<![CDATA[Academic writing is a crucial skill for university students, supporting both scholarly development and intellectual growth. However, writing instruction is often passive, teacher-centered, and lacks the integration of digital tools that support collaborative and independent learning. This study aims to examine the effectiveness of the Project Based Learning (PjBL) model integrated with the Trello application in improving students’ ability to write academic articles. The research employed a quantitative approach with a quasi-experimental design, involving two groups: an experimental class implementing PjBL with Trello and a control class applying conventional instruction. Data were collected through pre- and post-tests and analyzed using normality, homogeneity, and Mann-Whitney U tests. The results indicate that the average N-Gain score of the experimental group was significantly higher than that of the control group, with a significance value of 0.000 (p < 0.05). This suggests a statistically significant difference between the two groups. The findings demonstrate that the use of Trello-based Project Based Learning effectively enhances students’ academic writing performance by fostering collaboration, structured thinking, and the productive use of digital tools.]]>
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