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Abstract

Learning poetry texts still tends to be theory-oriented, so students' space to develop language creativity is not optimal. This study aims to describe the implementation of Project Based Learning (PjBL) and students' language creativity based on fluency, flexibility, originality, and elaboration. The study used a qualitative approach with a case study design involving students of class XI-7 at SMA Negeri Kalisat, Jember. Data were obtained through observation, interviews, documentation, and analysis of poetry works during six meetings, then analyzed using the Miles, Huberman, and Saldaña model. The results show that the six stages of PjBL form a continuous process that provides different opportunities for the emergence of the four dimensions of creativity. Fundamental questions mainly stimulate fluency, project design provides space for flexibility, project scheduling supports the continuity of the creative process, project monitoring helps maintain originality, while product testing and evaluation support elaboration and the integration of the four dimensions. The mapping is not one-to-one because the four dimensions may appear simultaneously at different levels of prominence. Thus, PjBL provides a structured learning process for students to generate, select, develop, and refine ideas into poetry works.

Keywords

Project Based Learning (PjBL); language creativity; poetry learning; fluency; flexibility; originality; elaboration.

How to Cite

Citation Format
Firdausi, A., Citraningrum, D. M., & Suaedi, H. (2026). Inovasi Project Based Learning dalam Pembelajaran Teks Puisi untuk Mengembangkan Kreativitas Berbahasa Siswa SMA. LANCAH: Jurnal Inovasi Dan Tren, 4(2), 1078-1093. https://doi.org/10.35870/ljit.v4i2.8932

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Copyright (c) 2026 Alfiani Firdausi, Dina Merdeka Citraningrum, Hasan Suaedi

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