PENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING BERBANTUAN MULTIMEDIA INTERAKTIF BERBASIS TPACK TERHADAP HASIL BELAJAR BIOLOGI SISWA KELAS X SMAN 9 SAMARINDA

Rendahnya hasil belajar fisika dan kurangnya keterlibatan aktif siswa dalam belajar menuntut perlunya perbaikan pembelajaran di sekolah. Penelitian ini bertujuan untuk mengetahui apakah implementasi model Project Based Learning (PjBL) berbantuan LKS dapat meningkatkan penguasaan konsep fisika materi fluida dinamik dan performance siswa. Performance tersebut meliputi performance of group work, performance of collecting data dan performance of oral presentation. Penelitian ini menggunakan desain quasi experiment dengan rancangan nonequivalent control group. Populasinya adalah seluruh siswa kelas XI MIPA SMA Negeri 1 Pecangaan. Sampel ditentukan dengan teknik purposive sampling, kelas XI MIPA 1 sebagai kelas eksperimen dan kelas XI MIPA 2 sebagai kelas kontrol. Kedua kelas diberi treatment yang berbeda, yaitu kelas ekseprimen diajar dengan model PjBL berbantuan LKS dan kelas kontrol diajar dengan model Discovery. Instrumen penelitian yang digunakan adalah tes uraian, lembar observasi dan angket. Teknik analisis yang digunakan adalah uji gain, uji t dan analisis deskriptif. Hasil uji gain pretest-posttest menunjukkan adanya peningkatan rata-rata penguasaan konsep pada kelas eksperimen sebesar 〈 〉 dengan kategori sedang dan kelas kontrol sebesar 〈 〉 dengan katagori sedang. Ketuntasan kelas eksperimen sebesar 78,79% dan kelas kontrol sebesar 55,88%. Hasil uji t pihak kanan menunjukkan bahwa ( ) ( ) pada taraf signifikasi 5%, artinya penguasaan konsep kelas eksperimen lebih baik daripada kelas kontrol. Hasil uji t pihak kiri menunjukkan bahwa ( ) ( ), artinya, penguasaan konsep kelas eksperimen lebih besar atau sama dengan KKM. Hasil uji gain performance of group work menunjukkan bahwa 〈 〉 dengan kategori sedang pada kelas eksperimen dan 〈 〉 dengan katagori rendah pada kelas kontrol. Hasil uji gain performance of oral presentation menunjukkan bahwa 〈 〉 dengan katagori sedang pada kelas eksperimen dan 〈 〉 dengan katagori rendah pada kelas kontrol. Performance of collecting data kelas eksperimen menunjukkan rata-rata yang lebih baik dari kelas kontrol. Kesimpulan dari penelitian ini adalah implementasi model Project Based Learning (PjBL) berbantuan LKS dapat meningkatkan penguasaan konsep fisika materi fluida dinamik dan performance siswa.

Abstract. This classroom action research (CAR) is titled 'Improving Students' Learning Interest through the Implementation of Project-Based Learning (PjBL) Model in English Language Teaching for Grade X.3 at SMA Negeri 9 Makassar.' The purpose of this CAR is to examine the improvement of students' learning interest in Grade X.3 at SMA Negeri 9 Makassar through the implementation of PjBL model. This research involves a sample of 36 students in Grade X.3 at SMA Negeri 9 Makassar, second semester of the academic year 2022/2023, consisting of 14 male students and 22 female students. Data collection was conducted through observation and questionnaire distribution. The research was carried out in three meetings, namely the initial observation, implementation of cycle I, and implementation of cycle II. Based on the observation results and questionnaire responses in the first meeting, the students showed a lack of interest in learning English. After implementing the PjBL model in cycle I, 27.4% of the students showed growing interest in learning, and in cycle II, approximately 99.8% showed increased learning interest, with a Sig. value (2-tailed) of 0.000 (0.000 < 0.05), indicating a significant difference in learning interest between the implementation of Action Cycle I and Action Cycle II. Based on the findings, it can be concluded that the implementation of PjBL is effectively improves students' learning interest in English at Grade X.3 at SMA Negeri 9 Makassar. This finding contributes significantly to strengthening our understanding of the effectiveness of PjBL in enhancing students' learning interest. This research also provides practical implications for educators in designing more engaging and interactive learning strategies to enhance students' learning interest in English. Thus, this research has a positive impact on the development of English language teaching at SMA Negeri 9 Makassar Keywords: Learning, Improvement, Interest, PjBL, Project

This study is an experimental study that aims to determine the effectiveness of the Problem Based Learning (PBL) and Project Based Learning (PJBL) models assisted by GeoGebra on students' problem-solving abilities in the Two-Variable Linear Inequality System material at SMA Negeri 1 Jepara. The population in this study were all grade X students in the 2024/2025 academic year. The research sample consisted of three classes, namely class X-1 as experimental group 2 (PJBL), X-2 as experimental group 1 (PBL), and X-3 as the control group (conventional learning). Data collection techniques used problem-solving ability tests, student activity observation sheets, and documentation. The results of the study showed that: (1) there was a significant difference in problem-solving abilities between the three learning models used; (2) the problem-solving abilities of students using the PBL model were higher than conventional learning; (3) the problem-solving abilities of students with the PJBL model were also higher than conventional learning; (4) there was no significant difference between the problem-solving abilities of students using the PBL and PJBL models; (5) Student activity contributes to problem solving ability by 21.2% in the PBL model and 56.3% in the PJBL model. This finding shows that both the PBL model and the GeoGebra-assisted PJBL are effective in improving students' mathematical problem solving abilities, with a greater influence of activity in the PJBL model.

This research has a background, including looking at the effect of the PjBL (Project Based Learning) Model on the creativity of fourth grade students, especially in SBdP subjects. The formulation of the problems found included:What is the description of the application of the PjBL (Project Based Learning) Model, how is the description of Student Creativity in SBdP Subjects Handicraft Materials from Leaf Leaves after the application of the PjBL (Project Based Learning) Model, and is there any effect of the application of the PjBL (Project Based Learning) on Student Creativity in SBdP Subjects Handicraft Material from Leaf Bones. The purpose of this study, among others: To find out how the Creativity in SBdP Subjects Handicrafts is described from Daun Daun after the Application of the PjBL (Project Based Learning) Model, and to find out whether there is an effect of the application of the PjBL (Project Based Learning)Model of the creativity of SBdP subjects Handicraft Materials from Daun Daun. This research is included in experimental research with a quantitative approach. Rezearch design the method used in this research is Quasi Experiment with nonequivalent control group design type. The results of the descriptive analysis show that the implementation of the PjBL model has been quite effective. The results of the inferential analysis using the independent sample t-test showed that there were differencesin the posttest results between the experimental and control classes, which means that there was an influence of the PjBL model on the creative results of the SBdP students in experimental group was better than the control group.

Aims: The aim of this study was to identify the effectiveness of project-based seamless learning model on concept understanding. Study Design: The research method used quantitative experimental design. Methodology: The research method used quasi experiment with research design nonequivalent pretest posttest group design, where there is an experimental group and a control group, the experimental group is given treatment and there is no treatment on the control group. The research subjects were 160 people, 80 people in the experimental group and 80 people in the control group. Data collection using tests conducted pretest and posttest. Data analysis used normality test, homogeneity test and independent sample t test. Results: The results of research and discussion, it can be concluded that there is an effective project-based seamless learning model on concept understanding. Based on the results of hypothesis testing on the posttest, the value on the posttest of the experimental group and the control group obtained a significance value of 0.002 <0.050. And also the difference in the average posttest score of the experimental group is 84.06, greater than the lower control group of 80.56. This proves that there are differences caused by the application of the learning model in the two groups. The experimental group used a project-based seamless learning model while the control group used a conventional model. Conclusion: there is the effectiveness of project-based seamless learning model on concept understanding. The hope is that the project-based seamless learning model can be applied at various levels of educational institutions or in various subject matters so that the quality of learning will be even better and continue to improve rapidly.

Aims: The aim of this study was to identify the effect of the project-based seamless learning model on critical thinking of prospective early childhood education educator students. Study Design: The research used quantitative experimental design. Methodology: The method used quasi experiment with research design nonequivalent pretest posttest group design, where there is an experimental group and a control group, the experimental group is given treatment and there is no treatment on the control group. The research subjects were 150 students, 75 students in the experimental group and 75 students in the control group. Data collection using tests conducted pretest and posttest. project-based seamless learning model on critical thinking skills of prospective educator students. Based on the results of hypothesis testing on the posttest, the value on the posttest of the experimental group and the control group obtained a significance value of 0.001 <0.050. And also the difference in the average value of the experimental group's posttest of 84.20, greater than the lower control group of 80.40. This proves that there are differences caused by the application of learning models in the two groups. The experimental group used a project-based seamless learning model while the control group used a conventional model. Conclusion: There is an effectiveness of project-based seamless learning model on critical thinking skills of prospective early childhood education educator students. Hopefully, the project-based seamless learning model can be applied at various levels of educational institutions, various subject matter so that the quality of learning will be better. Can improve and develop various skills of students during learning.

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.

Global warming is a global environmental issue that demands the integration of authentic issues into science learning. In physics education, an approach is needed that not only conveys concepts, but also develops students' Higher Order Thinking Skills (HOTS) and science process skills. This study aims to analyze the effect of the Project-Based Learning (PjBL) model based on global warming issues on improving students' HOTS and science process skills at the high school level. The method used is a quasi-experimental design with a non-equivalent control group. The sample consisted of 70 grade 10 students selected through a purposive sampling technique, divided into experimental and control groups. The research instruments were essay tests based on the revised Bloom's taxonomy to measure HOTS and science process skills observation sheets. Data analysis was carried out using an independent sample t-test and N-gain calculation using SPSS. The results showed a significant difference between the experimental and control groups (p = 0.000 < 0.05), with an average N-gain of the experimental group of 0.640 (moderate category). These findings indicate that the PjBL model, which integrates environmental issues, is effective in improving students' higher-order thinking skills and science process skills. These findings imply the need for contextually relevant project-based learning to equip students with 21st-century competencies, particularly in addressing global issues such as climate change.

Relative Effects of Problem and Project-based Learning Techniques on Students Academic Achievement in Building Technology

This study aims to determine the effectiveness of the project-based learning (PjBL) model compared to the cooperative learning (CL) model in improving the critical thinking skills and chemistry self-efficacy of class 10 students simultaneously and consecutively. This quasi-experimental study with a post-test-only control group design was conducted at Public Senior High School in Yogyakarta. The research sample consisted of 65 students from an experimental group of class 10 A 4, totaling 33 students, and a control group of class 10 A 1, totaling 32 students, obtained through cluster random sampling techniques. The instruments used were critical thinking ability tests and self-confidence questionnaires. Before being used, the instruments were tested for content and empirical validity, and normality tests and multivariate outlier tests were carried out, followed by unidimensional assumption tests, parameter invariance, and local independence. The experimental group was taught using the PjBL model, while the control group was taught using the CL model. Critical Thinking Skill Fest (CTST) and Chemistry Self-Efficacy Scale (CSES) were applied as post-tests only to students in both groups. One-way multivariate Analysis of Variance (MANOVA) and post hoc test between subjects (Tukey Test) showed that applying the PjBL model was significantly better than applying the CL model on students' critical thinking skills and chemistry self-efficacy simultaneously and individually. The effectiveness of the PjBL model on students' critical thinking skills and chemistry self-efficacy simultaneously and individually is in the moderate category compared to the CL model. This research provides actionable insights into the advantages of implementing PjBL to improve critical thinking and self-efficacy among students. This research can serve as a reference for future research exploring the effectiveness of PjBl learning models in other subjects or educational levels.

This study aims to analyze the effect of the Project-Based Learning (PjBL) model on the learning outcomes of fifth-grade students in science subjects at Elementary School 01 Baru Cijantung, East Jakarta. The research involved two groups: a control class receiving conventional instruction and an experimental class taught using the PjBL model. The results indicate that students in the experimental group achieved higher scores and demonstrated better engagement compared to those in the control group. Statistical tests confirmed a significant influence of PjBL on student learning outcomes. These findings suggest that the PjBL method enhances not only academic achievement but also critical thinking and problem-solving skills in science subjects. The study encourages the integration of PjBL in the elementary school curriculum to improve student learning experiences.

The application of an appropriate learning model to a particular material will make it a successful achievement. The purpose of this research is to explore and describe the implementation of the Project-Based Learning (PjBL) model in teaching the material of hikayat texts and short stories through video projects in class X at SMA Negeri 1 Kota Mojokerto. This study uses both primary and secondary data sources. The primary data was obtained from student participation in the implementation of the Project-Based Learning (PjBL) model, while the secondary data includes various relevant literatures, journals, and previous studies. Based on observations, the implementation of the Project-Based Learning (PjBL) model in class X at SMA Negeri 1 Kota Mojokerto has shown positive results and supports the development of students' skills in understanding the material. The use of video projects as part of PjBL has successfully attracted students' interest, encouraging them to be more active and creative in learning about Hikayat texts and short stories. Overall, the implementation of the PjBL learning model in the teaching of Hikayat texts and short stories at SMA Negeri 1 Kota Mojokerto has proven successful in improving the quality of learning and students' skills.

This study aims to analyze the effectiveness of the Project-Based Learning (PjBL) model in improving student creativity in secondary schools. Student creativity includes four main aspects, namely fluency, flexibility, originality, and elaboration. The study was conducted using a quantitative approach with a quasi-experimental design, involving two groups of students: an experimental group using the PjBL method and a control group using conventional learning methods. Data were collected through observation, creativity tests, and student learning motivation questionnaires. The results showed that the implementation of PjBL had a significant effect on increasing student creativity. Students in the experimental group showed higher creativity scores than the control group, with the most striking increase in the aspects of originality and elaboration. In addition, the PjBL model also increased student learning motivation as well as collaboration, critical thinking, and problem-solving skills. The integration of technology in PjBL, such as the use of digital devices and online resources, had a positive impact on students' learning experiences. However, this study also found several obstacles in the implementation of PjBL, such as the need for teacher training, time management, and infrastructure support. Therefore, a comprehensive strategy is needed to optimize the implementation of PjBL in secondary schools. Overall, the project-based learning model has proven to be effective in enhancing student creativity and is relevant to the demands of 21st century education.

This study was motivated by the low collaboration skills of students, which were reflected in the lack of active participation in discussions, lack of responsibility in group assignments, and the tendency to discuss outside the learning topic. This study aims to analyze the impact of the implementation of the Project-Based Learning (PjBL) model on the collaboration skills of class VII students at SMP Negeri 7 Kotabumi. The study used a quasi-experimental method with a Nonequivalent Control Group Design. The research sample consisted of class VIIA as the experimental group and VIID as the control group, each with 35 students. Data were collected through questionnaires and authentic assessment observations. Data analysis was carried out using parametric statistical tests. The results of the study indicate that the Project-Based Learning (PjBL) model has a significant impact on students' collaboration skills. Hypothesis testing at a significance level of 0.05 produces a tcount value = 2.31> ttable = 1.995, so the null hypothesis is rejected. This indicates that the implementation of Project-Based Learning (PjBL) has a positive impact on collaboration skills. Conclusion, the Project-Based Learning (PjBL) model has a positive impact on students' collaboration skills and can be an alternative innovative learning to face the challenges of 21st century education.

In a dynamic and increasingly competitive global economic landscape, developing an entrepreneurial spirit is imperative for sustainability and innovation, with entrepreneurship education (ECE) playing a crucial role in instilling the skills, attitudes, and knowledge necessary to adapt to market changes and create new business opportunities. However, various empirical studies have shown a gap between conventional ECE curricula and the demands of real-world entrepreneurial practices, often leading to a lack of preparedness for graduates in facing entrepreneurial challenges, an issue exacerbated by the declining success rate of new startups and the high failure rate in the early years of operation. Therefore, this study aims to quantitatively and qualitatively evaluate the effectiveness of implementing a Project-Based Learning (PBL) model in improving students' entrepreneurial competencies, particularly in product innovation and business plan development, using constructivism and experiential learning theoretical frameworks. Our primary hypothesis is that students who participate in the PBL model will demonstrate significant improvements in market opportunity identification, business solution creativity, and business plan quality compared to traditional learning methods. To achieve this objective, we adopted a quasi-experimental design with a mixed approach, involving 200 entrepreneurship study program students who were randomly divided into an experimental group (n=100) receiving the PBL model and a control group (n=100) following conventional learning, using a structured questionnaire (with Cronbach's Alpha = 0.85 and Guttman Split-Half = 0.78) to measure entrepreneurial competency and content analysis of business plans, with a learning procedure for 12 sessions and data analysis using independent t-test, ANOVA, and thematic analysis. The main findings showed that the PBL experimental group was significantly superior, with an average entrepreneurial competency score of 85.2 (SD=7.5) compared to 68.9 (SD=9.2) in the control group (t(198)=15.3, p < 0.001, Cohen's d=2.15); Secondary analysis also confirmed a positive correlation between PBL and creativity (r=0.65, p<0.01) and business plan quality (mean 4.2/5 vs. 3.1/5), and highlighted unexpected improvements in team collaboration and communication. In conclusion, the implementation of the PBL model proved effective in enhancing students' entrepreneurial competencies, providing a theoretical contribution to the validity of the PBL model in PK and a practical contribution in the form of recommendations for PBL integration to produce more prepared and innovative graduates.