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All Journal Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan EDUCATIONE: Journal of Education Research and Review
Whisnubrata, Antonius Awan Asta Adhiprana
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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IMPLEMENTASI MODEL PEMBELAJARAN PROJECT BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI BAHASA INGGRIS PADA SISWA KELAS VIII DI SMP ANTONIUS NABIRE Whisnubrata, Antonius Awan Asta Adhiprana; Dimara, Johanes; Nabila, Almaz Rizkika; Saboan, Stefani
PEDAGOGIKA: Jurnal Pedagogik dan Dinamika Pendidikan Vol 12 No 2 (2024): Pedagogika: Jurnal Pedagogik dan Dinamika Pendidikan
Publisher : Prodi Pendidikan Guru Sekolah Dasar (PGSD) FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pedagogikavol12issue2page206-216

Abstract

This study aims to investigate the implementation of the Project-Based Learning model to improve English communication skills among seventh-grade students at SMP Antonius Nabire. This research employed the Pre-Experimental Design method, with a sample of 29 eighth-grade students. Data were collected using an oral test (speaking test). The results of the study showed that the application of the Project-Based Learning (PjBL) model significantly improved students' communication skills in the English subject. Before the implementation of PjBL, the majority of students fell into the failing category with an average score of 57.58%. However, after the implementation of PjBL, there was a significant improvement, with the average student score reaching 94.48%, and the majority of students achieving the "very good" qualification. These results align with various studies that assert PjBL's effectiveness in enhancing communication skills, as students actively engage in discussions, collaboration, and project presentations. In addition to improving academic abilities, PjBL also hones essential social skills needed for 21st-century learning. The N-Gain results showed that all students achieved a high qualification in communication skills, confirming that PjBL is an effective method for significantly increasing student engagement and communication skills.
ENHANCING WRITING SKILLS THROUGH EDUCATIONAL INNOVATION: INTEGRATING PROJECT-BASED LEARNING AND AUDIOVISUAL MEDIA Whisnubrata, Antonius Awan Asta Adhiprana; Dimara, Johannes; Tamaela, Kevin Andrea
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.87

Abstract

The low writing proficiency among junior high school students, particularly in remote areas of Indonesia, remains a pressing concern in language education. This research addresses the problem by implementing a Project-Based Learning (PjBL) model supported by audiovisual media to improve students' narrative writing skills. The objective of this study was to analyze the impact of the integrated instructional model on students' writing performance, focusing on idea development, vocabulary usage, and text organization. Using a quantitative, pre-experimental design with a One-Group Pretest-Posttest framework, data were collected from 30 Grade VII students at SMP Antonius Nabire. Writing assessments were conducted before and after the treatment, with results analyzed using paired sample t-tests and normalized gain (N-Gain) scores. The findings revealed a significant improvement in students’ writing abilities after the intervention, with posttest scores exceeding the Minimum Mastery Criteria (KKM) and N-Gain scores indicating high learning gains. These outcomes suggest that combining PjBL with audiovisual media enhances student engagement, creativity, and comprehension in writing tasks. The study contributes to educational research by providing a replicable model for under-resourced contexts, demonstrating that multimodal and student-centered instruction can bridge performance gaps and promote equitable learning. Future research is recommended to examine long-term impacts and scalability of the model across diverse educational settings.
Co-Authors Dimara, Johanes Dimara, Johannes Nabila, Almaz Rizkika Saboan, Stefani Tamaela, Kevin Andrea