Ahmad Zimamui Umam, 2014 THE EFFECT OF PROJECT BASED LEARNING PJBL ON STUDENT UNDERSTANDING AND
CREATIVITY IN LEARNING GLOBAL WARMING Universitas Pendidikan Indonesia
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| perpustakaan.upi.edu
Tabel 3.9 Percentage Interpretation
Percentage Criteria
86-100 Very good
76-85 Good
60-75 Enough
55-59 Lack
54 Very lack
100 All of them
The other data that is analyzed qualitatively is from questionnaire result. The qualitative analysis describes the real situation of the research result and
also the result of students’ respond in learning global warmingby using project-based learning model.
Processing is done by calculating Likert scale, it is calculated into score and then converted into percentage, the percentage of answers observer to then
be evaluated for the next lesson. The scoring guideline is shown in the Table 3.10 as follows:
Table 3.10 Scoring Guideline of Students’ Response
Strongly Agree
Slightly Agree
Slightly Disagree
Strongly Disagree
Positive Statement
4 3
2 1
Negative Statement
1 2
3 4
Ahmad Zimamui Umam, 2014 THE EFFECT OF PROJECT BASED LEARNING PJBL ON STUDENT UNDERSTANDING AND
CREATIVITY IN LEARNING GLOBAL WARMING Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
The percentage of each likert scale in each indicator determines the students’ respond toward project based learning implementation.
59
Ahmad Zimamui Umam, 2014 THE EFFECT OF PROJECT BASED LEARNING PJBL ON STUDENT UNDERSTANDING AND
CREATIVITY IN LEARNING GLOBAL WARMING Universitas Pendidikan Indonesia
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| perpustakaan.upi.edu
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions
Research of Project-Based Learning implementation has been conducted systematically, based on the research result it is obtained some conclusions as
follows: 1.
The implementation of project-based learning model on Global Warming chapter
can improve students’ understanding, it can be noticed by processing the differences between pretest and post-test score which is gained by
students that shows an improvement and obtain normalized gain as much as 0.61which include as medium category.
2. Project based learning model is capable to improve students’ creativity when
is implemented on Global Warming chapter, it stated so because of the result from students’ creativity before and after project based being
implementedshows an improvement from enough to good category. The improvement is indicated by the percentages of each creativity dimension
after project based implementation as much as 76, 84.3 and 77.3 which categorized as good.
3.
The respond of students towards project based learning implementation shows positive respond in all indicators; teamwork ability, understanding
trough project based learning, creativity, and respond to poster as final product. The highest score is obtained by poster as final product it means
that most of students agree that poster is really appropriate to be created as final product of the project in learning global warming concept.
Ahmad Zimamui Umam, 2014 THE EFFECT OF PROJECT BASED LEARNING PJBL ON STUDENT UNDERSTANDING AND
CREATIVITY IN LEARNING GLOBAL WARMING Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
B. Recommendations
Based on the findings of the research that has been conducted and concluded, there are several recommendations that necessary to be conveyed
by the researchers, some of them are: 1.
Project-based learning model can be implemented as an alternative teaching strategy for science teacher in providing activities to students to
develop their creativity. 2.
At assign collaborative working group, the teacher should determine the group members that consist of low and high achievement student. The
teacher also should make sure that each group is working collaboratively. 3.
Teacher should determine the time allocation for project to be finished. It is very important to track the students so that the students can finish the
project optimally. 4.
At teacher consultation inputfeedback stage, the teacher should make sure that each group has chance to have consultation, it is expected by having
consultation the students can share their difficulty in completing the project.
5. At final project shared with larger group stage, teacher should make sure
that the concept delivered by students are correct, therefore misunderstanding will not be happen.
6. To other researcher who also have the same interest to implement project-
based learning model, it is recommended to develop the research wider in term of research variable and relating it with the recent problems.
