UNLOCKING THE POTENTIAL OF PROJECT-BASED LEARNING: ELEVATING WRITING SKILLS IN ISLAMIC SCHOOL JUNIOR HIGH STUDENTS
DOI:
https://doi.org/10.26418/jvip.v16i1.72152Keywords:
Project-Based Learning, Writing Skills, Islamic SchoolAbstract
Project-based learning (PjBL), an innovative teaching approach that emphasizes active, student-centered learning through real-world projects, serves as a cornerstone for educational advancement. However, in the specific context of Islamic schools setting, there exists a recognized need for the improvement of writing skills among first-grade students. This Classroom Action Research (CAR) study, spanning two cycles with a cohort of 15 participants at Mts. Insan Madani, Situbondo, is dedicated to achieving significant advancements in writing skill proficiency through the implementation of PjBL. Findings from the study indicate marked enhancements in creativity, engagement, and collaborative abilities. Concurrently, certain challenges surfaced, particularly in the realms of time management and the necessity for more structured guidance during the initial stages of PjBL implementation. The implications of this research underscore the efficacy of PjBL in enhancing writing skills within an Islamic school setting, emphasizing the potential for the integration of PjBL as an educational approach to nurture essential writing skills. Nevertheless, it is crucial to acknowledge the importance of providing additional support in specific areas. Recommendations for future research encompass expanding the study to different grade levels and incorporating a more extensive participant pool to further validate the findings, thereby offering a comprehensive understanding of the broader impacts of PjBL on writing skill development within Islamic schools.References
Anazifa, R. D., & Djukri. (2017). Project- based learning and problem- based learning: Are they effective to improve student’s thinking skills? Jurnal Pendidikan IPA Indonesia, 6(2), 346–355. https://doi.org/10.15294/jpii.v6i2.11100
Condliffe, B. (2017). Project-Based Learning: A Literature Review. Working Paper. MDRC.
Cortázar, C., Nussbaum, M., Harcha, J., Alvares, D., López, F., Goñi, J., & Cabezas, V. (2021). Promoting critical thinking in an online, project-based course. Computers in Human Behavior, 119(January). https://doi.org/10.1016/j.chb.2021.106705
Csizér, K., & Tankó, G. (2015). English majors’ self-regulatory control strategy use in academic writing and its relation to L2 motivation. Applied Linguistics, amv033. https://doi.org/10.1093/applin/amv033
Dzulkifli, I. (2021). Teaching and learning aids to support the deaf students studying Islamic education. Pertanika Journal of Social Sciences and Humanities, 29(4), 2263–2279. https://doi.org/10.47836/pjssh.29.4.09
Fuadi, A., & Suyatno, S. (2020). Integration of nationalistic and religious values in Islamic education: Study in integrated Islamic school. Randwick International of Social Science Journal, 1(3), 555–570. https://doi.org/10.47175/rissj.v1i3.108
Ghosheh Wahbeh, D., Najjar, E. A., Sartawi, A. F., Abuzant, M., & Daher, W. (2021). The role of project-based language learning in developing students’ life skills. Sustainability (Switzerland), 13(12), 1–15. https://doi.org/10.3390/su13126518
Golparvar, S. E., & Khafi, A. (2021). The role of L2 writing self-efficacy in integrated writing strategy use and performance. Assessing Writing, 47(September 2020), 100504. https://doi.org/10.1016/j.asw.2020.100504
Hanafi, Y., Taufiq, A., Saefi, M., Ikhsan, M. A., Diyana, T. N., Thoriquttyas, T., & Anam, F. K. (2021). The new identity of Indonesian Islamic boarding schools in the “new normalâ€: the education leadership response to COVID-19. Heliyon, 7(3). https://doi.org/10.1016/j.heliyon.2021.e06549
Hanif, S., Wijaya, A. F. C., & Winarno, N. (2019). Enhancing students’ creativity through STEM project-based learning. Journal of Science Learning, 2(2), 50. https://doi.org/10.17509/jsl.v2i2.13271
Harman, R. (2013). Literary intertextuality in genre-based pedagogies: Building lexical cohesion in fifth-grade L2 writing. Journal of Second Language Writing, 22(2), 125–140. https://doi.org/10.1016/j.jslw.2013.03.006
Hidayati, D., Novianti, H., Khansa, M., Slamet, J., & Suryati, N. (2023). Effectiveness project-based learning in ESP class: Viewed from Indonesian students’ learning outcomes. International Journal of Information and Education Technology, 13(3), 558–565. https://doi.org/10.18178/ijiet.2023.13.3.1839
Hugerat, M. (2016). How teaching science using project-based learning strategies affects the classroom learning environment. Learning Environments Research, 19(3), 383–395. https://doi.org/10.1007/s10984-016-9212-y
Inan-Karagul, B., & Seker, M. (2021). Improving language learners’ use of self-regulated writing strategies through screencast feedback. SAGE Open, 11(4). https://doi.org/10.1177/21582440211064895
Introduction, A. (2019). Exposing Islamic Character Values at English for Islamic Studies (EIS) Class. 19(2), 251–263.
Lu, Q. (2021). A new project-based learning in English writing. International Journal of Emerging Technologies in Learning, 16(5), 214–227. https://doi.org/10.3991/ijet.v16i05.21271
Mehrdad, A. G., & Ahghar, M. R. (2013). EFL students’ language learning preferences at Islamic Azad university- Hamedan Branch. Procedia - Social and Behavioral Sciences, 93, 102–106. https://doi.org/10.1016/j.sbspro.2013.09.159
Net, W. W. W. P. (2021). Developing Islamic science based integrated teaching materials for Islamic education in Islamic high school. 11(4), 282–289. https://doi.org/10.47750/pegegog.11.04.27
Sasson, I., Yehuda, I., & Malkinson, N. (2018). Fostering the skills of critical thinking and question-posing in a project-based learning environment. Thinking Skills and Creativity, 29, 203–212. https://doi.org/10.1016/j.tsc.2018.08.001
Stefanou, C., Stolk, J. D., Prince, M., Chen, J. C., & Lord, S. M. (2013). Self-regulation and autonomy in problem- and project-based learning environments. Active Learning in Higher Education, 14(2), 109–122. https://doi.org/10.1177/1469787413481132
Suhono, S. (2019). Providing explicit strategy instruction to enhance students’ reading comprehension at English for Islamic studies class. Jurnal Smart, 5(2), 81–93. https://doi.org/10.26638/js.900.203X
Teng, L. S., & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing, 48(February), 100701. https://doi.org/10.1016/j.jslw.2019.100701
Downloads
Additional Files
Published
Issue
Section
License
Copyright (c) 2024 Jurnal Visi Ilmu Pendidikan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
All articles published Open Access will be immediately and permanently free for everyone to read and download. Under the CC-BY-NC license, Creative Commons Attribution NonCommercial 4.0 International License http://creativecommons.org/licenses/by-nc/4.0/ This license permits use, distribution and reproduction in any medium for non-commercial purposes, provided the original work and source is properly cited.
