Promoting Writing Competence and Autonomy Through Project-Based Autobiography and Digital CV Strategies in Islamic School

Laili Ramadhani 1 Indonesia , Uun Widayanti 1 Indonesia , Hemas Haryas Harja Susetya 1 Indonesia
1 Universitas Islam Zainul Hasan Genggong, Indonesia
Link Copied!
Published 2026-09-04
Vol. 6 No. 1 (2026) PAGES 225-237
DOI 10.51574/ijrer.v6i1.5493
Views / Downloads 73 1082

Writing skills constitute a crucial dimension of twenty-first-century language competence; nevertheless, low idea-exploration ability and a lack of authentic learning media continue to dominate senior secondary education. This qualitative case study analyzes the implementation of teacher strategies in developing students' functional writing skills and learner autonomy through Project-Based Learning (PjBL) integrated with Vygotsky’s Zone of Proximal Development (ZPD) framework. The investigation was conducted in Grade X at Islamic High School Model Zainul Hasan, involving one Indonesian language teacher and six students selected through initial writing diagnostic assessments representing high, medium, and low writing-competency levels. Data was collected over a six-week instructional period through non-participant observation, semi-structured interviews, and multimodal portfolio analysis of student autobiographies and digital Curriculum Vitae (CV) designs evaluated against EYD Edition V spelling standards and rhetorical cohesion. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model with CAQDAS thematic coding. The findings demonstrate that integrating independent-learning strategies within PjBL—utilizing peer-modeling and differentiated scaffolding (asymmetric desk-side mentoring)—effectively bridged initial competency gaps, with low-proficiency students improving text coherence by 40% in draft iterations. Dual product output enhanced both personal reflective writing and professional digital literacy. However, cognitive load disparities and limited computer lab infrastructure caused project timeline extensions. This study provides pedagogical insights for contextualizing adaptive scaffolding in Islamic secondary schools balancing dual curricula.

Ramadhani, L., Widayanti, U., & Susetya, H. H. H. (2026). Promoting Writing Competence and Autonomy Through Project-Based Autobiography and Digital CV Strategies in Islamic School . ETDC: Indonesian Journal of Research and Educational Review , 6(1), 225–237. https://doi.org/10.51574/ijrer.v6i1.5493
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Affandi, M. A., Ali, N., & Barizi, A. (2024). Model of Students' Prophetic Character Building of Madrasah Aliyah in Responding to Global Sociocultural Change Era. AL-ISHLAH: Jurnal Pendidikan, 16(2), 991-1004. https://doi.org/10.35445/alishlah.v16i2.4218
  2. Alemdag, E., & Yildirim, Z. (2022). Design and development of an online formative peer assessment environment with instructional scaffolds. Educational technology research and development, 70(4), 1359-1389. https://doi.org/10.1007/s11423-022-10115-x
  3. Aminullah, A., Mujahidin, M., Yussuf, A., Syahabuddin, S., & Salenda, K. (2024). The impact of madrasah integration in the national education system on the academic quality of madrasah aliyah alumni in South Sulawesi. Ulumuna, 28(2), 1017-1048. https://doi.org/10.20414/ujis.v28i2.1091
  4. Aprilia, U. A. (2025). Enhancing elementary students’ critical thinking character through wall magazine project implementation. Jurnal Inovasi Guru Indonesia, 2(2), 70-78. https://doi.org/10.63202/jigi.v2i2.151
  5. Bachtiyar, M., Bakar, M. Y. A., & Rusydiyah, E. F. (2025). Innovations in Islamic religious education in bilingual madrasah aliyah: A systematic literature review. Al-Ishlah: Jurnal Pendidikan, 17(2), 2115-2124. https://doi.org/10.35445/alishlah.v17i2.5453
  6. Cahyono, B. Y., Irawati, R., Amalia, S. N., & Hidayat, L. E. (2024). Project-based learning in EFL educational settings: A meta-analysis study in EFL/ESL writing. Journal of Writing Research, 16(1), 105-127. https://doi.org/10.17239/jowr-2024.16.01.04
  7. Deane, P. (2018). The challenges of writing in school: Conceptualizing writing development within a sociocognitive framework. Educational Psychologist, 53(4), 280-300. https://doi.org/10.1080/00461520.2018.1513844
  8. Demi̇rbaş, İ., & Şahi̇n, A. (2023). The effect of digital stories on primary school students’ creative writing skills. Education and Information Technologies, 28(7), 7997-8025. https://doi.org/10.1007/s10639-022-11440-7
  9. Egitim, S. (2025). Collaborative leadership in English language classrooms: Engaging learners in leaderful classroom practices and strategies. International Journal of Leadership in Education, 28(1), 32-52. https://doi.org/10.1080/13603124.2021.1990413
  10. Elturki, E., & Hellmann, K. (2023). Faculty experiences teaching in linguistically and culturally diverse contexts at the university level. International Journal for Academic Development, 28(2), 190-204. https://doi.org/10.1080/1360144X.2021.2007483
  11. Faza, A., & Lestari, I. A. (2025). Self-regulated learning in the digital age: A systematic review of strategies, technologies, benefits, and challenges. International Review of Research in Open and Distributed Learning, 26(2), 23-58. https://doi.org/10.19173/irrodl.v26i2.8119
  12. Gopang, A. S., Gopang, S. S., & Chachar, Z. A. (2023). Analysis of the Effects of Teachers’ Scaffolding on Project-Based Learning of BS-English Students of University of Sindh, Jamshoro, Sindh, Pakistan. Sukkur IBA Journal of Educational Sciences and Technologies, 3(1), 26-42. https://doi.org/10.30537/sjest.v3i1.1272
  13. Graham, S., Cao, Y., Kim, Y. S. G., Lee, J., Tate, T., Collins, P., ... & Olson, C. B. (2025). Effective writing instruction for students in grades 6 to 12: A best evidence meta-analysis. Reading and Writing, 38(4), 1-46. https://doi.org/10.1007/s11145-024-10539-2
  14. Gusni, G. (2023). Improving Paragraph Writing Competence through an Inquiry Method Using Audio Media. ETDC: Indonesian Journal of Research and Educational Review, 2(2), 18-39. https://doi.org/10.51574/ijrer.v2i2.656
  15. Hugueny-Léger, E. (2024). Translingual creative writing in, and beyond, modern languages. Modern Languages Open, (1). https://doi.org/10.3828/mlo.v0i0.498
  16. Jiang, L., Yu, S., & Lee, I. (2022). Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice. Journal of Second Language Writing, 57, 100869. https://doi.org/10.1016/j.jslw.2022.100869
  17. Joshi, D. R. (2024). Teachers’ experiential strategies for bridging writing proficiency gaps among secondary level students. Far Western Review, 2(2), 91-105. https://nepjol.info/index.php/fwr/article/view/79835
  18. Kennedy, T. J., & Sundberg, C. W. (2025). Twenty-first century skills. Science education in theory and practice: An introductory guide to learning theory (pp. 461-486). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-81351-1_27
  19. Kim, M., Tian, Y., & Crossley, S. A. (2021). Exploring the relationships among cognitive and linguistic resources, writing processes, and written products in second language writing. Journal of Second Language Writing, 53, 100824. https://doi.org/10.1016/j.jslw.2021.100824
  20. Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733
  21. Kurniawati, F. N. (2023). Fostering students’ creativity in English writing class: Investigating the impact of project-based learning in bridging ideas and words. English Learning Innovation, 4(2), 150-164. https://doi.org/10.22219/englie.v4i2.30611
  22. Laeli, N., & Wijayanto, P. A. (2025). The Effectiveness of the PjBL Model Assisted by Story Maps Media: The Creative Thinking Skills of High School Students. ETDC: Indonesian Journal of Research and Educational Review, 4(4), 1003-1012. https://doi.org/10.51574/ijrer.v4i4.3647
  23. Latif, M. M. A. (2021). Remodeling writers’ composing processes: Implications for writing assessment. Assessing Writing, 50, 100547. https://doi.org/10.1016/j.asw.2021.100547
  24. Madkur, A., As' ad, M. S., Prayogo, A., Sunarwan, A., Siregar, S., Harya, T. D., & Irwansyah, D. (2024). Context-responsive pedagogy in English language teaching in Indonesian Islamic boarding schools. Journal of Education and Learning (EduLearn), 18(3), 626-638. https://doi.org/10.11591/edulearn.v18i3.21085
  25. Magnusson, C. G., Luoto, J. M., & Blikstad-Balas, M. (2023). Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention. Teaching and Teacher Education, 133, 104274. https://doi.org/10.1016/j.tate.2023.104274
  26. Maryati, S., Lestarika, L., Idi, A., & Samiha, Y. T. (2023). Madrasah as an institution of Islamic education and social change. Jurnal Konseling Pendidikan Islam, 4(2), 317-326. https://doi.org/10.32806/jkpi.v4i2.11
  27. Mata, L., & Gavrilut, M. L. (2025). Innovative educational approaches to creative writing skills. Innovative trends in Language Teaching, 1-14. https://doi.org/10.1007/978-981-96-7074-1
  28. Ness, I. J. (2023). Zone of proximal development. The palgrave encyclopedia of the possible (pp. 1781-1786). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-90913-0_60
  29. Nurasman, M. S., Firmansyah, B., & Nasution, N. (2026). PjBL in Academic Writing Instruction in Higher Education: Challenges, Strategies, and Synthesis of Empirical Findings. Bahtera: Jurnal Pendidikan Bahasa dan Sastra, 25(1), 51-61. https://doi.org/10.21009/bahtera.251.06
  30. Overstreet, M., Vaccino-Salvadore, S., & Akhmedjanova, D. (2026). Time, Space, and Tools: A Materio-cognitive Model of Digital Writing Process Development. Written Communication, 43(2), 498-531. https://doi.org/10.1177/07410883251410154
  31. Putri, N. A., Warsiman, W., & Hermiati, T. (2022). Peningkatan keterampilan menulis teks eksposisi melalui model problem based learning dengan media gambar. Jurnal Metamorfosa, 10(1), 11-21. https://doi.org/10.46244/metamorfosa.v10i1.1712
  32. Ratu, D. M., Nurhayati, N., Ratni, N. P., Nurmaisyah, N., Rantung, R., Kojongian, P. L., & Tatipang, D. P. (2025). Transforming Writing Education: An Investigation of Students' Experiences with Project-Based Learning in Teaching Writing: English. Utamax: Journal of Ultimate Research and Trends in Education, 7(1), 44-57. https://doi.org/10.31849/utamax.v7i1.25037
  33. Reynolds, D. (2021). Scaffolding the academic language of complex text: An intervention for late secondary students. Journal of Research in Reading, 44(3), 508-528. https://doi.org/10.1111/1467-9817.12353
  34. Romlah, R., Warisno, A., Muslim, A. B., & Harun, A. (2025). Navigating tradition and modernity in the strategic management and transformation of Madrasah Aliyah in multicultural Indonesia. International Journal of Management in Education, 19(3), 284-310. https://doi.org/10.1504/IJMIE.2025.145945
  35. Rosmayanti, V., Amin, S., Christo, Y., & Khatima, C. (2025). Empowering The Implementation of Self-Regulated Learning Through Project-Based Learning (PjBL) in English Instruction. Jurnal Pendidikan dan Pengajaran, 58(1), 50-61. https://doi.org/10.23887/jpp.v58i1.82086
  36. Russell, M., Braun, H., & Zhu, B. (2023). Twenty-First Century Skills and Learning: A Case Study of Developments and Practices in the United States. In Key Competences and New Literacies: From Slogans to School Reality (pp. 257-294). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-23281-7_10
  37. Sarmiento-Campos, N. V., Lázaro-Guillermo, J. C., Silvera-Alarcón, E. N., Cuellar-Quispe, S., Huamán-Romaní, Y. L., Apaza, O. A., & Sorkheh, A. (2022). A look at Vygotsky’s sociocultural theory (SCT): The effectiveness of scaffolding method on EFL learners’ speaking achievement. Education Research International, 2022(1), 3514892. https://doi.org/10.1155/2022/3514892
  38. Sen, S. (2015). Abolishing English in schools: implications for higher education in West Bengal. Inter-Asia Cultural Studies, 16(2), 269-281. https://doi.org/10.1080/14649373.2015.1037084
  39. Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in psychology, 14, 1260843. https://doi.org/10.3389/fpsyg.2023.1260843
  40. Śleszyńska, M. (2025). Theoretical Foundations of Writing. Integrating Plain English into Writing Activities in the PhD Language Programme (pp. 1-58). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-93583-1
  41. Taylor, K. S., Keane, K., Silverman, R. D., & Levine, S. (2026). Elementary teachers’ scaffolding in writing instruction. literacy research and instruction, 65(1), 16-36. https://doi.org/10.1080/19388071.2024.2429509
  42. Wu, X. Y. (2024). Unveiling the dynamics of self-regulated learning in project-based learning environments. Heliyon, 10(5). https://doi.org/10.1016/j.heliyon.2024.e27335
  43. Yaylı, D. (2024). Unveiling genre analysis and genre-based instruction in EAP. In Teaching English for academic purposes: Theory into practice (pp. 221-247). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-72545-6_10
  44. Yulianti, Y., Umar, U., Sudewi, P. W., & Isma, A. (2024). Analysis of narrative writing skills among junior high school students in Indonesia. Innovations in Language Education and Literature, 1(2), 41-47.
  45. Zuhri, A., Alnashr, M. S., Nihayah, H., Ihsan, I., Ulumuddin, I. K., Darnoto, D., & Munjiat, S. M. (2026). How madrasahs build students’ character in Indonesia's society 5.0 era: Emerging challenges. Nazhruna: Jurnal Pendidikan Islam, 9(1), 166-186. https://doi.org/10.31538/nzh.v9i1.412

Copyright (c) 2026 Laili Ramadhani, Uun Widayanti, Hemas Haryas Harja Susetya

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 21 22 23 24 25 26 27 28 29 30 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Autobiography Digital Curriculum Vitae Differentiated Scaffolding Project-Based Learning Self-Regulated Learning