Project Based-Learning (PjBL) as Pedagogical Framework and Poetry Learning Outcomes Among Indonesian Students: An Experimental Study

Background/purpose. This study investigates the efficacy of Project-Based Learning (PjBL) as a pedagogical framework for teaching poetry in Indonesian elementary schools. Despite the prevalence of PjBL in Western contexts, there is a dearth of empirical research on its effects in Indonesian educational settings

Materials/methods. This quantitative study utilized a pretest-posttest quasi-experimental design to examine the effect of Project-Based Learning (PjBL) on the poetry-reading-literacy skills of fifth-grade students. The analysis of the data revealed a statistically significant enhancement in students' poetry-reading-literacy skills following the implementation of PjBL.

Results. The findings suggest that PjBL can be an effective pedagogical approach for enhancing student learning outcomes in Indonesian elementary education. However, to fully leverage the benefits of PjBL, it is essential to ensure adequate interaction time between students and teachers and access to relevant resources.

Conclusion. The results imply that PjBL can be an effective approach to improve students' literacy skills, including poetry reading. The study's findings also highlight the importance of engaging students in the learning process and fostering critical thinking, problem-solving, and collaboration skills.

Keywords: Elementary students, experimental research, project-based learning, teaching poetry

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