4i3.602
Haataja, E., Garcia Moreno-Esteva, E., Salonen, V., Laine, A., Toivanen, M., & Hannula, M. S. (2019). Teacher’s visual attention when scaffolding collaborative mathematical problem solving. Teaching and Teacher Education, 86. https://doi.org/10.1016/j.tate.2019.102877
Ho, W. W. Y., & Lau, Y. H. Y. (2025). Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model. Teaching and Teacher Education, 157. https://doi.org/10.1016/j.tate.2025.104947
Khaedar, M., & Alam, S. (2023). The Effect of Project-Based Learning Model on Narrative Writing Skills and Learning Achievement of Indonesian Language Elementary School Students. Journal of Etika Demokrasi, 8(4). https://doi.org/10.26618/jed.v%vi%i.12428
Kiili, C., Kiili, K., Räikkönen, E., & Coiro, J. (2025). Explicit video-based instruction enhanced students’ online credibility evaluation skills: Did storifying instruction matter? Computers and Education, 229. https://doi.org/10.1016/j.compedu.2025.105252
Li, M., Chen, Y. T., Huang, C. Q., Hwang, G. J., & Cukurova, M. (2023). From motivational experience to creative writing: A motivational AR-based learning approach to promoting Chinese writing performance and positive writing behaviours. Computers and Education, 202. https://doi.org/10.1016/j.compedu.2023.104844
Liu, J., Shadiev, R., Ge, D., Cao, M., Xu, Y., & Zhou, R. (2026). Assessing digital etiquette in adolescents: A stealth approach using game-based learning to reduce anxiety, promote flow, and enhance learning gains. Computers and Education, 243. https://doi.org/10.1016/j.compedu.2025.105475
Lutovac, S., Uitto, M., Keränen, V., Kettunen, A., & Flores, M. A. (2024). Teachers’ work today: Exploring Finnish teachers’ narratives. Teaching and Teacher Education, 137. https://doi.org/10.1016/j.tate.2023.104378
Manao, S., Manik, S., Manurung, L. W., & Sinambela, E. (2024). The Implementation of Project-Based Learning and Discovery Learning Models on Students’ Writing Narrative of SMA Swabina Karya Medan. In Jurnal Kependidikan (Vol. 13, Number 1). https://jurnaldidaktika.org
Nursaid, S., Tamsin, N. C., & Indriyani, A. C. (2026). The Effectiveness of the Project-Based Learning Model in Teaching Review Writing Skills to Eleventh-Grade Students. Jurnal Pembelajaran Bahasa Dan Sastra, 5(2), 1391–1402. https://doi.org/10.55909/jpbs.v5i2.1243
Somabut, A., Tuamsuk, K., Samat, C., Lowatcharin, G., Traiyarach, S., & Kwangmuang, P. (2026). Personalizing teacher professional development through learning analytics: Evidence from the smart teacher training platform in Thailand. Teaching and Teacher Education, 173. https://doi.org/10.1016/j.tate.2026.105425
Sutamrin, & Khadijah. (2021). Analisis Kemampuan Berpikir Kritis dalam Project Based Learning Aljabar Elementer. Jurnal Ilmiah Pendidikan Matematika, 28–41.
Traga Philippakos, Z. A., MacArthur, C. A., & Rocconi, L. M. (2023). Effects of genre-based writing professional development on K to 2 teachers’ confidence and students’ writing quality. Teaching and Teacher Education, 135. https://doi.org/10.1016/j.tate.2023.104316
Wang, L., van der Rijst, R., Admiraal, W., & de Jonge, M. (2026). Factors related to student engagement in blended learning in higher education: A narrative synthesis based on a systematic review. Computers & Education, 105625. https://doi.org/10.1016/j.compedu.2026.105625
Wang, S., & Hew, K. F. (2026). Enhancing a large language model with a chain-of-metacognitive reasoning approach increases argumentative writing evaluation accuracy, student writing outcomes, and mental effort. Computers & Education, 250, 105621. https://doi.org/10.1016/j.compedu.2026.105621
Wu, T. T., Silitonga, L. M., & Murti, A. T. (2024). Enhancing English writing and higher-order thinking skills through computational thinking. Computers and Education, 213. https://doi.org/10.1016/j.compedu.2024.105012