IMPLEMENTATION OF PROJECT-BASED LEARNING IN THE FOOD CHEMISTRY COURSE THROUGH THE SOCIALIZATION OF FOOD INNOVATION AND TECHNOLOGY BY MAKING TEMPEH HEALTH SMOOTHIES

Students in the eighth grade during the second half of the 2022–2023 school year were the focus of this research, which examines how the project-based learning (PBL) model and students' intrinsic motivation to learn affected their capacity to make mathematical connections. There was a quantitative approach to this research. Methods such as observation, interviews, documentation, surveys, and testing are used to gather data. This study used a quasi-experimental design. Because the individuals already existed before to the research, subject selection was not random. Using the total sampling approach, 66 students, representing the whole eighth grade, were selected as the population. Both tests and non-tests are used in the data collecting technique. Research consists of many stages, such as planning, execution, and data processing. Data analysis approaches involve quantitative data analysis and data quality assessment. Based on the results of research and discussion, it is known that 1) there are differences in the mathematical connection ability of students who obtain PBL model learning with students who obtain conventional model learning; 2) there is a difference in the increase in the mathematical connection ability of students who obtain PBL model learning with students who obtain conventional model learning; 3) there are differences in the mathematical connection ability of students who obtain PBL model learning with students who obtain conventional model learning on strong learning motivation; 4) there are differences in the mathematical connection ability of students who obtain PBL model learning with students who obtain conventional model learning on weak learning motivation; 5) there is an interaction between the use of learning methods and student learning motivation on the ability to solve thematic connection problems; and 6) there is a significant influence or interaction between the use of PBL models and the level of learning motivation on mathematical connection ability.

Several phenomena that need to be addressed in economic learning, such as the tendency of differences in learning motivation in each student accompanied by problem-solving skills that still need to be accustomed to, show that the achievement of HOTS for them is still far from expectations. Responding to these conditions, an in-depth study is needed to implement an innovative learning model by paying attention to the differences in learning motivation in each student. This study was undertaken in experimental research by conducting trials of different innovative learning models, with the hope of accommodating differences in learning motivation that arise during learning. In the interest of this research, the Project Based Learning model and the Guided Inquiry learning model were determined. Both learning models are innovative learning models of the 21st century that are often recommended in learning in various curricula that apply today. This innovative learning model also has the potential to trigger the achievement of HOTS for students. This study uses a quantitative method with a type of pseudo-experiment (pseudo-experiment) which involves 3 variables, namely independent variables, attribute variables and non-free variables (bound). In this design, each variable has two levels, namely the learning model (A) as a treatment-free variable, which consists of the Project Based Learning (A1) model and the Guided Inquiry (A2) learning model. Furthermore, learning motivation (B) as an attribute variable consisting of high learning motivation (B1) and low learning motivation (B2). While the bound variable is students' critical thinking in economics subjects. This critical thinking will be analyzed based on student learning motivation data after being sorted from the highest to the lowest data in each treatment group using the applicable rules. The design of this study used a treatment analysis by level 2x2. The results of a research study based on several tests conducted showed that there was a significant interaction between innovative learning models and the level of learning motivation on students' HOTS achievement. The effectiveness of learning models in increasing HOTS differs between students with high learning motivation and students with low learning motivation. For students with high learning motivation, it is recommended to use the Project-Based Learning (PjBL) learning model in economic learning. Meanwhile, in students with low learning motivation, the Guided Inquiry learning model tends to be more effective than the PjBL learning model.

STEM and Project-Based Learning (PjBL) learning models have been applied to support 21st century learning. However, no empirical evidence has been found to reveal the combined effectiveness of the two models. This study aims to determine the effectiveness of STEM, Project-Based Learning (PjBL), and lecture learning models in improving critical thinking skills. The research was conducted at SMA Negeri 8 Ternate City, North Maluku Province, involving 64 students divided into three classes studying Indonesian natural resource management. A concurrent embedded strategy combining quantitative and qualitative data collection was used. Initial test data indicated reliability at 0.76, with normality tests for the STEM model at 0.08, the PjBL model at 0.13, and lecture learning at 0.14, all showing normally distributed data. The homogeneity test showed homogeneous data with a value of 1.097. The balance test using one-way ANOVA indicated balanced initial abilities (Fhitung 2.52 Ftabel 3.14). Results demonstrated that by applying the STEM and PjBL learning models, students achieved proficiency in critical thinking skills. Final test data, including normality tests, one-way unequal ANOVA, and post-ANOVA tests, showed significant improvement in critical thinking skills. The STEM model and PjBL model were both effective with no significant differences between them, while both differed significantly from the lecture learning model. The results suggest that both STEM and PjBL models are effective in enhancing critical thinking skills. To address the shortcomings of traditional lecture methods, educators should consider integrating STEM and PjBL approaches into their teaching practices.

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.

The purpose of this study was to determine the impact of the Video Maker-Based PjBL Model on the Motivation and Learning Outcomes of Junior High School Mathematics Students. The role of Mathematics teachers in using the PjBL (Project Based Learning) Model based on the use of Video Maker shows the importance of real context according to the situation in the environment by students themselves in thinking deeply to identify problems in learning so that the concepts received by students are more meaningful. This research is in the form of a quantitative experiment with the research subjects of VIII grade students at SMPN 1 Gumukmas-Jember, school year 2023/2024. The main objective in this study is to improve students' Learning Motivation and Mathematics learning outcomes (cognitive) of students. The data in this study are quantitative data obtained from tests of students' knowledge and understanding through questionnaire tests. The results of the t test and F test of the success of this study show: (1) the effect of the PjBL (Project Based Learning) Model Based on the Use of Video Maker on increasing student Learning Motivation is 5.469, (2) the effect of the PjBL (Project Based Learning) Model Based on the Use of Video Maker on increasing student learning outcomes is 8.007, and (3) the effect of the PjBL (Project Based Learning) Model Based on the Use of Video Maker on increasing student Learning Motivation and student Learning Outcomes together is 9.471. This means that the application of the PjBL (Project Based Learning) Model Based on the Use of Video Maker in increasing students' Learning Motivation and Learning Outcomes has a significant effect

This study is motivated by the low learning motivation of students in the topic of Ecological Region Development, indicating that the instructional process has not yet succeeded in fostering active engagement and student interest. In addition, students’ critical thinking skills remain suboptimal, as reflected in their limited ability to analyze, evaluate, and solve problems related to ecological issues. This study aims to examine the effect of Project-Based Learning (PjBL) on students’ learning motivation and critical thinking skills in the subject of Ecological Regional Development. A quantitative approach was employed using a quasi-experimental nonequivalent control group design involving two Grade XII classes, designated as the experimental group (PjBL) and the control group (conventional instruction). The research instruments consisted of a learning motivation questionnaire based on Keller’s ARCS model and a critical thinking test constructed using Facione’s framework. The findings indicate a significant increase in learning motivation, from an average score of 68.20 to 82.50, as well as an improvement in critical thinking skills, from 57.18 to 80.75. Independent t-tests further revealed significant differences between the two groups. The study concludes that the PjBL model is effective in enhancing students’ motivation and critical thinking skills, as it provides contextual, collaborative, and real-world problem-solving learning experiences.

In the teaching and learning process, problems are still encountered, such as the low learning motivation of third-grade students, particularly in Natural Science learning. Students tend to show a lack of enthusiasm and motivation during the learning process, which affects their active involvement in class. This study aims to describe the results and learning motivation of third-grade students at SDN 009 Bukit Lembah Subur after implementing the Project-Based Learning (PjBL) model in the metamorphosis topic. The type of research applied in this study is Classroom Action Research, with 21 third-grade students of SDN 009 Bukit Lembah Subur as the subjects. The research instruments used include observation sheets, questionnaires, interview sheets, and test sheets. To analyze the data, the researcher used quantitative data analysis. Based on the research results, it can be concluded that the PjBL model was able to create a more active and meaningful learning environment and encourage student involvement overall. This was reflected in the significant increase in student motivation, from 4 students (20%) showing high motivation in Cycle I to 15 students (72%) in Cycle II. Likewise, the learning outcomes improved, with only 12 students (57%) achieving scores above the minimum competency standard (KKM) in Cycle I, rising to 21 students (100%) in Cycle II.

This study aims to determine the effect of the project-based learning (PjBL) model on the learning motivation and critical thinking skills of fourth-grade students in social studies at UPT SDN 23 Centre Takalar 1. According to Afriana, et al, (2016), the PJBL model is a learning model that uses projects as the core of learning. This study employs a quasi-experimental method with a one-group pretest-posttest design. The sample consists of 30 fourth-grade students who were exposed to the PjBL learning model. Learning motivation data was collected through a validated questionnaire, while critical thinking skills were measured using pretest-posttest questions relevant to the topic of population search. Data were analyzed using normality, homogeneity, and T-tests to determine significant differences between pretest and posttest scores. The results showed a significant increase in students' learning motivation, with the average score rising from 58.447 to 84.76 (p = 0.000), and in their critical thinking skills, with the average score increasing from 60.230 to 79.450 (p = 0.000). The application of the PjBL learning model provides a contextual and challenging learning experience, enabling students to become more active, motivated, and capable of critical thinking in completing real-world projects. Thus, the project-based learning model is effective in enhancing students' learning motivation and critical thinking skills in social studies for fourth-grade elementary school students.

Based on research over the past three years, the average for the implementation of diagnostic assessments shows that they still feel unfamiliar with its use. Then, the implementation of cognitive diagnostic assessments on fluid material often only reveals the inability to memorize rather than conceptual understanding. Teachers have received sufficient training regarding its implementation, but there are still obstacles in students' understanding of science concepts related to fluid material. The objective of this research focuses on discussing the optimization of cognitive diagnostic assessment with the PjBL learning model. This study uses a quasi-experimental approach with a pretest-posttest control group design. The subjects of the study are eighth-grade students at a junior high school implementing the Merdeka Curriculum. The class was divided into two groups, namely the experimental class that applied the Project-Based Learning (PjBL) model with the optimization of cognitive diagnostic assessment, and the control class that used conventional teaching methods. The results of this study show a significant difference in pre-test and post-test scores (p<0.001). The average gain score of 24.34 indicates the effectiveness of PJBL learning by optimizing cognitive diagnostic assessment. Although teachers have received adequate training on cognitive diagnostic assessments, there are still obstacles in students' understanding of science concepts, especially in fluid materials. Therefore, the PjBL approach with structured diagnostic assessment can be a solution to overcome these obstacles. This study also highlights the importance of remedial support for students who have not yet achieved competence in understanding fluid concepts. By aligning learning based on the average competency of students, teachers can provide more targeted interventions. In general, the combination of the PjBL model and cognitive diagnostic assessment can be an effective learning strategy in the Merdeka Curriculum.

This study aims to determine the effect of STEM-based learning modules on learning outcomes and student motivation in general chemistry courses. This research is a quantitative research. This research was conducted at the Faculty of Teacher Training and Education, University of HKBP Nommensen Pematangsiantar in September 2021-January 2022. The type of research used was a quasi-experimental design using a Non-Equivalent Control Group pretest-posttest design. Data collection methods used were multiple choice tests to measure learning outcomes and questionnaires to analyze learning motivation. The results showed that the use of STEM-based modules had an effect on student learning outcomes and motivation in general chemistry courses. The increase in learning outcomes in the experimental class can be seen from the large percentage of students who get high N-Gain scores in the experimental class, which is 67.8% compared to the percentage of students who get high N-gain scores in the control class. class that reaches 20%. The use of STEM-based learning modules can increase students' learning motivation, namely learning motivation as much as 76% in the very high category, 9% in the high category, and 15% in the medium category, and none of the students have learning motivation in the low and very high low categories. . The conclusion of this study is that there is a very significant influence through STEM-based learning modules on student learning outcomes and motivation in general chemistry courses.

This study aims to analyze the effectiveness of using the project-based learning (PjBL) learning model on students' biology learning outcomes. The method used is meta-analysis, a method for synthesizing research results from various studies using statistics commonly used in primary studies. The research instrument is in the form of a coding sheet that contains the necessary data and journal information. The research findings show that overall, the PjBL learning model is effective for biology learning, with a large effect size of 1.050 and a very high effect category. The PjBL model also provides influence and is effective in terms of area, educational level, and its application in biology learning to improve learning outcomes, creative thinking skills, critical thinking skills, and in larger groups, namely 21st century skills and knowledge or cognitive learners.

This study aimed to determine which learning model was effective between Project-Based Learning (PjBL) and conventional learning models and describe the PjBL and conventional models on mathematics learning outcomes regarding data and diagram material in seventh grade SMP Muhammadiyah 5 Samarinda. This research was analyzed with mixed methods. The results showed the PjBL class an average posttest score which was higher than the average of the conventional class, with N-Gain scores of 80% (high criteria) and 49% (medium criteria) respectively. Another thing that proves the PjBL model was effective in improving math learning outcomes was the students' positive response, which was 81% with good criteria. This was also supported by the results of student interviews that they were interested and enthusiastic about learning math-based projects. Based on the research results, the PjBL model was described as a model that can arouse students' learning attention through projects related to daily activities. Therefore, the PjBL model was effectively applied to math learning because the understanding process was easier through real objects. Meanwhile, the conventional model applied was not enough to produce learning outcomes that reached the KKTP.

The project based learning (PjBL) model is expected to be able to change students' learning styles by increasing motivation in learning, creativity in work, generating creative ideas, and being able to think critically. The meta-analysis research aims to find out how big the effect of the PjBL model is on the creativity and science learning outcomes of elementary school students?; Does the implementation of the PjBL model affect the creativity and science learning outcomes of elementary school students? Collecting articles using the publish or perish application with the keywords PjBL model, creativity, and elementary science learning outcomes. The data obtained was analyzed by calculating the effect size of each journal. Analysis of the average effect size of 0.92 is in the large category. The PjBL model influences the creativity and learning outcomes of elementary school students with r RE = 0.925 in the high category. This shows that the PjBL model can increase student creativity and learning outcomes in elementary school science learning. The PjBL model can improve and develop creativity and high-level thinking skills based on the demands of the 4.0 era.

The problems solving skills of class V students in mathematics learning are still relatively low. One of the things that causes this is the teacher's tendency to carry out learning conventionally through lecture, question and answer and assignment methods. Teachers have a dominant role in finding, processing and explaining the material being taught. Students are not given the freedom to elaborate on the material taught through collaboration with their peers. The objectives of this research are: to describe the influence of the project-based CI Collaborative Learning Model on students' problems solving skills; Describe the interaction between the project-based CI Collaborative Learning Model and learning motivation on students' problems solving skills. The research method used was Quasi Experiment with a Nonequivalent Pretest-Posttest Only Control Group Design. The research instruments used were problem solving skills tests and learning motivation questionnaires. The results of the homogeneity test and normality test of problems solving skill show that the sample variance is homogeneous and normally distributed. After fulfilling the prerequisite tests, a hypothesis test is carried out and it can be concluded that the project-based CI Collaborative Learning Model has a significant effect on students' problems solving skills. Apart from that, there is no interaction between the project-based CI Collaborative Learning Model and learning motivation on students' problems solving skills

The purpose of this study was to determine the Project Based Learning (PjBL) learning model based on Technological Pedagogical and Content Knowledge (TPACK) in increasing the learning motivation of class X students of SMK Taruna Terpadu. This research is a type of PTK research conducted in two cycles using the spiral model by C. Kemmis and MC. Taggart. The research subjects were students of class X of SMK Taruna Terpadu with a total of 30 students. The data collection technique in this study used a comparative descriptive method by comparing the results from pre-cycle to cycle II. The results of the action showed that students who were very happy with PjBL learning reached 100%, students who were motivated to follow the learning reached 100%, students who felt they added insight with the PjBL model reached 100%, students who were curious about the PjBL learning model reached 97%, and students who were eager to follow learning with the PjBL model reached 93%. From this data, it can be seen that the impression of students towards the PjBL model is that almost all students in one class are motivated to follow PjBL-based learning that is applied in teaching and learning.