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Muhammad Hasbi
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INDONESIA
Indonesian Journal of Research and Educational Review (IJRER)
Published by Education and Talent Development Center of Indonesia
ISSN : 28097505     EISSN : 28093682     DOI : http://dx.doi.org/10.51574/ijrer
Core Subject : Religion, Humanities, Science, Education, Art, Social,
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other
Instruction Learning Teaching Curriculum Development Learning Environments Teacher Education Educational Technology Educational Developments
Arjuna Subject : Umum - Umum
Articles 751 Documents
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Promoting Writing Competence and Autonomy Through Project-Based Autobiography and Digital CV Strategies in Islamic School Laili Ramadhani; Uun Widayanti; Hemas Haryas Harja Susetya
ETDC: Indonesian Journal of Research and Educational Review Vol. 6 No. 1 (2026): September - December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v6i1.5493

Abstract

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.

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