Pengaruh Pembelajaran Berbasis Proyek terhadap Pemahaman Konsep Biologi pada Siswa Sekolah Menengah

(The Effect of Project Based Learning on Understanding Biology Concepts in Middle School Students)

Authors

  • Ali Sadikin Universitas Jambi

DOI:

https://doi.org/10.22437/biodik.v10i1.33459

Abstract

This research aims to evaluate the effect of project-based learning (PjBL) on understanding biology concepts in middle school students. A quasi-experimental method was used by comparing the experimental group that implemented PjBL and the control group with a traditional learning approach. The research sample consisted of 90 students randomly selected from three secondary schools. The research results showed that there was a significant increase in understanding of biological concepts in the experimental group compared to the control group. This improvement is mainly seen in the understanding of complex concepts and practical application in real situations. Additionally, students in the PjBL group also demonstrated better analytical and collaborative skills. The research conclusions suggest that PjBL is effective in increasing understanding of biological concepts and developing students' critical skills. This study provides implications for educational practice, recommendations for educators, and educational policy to integrate PjBL more widely in biology curricula in secondary schools..

Abstrak. Penelitian ini bertujuan untuk mengevaluasi pengaruh pembelajaran berbasis proyek (Project-Based Learning, PjBL) terhadap pemahaman konsep biologi pada siswa sekolah menengah. Metode kuasi-eksperimental digunakan dengan membandingkan kelompok eksperimental yang menerapkan PjBL dan kelompok kontrol dengan pendekatan pembelajaran tradisional. Sampel penelitian terdiri dari 90 siswa yang dipilih secara acak dari tiga sekolah menengah.Hasil penelitian menunjukkan bahwa terdapat peningkatan signifikan dalam pemahaman konsep biologi pada kelompok eksperimental dibandingkan dengan kelompok kontrol. Peningkatan ini terutama terlihat pada pemahaman konsep yang kompleks dan aplikasi praktis dalam situasi nyata. Selain itu, siswa dalam kelompok PjBL juga menunjukkan keterampilan analitis dan kolaboratif yang lebih baik. Kesimpulan penelitian menyarankan bahwa PjBL efektif dalam meningkatkan pemahaman konsep biologi dan mengembangkan keterampilan kritis siswa. Studi ini memberikan implikasi untuk praktek pendidikan, rekomendasi bagi pendidik, dan kebijakan pendidikan untuk mengintegrasikan PjBL lebih luas dalam kurikulum biologi di sekolah menengah.

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References

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39-43. https://doi.org/10.1080/00098650903505415

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3&4), 369-398. https://doi.org/10.1080/00461520.1991.9653139

George Lucas Educational Foundation. (2001). Learn and live: The need for project-based learning. Retrieved from http://www.edutopia.org/project-based-learning-guide

Krajcik, J., & Shin, N. (2014). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 275-297). Cambridge University Press.

Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation. Retrieved from https://www.bie.org/object/document/a_review_of_research_on_project_based_learning

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Published

2024-03-31

How to Cite

Sadikin, A. . (2024). Pengaruh Pembelajaran Berbasis Proyek terhadap Pemahaman Konsep Biologi pada Siswa Sekolah Menengah: (The Effect of Project Based Learning on Understanding Biology Concepts in Middle School Students). BIODIK, 10(1), 98-102. https://doi.org/10.22437/biodik.v10i1.33459

Issue

Vol. 10 No. 1 (2024): Maret 2024

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Articles

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Copyright (c) 2024 Ali Sadikin

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