Implementasi Project-Based Learning Berbasis Digital Storytelling untuk Pembelajaran Simple Past Tense

Authors

  • Risya Meilani Putri Universitas Tangerang Raya, Indonesia
  • Resi Prihatinka Universitas Tangerang Raya, Indonesia
  • Rahel Aprilia Pangaribuan Universitas Tangerang Raya, Indonesia
  • Sonya Trikandi Universitas Tangerang Raya, Indonesia
  • Fidiatun Adiyan Universitas Tangerang Raya, Indonesia

DOI:

https://doi.org/10.59698/afeksi.v7i5.1056

Keywords:

Project Based Learning (PjBL), Simple Past Tense, Pembelajaran Bahasa Inggris, Digital Storytelling, Penilaian Autentik

Abstract

Penelitian ini bertujuan mendeskripsikan implementasi Project-Based Learning (PjBL) berbasis digital storytelling pada pembelajaran Simple Past Tense di kelas VIII serta mengidentifikasi pola pembelajaran, faktor pendukung, dan kendala yang muncul selama pelaksanaannya. Penelitian menggunakan desain kualitatif deskriptif pada satu kelas VIII di SMP Prince's Creative School dengan melibatkan satu guru Bahasa Inggris dan seluruh siswa pada kelas yang diteliti. Data diperoleh melalui observasi selama enam pertemuan, wawancara dengan guru dan perwakilan siswa, serta analisis dokumen berupa modul ajar, draf recount text, infografis alur kerja, video digital storytelling, dan rubrik penilaian. Analisis dilakukan melalui kondensasi data, pengodean tematik, penyajian matriks antarsumber, dan penarikan kesimpulan; keabsahan temuan diperkuat melalui triangulasi sumber dan teknik. Proyek berpusat pada produksi digital storytelling tentang pengalaman pribadi dengan menerapkan Simple Past Tense. Temuan menunjukkan empat pola utama: penggunaan tata bahasa menjadi lebih kontekstual melalui penyusunan recount text; keterlibatan dan interaksi siswa menguat ketika mereka memegang peran proyek yang jelas; produk multimodal membuka ruang bagi latihan menulis, berbicara, kreativitas visual, dan literasi digital; serta kualitas pelaksanaan sangat bergantung pada scaffolding guru, pengaturan waktu, dan pembagian kerja yang adil. Kendala utama meliputi partisipasi kelompok yang tidak merata, keterbatasan perangkat, dan tekanan waktu. Karena penelitian tidak menggunakan pengukuran pra-pasca atau kelompok pembanding, hasil dipahami sebagai bukti kualitatif mengenai proses dan kontribusi yang dipersepsikan, bukan bukti efektivitas kausal. Studi ini menawarkan gambaran kontekstual tentang integrasi PjBL, pengajaran tata bahasa komunikatif, digital storytelling, dan penilaian autentik pada pembelajaran Bahasa Inggris tingkat SMP.

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Published

2026-07-21

Issue

Vol. 7 No. 5 (2026)

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Copyright (c) 2026 Risya Meilani Putri, Resi Prihatinka, Rahel Aprilia Pangaribuan, Sonya Trikandi, Fidiatun Adiyan

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