Pengaruh Model Project Based Learning (Pjbl) Terhadap Kemampuan Penalaran Ilmiah Siswa SMPp Pada Pembelajaran IPA

Abstract

This research is motivated by the low scientific reasoning ability of junior high school students in science learning caused by the use of conventional learning models that are still centered on the teacher. This study aims to determine the effect of the Project Based Learning (PjBL) model on the scientific reasoning ability of junior high school students in science learning and to determine the improvement of students' scientific reasoning ability after the implementation of the model. The study used a quasi-experimental method with a non-equivalent control group design. The research sample consisted of two classes of VIII at SMP Negeri 12 Jember, namely the experimental class that implemented the PjBL model and the control class that used conventional learning, each totaling 32 students. Data collection techniques were carried out through pretest and posttest scientific reasoning abilities that include six indicators, namely conservation, probabilistic, correlation, proportional, variable control, and deductive-hypothesis reasoning. Data analysis was carried out using normality tests, homogeneity, Mann-Whitney U tests, and N-gain tests. The results of the study showed that there was a significant effect of the implementation of the PjBL model on students' scientific reasoning abilities with a significance value of 0.000 < 0.05. In addition, the increase in scientific reasoning abilities in the experimental class obtained an N-gain score of 0.76 with a high category. The implementation of the PjBL model was able to actively involve students in the learning process through project activities, experiments, and problem solving so that it could improve students' scientific thinking abilities. Thus, the PjBL model had a positive and effective effect in improving junior high school students' scientific reasoning abilities in science learning.