Content-, Process-, and Product-based Project Learning Model to Enhance Students’ Presentation Skills

Abstract

This study was motivated by classroom observations and document analysis indicating that first-year students in the Indonesian Language and Literature Education Program at FKIP Universitas Pasundan often struggle with classroom presentations. Common challenges include limited content mastery, inappropriate language use, and ineffective delivery. As prospective professional educators, these students are expected to communicate ideas clearly, demonstrate strong subject knowledge, use appropriate language, and deliver engaging presentations. To address these issues, this study implemented a Project-Based Learning (PBL) model structured around three key components: content, process, and product. The aim was to improve students’ presentation skills in a holistic manner. Employing a qualitative descriptive approach, the study involved 28 purposively selected students enrolled in a course taught by the researcher. Data were collected through observation and performance assessments and analyzed using descriptive statistics. The findings show that the PBL model effectively enhanced students’ content mastery, encouraged active participation and appropriate language use during presentations, and improved their ability to produce well-structured, engaging video presentations. These results suggest that a content-, process-, and product-oriented PBL approach holds significant potential for developing the presentation skills of pre-service teachers.