PENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING (PjBL) TERHADAP KETERAMPILAN KOLABORASI DAN HASIL BELAJAR SISWA PADA PEMBELAJARAN IPAS DI KELAS IV SDN DANAU INA KOTA KUPANG

Abstract

This research is motivated by the low collaboration skills and learning outcomes of students in science learning in grade IV of SDN Danau Ina, Kupang City. Students tend to be less active in working together, discussing, and participating in group activities, which impacts on low learning outcomes. This study aims to determine the effect of the Project Based Learning (PjBL) learning model on collaboration skills and student learning outcomes in science learning. The study used a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The research population was grade IV, namely grade IV A and IV B, each of which consisted of 29 students. The sampling technique used saturated sampling so that the entire population was used as a research sample consisting of the experimental class and the control class. Data were collected through observation sheets, questionnaires, and tests. Data analysis used descriptive and inferential statistics with the help of IBM SPSS Statistics 22. The results of the Shapiro-Wilk normality test and Levene's homogeneity test showed a significance value > 0.05 so that the data were normally distributed and homogeneous. The results of the hypothesis test using the Independent Sample t-test showed a significance value of 0.000 < 0.05, which means there is a significant difference between the experimental class and the control class. The results showed that the pretest scores for collaboration skills in both classes were still dominated by the sufficient category and the learning outcomes were not yet complete. After the treatment, the posttest results showed that the collaboration skills of the experimental class increased to be dominated by the good and very good categories, while the control class was still dominated by the sufficient category. In addition, the completeness of learning outcomes in the experimental class reached 93.1%, while in the control class it was only 13.8%. Thus, the PjBL model has a significant effect on collaboration skills and student learning outcomes so that H1 is accepted and H0 is rejected.