Comparison of The Implementation of Project-Based Learning and Cooperative Learning Models Based on Deep Learning Using the Role-Playing Method Through the Canva Application in Learning Creative Advertisement-Making Skills in Grade 5 of SD Negeri 5 Mlinjon
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Creative advertisement-making instruction in Grade 5 remained predominantly teacher-centered and imitation-based, limiting students' originality, participation, and use of digital design tools such as Canva. Teachers also lacked sufficient empirical evidence to determine whether project-based learning (PBL) or cooperative learning (CL) better supported deep learning in small rural classrooms. This study aimed to examine the implementation of PBL and CL integrated with role-playing activities and Canva, compare their outcomes in creative advertisement-making skills, six core competencies (6Cs), and student engagement, and identify factors contributing to differences in learning outcomes. A convergent mixed-methods design incorporating a single-group, two-cycle, repeated-measures quasi-experimental component was employed with all seven fifth-grade students at SD Negeri 5 Mlinjon. Each instructional cycle comprised four sessions and included separate pretests and posttests. Data were collected using performance assessment rubrics, a 6C competency questionnaire, classroom observations, interviews, and documentation. Quantitative data were analyzed using the Wilcoxon signed-rank test, while qualitative data underwent thematic analysis. Both instructional models were associated with statistically significant improvements in advertisement-making skills (p = .016). However, CL yielded higher posttest scores than PBL (86.00 vs. 74.86), greater normalized learning gains (N-gain = 0.68 vs. 0.47), a higher mastery rate (100% vs. 43%), and higher mean scores across all six competencies, particularly collaboration and communication. Qualitative findings suggested that CL's stronger outcomes were associated with positive interdependence, individual accountability, clearly defined roles, and peer scaffolding, whereas PBL provided greater opportunities for individual creativity and ownership. The study concluded that CL demonstrated more favorable learning outcomes than PBL in this small classroom setting, although the sequential, single-group design and limited sample size prevented definitive causal attribution. PBL nevertheless remained a valuable instructional approach when supported by appropriate scaffolding.
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