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All Journal KREDO : Jurnal Ilmiah Bahasa dan Sastra Jurnal Pedagogi dan Pembelajaran Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Journal of Education Research Jurnal Cakrawala Pendas Asian Journal of Social and Humanities Bravo's: Journal of Physical Education and Sport Science Indonesian Journal on Learning and Advanced Education (IJOLAE)
Faisal Rahmat Permana
Universitas Swadaya Gunung Jati
Arts Humanities Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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EFEKTIVITAS MODEL PROJECT BASED LEARNING BERBANTUAN MEDIA POSTER TERHADAP KEMAMPUAN MENULIS TEKS DESKRIPSI SISWA SEKOLAH DASAR Algamansyah Algamansyah; Mudopar Mudopar; Faisal Rahmat Permana
KREDO : Jurnal Ilmiah Bahasa dan Sastra Vol. 10 No. 1 (2026): JURNAL KREDO VOLUME 10 NO 1 TAHUN 2026
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/kredo.v10i1.18233

Abstract

This study aims to analyze changes in the ability to write descriptive texts after the application of the Project Based Learning (PjBL) model assisted by poster media in grade V students of SDN Kartini 2, Cirebon City. The study used a quantitative approach with a pre-experimental design of One Group Pretest–Posttest Design. A total of 37 students were subjects through saturated sampling techniques. Data were collected through individual writing tests, learning observations, and documentation. Scores were analyzed using descriptive statistics, Shapiro–Wilk normality test, Wilcoxon Signed-Rank Test, and normalized gain (N-Gain). The average score increased from 65.08 in the pretest to 81.41 in the posttest. The Wilcoxon test showed a statistically significant difference (Z = −5.306; p < 0.001), while the average N-Gain of 0.4614 was in the medium category. The results of the observations showed the implementation of learning at 91%; the highest activeness was seen in reflection activities (90%), while the indicator responding to the presentation of friends was the lowest (57%). These findings indicate that the combination of project stages with visual stimulus can support the development of ideas and the organization of descriptive texts. Practically, educators can use posters as observation supports in writing projects, accompanied by explicit teaching of peer feedback and ongoing writing exercises. Since the study only involved one class without a control group, these results showed improvement after the intervention, but it has not proven that the intervention was the only cause of the change.
Co-Authors Algamansyah Algamansyah Ambar Wati Annisa, Auliya Ayu Auliya Aenul Hayati Dilla Nabila Putri Laksana Fadillah, Anggun Nur Fairuz Azhar Pratama Ferawati, Efa Filla Lailatul Maghfiroh Harla Herawati Hayati, Auliya Aenul Iis Yeni Sugiarti Imas Masripah Ismayati Lailatul Maghfiroh, Filla Malonisio, Manuel Maulida Diah A Mudopar, Mudopar Muh. Ferisyal Pratama Nasution, Lucy Martiati Nisa Sri Maulani Nizah, Nur Ainun Novita, Tiara Nissa Nur Ainun Nizah Rahmad Khodari Tri Karyono Wati, Ambar Yeni Sugiarti, Iis