The Effectiveness of PBL and PjBL Models on Students’ Science Learning Outcomes in Material Properties of Elementary School Students
DOI:
https://doi.org/10.53797/ujssh.v3i1.22.2024Keywords:
Knowledge, learning chemistry, intervention program, process skills, science educationAbstract
The purpose of this study was to analyze the average of students’ science learning outcomes for the material properties of light in the application of Problem Based Learning (PBL) model with direct learning at fifth grade students of elementary school in Mlonggo Jepara District. The results of this study are: 1) The average of students’ science learning outcomes for the material properties of light in the application of PBL model are better than direct learning in fifth grade students of elementary school in Mlonggo Jepara District based on the description of the data there is a difference in the average score of pre-test and post-test in PBL class. This is based on the results of the analysis of the average pre-test and post-test score in PjBL class and control class. After the test, there is a difference in the average score. 3) The average of students’ science learning outcomes for the material properties of light in the application of Problem Based Learning (PBL) model are better than Project Based Learning (PjBL) model. This is based on the results of the N-Gain test proving that the PBL and PjBL models are quite effective in improving science learning outcomes in the material properties of light. A higher increase occurred in the experimental class that using Problem Based Learning (PBL) model. It can be concluded that Problem Based Learning model is more effective to increase students’ science learning outcomes at fifth grade students of elementary school in Mlonggo Jepara District.
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