THE EFFECT OF THE PROJECT-BASED LEARNING MODEL ON fourth-grade students’ SOCIAL STUDIES LEARNING OUTCOMES

Abstract

Background

Social Studies plays an important role in developing students’ social understanding and critical thinking skills, and improved student achievement can be achieved through the implementation of Project-Based Learning (PJBL)

Purpose

This study aims to determine the effectiveness and influence of the PJBL model on students’ Social Studies learning outcomes and to evaluate students’ learning achievement at State Elementary School Pangilen 3 Sampang.

Research Methodology

This quantitative experimental study employed a one-group pretest–posttest design. Data were collected through tests and observations, and analyzed using normality, homogeneity, and t-tests to measure the statistical effectiveness of PJBL.

Result

The results show that the overall implementation of PJBL was categorized as adequate, though improvement is needed in the aspects of reflection and collaboration. Among 16 fourth-grade students, 43.75% achieved the minimum mastery criterion of 70 on the pre-test, with an average score of 69.25. After the implementation of the learning model, 93.75% of students achieved the criterion, with the average score increasing to 72.38, and the distribution of scores becoming more uniform, indicating improved mastery of Social Studies content. The normality and homogeneity tests were fulfilled. The p-value of 0.017 obtained from the partial test indicated a significant difference, suggesting that PJBL had a significant effect on students’ Social Studies achievement.

Conclusion

The implementation of the Project-Based Learning model was moderately effective in improving students’ mastery of Social Studies content, although the aspects of reflection and collaboration require further enhancement