Effectiveness of Problem-Based Learning and Project-Based Learning with Interactive Media in News Writing Based on Writing Motivation
DOI:
https://doi.org/10.17977/um065.v6.i9.2026.7Keywords:
Interactive media, Motivation to write, News articles, Problem-based learning, Project-based learningAbstract
This study aims to analyze differences in the effectiveness of Problem-Based Learning (PBL) and Project-Based Learning (PjBL) models supported by the web-based interactive medium RedaksiKita in news text writing instruction based on seventh-grade students’ writing motivation. This study employed a quantitative approach with a 2 × 3 factorial quasi-experimental design. The participants consisted of 60 students, including 28 students in the PBL class and 32 students in the PjBL class. Data were collected through news writing tests administered as pretests and posttests and through a writing motivation questionnaire that classified students into high, moderate, and low motivation groups. Data were analyzed using normality tests, homogeneity tests, paired-sample t-tests, independent-samples t-tests, and two-way ANOVA. The results showed that both models significantly improved students’ news writing skills. In the PBL class, the mean score increased from 59.68 to 88.43, with an improvement of 28.75 points. In the PjBL class, the mean score increased from 58.38 to 86.19, with an improvement of 27.81 points. The independent-samples t-test showed a significant difference in final writing performance between the two classes (Sig. = 0.040). The two-way ANOVA revealed that the learning model, writing motivation, and their interaction significantly affected students’ final performance. Thus, both models supported by RedaksiKita are effective for teaching news writing, but PBL produced higher final achievement. The findings indicate that instructional model selection should consider students’ writing motivation, learning objectives, time allocation, and classroom management needs.
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