<![CDATA[Descriptive writing remains a challenging literacy skill for elementary school students, particularly in developing ideas, organizing information, selecting appropriate vocabulary, and applying language conventions. This study aimed to improve fifth-grade students’ descriptive writing skills through ThingLink-assisted Project-Based Learning (PjBL). The study employed a Classroom Action Research design based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages implemented in two cycles. The participants were 32 fifth-grade students at an Elementary school in Central Java, Indonesia. Data were collected through descriptive writing assessments, student activity observations, teacher performance observations, interviews, field notes, and documentation. Students’ writing performance was evaluated using an analytic rubric covering content, organization, vocabulary, language use, and mechanics. The findings revealed continuous improvement in students’ descriptive writing achievement, with the mean score increasing from 65.00 in the pre-cycle to 73.13 in Cycle I and 79.84 in Cycle II. Learning mastery improved from 40.63% to 87.50%, exceeding the predetermined success criterion. The integration of ThingLink within PjBL provided students with interactive exploration opportunities, richer sources of information, collaborative experiences, and structured support for developing descriptive texts. The study implies that technology-supported Project-Based Learning can serve as an effective approach for enhancing elementary students’ writing skills and promoting meaningful literacy development.]]>
