Yogyakarta — A recent study conducted by Wisnu Wicaksono and Esti Swatika Sari from Universitas Negeri Yogyakarta in 2026 reveals that Project-Based Learning (PjBL) is more effective than Contextual Teaching and Learning (CTL) in improving students’ writing skills. The research focused on seventh-grade students at SMP Negeri 6 Yogyakarta during the 2024/2025 academic year, addressing ongoing concerns about low literacy levels among students.
Writing, particularly in the form of fiction book response texts, requires students to think critically, analyze content, and present structured arguments. However, many students still struggle to express their ideas clearly and logically. This gap has encouraged educators to explore more engaging and student-centered teaching approaches that go beyond traditional methods.
The study directly compared two widely used learning models. CTL emphasizes connecting learning materials to students’ real-life experiences, making lessons more meaningful and easier to understand. Meanwhile, PjBL focuses on project-based activities that require students to actively explore, collaborate, and produce tangible outputs.
Using a quantitative approach, the researchers involved 231 students divided into three groups: a control group using conventional teaching methods, a CTL group, and a PjBL group. Students’ writing skills were measured through tests conducted before and after the learning interventions.
The findings show that all groups experienced improvement, but the most significant gains were seen in the PjBL group. Students taught using project-based learning achieved the highest average post-test score of 81.45, compared to 76.85 in the CTL group and 73.33 in the conventional class. Statistical analysis confirmed that both CTL and PjBL significantly improved writing skills, with a significance value of 0.001, indicating strong evidence of effectiveness.
Wisnu Wicaksono from Universitas Negeri Yogyakarta explains that the strength of PjBL lies in its ability to actively involve students in the learning process. Through project work, students are not only practicing writing but also developing their ability to plan, evaluate, and organize ideas more deeply. This hands-on approach creates a more meaningful learning experience and encourages higher levels of engagement.
While CTL also demonstrated positive results by helping students relate learning content to real-life situations, its impact was slightly lower than that of PjBL. The contextual approach supports understanding and relevance, but it does not always provide the same level of depth in idea development as project-based activities.
The key difference between the two methods lies in their focus. CTL prioritizes contextual understanding, whereas PjBL emphasizes the process of creating structured outputs through projects. In the context of writing response texts, this project-oriented approach allows students to develop arguments more systematically and produce more comprehensive work.
The implications of this research extend beyond the classroom. For teachers, especially those teaching Indonesian language subjects, PjBL offers a practical and effective strategy to enhance students’ writing and critical thinking skills. Combining PjBL with contextual elements from CTL may further enrich the learning experience and adapt it to students’ needs.
At a broader level, the findings support the shift toward more interactive and student-centered learning models in education systems. As literacy becomes increasingly important in the modern era, teaching methods that foster critical thinking and active participation are essential.
For policymakers and educational institutions, this study provides evidence to support curriculum development that prioritizes innovative teaching approaches. It also highlights the importance of training educators to effectively implement models like PjBL in classrooms.
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