<![CDATA[Writing skills constitute a crucial dimension of twenty-first-century language competence; nevertheless, low idea-exploration ability and a lack of authentic learning media continue to dominate senior secondary education. This qualitative case study analyzes the implementation of teacher strategies in developing students' functional writing skills and learner autonomy through Project-Based Learning (PjBL) integrated with Vygotsky’s Zone of Proximal Development (ZPD) framework. The investigation was conducted in Grade X at Islamic High School Model Zainul Hasan, involving one Indonesian language teacher and six students selected through initial writing diagnostic assessments representing high, medium, and low writing-competency levels. Data was collected over a six-week instructional period through non-participant observation, semi-structured interviews, and multimodal portfolio analysis of student autobiographies and digital Curriculum Vitae (CV) designs evaluated against EYD Edition V spelling standards and rhetorical cohesion. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model with CAQDAS thematic coding. The findings demonstrate that integrating independent-learning strategies within PjBL—utilizing peer-modeling and differentiated scaffolding (asymmetric desk-side mentoring)—effectively bridged initial competency gaps, with low-proficiency students improving text coherence by 40% in draft iterations. Dual product output enhanced both personal reflective writing and professional digital literacy. However, cognitive load disparities and limited computer lab infrastructure caused project timeline extensions. This study provides pedagogical insights for contextualizing adaptive scaffolding in Islamic secondary schools balancing dual curricula.]]>
Copyrights © 2026
