Optimalisasi Kemampuan Menulis Puisi melalui Model Pembelajaran Berbasis Proyek (Project Based Learning) Berbantuan Media Kartu Inspiratif pada Siswa Kelas VIII Sekolah Menengah Pertama

Abstract

This classroom action research was conducted to optimize the poetry writing ability of eighth-grade junior high school students through the application of the Project Based Learning model assisted by Inspirational Card media. The study was motivated by students' difficulties in generating ideas, determining themes, selecting diction, and developing ideas into complete poems, as revealed during pre-cycle observation. Using the Kemmis and McTaggart spiral model, the research was carried out through planning, action, observation, and reflection across three cycles involving 22 eighth-grade students. The Inspirational Cards, combining images, keywords, and poem titles, functioned as visual and verbal stimuli to help students discover and develop ideas, while the Project Based Learning model provided a systematic process from planning and drafting to revising and presenting the final work as a poetry scrapbook project. The findings revealed a gradual improvement in students' average scores, from 50.81 in the pre-cycle to 58.40 in Cycle I, 76.13 in Cycle II, and 81.27 in Cycle III, with classical mastery rising from 13.5% to 86.36%, surpassing the established learning achievement criterion of 78. Improvements were also evident in structure, theme, diction, imagery, and language accuracy. These findings imply that combining a concrete creative stimulus with a structured project-based process can effectively help students overcome pre-writing difficulties and improve the overall quality of poetry writing instruction.