<![CDATA[Abstract: Boosting Student Learning Motivation Through Project-Based Learning with Attention, Relevance, Confidence, and Satisfaction Motivational Design Process. Objectives: This research aims to boost the students writing ability and motivation by changing the teaching methods from classical (lectures and discussions) towards student activity. Methods: The method used in this study was the Project-Based Learning (PJBL) model with Attention, Relevance, Confidence, and Satisfaction (ARCS) motivational design. The case study used observation, questionnaires, and interviews in two stages of data collection for a English course class, namely English for Art and Design in the Visual Communication Design Study Program. Findings: By implementing the Project-Based learning method with ARCS motivational design, it is found that student motivation in the Attention, Relevance, and Satisfaction aspects is at a high level. Meanwhile, the Confidence aspect remains neutral in stages I and II. Conclusion: The achievement of this research in terms of increasing students’ writing skills and motivation has been accomplished.Keywords: project-based learning, ARCS motivational design, case study.Abstrak: Meningkatkan Motivasi Belajar Siswa melalui Project-Based Learning dengan Proses Desain Motivasi Attention, Relevance, Confidence, and Satisfaction. Tujuan: Penelitian ini bertujuan untuk meningkatkan kemampuan dan motivasi menulis siswa dengan mengubah metode pembelajaran dari klasikal (ceramah dan diskusi) menjadi aktivitas siswa. Metode: Metode yang digunakan dalam penelitian ini adalah model Project Based Learning (PJBL) dengan desain motivasi Attention, Relevance, Confidence, and Satisfaction (ARCS). Studi kasus menggunakan observasi, angket, dan wawancara pada 2 tahap pengumpulan data sebuah kelas di mata kuliah Bahasa Inggris yaitu Bahasa Inggris untuk Seni Rupa dan Desain di Program Studi Desain Komunikasi Visual. Temuan: Dengan menerapkan metode pembelajaran model pembelajaran Project Based Learning dengan desain motivasi ARCS, ditemukan bahwa motivasi siswa pada aspek Attention, Relevance dan Satisfaction tetap di level yang tinggi. Sementara itu, aspek Confidence tetap tetap di level netral, bagi di tahapan I dan II. Kesimpulan: Pencapaian penelitian ini dalam hal peningkatan keterampilan menulis dan motivasi siswa telah tercapai.Kata kunci: project-based learning, desain motivasional ARCS, studi kasus. DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202216]]>
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