IMPLEMENTATION OF PROJECT-BASED LEARNING (PjBL) MODEL IN GROWTH AND DEVELOPMENT LEARNING TO INCREASE THE STUDENTS' SCIENCE LITERACY AND CRITICAL THINKING SKILLS
Öz
Science literacy and critical thinking are very important skills for students. Some studies show the low skill of scientific literacy and critical thinking of students. Innovation in the learning process through the application of Project-Based Learning (PjBL) models in learning growth and development is needed to improve students' scientific literacy and critical thinking skills. This research aims to determine the effect of the implementation of the PjBL model on students' scientific literacy skills and critical thinking skills. This study used an experimental method with a pre-test post-test control group design. The research subjects were 128 grade XII Madrasa Aliah students who were divided into experimental and control groups. Each group consists of 64 students chosen at random. The experimental group used the PjBL learning model, while the control class continued to use the conventional learning model. The parameters measured are literacy and critical thinking skills. Data analysis of literacy skills and critical thinking is carried out through parametric statistical analysis which includes tests of normality, homogeneity, normalized gain (n-gain), and two-means comparison test. The two-means comparison test is carried out using an independent sample t-test by comparing the initial skill (pre-test results) with the final skill (n-gain). Meanwhile, the correlation of scientific literacy skill to critical thinking skill is known through correlation and regression analysis. The results showed a significant difference between the pre-test score and the n-gain score at a significant level of 95% (α = 0.05). The correlation coefficient obtained is 0.7493, which means there is a positive and strong relationship between literacy skills and critical thinking skills with the contribution of literacy skills of 56.16% to critical thinking skills. Increased literacy skill (n-gain) showed significantly different results between the experimental group and the control group. The difference of N-Gain between the experimental group and the control group was 14.25%. It shows that application of the PjBL model contributes well to improving students' scientific literacy skills.
Anahtar Kelimeler
Kaynakça
- Yance, R. 2013. Pengaruh Penerapan Model Project Based Learning Terhadap Hasil Belajar Fisika Siswa Kelas XI IPA SMA Negeri Batipuh Kabupaten Tanah Datar. Pillar of Physics Education 1(0):45-54
- Yore, D. 2003. Examining The Literacy Component of Science Literacy: 25 years of language arts and science research. International Journal Science Education 25(6):689-725.
Öz
Kaynakça
- Yance, R. 2013. Pengaruh Penerapan Model Project Based Learning Terhadap Hasil Belajar Fisika Siswa Kelas XI IPA SMA Negeri Batipuh Kabupaten Tanah Datar. Pillar of Physics Education 1(0):45-54
- Yore, D. 2003. Examining The Literacy Component of Science Literacy: 25 years of language arts and science research. International Journal Science Education 25(6):689-725.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 10 Eylül 2020 |
| Gönderilme Tarihi | 2 Mart 2020 |
| Yayımlandığı Sayı | Yıl 2020 |
Cited By
Pembelajaran Kimia Organik dengan Kombinasi Project Based Learning dengan Pendekatan Jelajah Alam Sekitar
Journal of Education Action Research
https://doi.org/10.23887/jear.v7i3.67336
STEAM-Project-Based Learning: A Catalyst for Elementary School Students’ Scientific Literacy Skills
European Journal of Educational Research
https://doi.org/10.12973/eu-jer.13.1.1
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