Unlocking writing potential: A Quasi-Experimental study on discussion texts with steam integration for high school students

This study investigates the effectiveness of integrating ProjectBased Learning (PBL) with STEAM (Science, Technology, Engineering, Arts, and Mathematics) principles in enhancing discussion text writing skills among eleventh-grade students at SMAN 1 Lubuklinggau, Indonesia. The primary objective was to determine whether this innovative instructional model could significantly improve students' writing abilities, engagement levels, and critical thinking skills. A quasi-experimental design was employed, involving 36 participants who underwent pretest and post-test assessments to measure their writing proficiency before and after the intervention. The results indicated a notable improvement, with mean scores increasing from 80.31 in the pre-test to 85.92 in the post-test, demonstrating a statistically significant difference (p < 0.001). Additionally, 95% of the students reported heightened motivation, and overall engagement was high, with an average score of 4.5 for engagement metrics. These findings suggest that the integration of PBL with STEAM principles effectively fosters critical thinking and enhances writing skills, making the learning process more relevant and engaging for students. The study underscores the importance of adopting innovative teaching methodologies in writing instruction and recommends further exploration of diverse project topics and extended timelines to enrich the educational experience. Ultimately, this research contributes to the growing body of literature on effective pedagogical strategies that support student success in writing and communication.