The Implementation of Project-Based Learning on Teaching English Writing in Merdeka Curriculum of Seventh Students at SMP Islam Al-Azhar Kedung

Alisah Qothrunnada; Aprilia  Putri

doi:10.31002/transformatika.v8i1.1509

Authors

Alisah Qothrunnada Universitas Islam Nahdlatul Ulama Jepara
Aprilia Putri Universitas Islam Nahdlatul Ulama Jepara

DOI:

https://doi.org/10.31002/transformatika.v8i1.1509

Keywords:

Project-Based Learning, English Writing, Merdeka Curriculum

Abstract

Students find writing to be a most difficult talent to master because it takes longer to develop and often causes issues for them. Project-based learning is provided to address current writing issues. Certain experts contend that project-based learning (PBL) possesses the capacity to inspire students to learn new things through their assignments. This study of project-based learning is being utilized to teach writing. The goal of the research does not equate to utilizing Project-Based Learning (PBL) in the Merdeka Curriculum to teach English writing. This study's research design combines classroom action research with qualitative research methodologies. Researchers employ interviews, field notes, and observation as tools. 28 pupils from Al-Azhar Islamic Middle School in Kedung's class VII A participated in this study. According to research data, students' writing skills scored an average of 66 out of 75 in cycle 1, with the highest possible score of 75. In the second cycle, students' writing ability increased to an average of 75, with a maximum score of 74. Consequently, it was discovered that a project-based learning approach to teaching writing is being implemented. This is evident from the students' replies when this strategy was applied; they actively participated in the learning process and had good comments about the method. Project-based learning (PBL) has been demonstrated to improve students' writing. In addition, students work on real-world problems and provide solutions as part of the assignments. Put differently, this project possesses the capacity to foster students' critical thinking skills and provide them with a sense of purpose.

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