<![CDATA[This classroom action research investigates the effectiveness of Project-Based Learning (PBL) integrated with an Outdoor Learning approach to enhance poetry writing skills among eighth-grade students at SMP Negeri 1 Lawe Alas. The study addresses persistent challenges in poetry instruction, including low student motivation, limited creative inspiration, and monotonous classroom-based teaching methods. Grounded in Vygotsky's constructivist theory, the intervention employed authentic environmental observation as a catalyst for creative expression. The research utilized a two-cycle action research design following the Kemmis and McTaggart model, involving 30 students (14 males, 16 females) during the 2025-2026 academic year. Data collection instruments included poetry writing assessments, classroom observation protocols, student surveys, interviews, and documentation. Poetry assessment criteria encompassed six dimensions: theme development, diction, figurative language, imagery, rhyme, and typography. Results demonstrated substantial improvement across all cycles: mean scores increased from 65.3 (pre-cycle) to 73.5 (Cycle I) to 89.0 (Cycle II), while mastery rates rose from 40% to 63.3% to 90%, surpassing the minimum competency standard of 75. The most significant improvements occurred in imagery creation (38.7% increase) and figurative language usage (33.3% increase), validating the efficacy of direct environmental engagement. Qualitative findings revealed heightened student enthusiasm (93.3% in outdoor activities), enhanced collaborative learning, and increased confidence in poetic expression. The integration of PBL's systematic project structure with Outdoor Learning's experiential pedagogy effectively transforms abstract poetic concepts into concrete, observable phenomena, thereby facilitating cognitive scaffolding and creative production]]>
