THE IMPLEMENTATION OF PROJECT-BASED LEARNING MODEL TO ENHANCE THE CREATIVITY AND INDEPENDENCE OF JUNIOR HIGH SCHOOL STUDENTS IN ENGLISH LEARNING

Abstract

This study aims to examine the improvement of students’ creativity and learning independence through the implementation of the Project-Based Learning (PBL) model in English lessons at SMPN 46 Palembang. The research employed Classroom Action Research (CAR) using the Kammis model, conducted in two cycles comprising planning, action, observation, and reflection stages. The participants were 85 eighth-grade students divided into 12 heterogeneous learning groups. The results showed significant improvement. Students’ creativity increased from 62.6% (medium category) in Cycle 1 to 82.5% (high category) in Cycle 2, while learning independence improved from 59.8% (medium category) to 81.5% (good category). Reflections indicated that students became more active, confident, disciplined, and capable of completing projects independently, producing English learning materials that were creative and aligned with lesson concepts. This study demonstrates that the implementation of PBL is effective in enhancing students’ creativity and independence, while also preparing them to become responsible and innovative learners.