The Instructional Writing Material of Opinion and Essays with Problem BasedLearning. This study aims to describe the feasibility and effectiveness of writing articles of opinion and project-based essay articles. Teaching materials were developed using the ADDIE model at the Muhammadiyah University of Makassar. The results showed that the d eveloped teaching materials have been feasible and effectively used in the study of opinion writing and essay. The teaching materials are worthy of use because they meet the aspects of eligibility that are content feasibility, presentation feasibility, and language feasibility. Effective teaching materials are used because there are significant differences in student learning outcomes before using and after using teaching materials. Abstrak: Bahan Ajar Menulis Opini dan Esai dengan Pembelajaran Berbasis Mas alah.Penelitian ini bertujuan mendeskripsikan kelayakan dan keefektifan bahan ajar menulis opini dan artikel esai dengan pembelajaran berbasis proyek. Bahan Ajar dikembangkan dengan menggunakan model ADDIE di Universitas Muhammadiyah Makassar. Hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan telah layak dan efektif digunakan dalam pembelajaran menulis opini dan esai. Bahan ajar layak digunakan karena telah memenuhi aspek kelayakan, yakni kelayakan isi, kelayakan penyajian, dan kelayakan bahasa. Bahan ajar efektif digunakan karena terdapat perbedaan yang siginifikan hasil belajar mahasiswa sebelum meng gunakan dan setelah menggunakan bahan ajar.

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One of the demands of professional teachers is their competence in the field of classroom action research. The reality on the ground shows that the classroom action research that has been prepared has not shown the CAR that is as expected. The solution that can be done to overcome this is to conduct training on writing class action research proposals (CAR). This activity has an output target in the form of a PTK proposal framework. The target partner in this community service activity is the Indonesian language MGMP for the Middle School in Maros district. The implementation of activities with a follow-up study design will be described in the methods of lectures, questions and answers, assignments, discussions, and practice/simulation as well as evaluation. The benchmark for achieving the goal is that participants can absorb at least 80% of the material provided by the presenters (IbM implementers) in preparing PTK proposals, both theory and practice. The results of the implementation of this activity showed that the participants had been able to develop PTK proposals in accordance with the problems they faced in their schools, especially in learning Indonesian. Thus, it is no longer difficult for teachers to conduct classroom action research. The evaluation results show that this community service activity is categorized as very good (90%) in terms of the participants' activeness and motivation. Meanwhile, in terms of understanding and learning practices produced are categorized as good (80%).