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All Journal International Journal of Science and Society (IJSOC) Edunity: Kajian Ilmu Sosial dan Pendidikan
I Putu Mas Dewantara
Universitas Pendidikan Ganesha, Indonesia
Humanities Computer Science & IT Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Social Sciences

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The Effect of Scaffolding-Assisted Project-Based Learning Model on the Creative Writing Skills of Narrative Texts Among 7th-Grade Students at SMP Negeri 5 Denpasar Gusti Made Dwi Jayanti; Ida Bagus Putrayasa; I Putu Mas Dewantara
International Journal of Science and Society Vol 8 No 2 (2026): International Journal of Science and Society (IJSOC)
Publisher : GoAcademica Research & Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/ijsoc.v8i2.1704

Abstract

This study aims to analyze the differences and the effect of the scaffolding-assisted Project-Based Learning (PjBL) model on the narrative text creative writing skills of 7th-grade students at SMP Negeri 5 Denpasar. The study was motivated by students' low writing proficiency, evidenced by the fact that 60% of students struggled to develop ideas, structure plotlines, and use appropriate language. The experiment used quasi-experimental design specifically the Nonequivalent Pretest-Posttest Control Group Design. The population consisted of all 7th grade students totally (273 individuals), and the sample was selected using cluster random sampling: Class VII A (39 students) served as the experimental group receiving scaffolding-assisted PjBL, while Class VII B (40 students) served as the control group taught using a model involving lectures, assignments, and presentations. The narrative text creative writing assessment instrument utilized a rubric with a 0–20 scale (maximum score of 20); this instrument was validated by experts and demonstrated a Cronbach's Alpha reliability coefficient of 0.76. Data were analyzed using the Independent Samples T-test to determine differences in creative writing skills between the experimental and control groups, and the Analysis of Covariance (ANCOVA) test to examine the effect of the scaffolding-assisted PjBL model while controlling for students' initial ability based on pretest scores. Hypothesis testing results showed a significance value (2-tailed) of 0.000 (p<0.05), indicating a significant difference in creative writing skills between the two groups. The average post-test score for the experimental class was 16.38 (Good category), higher than that of the control class, which scored 14.65 (Fair category). Improvements in writing quality were observed across all indicators, including content, organization, vocabulary, language use, and writing mechanics. The study concludes that the scaffolding-assisted Project-Based Learning model is effective and significantly improves the creative narrative writing skills of 7th-grade students at SMP Negeri 5 Denpasar; therefore, it is recommended as an innovative instructional alternative to address the issue of students' low creative writing proficiency.
Penerapan Pembelajaran Berdiferensiasi dalam Pembelajaran Teks Iklan di SMP Negeri 2 Sawan Ni Made Purnami Karisma Dewi; Kadek Wirahyuni; I Putu Mas Dewantara
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 5 No. 8 (2026): Edunity: Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v5i8.560

Abstract

Pembelajaran yang seragam belum sepenuhnya mampu mengakomodasi perbedaan kesiapan, minat, kemampuan, dan preferensi belajar siswa, termasuk dalam pembelajaran teks iklan. Penelitian ini bertujuan mendeskripsikan penerapan pembelajaran berdiferensiasi dalam pembelajaran teks iklan serta respons siswa terhadap penerapannya di kelas VIII G dan VIII H SMP Negeri 2 Sawan. Penelitian menggunakan pendekatan deskriptif kualitatif dengan pengumpulan data melalui dokumentasi, observasi, wawancara, dan kuesioner. Data dianalisis menggunakan model Miles dan Huberman melalui tahapan reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi telah diterapkan melalui empat komponen, yaitu diferensiasi konten, proses, produk, dan lingkungan belajar. Guru melakukan asesmen awal, membentuk kelompok heterogen, menyediakan beragam sumber belajar, serta memberikan kebebasan kepada siswa untuk memilih media dan bentuk tugas sesuai minat dan preferensi belajarnya. Meskipun terdapat kendala berupa keterbatasan fasilitas, waktu persiapan, pengawasan kelas, dan keterampilan digital, penerapan pembelajaran memperoleh respons sangat positif. Rata-rata skor respons siswa kelas VIII G sebesar 22,7 dan kelas VIII H sebesar 23,4, yang keduanya termasuk kategori sangat positif. Siswa merasa lebih aktif, kreatif, mudah memahami materi, dan menikmati suasana pembelajaran. Disimpulkan bahwa pembelajaran berdiferensiasi mampu mengakomodasi keberagaman kebutuhan siswa dan menciptakan pembelajaran teks iklan yang lebih aktif, fleksibel, kreatif, dan menyenangkan.
Co-Authors Gusti Made Dwi Jayanti Ida Bagus Putrayasa Kadek Wirahyuni Ni Made Purnami Karisma Dewi