Pengaruh Project Based Learning Berbantuan Lapbook terhadap Keaktifan Belajar Siswa

Wulandari, Rina; Mustadi, Ali; Rahayuningsih, Yuli

doi:10.17977/jptpp.v6i2.14511

Cited by 6 publications

(6 citation statements)

References 14 publications

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“…Third, it guides the students on how to solve real problems which are useful for the students in their life. Wulandari et al (2021) stated that this model makes students familiar with real way to cope with real problems. Students can face similar problems in proper ways.…”

Section: Syntax Of Project-based Learningmentioning

confidence: 99%

Promoting the 21st Century Skills Using Project-Based Learning

Artama,

Budasi,

Ratminingsih

2023

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The requirement of the 21st century demands teachers to design a learning process that emphasizes student-centered learning. Project-based learning is seen as an effective model to solve this problem. Therefore, this study aimed at analyzing the use of project-based learning viewed from its characteristics, syntax, advantages, and disadvantages. This study was designed in a library study in which the data were obtained from reviewing some articles related to the topic. The results of the study showed that 1) the main characteristic of this model is the project itself which is guided by a real problem or question; 2) in general, the syntax of project-based learning can be categorized into three, that is, planning, implementing, and evaluating; 3) the advantages of this model meet the 21st century skills; 4) the disadvantages of this model mainly deal with time allotment, students’ characteristics, and school facilitation. In conclusion, project-based learning is an effective model to promote 21st century skills.

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Section: Syntax Of Project-based Learningmentioning

confidence: 99%

Promoting the 21st Century Skills Using Project-Based Learning

Artama,

Budasi,

Ratminingsih

2023

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“…Hasil penelitian yang dilakukan oleh Jamaludin dan rosida (2019) bahwa adanya peningkatan pada siklus I mencapai 48,1%, siklus II mencapai 70,3% dan siklus III mencapai 92,5% sehingga dapat meningkatkan kemampuan berpikir kritis dan hasil belajar siswa dengan penggunaan media lapbook (Jamaludin, 2019). Penelitian kedua oleh Wulandari dkk (2021) bahwa, hasil penelitian menunjukkan adanya pengaruh yang signifikan antara model Project Based Learning berbantuan Lapbook terhadap keaktifan belajar Siswa kelas V SD (Wulandari et al, 2021). Penelitian ketiga dilakukan oleh Nurrohmah dkk (2017) bahwa, hasil penelitian menunjukkan Project Based Learning berpengaruh terhadap self-efficacy dengan kriteria tinggi.…”

Section: Pendahuluanunclassified

Penıngkatan Hasıl Belajar Model Project Based Learnıng Berbasıs Lapbook Kelas III SDN 1 Semplo

Suweni,

Dianasari,

Prabawati Nurhabibah

2023

JEE

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This research is based on a preliminary study obtained in the initial data on improving math learning outcomes which only reached 45%, so it is necessary to apply a project-based learning model based on lapbook media. This study aims to determine the improvement of student learning outcomes through a lapbook-based project-based learning model in third grade math lessons at SDN 1 Semplo. The type of research used is Classroom Action Research (PTK). The research subjects were third grade students of SD Negeri 1 Semplo with a total of 29 students. The data collection techniques used were observation, interviews, tests and documentation. The data analysis technique used was descriptive quantitative and qualitative. The project-based learning model which is a learning model that uses an activity, project as a medium that results in an increase in student learning outcomes, while the lapbook is a medium produced using project-based learning which can be a portfolio of student work and assignments. The increase in pre-cycle learning outcomes was 45% (13 students), increased in cycle I to 62% (18 students) and in cycle II increased to 86% (25 students). So, by applying the Lapbook-based Project Based Learning (PjBL) learning model can improve the learning outcomes of third grade Mathematics students of SDN 1 Semplo.

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“…Pembelajaran dengan metode Pjbl mahasiswa dibagi menjadi beberapa kelompok, kemudian mahasiwa diberikan tema tema komoditas unggulan daerah yang akan dijadikan bahan diskusi Untuk melihat perbedaan keaktifan mahasiswa sebelum dan sesudah dilakukan Pjbl. Penelitian yang dilakukan (Latifah, Fauzia and Kelana, 2020;Juuti et al, 2021;Wulandari et al, 2021) menerapkan beberapa indicator keaktifan belajar siswa yaitu: (1) keikutsertaan dalam penyelesaian tugas belajar, (2) keterlibatan siswa untuk memecahkan masalah , (3) keterampilan bertanya siswa , (5) pelaksanaan diskusi, (6) evaluasi diri dan refleksi. Berdasarkan pada observasi diperkuliahan dan beberapa penelitian terdahulu, maka ada beberapa indicator yang digunakan untuk melihat keaktifan siswa dalam proses belajar, yaitu: 1) memperhatikan penjelasan dosen; 2) mengajukan pertanyaan kedosen/kelompok lain; 3) berani menanggapi pertanyaan dari dosen/kelompok lain; 4) ketertarikan dalam mengikuti pembelajaran; 5) aktif dalam kegiatan diskusi; dan 6) mampu menyelesaikan masalah.…”

Section: Hasilunclassified

Peningkatan Keaktifan Mahasiswa melalui Penerapan Model Pembelajaran Berbasis Proyek

Rosmeli¹,

Erfit²,

Fathiyah³

2023

Ekonomis

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Regional Economics is a course that focuses on the spatial or spatial aspects of economic activity. In the initial process of teaching and learning in this course, the lecture system was used more, but after the middle examination, the lectures continued with theory and practice in calculating regional economic analysis tools. The project-based learning method is a good method to be used as a learning model that actively involves students. This study used an experimental research method with the research object being regional economics students in class R004, Faculty of Economics and Business, Jambi University. From the results of learning innovation activities in the Regional Economics, it is known that of the six indicators used there has been an increase in student participation in the learning process. Before the Pjbl the average of the six indicators was 48.96% and the average after the Pjbl was 83.11%

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Pengaruh Project Based Learning Berbantuan Lapbook terhadap Keaktifan Belajar Siswa

Cited by 6 publications

References 14 publications

Promoting the 21st Century Skills Using Project-Based Learning

Promoting the 21st Century Skills Using Project-Based Learning

Penıngkatan Hasıl Belajar Model Project Based Learnıng Berbasıs Lapbook Kelas III SDN 1 Semplo

Peningkatan Keaktifan Mahasiswa melalui Penerapan Model Pembelajaran Berbasis Proyek

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