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Vol.14, No.3, August 2025. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Pre-Implementation Motivation, Student Perceptions, and Learning Outcomes in Creative Writing Instruction: A Flipped Project-Based Learning Approach
Lira Hayu Afdetis Mana, Atmazaki Atmazaki, Harris Effendi Thahar, Syahrul Ramadhan
© 2025 Lira Hayu Afdetis Mana, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 14, Issue 3, Pages 2361-2370, ISSN 2217-8309, DOI: 10.18421/TEM143-41, August 2025.
Received: 15 October 2024. Revised: 14 May 2025.
Abstract:
Previous research has demonstrated that project-based learning (PjBL) and flipped classroom models can enhance student engagement and academic outcomes, but their combined use in creative writing instruction remains underexplored. This study investigates the effectiveness of a flipped PjBL model in improving creative writing skills in higher education. The research seeks to answer: (1) Does the flipped PjBL model significantly affect creative writing learning outcomes? (2) What is the relationship between student perception, motivation, and learning outcomes? It is hypothesized that the flipped PjBL model positively influences learning outcomes and that student perception and motivation are positively associated with those outcomes. A quantitative quasi-experimental design was used, involving 62 university students aged 19–21, divided into an experimental group (n = 33) and a control group (n = 29) through purposive sampling. Questionnaires measured student perception and motivation. The results indicate that the flipped PjBL model contributed to improved creative writing outcomes and revealed positive relationships among the measured variables.
Keywords – Flipped project-based learning, creative writing instruction, student outcomes, undergraduate learning. |
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