EMPOWERING ACADEMIC WRITING IN EDUCATION 5.0 ERA: THE EFFICACY OF HYBRID PROJECT-BASED LEARNING

Abstract

Within the current educational environment, characterized by the principles of personalized learning and technological integration known as Education 5.0, we conduct an academic inquiry into the effectiveness of hybrid project-based learning (HPBL) approaches in enhancing students' academic writing skills. By implementing a rigorous quasi-experimental design, we conscientiously gathered data from a population of 113 pupils that was selected using cluster random sampling techniques. By employing independent t-tests by the SPSS program for Windows, we compared the writing performance of 30 students in the experimental HPBL group with that of 28 students assigned to the control group. The results showed statistical differences in both academic writing abilities. The results of this study emphasize the importance of HPBL in providing students with the diverse skills and abilities necessary to navigate the intricate challenges of Education 5.0.