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Ratmi Wati, Feli
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Peningkatan Kemampuan Menulis Laporan Hasil Observasi dan Keterampilan Berbicara Melalui Model Project Based Learning (PjBL) di Kelas IV MIN 2 AGAM Rindawati, Aryani; Ratmi Wati, Feli
Journal of Development Education and Learning (JODEL) Vol. 3 No. 2 (2025): May 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

Early-grade literacy encompasses both written and oral communication skills. In MIN 2 Agam, students in grade IV displayed weaknesses in composing observational reports and in oral presentation. This classroom action research aimed to improve students' ability to write observational reports and their speaking skills through Project-Based Learning (PjBL). The study used a two-cycle PTK (Kemmis & McTaggart) with 26 students. Instruments included pre/post-tests for writing and speaking rubrics, motivation questionnaires, observation sheets, and documentation. Writing mastery rose from 30.77% (8/26, mean score 60) pre-intervention to 88.46% (23/26, mean score 85) after Cycle II. Speaking skills (measured by rubric) improved from 34.62% (9/26) to 92.31% (24/26). Motivation for literate activities increased from 35% to 88% in high category. Qualitative data indicated enhanced planning, collaboration, and confidence. PjBL effectively improved both written and oral literacy in grade IV students in the primary school context.
Peningkatan Motivasi dan Hasil Belajar Bahasa Indonesia Pada Materi Menulis Teks Cerita Pendek Melalui Model Problem Based Learning di Kelas IV MIN 2 Agam Ratmi Wati, Feli; Rindawati, Aryani
Journal of Development Education and Learning (JODEL) Vol. 3 No. 2 (2025): May 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

This classroom action research aimed to improve students' motivation and learning outcomes in writing short narrative texts among fourth-grade students at MIN 2 Agam. The study employed Problem Based Learning (PBL) across two cycles with 26 students. Instruments included pre/post-tests, motivation questionnaires, observation sheets, and writing rubrics. Results indicated significant improvement: mastery increased from 34.62% (mean score 62) to 92.31% (mean score 86), and high-category motivation rose from 30.77% to 88.46%. Qualitative data showed enhanced creativity, collaboration, and presentation confidence. PBL proved effective for developing narrative writing skills in primary school contexts.
Co-Authors Rindawati, Aryani