The Effect of Lynk.Id-Assisted Project-Based Learning Model on Enhancing High School Students' Poetry Writing Skills
DOI:
https://doi.org/10.22460/jler.v8i3.26721Keywords:
Project-Based Learning, Lynk.id, poetry writing, digital learningAbstract
This study focuses on the challenges faced by high school students in poetry writing, often due to a lack of innovative and engaging teaching methods. With the increasing use of technology in education, this research aims to analyze the impact of implementing the Project-Based Learning (PjBL) model, aided by the Lynk.id platform, on students' poetry writing skills. The research employs a quantitative method with a pretest-posttest design, involving students from class X-12 at SMA Negeri 1 Pamanukan as subjects. Data collection was conducted through tests assessing poetry writing skills before and after implementing the learning model. The findings indicate a significant improvement in students' poetry writing abilities after applying this model, supported by Wilcoxon test results that affirm the hypothesis that PjBL with Lynk.id is effective in enhancing students' skills and interest in learning. This research underscores the importance of integrating technology into the learning process to foster creativity and confidence in students' writing.
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