Abstract
Project-based learning (PjBL) is an appropriate learning model that can shape students’ scientific, social and higher-order thinking. Implementing PjBL in education gives students the freedom to plan their own learning activities, conduct projects collaboratively and produce products. In a healthy menu project, PjBL can help students calculate their excess weight. The purpose of this study was thus to design a healthy menu that assists Indonesian junior high school students solve numeracy problems using obesity context. The method followed a design research type validation studies using observation and document reviews as data collection techniques. This study produced a learning trajectory that can help grade VII students solve arithmetic operations using obesity context through two activities. In the first, the students were asked to record their respective heights and weights, then use them to determine their body mass index (BMI) and body mass ratio (BMR). Then, the students confirmed their necessary daily caloric intake, and categorized their BMI and BMR results as underweight, normal, overweight or obese. In the second activity, the students developed healthy menus per their respective tastes based on their weight categories from the first activity. The study concluded with the students successfully producing healthy menus that they designed according to their calculated required daily caloric intake.
Highlights
Abstrak Pembelajaran berbasis proyek (PjBL) merupakan model pembelajaran yang sesuai, yang dapat membentuk perilaku saintifik, sosial dan berpikir tingkat tinggi siswa
Indonesian students lack the ability to solve mathematics problems, such as those assessed in PISA tasks (Wijaya, Van Den Heuvel-Panhuizen, Doorman, & Robitzsch, 2014)
Indonesian students’ weak performance in PISA tasks was one of the bases for the implementation of the 2013 curriculum, which aims for students to study in line with what has been tested at the international level (MoEC, 2018; Permatasari, Putri, & Zulkardi, 2018)
Summary
Abstrak Pembelajaran berbasis proyek (PjBL) merupakan model pembelajaran yang sesuai, yang dapat membentuk perilaku saintifik, sosial dan berpikir tingkat tinggi siswa. Learning through LSLC creates a learning atmosphere through dialog and communication, and inspires and connects students with each other to build diverse learning situations (Sato, 2014) This is in line with Putri and Zulkardi (2019), who state that by implementing LSLC, students can collaboratively solve high-level problems called jumping tasks (Putri & Zulkardi, 2019). LSLC can improve students’ mathematics skills, including higher-order thinking (Situmorang, Putri, & Lelyana, 2020), reasoning (Octriana et al, 2019), problem solving (Kurniawan, Putri, & Sunaryati, 2020) and representation (Saskiyah & Putri, 2020) To improve these mathematics skills, a suitable learning model is necessary, of which one is project-based learning (PjBL). The PjBL model can assist students in creating meaningful learning environments through iterative processes, such as asking, sharing, effective learning and reflection, so that learning becomes collaborative, student-centred and intertwined with real-world practices (Chiang & Lee, 2016)
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