Developing Children's Literature Media through Project-Based Learning for Pre-Service Elementary Teachers

Abstract

Background: Project-Based Learning (PjBL) is widely used in higher education to promote creativity, authentic learning, and professional competence. In Indonesian language education, developing children's literature media enables pre-service elementary teachers to integrate literary knowledge with instructional design skills. However, limited studies have examined how PjBL supports diverse children's literature production while strengthening professional competencies. Objective: This study aimed to investigate the implementation of PjBL in an Indonesian Language Education course and examine the quality and diversity of children's literature media produced by pre-service elementary teachers. Methods: An embedded mixed-methods design involved 68 fourth-semester pre-service elementary teachers at Universitas Muhammadiyah Cirebon. Data were collected through pre-test/post-test assessments of creativity and pedagogical competence, product assessment rubrics, observations, reflective journals, and interviews. Quantitative data were analyzed using paired-samples t-tests and Cohen's d, while qualitative data were examined thematically. Results: Participants produced 42 diverse children's literature books with generally good literary, linguistic, creative, and visual qualities. Creativity scores increased from 56.97 to 75.41 (t = 28.95, p < .001, Cohen's d = 3.51), while pedagogical competence increased from 54.84 to 74.72 (t = 21.93, p < .001, Cohen's d = 2.66). Qualitative findings indicated improved understanding, collaboration, creative problem-solving, and confidence in designing learning resources. Conclusion: PjBL shows promise for integrating children's literature development with professional preparation, although causal interpretation is limited by the one-group pre-test/post-test design.