Effectiveness of the use of Integrated Project Based Learning model, Telegram messenger, and plagiarism checker on learning outcomes

Abstract

This research aims to determine the effectiveness of the implementation of integrated Project Based Learning (PJBL), to integrate Telegram Messenger (TM) and Plagiarism Checker (PC) on student learning outcomes. The sample consisted of 20 students as an experimental class and 20 students as a control class. The experimental class was given a learning treatment using the integrated PJBL model and PC while the control class used conventional models (lectures, discussions, presentations and demonstrations). Data collection techniques used observation, documentation, questionnaires, and tests. Data analysis techniques used Independent Simple T-Test. Learning outcomes show that the application of the TMBL integrated TM and PC models are effective in the learning process. Statistical test with Independent Sample T-Test shows that there are differences in learning outcomes between the control class and the experimental class. Significant differences indicate that the experimental class has a mean value of 81.00 better than the control class with a value of 73.30. The PJBL model makes learning interesting, students actively learning, actively collaborating, and practicing project management. Learning becomes meaningful because students feel the knowledge gained can be applied. TM as mobile learning as a connector between face-to-face and online learning. Plagiarism is a supporter of learning independence, preventing students from plagiarism in every assignment given.