JURNAL PENDIDIKAN MATEMATIKA DAN IPA
Vol.
No.
177 - 181
http://jurnal.
id/index.
php/PMP THE EFFECT OF PROJECT-BASED LEARNING (PjBL) MODEL ON STUDENTS' LEARNING OUTCOMES IN SOCIAL ARITHMETIC MATERIALS
IN GRADE VII OF SMP NEGERI 1 TOMPASOBARU
1,2,3
Natalia Kintania Liando1.
Nicky Kurnia Tumalun2.
Cory Pitoy3 Department Of Mathematics Education.
Faculty of Mathematics and Natural and Earth Sciences.
Manado State University.
Jl.
Kampus Unima.
Indonesia, 95618 Email Corresponding: Liandonatalia@gmail.
DOI: http://dx.
org/10.
26418/jpmipa.
Abstract The mismatch of learning models with student competencies has the potential to inhibit classroom interaction and reduce learning This impact is seen in the decline of academic An effective solution is the implementation of Project Based Learning (PjBL), a student-centred approach based on creative-innovative methods.
This study examined the effect of PjBL on improving learning outcomes using a quantitative experimental The research subjects consisted of students of class VII A .
and Vi B .
at SMP Negeri 1 Tompaso Baru.
Based on the results of research using the t-test, obtained tcount= 3.
605 and ttable value at a significant level = 0.
05 and df = 38 is 1.
685, thentcount> ttable .
605> 1.
This shows that the Project Based Learning (PjBL) learning model is higher than the conventional learning model on student learning outcomes in social artimatics class VII SMP Negeri 1 Tompaso Baru.
Keywords: Project Based Learning.
Social Arithmetic INTRODUCTION Every human being needs education in their life.
An important factor for the growth and advancement of human resources is education .
The learning process is a systematic orientation to achieve goals through meaningful experiences.
Through learning, education aims to help people realize their full potential l.
In the context of modern education, students' learning experiences are not only knowledge transfer, but also through project-based activities such as practicums and contextual assignments that enrich conceptual understanding while honing applicable skills .
This is supported by the view that learning outcomes encompass three integral domains: cognitive .
oncept master.
, psychomotor .
ractical applicatio.
, and affective .
, especially in mathematics learning, which demands high analytical skills .
Received Revised Accepted : 2025-05-30
: 2026-01-13
: 2026-01-27
This work is licensed under a Creative Commons Attribution 4.
0 International License Jurnal Pendidikan Matematika dan IPA Vol.
No.
Mathematics learning outcomes are not limited to mastery of formulas, but also the ability to apply concepts in real-life contexts .
Lefines learning outcomes as indicators of educational success that include aspects of knowledge, attitude, and skills .
However, the achievement of these indicators includes .
conceptual understanding, .
contextual problemsolving skills, and .
positive attitudes, which are hampered by teacher-centered learning practices and the lack of interactive media .
The problem encountered by SMP Negeri Tompasobaru, particularly in Social Arithmetic material, is that learning is dominated by lecture and memorization methods, causing student learning outcomes to consistently fall below the minimum passing grade .
Field observations reveal that seventh-grade students have difficulty applying basic financial concepts such as profit and loss and interest in real-life cases.
This indicates that the usual learning methods have not been successful in helping students connect abstract mathematical concepts with their daily lives .
Responding to these challenges requires innovative learning models that integrate cognitive, affective, and collaborative activities.
Learning with innovative, effective, and appropriate learning methods can create efficient learning .
Project-Based Learning (PjBL) emerges as a potential solution student-centered characteristics, combining scientific investigation with contextual project completion .
This model not only increases intrinsic motivation but also trains 21st-century skills such as critical thinking, communication, and collaboration through systematic stages: driving questions, planning, project execution, and reflective evaluation .
From the problems described above, the urgency of this study is to determine whether the PjBL learning model has an effect on student learning outcomes in social arithmetic.
METHOD
A quasi-experimental study was conducted with a population of seventh-grade students at SMP Negeri 1 Tompaso Baru in the 2024-2025 academic year.
For the research sample, class VII A was classified as the experimental group and class VII B as the control group.
The research design used a pretest-posttest control achievement tests as the test This study analyzes the differences between student learning outcomes using the Project Based Learning model and traditional methods in Social Arithmetic material.
These learning outcomes are compared using a two-sample t-test, which was normality test (Lilliefors tes.
and data homogeneity test (F tes.
The hypotheses in this study are:
ya0 : yuN1 = yuN2 ya1 : yuN1 > yuN2 Information:
yuN1 : Average posttest scores of students using the PjBL learning Natalia Kintania Liando.
Nicky Kurnia Tumalun.
Cory Pitoy The Effect of Project-Based Learning (PJBL) Model on Students' Learning Outcomes in Social Arithmetic Materials in Grade VII Of SMP Negeri 1 Tompasobaru Jurnal Pendidikan Matematika dan IPA Vol.
No.
yuN2 : Average posttest scores of students using the conventional learning RESULT AND DISCUSSION The study was conducted at SMP Negeri 1 Tompaso Baru, involving students from class VII-A .
as the experimental group and VII-B .
as the control group.
The experimental group, which used the Project Based Learning (PjBL) model, achieved an average learning outcome 02, while the control group, which used conventional learning methods, had an average learning outcome of 73.
Prerequisite normality and homogeneity tests, were conducted before the hypothesis test.
The normality test with the final learning score from the experimental class showed that the value of Lcount=1,023,667,298 Ltable=6,048,421,053.
Because Lcount<Ltable, the learning scores of students in the experimental class were normally distributed.
Meanwhile, the normality test of the final test scores in the control class shows that the value Lcount=4,110,320,771 Ltable=9,483,503,683.
Because Lcount<Ltable, the learning scores of students in the control class are normally distributed.
Testing the homogeneity of data from two-way testing with F-test statistics on student learning outcome S12=60.
S2 =24.
894, the calculated F value is 1,047,894,737, while the table F value is 6,048,421,053.
This indicates that Fcount < Ftable, so the two variances are equal .
The analysis was performed using the t-test because both data sets had a normal distribution and The hypothesis test results showed the following tcount values:
ycuI 1 OeycuI 2 yc= ycu1 ycu2 ycIOo With sample variance:
cu1 Oe.
cu2 Oe.
yc22 ycI=Oo ycu1 ycu2 Oe2 Explanation:
ycuI1 = Difference between the pre-test and post-test average scores of the experimental class ycuI2 = Difference between the pre-test and post-test average scores of the control class S = Standard deviation yc12 = Variance of the experimental yc22 = Variance of the control class ycu1 = Sample size of the experimental ycu2 = Sample size of the control class With the following statistical yc2 = .
Oe.
Oe.
yc2 = 20 20Oe2 149,2 583.
yc = Oo45.
yc = 6.
After obtaining the variance value, the t value is:
yc= 2Oe74.
75316 Oo yc= 75316 Oo yc = 2.
yc = 3.
Natalia Kintania Liando.
Nicky Kurnia Tumalun.
Cory Pitoy The Effect of Project-Based Learning (PJBL) Model on Students' Learning Outcomes in Social Arithmetic Materials in Grade VII Of SMP Negeri 1 Tompasobaru Jurnal Pendidikan Matematika dan IPA Vol.
No.
Next, it was found that the calculated t-value was 3.
6059 and the table t-value was 1.
The pretest and posttest results for each class are presented in Tables 1 and 2.
Table 1.
Pre-test data for the experimental class and control class
Class
Number of Samples Number of Scores Average VII A Experimental Class
VII B
Control Class Table 2.
Posttest data for the experimental class and control class
Class
VII A
Experimental Class
VII B
Control Class Number of Samples Number of Scores Average Because yccount> ycycycaycayceyco.
H0 and H1 are accepted, which means that there is a significant difference between the Project Based Learning (PjBL) model and the Conventional learning model in terms of student learning outcomes.
Both the experimental and control classes experienced an increase in scores based on the analysis of the average data in Tables 1 & 2.
However, this study indicates that the Project Based Learning (PjBL) model is more effective than the conventional mathematics learning outcomes of seventh-grade students at SMP Negeri 1 Tompaso Baru.
CONCLUSION
The Project-Based Learning (PjBL) model is more effective in improving student learning outcomes in social arithmetic in grade VII at SMP Negeri 1 Tompaso Baru.
The selection of appropriate learning methods to stimulate critical thinking, innovation, and activity during the learning process has a significant impact on students' learning capacity.
Based on this, it is hoped that this study can be useful in developing learning methods that are relevant to the characteristics of the subject The PjBL model is also recommended as a reference for teachers to create innovative and varied learning plans.
REFERENCES