Improving Students' Science Achievement Through The Implementation of Project-Based Learning

Authors

  • I Ketut Gede Teguh Wiraprakasa STAHN Mpu Kuturan Singaraja

DOI:

https://doi.org/10.23887/jpai.v3i3.23176

Abstract

Science learning is said to be more meaningful if students are involved in various project activities and their achievements during the learning process are often associated with their critical thinking skills. In this regard, this paper aims to find out how science learning outcomes in terms of critical thinking skills are enhanced through the application of project-based learning. The research design used was a post-test only control group design with a total sample of 128 Grade V students of Cluster I in Buleleng District. Data collected through tests and analyzed using ANAVA two paths to determine the effect of learning models on science learning outcomes in terms of critical thinking skills and the interaction between learning models with critical thinking skills. The results of the analysis show that 1) there are significant differences in science learning outcomes between students who take project-based learning and students who use conventional learning models; 2) there is a significant interaction between the application of project-based learning models and critical thinking skills on the learning outcomes of Natural Sciences; 3) students with high critical thinking skills tend to show more significant results on improving learning outcomes. However, the results of this study are limited to the measurement of critical thinking skills so that further research is needed by paying attention to other mediator variables. 

References

Afandi, Sugiyarto, & Sunarno, W. (2012). Pembelajaran Biologi Menggunakan Pendekatan Metacognitif Melalui Model Pembelajaran Reciprocal Learning dan Project-Based Learning Ditinjau Dari Kemandirian Belajar dan Kemampuan Berpikir Kritis Mahasiswa. Jurnal Inkuiri, 1(2) p. 86-92. DOI: https://doi.org/10.26418/jpmipa.v2i2.2182

Afriana, Jaka. (2015). Project-Based Learning (PjBL). Online source on http://www.researchgate.net/publication/289526009

Ang, Kim Hock; Qiyun Wang. (2006). A case study of engaging primary school students in learning science by using Active Worlds. Proceedings of The First International LAMS Conference 2006: Designing the Future of Learning, p. 5-14

Ansori, Ayub Al. (2014). Penerapan Model PjBL (Project-Based Learning) dalam Upaya Meningkatkan Kreatifitas Siswa Pada Konsep Pencemaram Lingkungan Di Man Babakan Ciwaringin Cirebon. Thesis. Online source on http://www.academia.edu/2314979/PENERAPAN_MODEL_PJBL_PROJECT_BASID_LEARNING_DAL

AM_UPAYA_MENINGKATKAN_KREATIFITAS_SISWA_PADA_KONSEP_PENCEMARAN_LINGKUNGAN_DI_MAN_BABAKAN_CIWARINGIN_CIREBON#

Candiasa, I. M. (2010). Statistik Univariat dan Bivariat disertai Aplikasi SPSS. Singaraja: Undiksha Press.

Dantes, Nyoman. (2008). Hakikat Asesmen Otentik Sebagai Penilaian Proses Dan Produk Dalam Pembelajaran Yang Berbasis Kompetensi. Paper presented on In House Training (IHT) SMA N 1 Kuta Utara.

Dantes, N. (2012). Metode Penelitian. Yogyakarta: Andi Offset.

Greenwald, N. (2001). Learning from Problems. The Science Teacher, 67(4) p. 28-32.

Hasanah, U. (2016). Pengaruh Model Pembelajaran dan Kemampuan Berpikir Kritis Terhadap Hasil Belajar IPA Kelas V SD di Kelurahan Menteng, Jakarta Pusat. Jurnal Pendidikan Dasar, 7 (02) p. 387–398. DOI: https://doi.org/10.21009/JPD.072.14

Iman, Kartono, & Sugiono. (2013). Peningkatan Aktivitas Belajar Siswa Dalam Pembelajaran Ilmu Pengetahuan Alam Dengan Menggunakan Metode Demonstrasi. Research articles published by FKIP Universitas Tanjungpura

Johnson, D.W. & Johnson, R.T. (2002). Meaningful Assessment: A Manageable and Cooperative Process. New York: A Pearson Education Company.

Kamayani, I.A.D., Sumantri, M., & Sudana, D.N. (2013). Pengaruh Model Pembelajaran Project Based Learning Berbantuan Media Tiga Dimensi Terhadap Hasil Belajar IPA di SD Gugus IX Kecamatan Buleleng. Mimbar PGSD Undiksha, 1(1)

Kiswanto, H., Sunarno, W., & Suparmi. (2016). Pembelajaran Berbasis Masalah Menggunakan Metode Proyek dan Eksperimen Ditinjau dari Kreativitas dan Kemampuan Berpikir Kritis Siswa. Jurnal Inkuiri, 5 (03) p. 57-65.

Klein, J.I., Taveras, S., King, S.H., Commitante, A., Curties-Bey, L., & Stripling, B. (2009). Project-Based Learning: Inspiring Middle School Students to Engage in Deep and Active Learning. New Yorck: Department of Education.

Kubiatko, M. & Vaculova, I. (2011). Project-based learning: characteristic and the experiences with application in the science subjects. Energy Education Science and Technology Part B: Social and Educational Studies. 3 (1): 65-74

Marhaeni, A.A.I.N. (2008). About Meaningfulness and Usefulness of Language Assessment. Paper presented on the Regional Teflin Organization by the Faculty of Art, Udayana University, July 15th-16th

Mergendoller, J.R, & Thomas, J.W. (2001). Managing Project Based Learning: Principles from the Field. California: Handbook designed to help middle and high school teachers plan successful projects

Payani, N.M.D. (2015). Pengaruh Model Pembelajaran Predict-Observe-Explain (POE) Terhadap Hasil Belajar IPA Ditinjau dari Keterampilan Berpikir Kritis pada Siswa Kelas V SD di Gugus I Kecamatan Gianyar. Unpublished Thesis. Program Studi Pendidikan Dasar Pascasarjana, Universitas Pendidikan Ganesha.

Prayitno, W. (2010). Best practice: Implementasi project based learning dalam pembelajaran abad 21 pada mata pelajaran IPA kelas V SDN Jetis II Nglora kec. Saptosari, kb. Gunungkidul. E-journal LPMP D.I. Yogyakarta.

Sastrika, I.A.K., Sadia, I.W., & Muderawan, I.W. (2013). Pengaruh model pembelajaran berbasis proyek terhadap pemahaman konsep kimia dan keterampilan berpikir kritis. e-Journal Program Pascasarjana Undiksha, 3 (01).

Suryabrata, S. (2001). Psikologi Pendidikan. Bandung: Angkasa.

Susilowati. (2013). Membelajarkan IPA dengan Integrative Science: Tinjauan kemampuan berpikir Kritis (critical thinking Skill) dalam Implementasinga pada kurikulum 2013. Handout of Seminar Nasional Pendidikan IPA Universitas Negeri Malang, 1 (51): 377-382.

Solihat, N. W., Halimah, L., & Yunansah, H. (2015). Pengaruh model project based learning terhadap hasil belajar peserta didik pada materi cuaca kelas III sekolah dasar. Jurnal Antalogi UPI, 1, 1-8.

Downloads

Published

2019-12-25

How to Cite

Wiraprakasa, I. K. G. T. (2019). Improving Students’ Science Achievement Through The Implementation of Project-Based Learning. Journal of Psychology and Instruction, 3(3), 83–90. https://doi.org/10.23887/jpai.v3i3.23176

Issue

Section

Articles