The Effectiveness of Project-based Learning Models in Increasing
Pupil Participation
Sari Nurfadila
06012682226020
Sarinurfadila013@gmail.com
ABSTRACT
Project Based Learning is a method that gives students the opportunity to be active students. This
library research focuses on the effectiveness of project-based learning Models in increasing pupil
participation. The design used in this study is a literature review. The result shows that projectbased learning can increase student activity and project-based learning can be applied in various
fields. Project-based learning model capable of learning have a positive influence on students,
then, student activity can also affect learning outcomes in the end.
Keywords: Project Based Learning, Pupil Participation
INTRODUCTION
Education has many meanings, one of which is education as an effort to educate the
nation and education also aims to improve the quality of society in Indonesia. According to
Law no. 20 Article 3 (2003) on education that interpreted as an increase as well as the
development of skills possessed by students. Every formal and non-formal school has an
educational component, namely teachers, students, teaching and learning and learning
facilities, learning media, subjects, curriculum and so on. However, there are very important
components in the world of education, namely teachers and students. It is the teachers and
students who determine the success of the teaching and learning objectives of an educational
institution. Suprihatiningrum (2013) stated that an educator is a person who has advantages
and abilities that are shared with or taught to others through the educational system. Teachers
play a key role in the development of motivation, and they also work closely with pupils oneon-one while supporting their instruction with learning materials.
As a result of Indonesia’s learning reform initiatives and in accordance with the
requirements of the national curriculum, many teachers are being given a variety of learning
model options. The choice of learning models is anticipated to realize the learning objectives
to be reached if the teacher has recognized the features of the teaching materials and pupils.
The independent curriculum, has served as a guide for choosing learning approaches that
adhere to the scientific method. Project-based learning is one of the learning models mentioned.
By responding to the qualities of the teaching content, the teacher chooses the learning model.
Student-centered learning models like project-based learning give students valuable
educational opportunities. The outcomes of the project-based learning process serve as the
foundation for the learning experiences and concepts that students receive. According to
Trianto (2014) in his research, the project-based learning model is innovative learning that is
student-centered and places the teacher as a motivator and facilitator, where students are given
the opportunity to work autonomously to construct their learning. Based on the foregoing, the
researcher wishes to publish a article called “The Effectiveness of Project-based Learning
Models in Increasing Pupil Participation”. This research has limitations because it is only based
on literature research from publications that are relevant to the research title.
RESEARCH METHOD
The design used in this study is a literature review. Literature review is a library search
and research by reading and examining various journals, books, and various other published
manuscripts related to research topics to produce an article relating to a particular topic or issue
(Marzali, 2016)
LITERATURE REVIEW
What is Project Based Learning?
Project Based Learning is a method that gives students the opportunity to be active
students. According to Trianto (2014), Project based learning is a technique that provides
facilities to students when asking questions about theory and provides motivation for students
to be active in teaching. Project based learning (PjBL) is an in-depth investigation of a realworld topic, it will be valuable for students’ attention and effort (Kemdikbud, 2014, p. 33)
Learning Project based Learning (PjBL)
There are six PjBL stages developed bye two experts written by the Ministry of Education and
Culture (Kemdikbud, 2014, p. 34), namely:
Phase 1: Determination of fundamental questions (start with essential question)
Essential questions, i.e., ones that can provide pupils with assignments in carrying out an
action, are where learning begins. Topics that are consistent with real-world realities are
chosen, and questions are created by beginning with a thorough examination. Structured
questions should be challenging to answer and can encourage students to create projects. These
inquiries typically include high-order thinking skills, are open-ended (divergent), provocative,
and relevant to student life. The teacher tries to make the subjects discussed pertinent to the
students.
Phase 2: Develop a project plan (design project)
Collaboration between teachers and students is used when planning. Thus, it is envisaged
that students will feel "owned" by the project. Planning entails learning the rules of the game,
choosing activities that can assist in addressing crucial questions, integrating a variety of
potential materials, and being aware of the resources available to help accomplish the project.
Phase 3: Develop a schedule (create schedule)
Teachers and students collaboratively arrange a schedule of activities in completing the
project. Activities at this stage include: making a schedule for completing the project, (2)
determining the final time for completing the project, (3) bringing students to plan new ways,
(4) guiding students when they make ways that are not related to the project, and (5) asking
students to make explanations (reasons) about how to choose time. The agreed schedule must
be mutually agreed upon so that the teacher can monitor learning progress and work on projects
outside the classroom.
Phase 4: Monitoring students and project progress (monitoring the students and progress of the
project)
The teacher is responsible for monitoring student activities during finish the project. By
assisting pupils in each procedure, monitoring is accomplished. In other words, the teacher
supervises the activity of the students. A rubric that can track all significant activities is
designed to streamline the monitoring process.
Phase 5: Assess the outcome
Assessment is done to help teachers gauge how well students have mastered competency
requirements, assess each student's development, give feedback on the depth of their
comprehension, and help teachers come up with future learning strategies.
Phase 6: Evaluation of the experience
Teachers and students discuss the projects they have worked on and their outcomes at the
conclusion of the learning process. Both individually and in groups, the reflection process is
completed. Students are now asked to discuss their thoughts and feelings they had while
working on the assignment. So that a new finding (new inquiry) is ultimately made to address
the issues brought up in the first stage of learning, teachers and students establish dialogues to
enhance performance during the learning process.
The purpose of the Project Based Learning Learning Model
Trianto stated that the Project based learning aims to provide students a broad perspective
when encountering challenges head-on and to help them develop their critical thinking abilities
and experience in handling problems they are presented with head-on. So, when seen
holistically, the goal of using this strategy is to develop and inculcate in students a habit of
engaging in critical thinking exercises to address problems they are presented with. This
approach can also be employed in an effort to help pupils strengthen their analytical thinking
skills.
The Advantages and Limitations of the Project Based Learning Model
Doppelt (2005) stated that PjBL enhanced the content quality of student learning and
enabled students to apply their knowledge in many circumstances. For specific period of time,
students must be actively engaged in the project, because we believe that when students are
presented with real-world situations, they will be encouraged to test their theories and depth of
understanding, engaging in complicated tasks is a crucial part of learning. PjBL also includes
an inquiry method and uses displays to greatly inspire pupils. PjBL can boost students’ and
teachers’ enthusiasm for learning. Additionally raises up a variety of abilities (including time
management, teamwork, and problem solving). Students also acquire the ability to adjust to
different students’ talents and academic demands.
According to many research investigations, PjBL is more effective for the following
(Thomas, 2000, pp. 8–18):
1. Improving student performance;
2. Improving students' problem-solving skills;
3. Improving students' comprehension of the material;
4. A better grasp of the specific capabilities and project introduction method; and
5. Work habits, group problem-solving techniques, and other PjBL procedures change.
Along with the previously mentioned PjBL Advantages, PjBL implementation includes
a number of drawbacks, including the following (Kemdikbud, 2014, p. 35):
1. It takes a long time to figure out the issue;
2. Costs plenty of money;
3. Traditional classrooms, where the instructor assumes a central position in the learning
process, are familiar to many educators;
4. The total amount of required equipment;
5. Students that struggle with conducting tests and acquiring data will have trouble;
6. It’s possible that pupils are less engaged in group projects; and
7. It is anticipated that pupils won’t be able to comprehend the issue as a whole when the
themes assigned to each group are diverse.
Student activity
The learning process is essentially an interaction activity between teachers and students
where they are involved in interactions that require reciprocity to determine the extent
understanding of the delivery of the material. In other words, the learning process is not only
carried out in one direction, as the teacher who is always active in conveying students’ material
must play an active role. In the Big Indonesian Dictionary, being active is defined as trying
hard and working. The activities of trying and working in the learning process that can be
carried out by students are active respond to the delivery of material by the teacher. Sardiman
(2001) stated that activity is an activity that has a mental or physical nature by thinking and
doing something as a structure that cannot be separated.
Students’ involvement in assignments, participation in problem-solving, asking questions
of the teacher or other students about problems they don’t yet understand, participation in
information-seeking to solve problems, carrying out discussions as directed by the teacher,
ability assessments, willingness to practice solving similar problems or problems, and attempt
to apply knowledge that has been learned are all indications of their level of activity (Sudjana,
2004, p.61).
Project Based Learning Model in Increasing Student Activity
From the explanation above, it explains that the theory developed by the author can draw
focus in this article which discusses project-based learning in increasing student activity in the
learning process. Franky (2018) argues that students who are active can learn more, will have
initiative so as to create opportunities as independent human beings. from the research results,
one of which is from Zakiyah (2019) with the results of the research that there is a significant
influence between the implementation of the use of the PjBL model in increasing yields student
learning.
Then, in class XI social science students at SMAK Suria Atambua and class XI social
science students at SMA Negeri 1 Atambua both had an increase in learning activities as a
result of the PBL implementation helped by audio visual medium in Economics. The outcomes
were demonstrated by the enhancement of learning activities, where the pretest score was
41.41% and the posttest score was 61.09% after receiving therapy in cycle 1, rising to 78.91%.
Additionally, this took place in social science class XI of SMA Negeri 1 Atambua. From
42.59% following the implementation of PJBL helped by audio visual media, it grew to 56.49
in cycle 1 and then to 82.49% after receiving therapy in cycle II, which is included in high
criterion (Saputra et al., 2018).
Then, project-based learning can also enhance speaking abilities, as evidenced by
research from Dewi (2016), which found that after the first cycle, participants' scores were 73%
at the end, which was considered good, and 90% at the end of cycle II, which was considered
very good. In terms of student involvement, cycle I's percentage score was 70%, falling into
the "medium" category. After cycle II, this dramatically rose to 81% in the good group.
Comparing the outcomes of the pre-test and post-test further demonstrates the development in
the students' speaking abilities. Their pre-teaching average was 67, and after the first cycle,
post-teaching increased to 71. Additionally, the pupils' post-test scores rose to 79 following the
second session. This indicates that the success indicator was met. PBL strategies can therefore
help students' communication abilities. Finally, results from the survey revealed that 90% of
students indicated their agreement with or strong agreement with the use of PBL in their
speaking classes by selecting "agree" and "strongly agree." Additionally, they respond
favourably when PBL principles are applied to the teaching and learning of speaking.
CONCLUSION
Based on the data collected by the author using the method project-based learning
(PjBL) in increasing student activity. The goal of project-based learning is to provide students
a broad perspective while encountering obstacles head-on, as well as to aid in the development
of their critical thinking abilities and practical problem-solving expertise. Therefore, when
considered holistically, the goal of employing this method is to cultivate and embed students'
habits in engaging in critical thinking exercises to solve problems. This method can also be
utilized to encourage students to develop their capacity for analytical thought.Project-based
learning model capable of learning have a positive influence on students. Author really supports
students to understand more deeply about the material presented. Student activity can also
affect learning outcomes in the end. So, the learning process what happens will not be
monotonous and boring, students can more easily understand the material to be studied with
various activities implemented by the project-based learning model.
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