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Eduvest - Journal of Universal Studies Volume 4 Number 09, September, 2024 p-
ISSN 2775-3735
- e-ISSN 2775-3727 |
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THE INFLUENCE OF THE PROJECT-BASED LEARNING MODEL ON THE
LEARNING OUTCOMES OF FIFTH GRADE STUDENTS IN SCIENCE AT ELEMENTARY SCHOOL 01
BARU CIJANTUNG, EAST JAKARTA |
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Prasetyo Agung Wibowos1, Trisni
Handayani2 1,2 Universitas Muhammadiyah Prof. Dr. HAMKA, Jakarta, Indonesia Email: [email protected],
[email protected] |
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ABSTRACT |
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This study aims to analyze the effect of the Project-Based Learning
(PjBL) model on the learning outcomes of fifth-grade students in science
subjects at Elementary School 01 Baru Cijantung, East Jakarta. The research
involved two groups: a control class receiving conventional instruction and
an experimental class taught using the PjBL model. The results indicate that
students in the experimental group achieved higher scores and demonstrated
better engagement compared to those in the control group. Statistical tests
confirmed a significant influence of PjBL on student learning outcomes. These
findings suggest that the PjBL method enhances not only academic achievement
but also critical thinking and problem-solving skills in science subjects.
The study encourages the integration of PjBL in the elementary school
curriculum to improve student learning experiences. |
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KEYWORDS |
Project-Based Learning (PjBL),
Learning Outcomes, Elementary Education, Critical Thinking, Academic
Achievement. |
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This work is
licensed under a Creative Commons Attribution-ShareAlike 4.0 International |
����������������������������������������������� INTRODUCTION
Education is an important aspect of human life that
affects a person's intellectual ability and competitiveness in the era of
globalization. Apart from shaping children's character, education also plays a
role in children's psychological and social health, making them individuals
ready to face the world with good communication skills and broad knowledge (Handika et al., 2021).
Education aims to assist the holistic development
of students' souls, directing them towards a more advanced human civilization.
Good quality education plays an important role in creating smart and competent
individuals to face the globalization era. High-quality education is needed to
achieve an optimal quality of life in the future, which can be achieved through
an effective learning process (Anwar et al., 2021).
Education in Indonesia needs to be improved to
compete with other countries. Teacher-centered learning and low graduate skills
indicate the need for comprehensive improvements, including in the curriculum,
learning methods, facilities, and teaching staff. Thus, the gap with other
countries can be reduced and Indonesia can become a developed and highly
competitive country in the global arena (Taupik et al., 2021).
Science education in elementary schools plays an
important role in shaping students' early understanding of natural phenomena,
science, and technology. The Project Based Learning (PjBL) learning method
helps students learn through real projects relevant to the subject matter,
developing scientific thinking, problem solving and critical thinking skills.
PjBL also helps students understand basic science concepts and prepares them
for more complex science subjects at the next level of education (Abdullah, A. F., & Fathi, 2022).
Although Merdeka Curriculum is being implemented in
Indonesia, many students still cannot follow it well, especially in science
learning. Limited resources, lack of involvement, and difficulty understanding
abstract concepts are challenges in learning science. The Project Based
Learning (PjBL) model offers a solution by providing a more meaningful learning
experience and involving student activities, so that learning outcomes can be
improved as evidenced by various studies (Pratama, 2022; Yusrizal & Pulungan,
2021).
Based on the observations of researchers, it was
found that many students could not follow learning with conventional methods,
making it difficult for students to achieve KKM. In the ongoing learning there
are still many students who do not pay attention, are bored, do not understand
because the teacher only keeps talking, are confused about what to ask and do
not want to pay attention to the teacher's teaching. And of the 60 learners in
class V, only 35% of the learners passed the science subject and even then with
mediocre scores ranging from 71-80. And to see how Projecct Based Learning
(PjBL) can change the learning outcomes of Learners, researchers conducted this
research.
Based on the background described, some of the
problems identified by researchers are the low achievement of student learning
outcomes, their lack of activeness in the learning process, and the number of
students who are not focused and tend to chat or sleepy when learning takes
place. In addition, the implementation of the Project Based Learning (PjBL)
learning model as an alternative to improve the effectiveness and quality of
learning is one of the main problems. This research is limited to exploring the
effect of PjBL on student learning outcomes with an emphasis on the cognitive
domain, especially in science subjects at Elementary School 01 Baru Cijantung
East Jakarta.
The formulation of problems in this study includes
the effect of PjBL on student learning outcomes and supporting factors in the
PjBL model. This research is expected to provide theoretical benefits in
determining the effectiveness of the PjBL model and become a useful reference
for the development of science. Practically, this research is useful for
researchers as a reference for further research, for teachers as a teaching
reference, and for students to improve their understanding and development of thinking
through the PjBL method.
This study aims to examine the effect of PjBL on
the learning outcomes of fifth grade students in science subjects at Elementary
School 01 Baru Cijantung East Jakarta, with the hope of contributing to the
development of effective learning methods to improve students' understanding
and science skills. Based on the problems that researchers find, researchers
are interested in researching related to "The Effect of Project-based
learning Model on the Learning outcomes of Class V Students in Science
Subjects at Elementary School 01 Baru Cijantung East Jakarta".
Previous research shows that the Project Based
Learning (PjBL) learning model has a positive effect
on student learning outcomes. Restuti (2022) found that PjBL improved
learning outcomes of grade IV students at SD Negeri 1 Sidomulyo,
while research by Nurhadiyati et al., (2021) showed a positive response from grade V students
to PjBL. Annisa (2020) found that PjBL
in integrated thematic learning improved learning outcomes better than
conventional methods, and Khairina (2020) noted that students' science learning outcomes in
experimental classes using PjBL were higher than
control classes. Research by Taupik (2021) also concluded that PjBL
has a significant effect on the achievement of science learning outcomes at the
elementary school level. Consistently, these studies show that PjBL improves learning outcomes across different learning
contexts (Azmiati, 2019).
The framework of this research is based on the
importance of problem-solving skills to produce superior human resources in the
AEC era, which is also one of the 21st century education competencies (Nurhadiyati et al., 2021). Given the low problem-solving ability of students
in Indonesia, the PjBL learning model is seen as an
effective solution. PjBL requires learners to be
active, creative, seek information, and solve problems through projects and
inquiry (Mulyono & Agustin, 2020). Improving problem-solving skills is very relevant
to be applied in science subjects, because one of the objectives is to solve
the problems of the environment around students (Sukmana & Amalia, 2021). Therefore, PjBL is
expected to improve students' problem-solving skills in science lessons.
Research Hypothesis
In the theoretical study and framework of thinking,
the hypothesis of this research action is that there is a positive influence
between the Project learning model and student learning outcomes. Based on the
formulation of research problems, the hypotheses in this study are:
H0 = There is no difference in student learning
outcomes when applying project-based learning and when not applying
project-based learning.
H1 = There is a difference in student learning
outcomes when applying project-based learning and when not applying
project-based learning.
RESEARCH
METHOD
This study aims to determine the effect of the Project Based Learning
model on the learning outcomes of grade V students in science subjects at
Elementary School 01 Baru Cijantung, East Jakarta. This research was conducted
for three months, from November to January. The method used was a
pre-experiment approach with two classes, where one class was given
conventional learning and the other class used the Project Based Learning model
(Abdullah et al., 2021). The learning outcomes of both classes were then
compared through pretest and post-test.
The study population included all students of class VA and VB, totalling
60 people, with cluster random sampling technique. The learning material used
was Chapter 4 about the earth and simple experiments to facilitate concept
understanding. This study measured learning outcomes through multiple choice
tests and questionnaires containing students' opinions about the learning model
applied. Data collection techniques include tests and questionnaires, where
data are analyzed by normality, homogeneity, hypothesis
testing, and N-Gain.
Data analysis techniques include classical assumption tests, such as
normality, heteroscedasticity, multicollinearity, and autocorrelation tests, as
well as multiple linear regression analysis to see the relationship between the
independent and dependent variables. The results of the study are expected to
provide an overview of the effectiveness of the Project Based Learning model in
improving student learning outcomes in science subjects.
RESULT AND DISCUSSION
�This research uses descriptive quantitative
methods by involving fifth grade students in Science Subjects at Elementary
School 01 Baru Cijantung East Jakarta as samples. The research instrument used
is a questionnaire which aims to identify the effect of the Project Based Learning model on
the learning outcomes of fifth grade students in Science Subjects at Elementary
School 01 Baru Cijantung East Jakarta.
After the data was
collected, validity and reliability testing of the instrument was conducted on
30 students using SPSS software to ensure the validity of the data obtained.
The next step involved statistical calculations and reporting of the results.
The data obtained
from the questionnaire is tabulated in tabular form to describe all existing
values, so as to facilitate further statistical calculations to determine the
trend of values. The results of the calculations that have been analyzed are
then presented in the discussion section of the study.
The following is
data from the control and experimental classes regarding the scores and grades
of fifth grade students at Elementary School 01 Baru Cijantung, East Jakarta:
Table 4.1 Scores and Values of Fifth Grade Students of Elementary School
01 Baru Cijantung East Jakarta
|
5A Control Class |
|
5B Experiment Class |
||||
|
Absentee Number |
Score |
Value |
|
Absentee Number |
Score |
Value |
|
Andrien Moviena |
72 |
80 |
|
Revelation |
75 |
80 |
|
Yulia Dwi P |
75 |
75 |
|
Andika |
78 |
85 |
|
Azzam Alfaroh |
79 |
80 |
|
Farizal Hafiz |
85 |
92 |
|
Anggun Fadiah Kholik |
83 |
85 |
|
Riski A |
87 |
90 |
|
Rezki Aditya |
85 |
82 |
|
Frananda Aditya |
85 |
95 |
|
Muhammad Malik |
85 |
85 |
|
Dicky |
85 |
90 |
|
M Azra Zhuri |
80 |
80 |
|
Wahyu Nur M |
82 |
85 |
|
Akbar Maulana Surya |
75 |
75 |
|
Silva Anindya |
75 |
80 |
|
Dwi Puspita Sari |
80 |
82 |
|
Nazwa Mutia |
78 |
85 |
|
Clara Daniela |
80 |
77 |
|
Assyifa Salwa |
78 |
85 |
|
Marjono |
92 |
87 |
|
Ayra Putri |
90 |
90 |
|
Lita Yuniasih |
85 |
87 |
|
Dinda Sri R |
80 |
87 |
|
Intan Pebrianti |
85 |
85 |
|
Birbix |
80 |
85 |
|
Assyifa Yasmin |
82 |
80 |
|
Zikri malik |
80 |
80 |
|
Riana Septiani |
75 |
80 |
|
Ramadan's son |
75 |
80 |
|
Gilang Arden Anggoro |
95 |
87 |
|
Arya |
90 |
95 |
|
Nurul Badrih |
75 |
77 |
|
Ghio Vano |
75 |
85 |
|
Rhaes Tri Apsari |
75 |
75 |
|
M fadli |
80 |
85 |
|
Kahfi Andra Shofi |
85 |
82 |
|
M fadlan |
87 |
90 |
|
Tri Pandawa Avandy |
78 |
75 |
|
Ahcham Ramadan |
80 |
87 |
|
Aulia Putri |
78 |
77 |
|
Athiaah |
78 |
80 |
|
Haikal Darma Putera |
80 |
80 |
|
Andika Riski |
85 |
87 |
|
Riski Adittya |
75 |
80 |
|
Raka� |
92 |
92 |
|
Eman Safria Mukdi |
90 |
85 |
|
Irwan |
80 |
86 |
|
Ilmira Nur Kanaya |
75 |
80 |
|
M Fathur |
70 |
80 |
|
Alfath Arrofi |
77 |
82 |
|
M Fathir |
80 |
80 |
|
Muhammad Ifthar Nizzam |
82 |
80 |
|
Khoirunnisa |
78 |
85 |
|
Galiban Kaliki |
70 |
77 |
|
Melfi Julia princess |
85 |
90 |
|
Bilal Putra El Fadz Riza |
65 |
90 |
|
Jihan khaizaran |
75 |
85 |
|
Ziya Riski Ramadhan |
80 |
95 |
|
Naila |
77 |
80 |
1.
Frequency, Histogram, and Box Plot of student 5A Control class
Table 4.2 Statistical Frequency of students 5A Control class
Table 4.3 Frequency of Score of student 5A of Control class
Table 4.4 Frequency of student scores 5A Control class
Table 4.5 Histogram of student scores 5A Control class
Table 4.6 Histogram of student scores 5A Control class
Table 4.7 Box Plot of Control class 5A students' scores
Table 4.8 Box Plot of student scores 5A Control class
Data interpretation of student 5A of Control
class:
It is known based
on the Frequency Table, a total of 30 students were tested with a Minimum Score
obtained of 65, Maximum Score obtained of 95, Minimum Score obtained of 75, and
Maximum Score obtained of 95 with an average Score obtained of 79.77 and an average
Value of 81.40. In Table 4.3, it is known that the Frequency Score of 30
students which is the highest score is 75 with 7 students with a percentage of
23.3%. While in Table 4.4, the score frequency of 30 students which is the
highest score is 80 with a total of 9 students with a percentage of 30.0%. In
Table 4.5, attached Histogram diagram of student scores with an average of
79.77 and a standard deviation of 6.409 and in Table 4.6, attached Histogram
diagram of student scores with an average of 81.40 and a standard deviation of
4.789. Furthermore, in Tables 4.7 and 4.8, a Box Plot of students'
attendance numbers with the scores and grades they obtained is attached.
2.
Frequency, Histogram, and Box Plot of students' scores in class 5B
Experiment class
Table 4.9 Statistical frequency of students 5B Experiment class
Table 4.10 Frequency Score of students 5B Experiment class
Table 4.11 Frequency of student scores 5B Experiment class
Table 4.12 Histogram of student scores 5B Experiment class
Table 4.13 Histogram of student scores 5B Experiment class
Table 4.14 Box Plot of Student Score 5B Experimental class
Table 4.15 Box Plot of Student scores 5B Experimental class
Data interpretation of student 5B of
Experiment class:
It is known in
Table 4.9 that a total of 30 students were tested with a Minimum Score obtained
of 70, Maximum Score obtained of 92, Minimum Score obtained of 80, and Maximum
Score obtained of 95 with an average Score obtained of 80.83 and an average
Value of 85.87. In Table 4.10, it is known that the Frequency Score of 30
students which is the highest score is 80 with 7 students with a percentage of
23.3%. While in Table 4.11, the score frequency of 30 students which is the
highest score is 85 with a total of 9 students with a percentage of 30%. In
Table 4.12, attached Histogram diagram of student scores with an average of
80.83 and a standard deviation of 5.266 and in Table 4.13, attached Histogram
diagram of student scores with an average of 85.87 and a standard deviation of
4.599. Furthermore, in Tables 4.14 and 4.15, the Box Plot of students'
attendance numbers with the scores and values they obtained is attached.
Analysis Requirements Testing
1.
Normality Test
a.
5A students in Control class
Table 4.16 Normality Test of students 5A Control class
Interpretation:
Basis for Decision Making
�
If the Significance Value> 0.05 then the
data distribution is Normal
�
Conversely, if the Significance Value <0.05
then the data distribution is not normal.
It is known that
the Significance Value in Table 4.16 is 0.178> 0.05, so it can be concluded
that the distribution of data in class 5A control class students is Normal.
b.
Student 5B of Experiment class
Table 4.17 Normality test of students 5B Experiment class
Interpretation:
Basis for Decision Making
�
If the Significance Value> 0.05 then the
data distribution is Normal
�
Conversely, if the Significance Value
<0.05, the data distribution is not normal.
It is known that
the Significance Value in Table 4.17 is 0.170> 0.05, it can be concluded
that the distribution of data in class 5B students in the Experimental class is
Normal.
2.
Simple Linear Regression Test
Table 4.18 Simple Linear Regression Test of student 5A Control class
Based on the SPSS
output above, the regression equation model can be formulated as follows:
Y = 49.100 (a) + 0.423 (X) + e
The regression equation model is meaningful:
�
Constanta (a) = 49.100, meaning
that if the score is constant, the value is 49.100.
�
Regression Direction Coefficient = 0.423 is positive, meaning that if the score
increases, the value will also increase by 0.423.
Table 4.19 Simple Linear Regression Test of student 5B Experiment class
Based on the SPSS
output above, the regression equation model can be formulated as follows:
Y = 27.834 (a) + 0.718 (X) + e
The regression equation model is meaningful:
�
Constanta (a) = 27.834, meaning
that if the score is constant, the value is 27.834.
�
Regression Direction Coefficient = 0.718 is positive, meaning that if the score
increases, the value will also increase by 0.718.
Hypothesis Testing
1.
T test
Table 4.20 Hypothesis Testing T test of variable X on Y control class
Interpretation:
Basis for Decision Making
Significance Value
< 0.05
T value > T
table
T Table = t (a/2; n
- k - 1)
a = 5% = t (0.05/2;
30 - 2 - 1)
�� = 0,025 ; 27
�� = 2,051
Unknown:
From the output in
Table 4.20, the Significance Value is 0.010 <0.05 and the T Count Value is
2.782> 2.051 then Ho1 is Rejected and Ha1 is Accepted. Which means there is
a significant effect of Score on Control class value.
Table 4.21 Hypothesis Testing T test of variable X on Y Experiment class
Interpretation:
Basis for Decision Making
Significance Value
< 0.05
T value > T
table
T Table = t (a/2; n
- k - 1)
a = 5% = t (0.05/2;
30 - 2 - 1)
�� = 0,025 ; 27
�� = 2,051
Unknown:
From the output in
Table 4.21, the significance value is <0.001 (0.000) <0.05 and the
calculated T value is 7.637> 2.051 then Ho1 is rejected and Ha1 is accepted.
Which means that there is a significant effect of the Score on the Experimental
class value.
2.
F test
Table 4.22 Hypothesis Testing F test of variable X on Y control class
Interpretation:
Basis for Decision Making
Significance Value
< 0.05
F value > F
table
F table value =
3.35
Unknown:
From the output of
Table 4.22, it can be seen that the Significance Value is 0.010 <0.05 and
the F Count Value is 7.737> 3.52. This proves that there is a significant
influence on X on Y in the Control class.
Table 4.23 Hypothesis Testing Test F variable X on Y Experiment class
Interpretation:
Basis for Decision Making
Significance Value
< 0.05
F value > F
table
F table value =
3.35
Unknown:
From the output of
Table 4.23, it can be seen that the significance value is <0.001 (0.000)
<0.05 and the calculated F value is 58.324> 3.35. This proves that there
is a significant influence on X on Y in the Experiment class.
Discussion of Research Results
Based on the
analysis that has been done, there are several results that can be concluded
from this research. First, from the data description, it can be seen that the
use of the Project Based Learning (PjBL) method has a positive impact on
student learning outcomes in science subjects at Elementary School 01 Baru
Cijantung East Jakarta. This can be seen from the comparison of scores and
values between the control class (5A) and the experimental class (5B).
The average student
scores and grades of the experimental class were higher than those of the
control class. Furthermore, from testing the requirements of the analysis, it
can be concluded that the distribution of data in both classes (control class
and experimental class) is normal. This indicates that the data used for
analysis has characteristics that meet the required statistical assumptions.
When the hypothesis was tested, the results showed that there was a significant
influence between the score (X) and the value (Y) in both the control and
experimental classes. This is consistent with the theory that there is a
positive relationship between participation in active learning methods, such as
PjBL, and improved student learning outcomes.
From a theoretical
perspective, previous research has also supported that project-based learning
methods can improve students' understanding of learning materials and increase
students' engagement in the learning process. The results of this study are consistent
with these findings.
Thus, it can be
concluded that the results of this study support the theory that the
application of the Project Based Learning method has a positive impact on
student learning outcomes in science subjects at Elementary School 01 Baru
Cijantung East Jakarta. This shows that an active and project-oriented learning
approach can be an effective alternative in improving students' academic
achievement.
Research Limitations
One of the
limitations of this study lies in its limited focus on one specific primary
school, namely Sekolah Dasar 01 Baru Cijantung East Jakarta. As such, the
generalizability of the research findings to apply to student populations from
different educational backgrounds or contexts is limited. In addition, the
factors of students' social and economic environment, as well as the level of
parental support in the learning process, may also influence students' learning
outcomes but are difficult to control or measure precisely within the framework
of this study.
In addition, there
are other variables that also have the potential to influence student learning
outcomes, such as students' motivation levels, individual learning styles, or
previous experiences in science learning. However, due to limited scope and resources,
these variables may not be fully included in the analysis of this study.
Not only that,
internal school factors, such as teacher quality, curriculum, or other teaching
methods, can also have a significant effect on student learning outcomes.
However, in this study, the influence of these internal school factors cannot
be studied in depth because the focus of the research is limited to the effect
of the Project Based Learning method on student learning outcomes.
Given these
limitations, it is important for researchers to carefully consider the
interpretation of the findings of this study and be aware of the limitations in
generalizing the results to a wider context.
CONCLUSION
This study concluded that
the Project Based Learning (PjBL) method improved the learning achievement of
science students at SD 01 Baru Cijantung, East Jakarta. A comparison between
the control class (5A) and the experimental class (5B) showed that students
involved in the PjBL method had higher average scores and grades. Data analysis showed a
normal distribution which supported the statistical assumptions of the study.
Hypothesis testing showed a significant relationship between scores and grades,
supporting the theory that active learning methods such as PjBL
improve learning achievement. However, these results should be interpreted with
caution given the limitations of the study such as the generalizability of the
findings and other factors that influence student learning outcomes.
The implications of this
study show the relevance of using PjBL in improving
science learning achievement in primary schools. The results encourage teachers
and policy makers to consider the integration of PjBL
in the curriculum, as it not only increases student engagement, but also
prepares them to be independent and skilled learners. The findings also
highlight the importance of diverse learning approaches and teacher
professional development to support the effective implementation of PjBL. Thus, schools and stakeholders can create a dynamic
and inclusive learning environment to help students reach their full potential.
Based on these findings,
several suggestions are proposed to improve the effectiveness of PjBL implementation at SD 01 Baru Cijantung.
First, schools need to provide continuous training for teachers to understand PjBL concepts and strategies. Second, enriching learning
resources with teaching materials that support PjBL
through collaboration with other educational institutions and the community.
Third, the integration of PjBL in the elementary school curriculum requires strong
support from the school. Fourth, increasing the involvement of parents and
communities in supporting the implementation of PjBL
through information sessions and training. Finally, it is important to
continuously evaluate and monitor the implementation of PjBL
based on feedback from teachers, students and parents. By implementing these
suggestions, SD 01 Baru Cijantung can strengthen the
implementation of PjBL and improve students' learning
outcomes in science subjects, as well as prepare them for the future.
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