ANALISIS PENERAPAN MEDIA PEMBELAJARAN AUDIOVISUAL BERBANTU GALLERY WALK DENGAN MODEL PJBL PADA MATERI IPAS DI SEKOLAH DASAR

The background of this study is that it is still often found that students during learning activities look unprepared to receive material and many of them are still less interested in Civics lessons, resulting in learning activities not running properly which makes the learning outcomes obtained by students less than optimal. The purpose of this study was to determine the improvement of cognitive learning outcomes of Civics students who get learning treatment using project-based learning (PjBL) learning model and tofind out how the effect of project-based learning (PjBL) learning model on cognitive learning outcomes of Civics students in elementary school. This study used a quasi-experimental type using a sample of fifth grade elementary school students as many as 21 students from the experimental class and 21 students from the control class. The project-based learning (PjBL) model treatment was given to the experimental class while the control class received the STAD cooperative model treatment. The test instrument used in this study was in the form of multiple choice, to measure the ability of the student learning outcomes studied. The results in this study were seen from the average score obtained by students during the pretest before getting treatment in the experimental class of 68.10, then when the posttest was carried out, the average score of students increased to 87.17. Then in the calculation of the regression test of the pretest and posttest data, the value of Fcount > Ftable or 66.424> 4.38 means that H0 is rejected. Thus it can be concluded that the cognitive learning outcomes of Civics students in the experimental class have increased after getting the project-based learning (PjBL) model treatment and there is a great influence on the use of the project-based learning (PjBL) model on the cognitive learning outcomes of Civics students in the experimental class.

Background and objective Numerous flood disaster events encourage mitigation efforts. One of the efforts is education to high school and college students through a project-based learning (PjBL) model during COVID-19. The PjBL innovation can be developed by teachers with a formulation that integrates it with learning media and higher-order thinking skills (HOTS) as the measured parameter. Methods The research goal is to analyze high school and college students’ HOTS, learning media, and the PjBL model. Learning method employed in the research is descriptive. The HOTS instrument was developed according to Anderson’s taxonomy to measure the ability of high school and college students. Results The research results indicated that the HOTS score of the high school and college students was very low at 28.29 and 46.01, respectively. The research results suggested an improvement of the HOTS by developing a learning medium to enhance students’ HOTS. In addition, the results of the study also showed that the role of teachers and lecturers was very important in facilitating the use of learning media. Conclusion Teachers and lecturers in this context must be able to facilitate the formation of loving behavior towards the environment. The learning media will be a content supplement for the primary, secondary, and higher education in learning flood concepts. Based on the results, the conclusion is that high school and college students’ HOTS score is in a low category and all aspects of learning media can be integrated with PjBL.

<p>The purpose of this study is to evaluate the impact of the PjBL (Project Based Learning) and PBL (Problem Based Learning) models on literacy and numeracy abilities based on local knowledge in elementary schools. In this work, a quantitative method and a quasi-experimental design are used. Students in fifth grade at SD Muhammadiyah 08 Cilacap made up the study population, and two classes—fifth grade students in class A using the PjBL model and fifth grade students in class B using the PBL model—made up the research sample. The tool being utilized is a test tool. Prior to usage, the instruments, which included multiple-choice and essay questions, underwent validity and reliability testing. Before managing and after administering therapy, the instrument was utilized for a posttest and pretest. This study aims to retest Nirmala's research (2023), which claims that Problem Based Learning has a greater average score of 82.68 for participant literacy and an average score of 81.00 for students' numerization. This finding appears to be in conflict with Ariyani and Prasetyo's research (2021), which reports a Particle eta Squared of 0.161 with a significance value of 0.079, indicating that the impact of Problem Based Learning and Problem Sol The usefulness of the PjBL model with the PBL model on locally based numeracy and literacy skills in elementary schools is examined in this study. The independent sample t-test and the paired sample t-test were used to test hypotheses. Before using the PjBL learning paradigm with PBL based on local wisdom, the typical daily test score for classes 5A and 5B was 55.95 and 59.7, respectively. The average score after managing the implementation of the PBL model is 77.7 in class 5A and 91.8 in class 5B, compared to 62, 15, and 66.6 after handling the implementation of the PjBL model in class 5A. The findings indicated that the PBL model was superior than the PjBL model in terms of improving reading and numeracy abilities based on local wisdom in elementary schools.</p><strong><em></em></strong>

Education is a key factor in improving individuals' quality of life and thinking abilities. However, there are still many challenges in implementing effective learning models, especially at the elementary school level. This study aims to explore and compare the influence of the Contextual Teaching and Learning (CTL) model and the Project-Based Learning (PjBL) model, supported by diorama media, on students' creative thinking abilities. This research employed an experimental method with a quasi-experimental nonequivalent control group design, involving 44 fourth-grade elementary school students, divided into Class IVA (21 students) and Class IVB (23 students). Data were collected through essay tests consisting of 10 questions about animal life cycles. The research instruments included question sheets and observation sheets. Data analysis was conducted using descriptive and inferential statistics, including normality tests, variance homogeneity tests, and t-tests. The results showed that the PjBL model was more effective in improving creative thinking skills, with an average score of 75.86 compared to CTL, which only reached 67.14. This study concludes that implementing the PjBL model with the support of diorama media can enrich the learning experience and stimulate students' creativity. The implication of this interactive and collaborative learning model is an increase in student engagement and motivation in the learning process.

This study aims to determine the effect of project-based learning model and communication skills on problem solving and reasoning skills of 8th grade students of Nurul Huda Islamic Junior High School. The study used an experimental design with two groups, namely the experimental group that applied the project-based learning model and the control group that used the conventional learning model. The research population was students of Nurul Huda Islamic Junior High School Malang City. Data analysis used two-way MANOVA. The results showed: 1) There is a significant difference in problem solving ability between students who learn with project-based and conventional learning models; 2) There is a significant difference in reasoning ability between students who learn with project-based and conventional learning models; 3) There is no difference in problem solving ability between students with high and low communication skills; 4) There is no difference in reasoning ability between students with high and low communication skills; 5) There is no interaction between learning models and communication skills on problem solving ability; 6) There is an interaction between learning models and communication skills on students' reasoning ability. The project-based learning model is proven to be more effective in improving students' problem solving and mathematical reasoning skills than the conventional model.

This study aims to analyze the effect of the project-based learning (PjBL) model on students' scientific literacy and to describe the effect of the PjBL model on students' scientific literacy in Social Science subjects with the theme of fire disaster mitigation in residential areas. The research design used in this study is a one-group pretest-posttest design using a quantitative approach the population is 496 students, and the sample size is 60 students with a purposive sampling technique. The location of this research is SMK Negeri 1 Lamongan. The data collection technique in this study used a scientific literacy test and an observation sheet on the implementation of learning then the data analysis technique applied in this study used a feasibility test of learning instruments and tools, namely the Lesson Plan (RPP) validation test, Student Worksheet (LKPD), and scientific literacy test, then a prerequisite test was carried out namely normality, and homogeneity tests were then tested using a paired sample t-test to measure students' scientific literacy and to measure learning implementation sheets using learning implementation analysis. The results of this study shows that (1) the implementation of learning in lesson plans using PjBL is in the very good category with an average of 91.19%; (2) PjBL model has significant effect on students' scientific literacy (p <0.05). Therefore, it can be concluded that there is a significant effect between the PjBL model on students’ scientific literacy and the implementation of RPP using the PjBL model is in the very good category.

One of the challenges in education is the deficiency in critical thinking and problem-solving skills, which can be attributed to the limited implementation of approaches that foster problem-solving. This study seeks to determine whether problem-solving skills within the Project-Based Learning (PBL) model affect students' learning outcomes at SMKN Sugihwaras in light vehicle engineering. The primary aim is to investigate the impact of problem-solving skills, fostered through the PBL model, on the learning outcomes of these students. The research adopts a predictive quantitative approach to foresee the influence of problem-solving skills within the PBL framework on student learning outcomes. Data collection methods include observations and student test results, while data analysis is conducted using simple linear regression. This statistical method assesses the effect of a single independent variable on a dependent variable. The simple linear regression analysis results reveal an R-squared value of 0.6063. This indicates that 61% of the variance in learning outcomes (y_score) can be explained by problem-solving skills (x_score), with the remaining 39% attributed to factors outside the model. Consequently, the study concludes that the null hypothesis (H0) is rejected, and the alternative hypothesis (H1) is accepted, demonstrating a significant impact of problem-solving skills within the PBL model on the learning outcomes of class XI students at SMKN Sugihwaras.

This study examines the application of the Project-Based Learning (PjBL) model in Natural and Social Sciences education to enhance environmental awareness among fifth-grade students at SDIT Wihdatul Ummah in Makassar City. The background of this research stems from the low environmental awareness observed among students, evidenced by behaviors such as littering, lack of concern for energy conservation, and minimal participation in school cleanliness activities. The study aimed to improve students' environmental consciousness by implementing the PjBL model, where students were tasked with creating environmental awareness posters. The research used a Classroom Action Research (CAR) method, which was carried out in two cycles, each consisting of three meetings. The stages of PjBL involved determining essential questions, project planning, scheduling, project implementation, result testing, and evaluation of experiences. Data collection was done through observations, attitude questionnaires, and documentation of student activities. The findings showed that the PjBL model successfully increased students' active participation, creativity in expressing environmental awareness through posters, and their practical actions toward environmental protection. The environmental awareness indicators, such as maintaining cleanliness, managing waste, conserving energy, understanding waste disposal systems, and using cleaning tools, significantly improved from Cycle I to Cycle II. The results indicate that the PjBL model is effective in enhancing environmental awareness while making the learning process more engaging and contextual for elementary school students.

This study aims to investigate the role of constructivism philosophy in the implementation of Project-Based Learning (PjBL) model at primary school level. Currently, many of the teaching methods used are still conventional, leaving less room for students to be active in constructing their knowledge. The method used in this research is descriptive qualitative with a literature study approach, which analyzes various sources to deeply understand how constructivism is applied in PjBL. The results show that constructivism changes the perspective of education by making students the main actors in the learning process. The PjBL model provides real opportunities for students to not only receive information, but also to construct knowledge through direct experience, exploration, and interaction with their peers. This research also found that the role of the teacher changes from being a conveyor of information to a facilitator who creates a learning atmosphere that supports active learning. The main contribution of this research is an in-depth explanation of the relationship between constructivism and PjBL in primary schools. This model is proven to be effective in promoting creativity, critical thinking and learning independence among students. With a student-centered approach, they can develop process skills, collaboration and practical problem-solving abilities.

This research aims to examine the use of Flipbooks in a project-based learning (PjBL) model to increase students' interest in learning and mathematical reasoning in class VI Mathematics at SDN 3 Sampang. This research was driven by the low interest in learning and mathematical reasoning abilities of students in mathematics learning which is conventional and less innovative. Flipbook as a digital learning medium was chosen because of its ability to present material interactively and interestingly, which can increase student involvement in the learning process. The PjBL model is applied to involve students directly in learning projects, which aim to develop critical, analytical and creative thinking skills. The research uses a mixed method with a quasi-experimental approach to measure the effect of using Flipbooks in the PjBL model on students' learning interest and mathematical reasoning. Quantitative data was collected through mathematical reasoning ability tests and learning interest questionnaires, while qualitative data was obtained through interviews and observations. The research results show that there is a significant difference in the acquisition and improvement of mathematical reasoning abilities between students who study using Flipbook media in the PjBL model compared to students who study using conventional methods. Apart from that, the use of Flipbooks in the PjBL model also has a positive impact on students' interest in learning, where students show a higher level of involvement and enthusiasm in learning Mathematics. This research concludes that the use of Flipbooks in the PjBL model can be an innovative alternative in increasing students' interest in learning and mathematical reasoning abilities. These findings provide important implications for the development of Mathematics learning strategies in elementary schools.

The research objective aims to improve the pre-service teachers’ professional competencies using the project-based DAPOA learning model for engineering education. The project-based learning model is important to encourage learners to have knowledge skills and attitude in professional occupation consistent to the 21st century learning skills. The important learning skills consist of life and career skills, learning and innovation skills, information media and technology skills. Moreover, in educating technology and engineering, active learning is necessary to promote students to have essential skills in industry and education sectors. The developed project-based DAPOA learning model is an active learning that can encourage students to have knowledge and skills by searching, working in team, problem solving, communicating and etc. In this paper, the improvement of the teachers’ professional competencies using the project-based learning for developing pre-service teachers was proposed and the efficiency of learning and teaching management and internship was evaluated.

This research is motivated by the lack of use of learning media and the saturation of students when studying and student learning outcomes that have not been maximized. This study aims to determine the use of audio-visual learning media for SKI subjects in class XI MAN 03 Bantul Yogyakarta. The research method used is a quasi-experimental method. This method was chosen because the purpose of the study was to determine the effect that arises from a treatment, namely the implementation of Islamic Cultural History learning using audio-visual media which was applied to the experimental group compared to the control group who studied Islamic Cultural History without using audio-visual media. Data collection is done by giving interviews, observations, documentation, and tests. Sources of data obtained from SKI teachers and students in class XI.Management of the use of audio-visual media at MAN 03 Bantul Yogyakarta is done by means of teachers planning learning by preparing an implementation plan for the learning process according to the curriculum, including materials, supporting tools, and evaluation tools. In the learning process, the teacher observes student attitudes and evaluates them. The implementation of this audio-video learning media is very helpful for teachers in increasing student interest and enthusiasm. It can be proven that student learning outcomes in the experimental class using audiovisuals are superior to those in the control class who are not given special treatment, it can be seen from the average results. The posttest score of the experimental class students is 87.10 with a total score of 2700. Meanwhile, the control class average is 71.29 with a total score of 2210.

Islamic cultural history lessons (SKI) are lessons related to past events. From the SKI material, students are expected to be able to recognize, understand, live the history of Islamic culture, which contains the values ​​of wisdom to be used to train intelligence, shape the attitudes, character and personality of students. In fact SKI is often considered a boring subject, it is due to various reasons one of which is in the SKI learning process the lack of use of learning media. Therefore, a teacher is required to be more creative and innovative in providing lessons to students so as to create an effective and enjoyable learning process. The application of innovative learning designs accompanied by the use of supportive learning media can help a teacher deliver material so that it is easier to understand and certainly appeals to students who receive it. The types of instructional media that can be used in SKI learning in MI consist of 3 kinds, namely visual media which can be in the form of images, audio media that can be in the form of recordings and audio visual media which can be in the form of historical films or documentaries about the history of Islamic culture.
 Islamic cultural history lessons (SKI) are lessons related to past events. From the SKI material, students are expected to be able to recognize, understand, live the history of Islamic culture, which contains the values ​​of wisdom to be used to train intelligence, shape the attitudes, character and personality of students. In fact SKI is often considered a boring subject, it is due to various reasons one of which is in the SKI learning process the lack of use of learning media. Therefore, a teacher is required to be more creative and innovative in providing lessons to students so as to create an effective and enjoyable learning process. The application of innovative learning designs accompanied by the use of supportive learning media can help a teacher deliver material so that it is easier to understand and certainly appeals to students who receive it. The types of instructional media that can be used in SKI learning in MI consist of 3 kinds, namely visual media which can be in the form of images, audio media that can be in the form of recordings and audio visual media which can be in the form of historical films or documentaries about the history of Islamic culture.

The implementation of the 2013 curriculum emphasizes the improvement and balance of soft and hard skills. Students who are in the next generation must have individual abilities in combining and coordinating learning activities so that they can be active students in the learning process. The purpose of this study is to determine the level of effectiveness of the literature used by teachers in improving student achievement. Multiliteracy learning needs to be applied so that students can have it after they finish their studies in school. The sample used in this study were students of SMAN 01 and SMAN 02 Rejang Lebong Bengkulu Province in Indonesia. The model used in this study is project-based learning (PjBL) model in order to improve student creativity. The PjBL model facilitates students to make products to solve real-life problems. Product manufacturing projects can be tried individually or in groups. With a multiliterate approach in distributing education to students with the project-based learning (PjBL) model, the results can increase students’ self-confidence.

Creative thinking skills are high-level abilities that must be possessed by students in this globalization era. Creative thinking skills can be developed through learning that can involve students directly in the learning process. The Project-based learning model is a learning model that can involve students actively in the learning process. This study aims to determine the effect of the Project-Based Learning (PjBL) learning model to improve students' creative thinking skills on thermodynamics material. The population of this study was all XI IPA classes at SMAN 1 Pandeglang. The research sample was 30 students in class XI IPA 8 as the experimental class and 31 students in class XI IPA 1 as the control class. The research method used is a quantitative. This type of research is a quasi-experimental research design with a pretest-posttest nonequivalent control group design. The instruments used in this study were essay test questions with indicators of creative thinking ability, student response questionnaires, and observation sheets of learning implementation. The results of this study indicate an increase in learning outcomes (posttest) resulting in an N-gain calculation with a score of 0.62 for the experimental class which is higher than the score of 0.27 for the control class. With the help of the SPSS application version 26, it produces a prerequisite test that show the data is normally distributed and has the same/homogeneous variance. The results of the hypothesis test (t-test) using the Independent Sample T-Test test, the results show that there is an influence using the project-based learning (PjBL) model on students' creative thinking skills with a significance value of 0.000. This concludes that the project-based learning learning model can improve and influence students' creative thinking skills on thermodynamic material.