The Influence of Project Based Learning (PjBL) on Student Learning Outcomes Related to Environmental Pollution: Pengaruh Project Based Learning (PjBL) terhadap Hasil Belajar Siswa terkait Pencemaran Lingkungan

Faiz Zulfaida; Yulianti Yusal; Nur Rahmah Sangkala

doi:10.30762/realita.v23i2.833

Authors

Faiz Zulfaida Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia
Yulianti Yusal Universitas Negeri Makassar, Indonesia
Nur Rahmah Sangkala Universitas Negeri Makassar, Indonesia

DOI:

https://doi.org/10.30762/realita.v23i2.833

Keywords:

Project Based Learning, Student Learning Outcomes, Enviromental Pollution

Abstract

Pembelajaran berbasis proyek (Project-based learning/PjBL) adalah bentuk pembelajaran yang berpusat pada siswa, ditandai dengan adanya kemandirian siswa, investigasi konstruktif, penetapan tujuan, kolaborasi, komunikasi, serta refleksi dalam praktik nyata. Penelitian ini bertujuan untuk mengetahui pengaruh Project Based Learning (PjBL) terhadap hasil belajar siswa terkait pencemaran lingkungan. Metode yang digunakan adalah pra-eksperimen dengan desain one group pretest-posttest. Subjek penelitian adalah siswa kelas V di salah satu sekolah dasar di Jawa Timur. Instrumen penelitian yang digunakan berupa tes hasil belajar ranah kognitif dalam bentuk 20 soal pilihan ganda. Hasil analisis normalized gain menunjukkan nilai sebesar 0,78 yang berarti hasil belajar siswa berada pada kategori tinggi. Hasil analisis Wilcoxon diperoleh nilai asymp.sig. (2-tailed) sebesar 0,000 yang lebih kecil dari 0,005, yang berarti terdapat perbedaan signifikan antara hasil belajar siswa sebelum dan sesudah perlakuan pembelajaran berbasis proyek terkait pencemaran lingkungan. Dengan demikian, terdapat pengaruh pembelajaran berbasis proyek terkait pencemaran lingkungan terhadap hasil belajar siswa.

Downloads

Download data is not yet available.

References

AlAli, R. (2024). Enhancing 21St Century Skills Through Integrated Stem Education Using Project-Oriented Problem-Based Learning. Geojournal of Tourism and Geosites , 53(2), 421–430. https://doi.org/10.30892/gtg.53205-1217

Barron, B. (2009). Achieving Coordination in Collaborative Problem-Solving Groups. Journal of the Learning Sciences, December. https://doi.org/10.1207/S15327809JLS0904

Buchman, J. C. (2024). Enhancing Critical Thinking Abilities through Project-Based Learning: Effects and Implementation. Asia-Pacific Journal of Convergent Research Interchange, 10(9), 545–554. https://doi.org/10.47116/apjcri.2024.09.43

Darmawan, H., Hakti, F., Damayanti, R., Fikri, M., & Rafi’i, H. (2024). Comparison of the effectiveness of problem based learning (PBL) and project based learning (PjBL) models in the learning process. Alifmatika: Jurnal Pendidikan Dan Pembelajaran Matematika, 6(2), 176–191. https://doi.org/10.35316/alifmatika.2024.v6i2.176-191

Fahmi, Fajeriadi, H., Irhasyuarna, Y., Suryajaya, & Abdullah. (2021). The practicality of natural science learning devices on the concept of environmental pollution with problem-solving learning models. Journal of Physics: Conference Series, 2104(1). https://doi.org/10.1088/1742-6596/2104/1/012025

Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102(April), 101586. https://doi.org/10.1016/j.ijer.2020.101586

Karahan, E., & Roehrig, G. (2015). Constructing Media Artifacts in a Social Constructivist Environment to Enhance Students’ Environmental Awareness and Activism. Journal of Science Education and Technology, 24(1), 103–118. https://doi.org/10.1007/s10956-014-9525-5

Kim, Y. (2021). The Problem / Project-Based Learning ( PBL / PjBL ) at Online Classes. 9(1), 162–167.

Lesman, I., Mulianti, M., Primawati, P., & Kassymova, G. K. (2023). Implementation of project-based learning (PjBL) model to increase students’ creativity and critical thinking skill in vocational creative product subjects. Jurnal Pendidikan Teknologi Kejuruan, 6(3), 202–215. https://doi.org/10.24036/jptk.v6i3.34023

Nugroho, M. K. X., Zuhairi, A., & Hamidin. (2025). ISSN 2337-6384 JPX, Volume X, No. X, July 2025. X(X), 1–13.

Rees Lewis, D. G., Gerber, E. M., Carlson, S. E., & Easterday, M. W. (2019). Opportunities for educational innovations in authentic project-based learning: understanding instructor perceived challenges to design for adoption. Educational Technology Research and Development, 67(4), 953–982. https://doi.org/10.1007/s11423-019-09673-4

Rickinson, M. (2001). Learners and learning in environmental education: a critical review of the evidence. In Environmental Education Research (Vol. 7, Issue 3). https://doi.org/10.1080/13504620120065230

Robelia, B. A., Greenhow, C., & Burton, L. (2011). Environmental learning in online social networks: Adopting environmentally responsible behaviors. Environmental Education Research, 17(4), 553–575. https://doi.org/10.1080/13504622.2011.565118

Shin, M.-H. (2018). Effects of Project-based Learning on Students’ Motivation and Self-efficacy. English Teaching, 73(1), 95–114. https://doi.org/10.15858/engtea.73.1.201803.95

Stevens, R. (2012). Identifying 21st Century Capabilities. International Journal of Learning and Change, 6(3/4), 123–137. https://doi.org/10.1504/IJLC.2012.050857

Syukriah, S., Nurmaliah, C., & Abdullah, A. (2020). The implementation of project-based learning model to improve students’ learning outcomes. Journal of Physics: Conference

Series, 1460(1). https://doi.org/10.1088/1742-6596/1460/1/012064

Webb, N. M. (2009). The teacher’s role in promoting collaborative dialogue in the classroom. British Journal of Educational Psychology, 79(1), 1–28. https://doi.org/10.1348/000709908X380772

Wijayati, N., Sumarni, W., & Supanti, S. (2019). Improving Student Creative Thinking Skills Through Project Based Learning. KnE Social Sciences, 2019, 408–421. https://doi.org/10.18502/kss.v3i18.4732

Williamson, E. (2023). The Effectiveness of Project-Based Learning in Developing Critical Thinking Skills among High School Students. European Journal of Education, 1(1), 1–11.