<![CDATA[Background-The integration of civic literacy, particularly patriotism values, in poetry writing instruction remains limited, despite its importance in strengthening students’ national character in a globalized and diverse society. Objectives-This study aims to: (1) develop a project-based learning-based poetry writing e-module that integrated civic literacy as an effort to improve writing skills while instilling national value, and (2) examine its effectiveness in improving students’ poetry writing skills. Method-This research employed a quantitative approach with a post-test only control group design. The sample was selected through cluster random sampling, involving an experimental class using the developed e-module and a control class receiving conventional instruction. Data were collected through a performance test assessed using a validated rubric with reliable internal consistency. Data analysis included normality, homogeneity, and Mann–Whitney U tests. Results-The findings showed a significant difference between the experimental and control groups (Mann–Whitney U = 92.000; Z = -5.359; p = .001). The experimental class achieved a higher mean score (M = 87.48; SD = 8.53) and was predominantly in the high and medium category, while the control class had more students in medium and low categories. The use of the PjBL-based e-module improved students’ abilities in idea development, diction, imagination, and poetic structure. Conclusions-The PjBL-based poetry writing e-module integrated with civic literacy is effective in enhancing students’ creative writing skills. This study suggests that such instructional materials can serve as an alternative strategy to improve both writing competence and the internalization of national values in secondary education.]]>
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