Analysis of Project-Based Learning Models in Improving Students' Understanding of Science Learning

Khoirun Nisa’ Andawiyah; Rony Harianto; Yuri Nurdiantami

doi:10.30762/ijise.v4i3.6636

Authors

Khoirun Nisa’ Andawiyah Program Studi Tadris IPA, Universitas Islam Negeri Madura, Madura, Indonesia
Rony Harianto Program Studi Tadris IPA, Universitas Islam Negeri Madura, Madura, Indonesia
Yuri Nurdiantami Graduate School of Comprehensive Human Sciences, University of Tsukuba, Tsukuba, Ibaraki, Japan

DOI:

https://doi.org/10.30762/ijise.v4i3.6636

Keywords:

Project-Based Learning, Student Understanding, Science Education, PjBL

Abstract

Students often have difficulty understanding science concepts in depth because learning is still centered on lecturers. The project-based learning (PjBL) model is an approach that emphasizes the active involvement of students in completing tasks relevant to real-world contexts. This study aims to analyze the effectiveness of the PjBL model in improving students' understanding of science learning materials. The research method employed a qualitative approach, utilizing data collection techniques through interviews and questionnaires with 36 students from the Tadris IPA Study Program in their fourth semester at UIN Madura. The results showed that the majority of students felt an increase in conceptual understanding, critical thinking skills, and collaborative skills after participating in project-based learning. These finding suggest that the PjBL model can be an effective alternative for enhancing the quality of science learning in higher education.

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