Project Based Learning with Socio Scientific Issues in Improving Junior High School Students' Habits of Mind on Biotechnology Material

Purpose – This study addresses the 21st-century curriculum demands by integrating digital literacy and enhancing students' habits of mind (HOM) through meaningful learning. Based on Wiggins' Understanding by Design (UbD) framework, the study aims to analyze the impact of a Project-Based Learning (PjBL) model, assisted by digital E-LKPD, on students' HOM and conceptual understanding compared to traditional teaching methods. Methodology – A quasi-experimental pretest-posttest control group design was used. Participants were purposively selected and divided into experimental and control groups. The experimental group received PjBL with digital E-LKPD, while the control group followed conventional PBL with printed LKPD. Data were collected using HOM and Wiggins-based understanding tests, student activity observations, and response questionnaires. The Mann-Whitney U test was applied for data analysis. Findings – The results showed a significant difference in the improvement of HOM and Wiggins-based understanding in the experimental group compared to the control group. Student learning activities and responses in the experimental group also met the excellent criteria. Novelty – This research uniquely integrates PjBL with digital E-LKPD to enhance thinking habits and foster deep understanding, a combination that is still rarely implemented in secondary education. Significance – The study offers valuable insights for teachers, curriculum developers, and policymakers in implementing innovative 21st-century learning strategies that combine digital tools with pedagogical approaches, fostering critical and reflective thinking.

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.

​The efficacy of the Project-Based Learning (PjBL) model in enhancing student learning outcomes in the Electrical Equipment Repair subject at SMK Negeri 10 Luwu was evaluated in this study. A quasi-experimental, nonequivalent control group design was employed, with an experimental group (n=13) exposed to PjBL using heater repair projects and a control group (n=12) receiving conventional instructions. The independent variable was the application of the PjBL model, and student learning outcomes served as the dependent variable. Learning outcomes were assessed via pre- and post-tests supplemented by observations, questionnaires, and documentation. Data were analyzed using a paired sample t-test in SPSS version 26. The results indicated a significant positive influence of the PjBL model on student learning outcomes. The experimental group's average pre-test score of 28.77 significantly increased to 81.31 in the post-test, compared to the control group's increase from 26.33 to 51.00. The paired sample t-test yielded a significance value of (<0.05), confirming a statistically significant effect. Furthermore, students demonstrated a highly positive response to PjBL implementation, with 93% providing favorable feedback. These findings suggest that the PjBL model is an effective pedagogical approach for enhancing student achievement in vocational electrical equipment repairs.​

Penelitian ini mengevaluasi dampak Model Pembelajaran Berbasis Proyek (Project-Based Learning/PBL) terhadap kemampuan berbicara bahasa Arab siswa di Madrasah Aliyah Pondok Pesantren Khairul Ummah, Riau. Studi ini dilakukan dari Maret hingga Juni 2024 dengan subjek siswa kelas X A (kelas eksperimen) dan X B (kelas kontrol). Metode penelitian yang digunakan adalah eksperimen semu dengan desain Nonequivalent Control Group Design. Hasil penelitian menunjukkan bahwa penerapan PBL secara signifikan meningkatkan kemampuan berbicara bahasa Arab siswa di kelas eksperimen dibandingkan dengan kelas kontrol. Data pre-test menunjukkan mayoritas siswa di kedua kelas berada pada kategori "Kurang". Setelah penerapan PBL, 100% siswa di kelas eksperimen mencapai kategori "Bagus Sekali", sementara di kelas kontrol hanya 11% yang mencapai kategori tersebut. Uji statistik menunjukkan peningkatan signifikan dalam hasil belajar siswa di kelas eksperimen (mean difference -37,278; p < 0,000) dibandingkan kelas kontrol (mean difference -11,667; p < 0,000). N-Gain kelas eksperimen sebesar 0,77 (kategori tinggi) dan kelas kontrol sebesar 0,25 (kategori rendah) mengindikasikan efektivitas tinggi PBL dalam meningkatkan kemampuan bicara bahasa Arab. Effect size yang sangat besar pada kelas eksperimen (Cohen's d sekitar -3,286) menunjukkan dampak yang kuat dari intervensi. Temuan ini menggarisbawahi pentingnya penerapan metode PBL untuk meningkatkan kemampuan berbicara bahasa Arab siswa secara efektif. This study evaluates the impact of the Project-Based Learning (PBL) model on students' Arabic speaking skills at Madrasah Aliyah Pondok Pesantren Khairul Ummah, Riau. Conducted from March to June 2024, the study involved tenth-grade students, with class X A serving as the experimental group and class X B as the control group. The research employed a quasi-experimental method using a Nonequivalent Control Group Design. The results indicate that the implementation of PBL significantly improved the Arabic speaking skills of students in the experimental group compared to the control group. Pre-test data showed that the majority of students in both groups were in the "Poor" category. After the implementation of PBL, 100% of the students in the experimental group reached the "Excellent" category, while only 11% of the control group achieved this level. Statistical tests revealed a significant improvement in the learning outcomes of students in the experimental group (mean difference -37.278; p < 0.000) compared to the control group (mean difference -11.667; p < 0.000). The N-Gain for the experimental group was 0.77 (high category), and for the control group, it was 0.25 (low category), indicating the high effectiveness of PBL in enhancing Arabic speaking skills. The very large effect size in the experimental group (Cohen's d approximately -3.286) demonstrates the strong impact of the intervention. These findings underscore the importance of applying the PBL method to effectively improve students' Arabic speaking skills.

This experimental study aims to determine the effect of the Project-Based Learning (PjBL) model on student learning interest and to determine the extent of the increase in learning interest of 34 ninth-grade students at SMP Negeri 3 Satu Atap Taliabu Barat on the concept of light and optical instruments. The 34 students were divided into two groups: the experimental and control groups. This study was a quasi-experimental study using a nonequivalent control group design and a purposive sampling technique. The sample size was 17 students in the experimental group and 17 students in the control group. The instrument used was an objective essay test consisting of 10 questions with a score of 0-1. The results of this study were statistically tested using the IBM SPSS version 20 application program "t-test." Based on the calculation, the calculated t-value was 82.8824, while the t-table value was 56.1765. In accordance with the acceptance criteria, the results showed that the calculated t-value > t-table at a significance level of 0.05 for the post-test data. This is consistent with the hypothesis test and the questionnaire, which showed a student interest in learning of 13.6. Therefore, it can be concluded that the project-based learning model has an effect and increased students' interest in physics, particularly in the concepts of light and optical instruments.

The learning process of science requires teaching which gives students the opportunity to be active in direct experience learning and thinking about the problems in real-life. However, science learning method that is widely used so far only conventionally, so it has not accommodated students in providing direct experience and solutions to real life problems. In order to realize the science learning that allows students to build their own understanding of real life problems, suitable learning model is needed and one of which is project-based learning. This research was conducted to know the effectiveness of science project-based learning which is integrated with natural potential of Baruppu’ in Junior High School students’ environmental literacy skills. Sample consisted of 50 students in grade VII of SMPN 1 Baruppu’. Quasi-experimental with Non-equivalent Control-Group Design was used to know the effectiveness of learning model in student’s environmental literacy skills: cognitive skill and environmental affect components. The study design consists of two groups: 26 students of class VIIA as experimental group and 24 students of class VIIB as control group. Data collected consisted of scores that measured cognitive skill and scores from environmental affect survey. Data analysed utilizing an independent samples t-test to determine any differences in environmental literacy skills between experimental and control groups after treatment. The result showed that the science project-based learning which is integrated with natural potential of Baruppu’ was effective to promoted student’s environmental literacy skills.

This research aims to indentify the development of habits of mind and concept acquisiton through project based learning. The data acquired in this research is based on quantitative quasi experiment in which the samples are not purposely random. The design for data calculation is anon equivalent control group that consists of pretest and posttest before and after the treatment in each class. The research takes place at SMAN 1 Cisarua in Eleventh Science academic year 2018/2019 with respiration system as material. The development of students’ concept acquisiton and habits of mind in respiration system appears to increase after the project based learning program. The result shows there are increase of concept acquisiton to 59.45% and increase of habits of mind to about 42.72%. Therefore the project based learning model is increasing concept acquisition and habits of mind stated in the medium catagory using Gain test.

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.

This study aims to evaluate the effectiveness of the Project-Based Learning (PJBL) model in improving linguistic intelligence and narrative text writing skills among junior high school students. The research employs an experimental method with a quantitative approach, involving junior high school students divided into two groups: the experimental group (using PJBL) and the control group (conventional learning). Data were collected through pre- and post-intervention narrative writing tests. The results show that students who participated in PJBL experienced significant improvements in linguistic intelligence and narrative text writing skills compared to the control group. PJBL encourages students to be more active, think critically, and creatively in writing, while deepening their understanding of text structure and vocabulary. In conclusion, PJBL has been proven effective in enhancing junior high school students' narrative writing abilities and linguistic intelligence, and it is recommended to be integrated into language learning. Keywords: Linguistic intelligence, Writing skills, PJBL, Narrative text.

This study aims to determine the effectiveness of the Project-Based Learning (PBL) model in enhancing 21st-century creative thinking competencies on National Identity and Culture. The research used a quasi-experimental method with a nonequivalent control group design. The sample consists of Grade VIII A as the experimental group and Grade VIII B as the control group. Data collection techniques used tests, questionnaires, observations, and documentation. The data were analyzed using paired sample tests and independent sample t-tests, indicating a result of 0.000 (p 0.05); the Project-Based Learning model effectively enhances students' creative thinking. This is further evidenced by the N-Gain test results, with the experimental group achieving 57% in the moderately effective category and the control group achieving 20% in the ineffective category. Additionally, the effect size test results show a value of 4.456663, which falls into the very high category.

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.

Education is a crucial tool for developing high-quality, competitive human resources in the global era. In the The learning process in the classroom still tends to be conventional. Teachers are more dominant in using lecture methods and giving assignments. This causes students to be passive, less involved in the learning process, and has an impact on low motivation and learning outcomes. This study aims to analyze the application of the Project-Based Learning (PjBL) model on the learning motivation and science learning outcomes of fifth-grade elementary school students on the topic of ecosystems. This study uses a quantitative approach with a quasi-experimental design, namely the Nonequivalent Control Group Design. This study involved two elementary schools with 15 students, designated as the experimental group, who received learning through the Project-Based Learning (PjBL) model. Another elementary school with 14 students became the control group, which received conventional learning methods. Data collection was carried out through pretests and posttests for learning outcomes, as well as motivation questionnaires administered before and after the learning session. The collected data were analyzed statistically through several stages: normality and homogeneity tests, independent sample t-tests, and N-Gain tests. The main results of this study indicate that the Project-Based Learning (PjBL) model is more effective in improving fifth-grade students' science learning outcomes on the topic of ecosystems compared to conventional teaching methods. The implications of this research emphasize the importance of implementing an innovative, student-centered learning model, so that teachers no longer act as the sole source of information, but rather as facilitators who guide students in exploring and discovering knowledge through real experiences.

This study explores the effect of think-pair-share learning on junior high school students’ achievement in algebraic expressions. The study used the pre-test-post-test non-equivalent control group design. The participants were selected from two intact classes (already-formed groups) and received either an intervention (the treatment group) or not an intervention (the control group). The control group received the conventional learning method often used in the classroom. The participants consisted of hundred (100) third year junior high school students of equal mathematics ability (control group = 54 students; experimental group = 46 students) from a junior high school in the central region of Ghana. For the pre-test and post-test scores, the Shapiro-Wilk had a p-value greater than .05 (p > .05) for each statistic, indicating that both the pre-test and post-test scores were normally distributed, before and after the intervention. The results of the independent samples t-test before the intervention, indicated a non-statistically significant difference between the experimental and control pre-test scores (t = -.48, p > .05, C. I = [-1.78, 1.08]). A one-way ANOVA after the intervention, indicated that the effect of the method of instruction was significant for student scores, F (1, 98) = 353.98, p <.05. Also, the paired-sample t-test for the pre-test and post-test scores indicated the students’ post-test scores were statistically higher than their pre-test scores (t (98) = -8.44, p < .05), Further, the results of the independent samples t-test for the post-test also indicated statistically significant differences between the experimental and control post-test scores (t = -22.68, p <.05, C. I = [-24.29, -20.40]). The implications of this study are that, through think-pair-share learning, students gain leadership and decision-making skills, enhance their communication skills, develop confidence in their problem-solving abilities, nurture positive attitudes toward their colleagues and take personal responsibility. The study concludes that the think-pair-share learning has a positive effect on junior high students’ achievement in algebraic expressions.

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

This study aims to examine the effect of a project-based learning model with a science, technology, and society approach to students' mastery of class VIII concepts. This type of research is a quasi-experimental type using a non-equivalent control group design. The population of the study was students of SMP Negeri 7 Mataram for the 2021/2022 academic year with a sample consisting of 74 class VIII students. The data obtained were analyzed using the Covariate Analysis test (anacova) with reference to a significance level of 0.05. The results of the study show that the sig. (p) = 0.000 less than alpha 0.05, so it can be concluded that the project-based learning model with a science and technology community approach has a significant effect on junior high school students' conceptual understanding.