Keefektifan pembelajaran berbasis proyek ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa

Abstract

Tujuan penelitian ini untuk mendeskripsikan keefektifan pembelajaran berbasis proyek pada materi statistika ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa SMP kelas VII. Pembelajaran berbasis proyek terdiri dari enam langkah yaitu: (1) penentuan proyek; (2) perancangan langkah-langkah penyelesaian proyek; (3) penyusunan jadwal pelaksanaan proyek; (4) penyelesaian proyek dengan fasilitasi dan monitoring guru; (5) penyusunan laporan dan presentasi/publikasi hasil proyek; dan (6) evaluasi dan hasil proyek. Populasi dalam penelitian ini adalah siswa kelas VII SMPN 1 Yogyakarta. Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan berpikir kritis, angket kepercayaan diri, dan lembar observasi keterlaksanaan pembelajaran. Uji hipotesis menggunakan uji proporsi Z pada taraf signifikan 95% (α = 5%). Berdasarkan hasil uji hipotesis diperoleh proporsi siswa yang prestasi belajarnya telah mencapai KKM lebih dari 75%. Proporsi siswa yang memiliki kemampuan berpikir kritis dan kepercayaan diri pada kategori minimal “baik” lebih dari 75%. Dengan demikian dapat disimpulkan bahwa pembelajaran berbasis proyek efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa. The effectiveness of project-based learning viewed from students’ learning achievement, critical thinking skill, and self-confidenceAbstractThe purpose of this study was to describe the effectiveness of project-based learning in statistical material viewed from learning achievement, critical thinking skills, and self-confidence of seventh-grade junior high school students. Project-based learning consists of six steps: (1) determining the project; (2) designing project completion steps; (3) preparing the project implementation schedule; (4) completion of the project with facilitation and monitoring from the teacher; (5) preparation of reports and presentation/ publication of project results; and (6) evaluation and results of the project. The population in this study was seventh-grade students of SMP 1 Yogyakarta, Indonesia. The instruments used were a learning achievement test, a critical thinking ability test, a self-confidence questionnaire, and an observation sheet of learning accomplishments. Hypothesis testing uses the proportion Z test at a significant level of 95% (α = 5%). Based on the results of the hypothesis test, the proportion of students who have learning achievement reached KKM was more than 75%. The proportion of students who have critical thinking skills and self-confidence in the minimum category of "good" was more than 75%. Thus it could be concluded that project-based learning was an effective view from students’ learning achievement, critical thinking skills, and self-confidence.

Anti-corruption Action: A Project-Based Anti-corruption Education Model During COVID-19

“…While online anti-corruption training did not implement project-based learning, it hampers the goal of empowering students to be critical and competent in implementing the measures. The ability to think and be critical is one of the skills of the 21st century, and students are trained to solve problems with critical thinking (Tinenti, 2018;Azizah and Widjajanti, 2019). Project-based learning promotes students to think critically, solve problems, collaborate, and try various forms of communication.…”

Peningkatan Kepercayaan Diri Matematis Siswa melalui Pembelajaran Berbasis Masalah

“…Hasil evaluasi Trends in International Mathematics and Science Study (TIMSS) (TIMSS 2011) untuk self-confidence in mathematics siswa Indonesia kelas VIII, siswa yang confident sebanyak 3 %, siswa somewhat confident sebanyak 52 %, dan siswa yang termasuk not confident sebanyak 45 %. Hasil pra-penelitian (Azizah and Widjajanti 2019) terhadap siswa kelas VII di salah satu SMP Negeri Kota Yogyakarta dengan penyebaran angket kepercayaan diri diperoleh sebesar 41,94% (kategori rendah), 29,03% (kategori sedang), 19,35% (kategori tinggi), dan 9,68% (kategori sangat tinggi).…”

The Effect of the Blended Project-based Learning Model and Creative Thinking Ability on Engineering Students' Learning Outcomes

“…Project-Based Learning (PjBL) is a strategy that can improve various competencies such as academic achievement, thinking levels, critical thinking, problem-solving ability, creativity, independence, and it presents the ability to see situations from a better perspective. It also offers a deeper understanding of learning, more positive attitudes towards studies, supportive relationships among peers, flexibility in communication, and learning motivation (Azizah & Widjajanti, 2019;Manshur, 2020;Zubaidah et al, 2017). Furthermore, it is one of the models that support student-centered learning (SCL), which is currently a challenge for university learning.…”