Implementation of the Project-Based Learning (PjBL) Model to Improve Students’ Conceptual Understanding

Abstract

This study aims to analyze the effectiveness of the implementation of the Project-Based Learning (PjBL) model in improving students’ conceptual understanding of the topic of states of matter and their changes. This study employed a quantitative approach with a pre-experimental method and a one-group pretest-posttest design. The research subjects consisted of 9 students of the Primary School Teacher Education (PGSD) Study Program. The research instrument was a conceptual understanding test administered before and after the implementation of the PjBL model. The learning process was implemented through an ice cream making project as a learning context for identifying and explaining the concept of changes in the states of matter in everyday life. The research data were analyzed using descriptive statistics, normalized N-Gain scores, and a paired samples t-test. The results show an improvement in students’ conceptual understanding after the implementation of the PjBL model, as indicated by an increase in the mean score from 60,00 in the pretest to 77,22 in the posttest. The mean N-Gain value of 0,43 falls into the medium category. The results of the paired samples t-test indicate a significant difference between the pretest and posttest scores. These findings demonstrate that the implementation of the PjBL model is effective in improving students’ conceptual understanding of states of matter and their changes. Project-based learning provides contextual learning experiences through students’ involvement in designing and carrying out projects, so that the concept of changes in the states of matter can be understood more concretely and meaningfully. The results of this study may serve as an alternative for implementing innovative instruction in science learning, particularly in developing conceptual understanding through project-based learning experiences.