<![CDATA[This study examined the descriptive text writing ability of seventh-grade students at SMP Muhammadiyah 16 Lubuk Pakam before and after implementing Project-Based Learning integrated with a Deep Learning approach and assessed the significance of the difference between their scores. The study employed a quantitative experimental method with a one-group pretest–posttest design. The population comprised all seventh-grade students at the school, while 20 students from the VII Leader class were selected through purposive sampling. Data were collected using descriptive text writing tests administered before and after the intervention. Students’ writing was assessed using a rubric covering content, text structure, language conventions, vocabulary, spelling, and punctuation. The learning activities integrated project work with meaningful, mindful, and joyful learning principles. Data were analyzed using descriptive statistics and a paired-samples t-test in SPSS version 32. The findings showed that the mean pretest score was 46.09, categorized as poor, whereas the mean posttest score increased to 86.71, categorized as very good. The mean score increased by approximately 40.63 points. The paired-samples t-test indicated a statistically significant difference between pretest and posttest scores (t = −38.216, p < 0.001), below the 0.05 significance threshold. These findings indicate that students demonstrated substantially improved descriptive writing performance following the learning intervention. The assessment focused on students’ ability to communicate descriptions clearly and systematically. The study concludes that Project-Based Learning integrated with Deep Learning was associated with a significant improvement in descriptive text writing ability among seventh-grade students at SMP Muhammadiyah 16 Lubuk Pakam during the 2025/2026 academic year.]]>
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