PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEAKTIFAN DAN HASIL BELAJAR SISWA SEKOLAH DASAR

Abstract

The low learning outcomes and student engagement during learning have become issues in several elementary schools, particularly in the subject of Science. The objectives of this research were (1) to determine whether Project-Based Learning (PBL) has an impact on student engagement and (2) to assess the extent of PBL's influence on learning outcomes. In this study, an experimental and control group research design was employed, using a specific quasi-experimental approach. Based on the posttest results, the participants in both the experimental and control groups totaled 95 students. Data were collected through two learning sessions for each group, one session for instrument testing and practical work, one session for the actual practical work, posttest, and questionnaire, and one session for each of these activities for the experimental and control groups. The results demonstrated a significant difference in pre- and post-test scores, with some students receiving a score of 16 and others scoring 77. The overall coefficients also varied significantly, ranging from 0.125 to 0.953125. Therefore, it can be concluded that the PBL instructional model has a significant influence on enhancing student engagement and learning outcomes in elementary schools. This student-centered and problem-based learning approach has proven to be effective in increasing active participation, conceptual understanding, and academic achievement of students.