THE ROLE OF A PROBLEM-BASED LEARNING MODEL INFUSED WITH SOCIAL SENSITIVITY IN ENHANCING STUDENTS’ MOTIVATION IN SHORT STORY WRITING INSTRUCTION

Abstract

This study investigates the effectiveness of a short story writing instructional model based on Problem-Based Learning (PBL) integrated with social sensitivity in fostering students’ learning motivation and improving the overall quality of short story writing instruction at the junior high school level. The study adopted a Research and Development (R&D) approach that involved several stages, including needs analysis, model design, product development, expert validation, limited and wider trials, and effectiveness testing. The research participants consisted of junior high school students from schools located in Bogor, Jakarta, and South Tangerang. A quasi-experimental design was implemented by comparing an experimental class and a control class. Data were obtained through pretest and posttest writing assessments, questionnaires, classroom observations, and documentation. Both quantitative and qualitative techniques were employed to analyze the collected data. The findings reveal that the application of the PBL model enriched with social sensitivity elements contributed to a noticeable increase in students’ learning motivation and active engagement during the learning process. In addition, students demonstrated better performance in writing short stories, particularly in terms of narrative structure, idea development, creativity, language usage, and the ability to convey meaningful social messages. The implementation of the model also promoted more positive classroom interactions and encouraged students to take a more active role in collaborative learning activities. Overall, the results suggest that the integration of Problem-Based Learning with social sensitivity provides a meaningful and contextual approach to teaching short story writing, while simultaneously supporting the development of both academic skills and character formation among students