Keefektifan pembelajaran berbasis proyek ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa

Isnaini Nur Azizah, SMP Islam Cikal Harapan II, Indonesia
Djamilah Bondan Widjajanti, Universitas Negeri Yogyakarta, Indonesia

Abstract


Tujuan penelitian ini untuk mendeskripsikan keefektifan pembelajaran berbasis proyek pada materi statistika ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa SMP kelas VII. Pembelajaran berbasis proyek terdiri dari enam langkah yaitu: (1) penentuan proyek; (2) perancangan langkah-langkah penyelesaian proyek; (3) penyusunan jadwal pelaksanaan proyek; (4) penyelesaian proyek dengan fasilitasi dan monitoring guru; (5) penyusunan laporan dan presentasi/publikasi hasil proyek; dan (6) evaluasi dan hasil proyek. Populasi dalam penelitian ini adalah siswa kelas VII SMPN 1 Yogyakarta. Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan berpikir kritis, angket kepercayaan diri, dan lembar observasi keterlaksanaan pembelajaran. Uji hipotesis menggunakan uji proporsi Z pada taraf signifikan 95% (α = 5%). Berdasarkan hasil uji hipotesis diperoleh proporsi siswa yang prestasi belajarnya telah mencapai KKM lebih dari 75%. Proporsi siswa yang memiliki kemampuan berpikir kritis dan kepercayaan diri pada kategori minimal “baik” lebih dari 75%. Dengan demikian dapat disimpulkan bahwa pembelajaran berbasis proyek efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa.

 

The effectiveness of project-based learning viewed from students’ learning achievement, critical thinking skill, and self-confidence


Abstract

The purpose of this study was to describe the effectiveness of project-based learning in statistical material viewed from learning achievement, critical thinking skills, and self-confidence of seventh-grade junior high school students. Project-based learning consists of six steps: (1) determining the project; (2) designing project completion steps; (3) preparing the project implementation schedule; (4) completion of the project with facilitation and monitoring from the teacher; (5) preparation of reports and presentation/ publication of project results; and (6) evaluation and results of the project. The population in this study was seventh-grade students of SMP 1 Yogyakarta, Indonesia. The instruments used were a learning achievement test, a critical thinking ability test, a self-confidence questionnaire, and an observation sheet of learning accomplishments. Hypothesis testing uses the proportion Z test at a significant level of 95% (α = 5%). Based on the results of the hypothesis test, the proportion of students who have learning achievement reached KKM was more than 75%. The proportion of students who have critical thinking skills and self-confidence in the minimum category of "good" was more than 75%. Thus it could be concluded that project-based learning was an effective view from students’ learning achievement, critical thinking skills, and self-confidence.


Keywords


Project-based learning; prestasi belajar; berpikir kritis; kepercayaan diri; learning achievement; critical thinking; self-confidence

Full Text:

Fulltext PDF

References


Arends, R. I., & Kilcher, A. R. (2010). Teaching for student learning: Becoming an accomplished teacher. In Routledge. Taylor & Francis e-Library. https://doi.org/10.4324/9780203866771

Badan Penelitian dan Pengembangan. (2013). Laporan hasil Ujian Nasional tahun 2012/2013. Badan Penelitian dan Pengembangan Pendidikan, Kementerian Pendidikan dan Kebudayaan.

Badan Penelitian dan Pengembangan. (2014). Laporan hasil Ujian Nasional tahun 2013/2014. Badan Penelitian dan Pengembangan Pendidikan, Kementerian Pendidikan dan Kebudayaan.

Badan Penelitian dan Pengembangan. (2015). Laporan hasil Ujian Nasional tahun 2014/2015. Badan Penelitian dan Pengembangan Pendidikan, Kementerian Pendidikan dan Kebudayaan.

Badan Penelitian dan Pengembangan. (2016). Laporan hasil Ujian Nasional tahun 2015/2016. Badan Penelitian dan Pengembangan Pendidikan, Kementerian Pendidikan dan Kebudayaan.

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

Bender, W. N. (2012). Project-based learning: Differentiating instruction for the 21st century. Corwin Press.

Casner-Lotto, J., & Barrington, L. (2006). Are they really ready to work? Employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21st century US workforce. Partnership for 21st Century Skills.

Chrissanti, M. I., & Widjajanti, D. B. (2015). Keefektifan pendekatan metakognitif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan minat belajar matematika. Jurnal Riset Pendidikan Matematika, 2(1), 51. https://doi.org/10.21831/jrpm.v2i1.7150

Duron, R., Limbach, B., & Waugh, W. (2006). Critical thinking framework for any discipline. International Journal of Teaching and Learning in Higher Education, 17(2), 160–166. https://doi.org/10.1016/j.nepr.2006.09.004

Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement. Prentice Hall.

Eggen, P., & Kauchak, D. (2011). Strategies and models for teachers: Teaching content and thinking skills. Pearson Higher Ed.

Fisher, A. (2001). Critical thinking: An introduction. Cambridge University Press.

Garber, B. D. (2009). Developmental psychology for family law professionals: Theory, application and the best interests of the child. Springer Publishing Company.

Ghufron, M. N., & Suminta, R. R. (2010). Teori-teori psikologi. Ar-Ruzz Media.

Harun, Y. bin. (2006). Project-based learning. educating the millennial learner. Educational Technology Division Ministry of Education.

Hosnan, M., & Sikumbang, R. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran abad 21: Kunci sukses implementasi kurikulum 2013. Ghalia Indonesia.

Imawan, O. R. (2015). Perbandingan antara keefektifan model guided discovery learning dan project-based learning pada matakuliah geometri. PYTHAGORAS: Jurnal Pendidikan Matematika, 10(2), 179. https://doi.org/10.21831/pg.v10i2.9156

Ismail, R. (2018). Perbandingan keefektifan pembelajaran berbasis proyek dan pembelajaran berbasis masalah ditinjau dari ketercapaian tujuan pembelajaran. Pythagoras: Jurnal Pendidikan Matematika, 13(2), 181–188. https://doi.org/10.21831/pg.v13i2.23595

Keller, M. M., Neumann, K., & Fischer, H. E. (2017). The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest. Journal of Research in Science Teaching, 54(5), 586–614. https://doi.org/10.1002/tea.21378

Klein, J. I., Taveras, S., King, S. H., Commitante, A., Curtis-Bey, L., & Stripling, B. (2009). Project-based learning: Inspiring middle school students to engage in deep and active learning. NYC Department of Education.

Kpolovie, P. J., Joe, A. I., & Okoto, T. (2014). Academic achievement prediction: Role of interest in learning and attitude towards school. International Journal of Humanities Social Sciences and Education (IJHSSE), 1(11), 73–100. https://www.arcjournals.org/pdfs/ijhsse/v1-i11/10.pdf

Ku, K. Y. L., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5(3), 251–267. https://doi.org/10.1007/s11409-010-9060-6

Lang, H. R., & Evans, D. N. (2006). Models, strategies, and methods for effective teaching. Allyn & Bacon.

Peraturan Menteri Pendidikan dan Kebudayaan Nomor 22 tahun 2016 tentang standar proses pendidikan dasar dan menengah, (2016).

Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22 Tahun 2006 tentang standar isi untuk satuan pendidikan dasar dan menengah, Pub. L. No. 22, Peraturan Menteri (2006).

Merilia, S., Fajaruddin, S., & Arbain, A. (2019). An assessment of an English textbook of vocational school. Arisen: Assessment and Research on Education, 1(2). https://doi.org/10.33292/arisen.v1i2.46

Miller, M. D., Linn, R. L., Gronlund, N. E., & Linn, R. L. (2008). Measurement and assessment in teaching (10 Edition). Pearson.

Moore, K. D. (2014). Effective instructional strategies: From theory to practice. Sage Publications.

Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment of students. Pearson/Allyn & Bacon.

Patton, A. (2012). Work that matters the teacher’s guide to project-based learning. Paul Hamlyn Foundation.

Paul, R., & Elder, L. (2019). The miniature guide to critical thinking concepts and tools. Rowman & Littlefield.

Peter, E. E. (2012). Critical thinking: Essence for teaching mathematics and mathematics problem solving skills. African Journal of Mathematics and Computer Science Research, 5(3). https://doi.org/10.5897/AJMCSR11.161

Undang-Undang Republik Indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional, Pub. L. No. 20, Undang-Undang Republik Indonesia 26 (2003).

Preston, D. L. (2005). 365 steps to self-confidence. How To Books.

Rahmadhani, E. (2018). Model pembelajaran process oriented guided inquiry learning (POGIL): Peningkatan disposisi matematika dan self-confidence mahasiswa tadris matematika. Jurnal Riset Pendidikan Matematika, 5(2), 159–167. https://doi.org/10.21831/jrpm.v0i0.20962

Ramadhani, R. (2018). The enhancement of mathematical problem solving ability and self-confidence of students through problem based learning. Jurnal Riset Pendidikan Matematika, 5(1), 127. https://doi.org/10.21831/jrpm.v5i1.13269

Santrock, J. (2010). Educational psychology. In Handbook of Educational Psychology. https://doi.org/10.1146/annurev.ps.05.020154.002041

Schunk, D. H. (2012). Learning theories: An educational perspective. Pearson.

Singh, T., & Kaur, P. (2008). Effect of meditation on self confidence of student-teachers in relation to gender and religion. Journal of Exercise Science and Physiotherapy, 4(1), 35. http://www.efha.in/wp-content/uploads/2015/01/JESP-4-35.pdf

Stacey, K. (2011). The PISA view of mathematical literacy in Indonesia. Journal on Mathematics Education, 2(2). https://doi.org/10.22342/jme.2.2.746.95-126

Stivers, J. (2010). Project based learning: A dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing 21st century skills while working in small collaborative groups. Educational Psychology. http://www.fsmilitary.org/pdf/Project_Based_Learning.pdf

Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation. https://tecfa.unige.ch/proj/eteach-net/Thomas_researchreview_PBL.pdf

Tim Pengembang MKDP Kurikulum dan Pembelajaran. (2011). Kurikulum & pembelajaran. Rajawali Pers.




DOI: https://doi.org/10.21831/jrpm.v6i2.15927

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Jurnal Riset Pendidikan Matematika

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

Jurnal Riset Pendidikan Matematika indexed by:


Creative Commons License
Jurnal Riset Pendidikan Matematika by http://journal.uny.ac.id/index.php/jrpm/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

All rights reserved. p-ISSN 2356-2684 | e-ISSN 2477-1503

View My Stats