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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan Jurnal Penelitian dan Pengkajian Ilmiah
Frida Nur Lestari
Universitas Bung Hatta
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Peningkatan Motivasi Membaca dan Menulis Melalui Model PBL di SDI Al Azhar 32 Padang: Increasing Reading and Writing Motivation Through the PBL Model at SDI Al Azhar 32 Padang Melia Mardi; Frida Nur Lestari; Desmimi Eka Putri; Yasmanelly Yasmanelly; Hasnul Fikri; Syofiani Syofiani
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 5 No. 02 (2025): Research Articles, August 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v5i02.6163

Abstract

By using the Problem-Based Learning (PBL) approach at Al Azhar 32 Islamic Elementary School in Padang, this study aims to improve students' reading and writing interest. Learning motivation is crucial to improving students' academic achievement, especially in basic literacy skills such as reading and writing. However, due to the lack of diverse and non-contextual teaching strategies, elementary school students often have low literacy motivation. The PBL paradigm, which focuses on solving real-world problems, is one of the creative, more dynamic, and challenging learning methodologies needed. The Classroom Action Research (CAR) method uses two cycles. Each cycle consists of planning, action implementation, observation, and reflection. The research subjects were fourth-grade students, and a learning motivation questionnaire was administered before and after the activity, along with observations of learning activities and interviews with teachers and students. Descriptive, qualitative, and quantitative analyses were conducted on the data. The research findings indicate that using the PBL paradigm significantly increased children's motivation to write and read. Students' enthusiasm increases, they participate more actively in class discussions, can express their thoughts more systematically, and become interested in literacy-related activities. The Problem-Based Learning approach has increased elementary school students' reading motivation. Through problem-based learning that can be applied to students' daily lives, this approach encourages emotional and cognitive engagement.
Pengaruh Model Project based Learning dan Aktivitas Belajar terhadap Keterampilan Menulis Teks Negosiasi Siswa kelas X di SMAN 1 Pagai Utara Selatan Kabupaten Kepulauan Mentawai Frida Nur Lestari; Yetty Morelent; Syofiani Syofiani
CENDEKIA : Jurnal Penelitian dan Pengkajian Ilmiah Vol. 3 No. 2 (2026): CENDEKIA : Jurnal Penelitian dan Pengkajian Ilmiah, Februari 2026
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/cendekia.v3i2.2411

Abstract

This study examines the effect of Project Based Learning (PjBL) on students’ learning activities and negotiation text writing skills at the tenth-grade level of SMAN 1 Pagai Utara Selatan. The research employed a quantitative approach using a quasi-experimental method with a Solomon Four-Group Design. The sample consisted of 80 students divided into two experimental groups and two control groups. Data were collected through a learning activity questionnaire and a writing test, and analyzed using normality testing, homogeneity testing, paired sample t-test, and independent sample t-test at a 0.05 significance level. The results indicate that PjBL significantly improved students’ learning activities (p < 0.001). Within-group analysis showed a significant improvement in writing skills in the experimental group (p < 0.001). However, no statistically significant difference was found between the experimental and control groups in the posttest scores at the 5% level (p = 0.056), although the experimental group achieved a higher mean score. These findings suggest that PjBL effectively enhances learning engagement and contributes to improving negotiation text writing skills.
Co-Authors Desmimi Eka Putri Fikri, Hasnul Melia Mardi Syofiani, Syofiani Yasmanelly Yasmanelly Yetty Morelent