Effect of Project Based Learning (PjBL) Model on Biology Psychomotor Competence of X Grade Natural Science Class Students in SMAN 1 Kapur IX

Pesa Desgamalia, . Syamsurizal

Abstract


Purpose of the research was to know effect of Project based learning model on students’ Biology psychomotor competence. It was a quasi-experimental research and used Randomized Control Posted Only Design. The population is X grade Natural Science students in SMAN 1 Kapur IX, who are registered in academic year 2018/2019. Samples were taken by using Purposive Sampling technique. As a result, X MIPA 1 was as experimental class and X MIPA 2 was as control class. Instrument used was psychomotor observation sheets. Data were analyzed by using normality test, homogeneous test, and hypothesis testing by assistance of SPSS application. Finding shows that there is a significant difference between students’ Biology psychomotor competence in experimental and control classes, in which students’ psychomotor competence score in experimental class is higher than students’ psychomotor competence score in control class. Average score of students’ psychomotor competence in experimental class is 87.63 and in control class is 85.17. So, it can be concluded that Project based learning model can improve students’ Biology psychomotor competence

Keywords


Project Based Learning (PjBL), Psychomotor, Biology Learning.

Full Text:

PDF

References


Abidin, Y. (2014). Desain Sistem Pembelajaran dalam Konteks Kurikulum 2013. Bandung: PT. Refika Aditama.

Annetta, L. A., Lamb, R., Vallett, D., & Shapiro, M. (2019). Project- Based Learning Progressions: Identifying the Nodes of Learning in a Project-Based Environment. In Contemporary Technologies in Education (pp. 163-181). Palgrave Macmillan, Cham.

ChanLin, L. J. (2008). Technology integration applied to project‐based learning in science. Innovations in education and teaching international, 45(1), 55-65.

Dole, S., Bloom, L., & Doss, K. K. (2017). Engaged Learning: Impact of PBL and PjBL with Elementary and Middle Grade Students. Interdisciplinary Journal of Problem-Based Learning, 11(2), 9.

Hosnan, M. (2014). Pendekatan Sainstifik dan Kontekstual dalam Pembelajaran Abad 21. Bogor: Ghalia Indonesia.

Karaman, S., & Celik, S. (2008). An exploratory study on the perspectives of prospective computer teachers following project-based learning. International Journal of Technology and Design Education, 18(2), 203- 215.

Mahanal, S., Darmawan, E., Corebima, A. D., & Zubaidah, S. (2010). Pengaruh Pembelajaran Project Based Learning (PjBL) pada Materi Ekosistem terhadap Sikap dan Hasil Belajar Peserta didik SMAN 2 Malang. BIOEDUKASI (Jurnal Pendidikan Biologi), 1(1).

Milla Minhatul Maula, M., Jekti Prihatin, P., & Kamalia Fikri, F. (2014). Pengaruh Model PjBL (Project-Based Learning) Terhadap Kemampuan Berpikir Kreatif Dan Hasil Belajar Peserta didik Pada Materi Pengelolaan Lingkungan. Repository.

Mioduser, D., & Betzer, N. (2008). The contribution of Project-based- learning to high-achievers’ acquisition of technological knowledge and skills. International Journal of technology and design education, 18(1), 59-77.

Munandar, U. (2009). Pengembangan Kreativitas Anak Berbakat. Jakarta: Rineka Cipta.

Sani, A. R. (2013). Pembelajaran Saintifik untuk Implementasi Kurikulum 2013. Jakarta: Bumi Aksara.

Warsono and Hariyanto. (2012). Pembelajaran Aktif. Bandung: PT. Remaja Rosdakarya.

Zhao, N. Z. (2005). Four ‘pillars of learning for the reorientation and reorganization of curriculum: Reflections and discussions. International Bureau of Education‐ UNESCO.




DOI: http://dx.doi.org/10.52155/ijpsat.v15.2.1071

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Pesa Desgamalia

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.