Evaluating Project-Based Learning as a Catalyst for Media Literacy Development in Junior High School Students

Abstract

This study evaluates the effectiveness of Project-Based Learning (PBL) as a method for enhancing media literacy among junior high school students. In an age marked by widespread digital media use and misinformation, fostering students' abilities to access, analyze, and create media responsibly is essential. The research involved a mixed-methods approach with 60 students divided into an experimental group using PBL and a control group following traditional instruction. Quantitative assessments measured improvements in media literacy skills, while qualitative data from interviews and focus groups provided insights into students’ and teachers’ experiences with PBL. The findings revealed significant improvements in the Experimental Group’s media literacy skills, with an average increase of 10.07 points in post-test scores across all assessed dimensions, including accessing, analyzing, and creating media. These improvements were statistically significant compared to the Control Group's modest gains. Qualitative insights underscored themes of increased engagement, critical thinking, and collaborative skills among students exposed to PBL, with teachers noting enhanced student motivation and analytical abilities. These results affirm PBL’s potential as an effective educational approach for media literacy, promoting active learning and critical engagement with media content. This study contributes to the broader discourse on media literacy education by demonstrating PBL's role in equipping students with essential skills for informed and critical media interaction. Future research should examine the long-term effects of PBL on media literacy and explore its application in diverse educational settings to maximize its impact.