Jurnal Kurikula : Jurnal Pendidikan Volume 10 No 2 Tahun 2026
KURIKULA: JURNAL PENDIDIKAN
VOLUME: 10 NO: 2 TAHUN 2026
P-ISSN
E-ISSN
https://ejournal.
id/index.
php/kurikula/ind ex THE EFFECT OF PROJECT BASED LEARNING (PjBL) MODEL ON STUDENTSAo WRITING PROCEDURE TEXT ASSISTED BY YOUTUBE Dinda Tsurmaiza Fajhrin SitorusA.
Putri Lidiana Permata SariA Universitas Asahan.
Indonesia1.
Email : dinda.
fajrin93@gmail.
Email : putrilidiana88@gmail.
Article history Submitted 7/04/2026 Accepted 27/04/2026 Published 30/04/2026 ABSTRACT : This study aimed to find out The Effect of Project Based Learning (PjBL) Model on StudentsAo Writing Procedure Text Assisted by Youtube at Grade XI of SMA Negeri 1 Simpang Empat.
This research used a quantitative approach with a quasi-experimental design by applying a pre-test and post-test design.
The population of this study consisted of grade XI students in the 2025/2026 academic year.
The sample was divided into two groups, namely the experimental group (XI IPA .
and the control group (XI IPA .
, with 35 students in each class.
The experimental group was taught by using the Project-Based Learning model assisted by YouTube, while the control group was taught by using conventional teaching methods.
The instrument used in collecting the data was a writing test in the form of a procedure text, which was administered as a pre-test and post-test.
The result showed that the mean score of the experimental group increased from 58,42 in the pre-test to 80,29 in the post-test, while the control group increased from 53,57 in the pre-test to 66,57 in the posttest.
The result of the t-test calculation showed that the value of t-test was 4,51, which was higher than the value of t-table 1,995 at the level of significance 0,05 with the degree of freedom .
Therefore, the alternative hypothesis (H.
was accepted and the null hypothesis (H.
was rejected.
can be concluded that Project-Based Learning assisted by YouTube has a significant effect on studentsAo ability in writing procedure text at the grade XI of SMA Negeri 1 Simpang Empat.
Keywords: Project-Based Learning.
YouTube.
Writing Ability.
Procedure Text.
ABSTRAK: Penelitian ini bertujuan untuk mengetahui Pengaruh Model Pembelajaran Berbasis Proyek (Project Based Learning/PjBL) terhadap Kemampuan Menulis Teks Prosedur Siswa yang Berbantuan YouTube di Kelas XI SMA Negeri 1 Simpang Empat.
Penelitian ini menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimen melalui penerapan rancangan pre-test dan post-test.
Populasi penelitian ini adalah siswa kelas XI tahun ajaran 2025/2026.
Sampel dibagi menjadi dua kelompok, yaitu kelompok eksperimen (XI IPA .
dan kelompok kontrol (XI IPA .
, dengan masing-masing kelas berjumlah 35 siswa.
Kelompok eksperimen diajar menggunakan model Pembelajaran Berbasis Proyek berbantuan YouTube, sedangkan kelompok kontrol diajar menggunakan metode pengajaran konvensional.
Instrumen yang digunakan dalam pengumpulan data adalah tes menulis berupa teks prosedur, yang dilaksanakan sebagai pre-test dan post-test.
Hasil penelitian menunjukkan bahwa nilai rata-rata kelompok eksperimen meningkat dari 58,42 pada pretest menjadi 80,29 pada post-test, sedangkan kelompok kontrol meningkat dari 53,57 pada pre-test menjadi 66,57 pada post-test.
Hasil perhitungan uji-t menunjukkan bahwa nilai t-hitung adalah 4,51, yang lebih tinggi dari nilai t-tabel sebesar 1,995 pada taraf signifikansi 0,05 dengan derajat kebebasan .
Oleh karena itu, hipotesis alternatif (H.
diterima dan hipotesis nol (H.
Dapat Jurnal Kurikula : Jurnal Pendidikan Volume 10 No 2 Tahun 2026 disimpulkan bahwa Pembelajaran Berbasis Proyek berbantuan YouTube berpengaruh signifikan terhadap kemampuan siswa dalam menulis teks prosedur di kelas XI SMA Negeri 1 Simpang Empat.
Kata Kunci: Pembelajaran Berbasis Proyek.
YouTube.
Kemampuan Menulis.
Teks Prosedur.
INTRODUCTION
Writing is an essential productive skill that allows students to express their thoughts, ideas, and experiences in a structured form.
According to Khakim ((Dhananjaya et al.
, 2.
writing is a very important skill for learning English.
It contributes significantly to academic success and communication competence.
As stated by Brown .
in (Almashour et al.
, writing is a process of putting ideas into words to convey meaning, and it involves a series of stages such as planning, drafting, revising, and editing (Intan, 2.
In the context of English as a Foreign Language (EFL) in Indonesia, writing helps students to internalize language structures and vocabulary while fostering their creativity and critical thinking.
However, many students still struggle with writing due to limited exposure to authentic English materials and insufficient opportunities for meaningful writing practice in the classroom (Sari et al.
, 2.
To produce good writing, students need to master several aspects, including content, organization, vocabulary, grammar, and mechanics (Heaton, 1.
cited in (Jamoom, 2.
Each of these components contributes to the overall quality of writing.
For example, organization ensures logical flow.
vocabulary determines precision of meaning.
maintains clarity.
and mechanics ensure accuracy in punctuation and spelling.
In senior high schools, one of the text types that students must master is the procedure text, according to (Rukmana, 2.
Procedural texts are texts that aim to provide guidance or instructions on how to perform an action.
Mastery of procedure text helps students develop their ability to organize steps sequentially, use imperative verbs appropriately, and structure ideas logically.
However, in reality, the teaching of writing in classrooms often remains teachercentered, focusing heavily on grammar explanation rather than on meaningful writing As a result, students tend to become passive learners and show low motivation and creativity in writing tasks.
Many students at SMA Negeri 1 Simpang Empat, for instance, still find it difficult to express their ideas in English, organize their writing systematically, and use appropriate vocabulary when composing procedure texts, the example is when students were assigned to write a procedure text entitled AuHow to Make a Cup of TeaAy, many of them could not arrange the steps in a logical order.
Some students began their text with AuServe the tea on a cupAy before mentioning how to boil the water or prepare the ingredients.
This indicates that they did not fully understand the importance of sequencing actions chronologically, which is one of the key features of procedure text organization.
To address these challenges, it is necessary to implement an innovative and studentcentered learning model that enhances studentsAo activeness, creativity, and engagement in One of the effective approaches is Project-Based Learning (PjBL).
(Wahyudin, 2.
defines PjBL as Aua model that organizes learning around projects,Ay where students work collaboratively to investigate authentic problems and produce meaningful outcomes.
Hasanah Jurnal Kurikula : Jurnal Pendidikan Volume 10 No 2 Tahun 2026 et al.
, 2023 cited in (Paris et al.
, 2.
stated PjBL is a student-centered learning strategy that places a strong emphasis on active student participation.
It allows students to advance their skills by receiving structured assistance on challenging tasks.
In order to produce a concrete final result, this approach requires teamwork, critical thinking, and problem-solving.
Rooted in Constructivist Learning Theory (Piaget, 1972.
Vygotsky, 1.
PjBL emphasizes learning by doing, where students construct their own knowledge through active participation, collaboration, and reflection (Handoyo, 2.
In writing instruction.
PjBL provides authentic contexts that allow students to plan, draft, revise, and publish their work, thereby fostering not only linguistic competence but also creativity and responsibility.
Moreover, to make PjBL implementation more engaging and effective, this study integrates the use of YouTube as a digital learning medium.
(Sayuti et al.
, 2.
stated that YouTube is a global online video sharing platform that allows users to upload, watch, share, comment on, and interact with videos across a vast range of topics, including entertainment, education, news, and more.
According to MayerAos .
Cognitive Theory of Multimedia Learning, learners understand information better when it is presented through both visual and auditory channels.
YouTube offers abundant authentic materials that model how procedures are carried out in real-life contexts, making abstract instructions more concrete and Therefore, the purpose of this study to find out AuThe Effect of Project-Based Learning (PJBL) Model on StudentsAo Writing Procedure Text Assisted by YouTube at Grade XI of SMA Negeri 1 Simpang Empat in the 2025/2026 Academic Year.
Ay This study is significant because it seeks to fill the gap in traditional writing instruction by combining PJBL with digital media to create a more engaging and effective learning environment.
METHOD
This study used a quantitative experimental approach, specifically a quasiexperimental design by using pre- test and post-test.
This design was used to find out the significant effect of Project-Based Learning (PjBL) model on studentsAo writing procedure text assisted by YouTube.
In this study, two grade XI classes were selected as the experimental group and the control group.
The experimental group received treatment by using the Project-Based Learning (PjBL) model assisted by YouTube, while the control group received treatment by using conventional methods.
Both groups was given a pre-test and a post-test to measure the improvement in studentsAo writing ability.
Table 1 The Procedure of Experimental and Control Group Group Experimental Group Control Group Pre-Test Treatment Post Test Jurnal Kurikula : Jurnal Pendidikan Volume 10 No 2 Tahun 2026 Where :
X : Treatment using Project Based Learning (PjBL) Model Y : Using conventional teaching methods In this study, a writing test was used as the main tool for data collection.
The test is designed to measure studentsAo ability to write procedure texts before and after the implementation of the Project-Based Learning (PjBL) model assisted by YouTube.
The type of instrument used in this study is a written test.
The test consists of two Pre-test, was administered before the treatment to both experimental and control groups to measure the studentsAo initial writing ability.
Post-test, was administered after the treatment to measure the improvement of studentsAo writing ability in procedure text.
The data obtained from the pre-test and post-test of both experimental and control groups were analyzed using quantitative statistical procedures.
The data analysis technique in this study was used the t-test.
The formula of T test was :
Oo( Where:
= The total number sample of experimental group
= The total number sample of control group
= Mean of experimental group
= Mean of control group
= Standart deviation of experimental group
= Standart deviation of control group
RESULT AND DISCUSSION
This study was conducted on 3rd February to 13th February 2026, at SMA Negeri 1 Simpang Empat, involving grade XI students in the 2025/2026 academic year.
Data were obtained from pre-test and post-test administered to the experimental and control groups.
The research sample consisted of 70 students, divided into two classes, namely class XI IPA 1, consisting of 35 students, as the experimental group, and class XI IPA 2, consisting of 35 Jurnal Kurikula : Jurnal Pendidikan Volume 10 No 2 Tahun 2026 students, as the control group.
Both classes were given the same writing test to ensure consistency and comparability of data.
The Data of Experimental Group and Control Group The table below shows the scores of students in the pre-test and post-test of the experimental group (XI IPA .
and the scores of students in the pre-test and post-test of the control group (XI IPA .
Table 2 The Result of Pre-Test and Post-Test in Experimental Group
Student's Pre Test Post Test
No Initial
(X)
(Y)
AKS
ASB
ARZN
AMK
ASR
AUP
11 AAI
13 CABS
14 DA
15 DHA
16 DMU
17 DWA
18 ER
19 FAFN
20 IR
21 JF
22 KA
23 KFS
24 DTN
25 MP
26 MS
27 MPL
28 MAS
29 MEA
30 MF
32 MZ
33 MSR
Jurnal Kurikula : Jurnal Pendidikan Volume 10 No 2 Tahun 2026
RAQ
N = 35
XY=
Based on the table above, it showed that:
Mean of pre-test :
Oc Mean of post-test :
Oc From the data above, it showed that studentAos score in pre-test was lower than posttest in experimental class.
The mean of studentAos score in pre-test was 58,42 and after giving the material by using PjBL model assisted by YouTube the score mean was being 80,29 in post-test, it increased 37,43%.
Table 3 The Result of Pre-Test and Post-Test in Control Group
Student's Pre Test Post Test
No Initial
(X)
(Y)
ASP
ANF
BNA
BAK
BRD
CMN
10 DNP
11 DS
12 DVS
13 DCU
14 HH
15 KOA
16 KN
17 KZ
18 LA
Jurnal Kurikula : Jurnal Pendidikan Volume 10 No 2 Tahun 2026
MAR
MRS
MAS
NPSS
NIA
NPA
NRAH
RHS
RDKB
RAS
ZAF
N = 35
Based on the table above, it showed that :
Mean of pre-test :
XY=
Mean of post-test :
Oc From the data above, it showed that studentAos score in pre-test was lower than posttest in control class.
The mean of studentAos score in pre-test was 53,57 and after giving the material by using conventional methods the score mean was being 66,57 in post-test, it increased 24,26%.
After obtaining the pre-test and post-test results from the experimental group and the control group, the next step is to analyze the data using the t-test formula.
The t-test is used to determine whether there is a significant difference between the mean scores of the two classes after the treatment.
This analysis aims to evaluate the effect of the treatment applied to the experimental group compared to the control group.
By comparing the calculated t-value .
-coun.
with the critical value in the t-table at a certain significance level, it can be determined whether the Jurnal Kurikula : Jurnal Pendidikan Volume 10 No 2 Tahun 2026 alternative hypothesis (H.
is accepted or the null hypothesis (H.
is rejected.
Therefore, ttest analysis plays an important role in answering the research hypothesis in this study.
The ttest calculation can be seen as follow:
Oo( Where:
= The total number sample of experimental group .
= The total number sample of control group .
= Mean of experimental group .
= Mean of control group .
= Standart deviation of experimental group .
= Standart deviation of control group .
Oo( Oo( Oo( Oo So, t-test or t-count = 4,51 To know degree of freedom .
is used the formula :
Df = Df = 35 35 Ae 2 Df = 68 Based on this calculation, the degrees of freedom .
used in this study is 68.
After determining the degrees of freedom, the next step is to find the critical value of the t-table at a significance level of 0,05 .
%).
According to the t-distribution table, the critical value of the t-table for df = 68 at a significance level of 0,05 is 1,995.
From the statistical calculations, the t-test value obtained .
-coun.
in this study is 4,51.
When this value is compared to the t-table value .
, it can be seen that 4,51 is higher than 1,995.
In other words, t-test > t-table .
,51 > 1,.
These results indicate that there is a significant difference between the experimental group and the control group.
Therefore, the alternative hypothesis (H.
is accepted, while the null hypothesis (H.
is rejected.
This means that the implementation of Project-Based Learning (PjBL) has a significant effect on students' writing skills.
Jurnal Kurikula : Jurnal Pendidikan Volume 10 No 2 Tahun 2026
CONCLUSION
Based on the results of the research, it can be concluded that the use of Project-Based Learning (PjBL) has a significant effect on studentsAo writing ability.
The results of the data analysis also showed that students in the experimental group achieved better improvement than those in the control group.
The mean score of students in the experimental class after the treatment was 80,29, while the mean score of students in the control class was 66,57.
This result indicates that students who were taught by using Project-Based Learning obtained higher learning outcomes in writing compared to students who were taught without applying this learning model.
In addition, the results of hypothesis testing using the t-test formula show that the ttest value is higher than the t-table .
51 > 1.
, so the alternative hypothesis (H.
is accepted and the null hypothesis (H.
is rejected.
Therefore, it can be concluded that the application of Project-Based Learning significantly improves students' writing skills.
REFERENCES