The Effect of Project-based Learning Models and Achievement Motivation on Students' Short Story Text Writing Skills

Abstract

The implementation of learning short story writing skills is still oriented towards completing tasks designed by the teacher. Also, it seems conventional, so developing students' short story writing skills takes time and effort. Through this research, the authors review the effect of the project-based learning model on learning outcomes for students with high and low achievement motivation; and the interaction between the project-based learning model and achievement motivation. This research belongs to the quantitative research that applies the experimental method, involving two sample classes: class X hospitality 2 as the experimental class and class X clothing 4 as the control class. The results of the data analysis provide conclusions. First, the Sig. (2-tailed) = 0.000 <0.05, then H0 is rejected; therefore, the project-based learning model influences student learning outcomes. Second, the Sig. (2-tailed) = 0.026 <0.05, then H0 is rejected, so the project-based learning model influences students' learning outcomes with high achievement motivation. Third, the Sig. (2-tailed) = 0.041 <0.05, then H0 is rejected so that the project-based learning model influences the learning outcomes of students with low achievement motivation. Fourth, the value of Sig. = 0.631 > 0.05, then H0 is accepted, so there is no interaction between the project-based learning model and achievement motivation on short story writing skills.