<![CDATA[This study aims to analyze changes in the ability to write descriptive texts after the application of the Project Based Learning (PjBL) model assisted by poster media in grade V students of SDN Kartini 2, Cirebon City. The study used a quantitative approach with a pre-experimental design of One Group Pretest–Posttest Design. A total of 37 students were subjects through saturated sampling techniques. Data were collected through individual writing tests, learning observations, and documentation. Scores were analyzed using descriptive statistics, Shapiro–Wilk normality test, Wilcoxon Signed-Rank Test, and normalized gain (N-Gain). The average score increased from 65.08 in the pretest to 81.41 in the posttest. The Wilcoxon test showed a statistically significant difference (Z = −5.306; p < 0.001), while the average N-Gain of 0.4614 was in the medium category. The results of the observations showed the implementation of learning at 91%; the highest activeness was seen in reflection activities (90%), while the indicator responding to the presentation of friends was the lowest (57%). These findings indicate that the combination of project stages with visual stimulus can support the development of ideas and the organization of descriptive texts. Practically, educators can use posters as observation supports in writing projects, accompanied by explicit teaching of peer feedback and ongoing writing exercises. Since the study only involved one class without a control group, these results showed improvement after the intervention, but it has not proven that the intervention was the only cause of the change.]]>
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