PROJECT-BASED LEARNING: AN EFFORT TO IMPROVE STUDENTS’ ACHIEVEMENT AND PROBLEM SOLVING SKILL ON PEOPLE AND THE PLANET CHAPTER.

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PROJECT-BASED LEARNING: AN EFFORT TO IMPROVE STUDENTS’ ACHIEVEMENT AND PROBLEM SOLVING SKILL ON PEOPLE AND

THE PLANET CHAPTER

RESEARCH PAPER

Submitted as Requirement to Obtain Degree of Sarjana Pendidikan in International Program on Science Education Study Program

Binar Kasih Sejati 0902225

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION

FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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SHEET OF LEGITIMATION

PROJECT-BASED LEARNING: AN EFFORT TO IMPROVE STUDENTS’ ACHIEVEMENT AND PROBLEM SOLVING SKILL ON PEOPLE AND THE PLANET CHAPTER

By:

Binar Kasih Sejati 0902225

Approved and Authorized by,

Supervisor I

Drs. H. Yusuf Hilmi Adisendjaja, M.Sc. NIP.195512191980021001

Supervisor II

Rini Solihat, S.Pd.,M.Si NIP. 197902132001122001

Perceive,

Head of International Program on Science Education Study Program

Dr. Diana Rochintaniawati, M.Ed. NIP.196709191991032001

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DECLARATION

I do hereby declare that every respect which is written in research paper entitled

“Project-Based Learning: An Effort to Improve Students’ Achievement and

Problem Solving Skill on People and The Planet Chapter” is genuinely pure result

of my own original ideas, efforts, research, work and not copy or plagiarized from other papers. The opinions or findings of others which is contained in this research paper have been quoted or referenced based on scientific code of conduct and accordance with an ethical science that applies in scholarly society. This declaration is created truthfully and consciously, when subsequently it is found an infringement towards scientific ethics, or if there is a claim of any others towards the authenticity of this research paper, hence I am willing to responsible and accept academicals sanctions correspond to applicable rules.

Bandung, July 2013 Declarant,

Binar Kasih Sejati 0902225

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PROJECT-BASED LEARNING: AN EFFORT TO IMPROVE STUDENTS’ ACHIEVEMENT AND PROBLEM SOLVING SKILL ON PEOPLE AND

THE PLANET CHAPTER

Binar Kasih Sejati

International Program on Science Education

ABSTRACT

An active and hands-on learning such as creating a project is touted as one of effective learning model that provides students with complex tasks based on challenging problems that involve students' problem solving skill. This research was investigated the effect of project-based learning (PjBL) as an effort to

improve students’ achievement and problem solving skill on People and The Planet chapter. The method which is used in this research was weak experiment with one-group pretest-posttest design. The sample was taken purposively (n= 24 students)grade Secondary 1 in a Private International School. The quantitative data of this research was gained through objective test and essay test, while the qualitative data gathered through rubrics and questionnaire. Based on analysis of the result, this research obtained improvement in both students’ achievement and problem solving skill with normalized gain 0.46 and 0.38 respectively, those results categorized into medium improvement. The level of students’ problem solving skill is shifting, the dominant level that exists before the treatment was in the 1st level and changed into 2nd level in the end, it showed that PjBL can facilitate students to have higher level of problem solving skill. A visual organization of poster showed higher acquisition rather than knowledge aspect, it defined that most students tend to pay more attention in visual look than the concept itself. All of the results are supported with the response of students towards PjBL implementation which showed positive response in all indicators. This research indicated that PjBL model when it is implemented in People and

The Planet chapter can improve students’ cognitive achievement and problem solving skill for secondary level.

Key words: Project-based learning, cognitive achievement, problem solving skill, People and The Planet

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SHEET OF LEGITIMATION... DECLARATION... ABSTRACT..……….……... PREFACE...……….... ACKNOWLEDGEMENT...

CONTENTS……….

LIST OF TABLES...………...

LIST OF FIGURES.………...………

LIST OF APPENDIX ...

CHAPTER I INTRODUCTION

A. Background………...

B. Problem………

C. Research Question….………..

D. Limitations of Problem…...……….

E. Aim of Research..………...….

F. Significance of Research…...……….. G. Organization Structure of Research Paper………..……….

CHAPTER II PROJECT-BASED LEARNING, LEARNING

ACHIEVEMENT, PROBLEM SOLVING SKILL, AND PEOPLE AND THE PLANET

A. Study of Project-Based Learning..…………..……….

B. Learning Achievement…….……..……….………. C. Problem Solving Skill……...……….………

D. People and The Planet ………..

Page

i ii iii iv v vii

ix xi xii

1 4 4 4 5 5 6

8 14 19 24

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CHAPTER III RESEARCH METHOD

A. Research Subject….……….

B. Type of Research Design...………...

C. Research Method…..………..………. D. Operational Definition……..………...

E. Research Instrument..………..

F. Instrument Development…..……… G. Data Collection Technique……..………

H. Processing Data…………..……….

I. Research Procedure………..

J. Research Plot..……….………

CHAPTER IV RESULT AND DISCUSSION

A. Research Result ..………...………..

B. Research Discussion ....………...………

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions…….………..……….………...

B. Recommendation ………...……….

REFERENCES...………..………....

APPENDICES...…………...……….

32 32 33 33 34 34 42 47 51 54

55 67

88 89

91 95

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LIST OF TABLES

Page

Table 3.1 The one group pretest and posttest……….……...………... Table 3.2 Classification of Validity Content…..…...……….………. Table 3.3 Classification of Reliability Coefficient……….……. Table 3.4 Classification of Discriminating Power ..…………....……... Table 3.5 Classification of Difficulty Level ………..………….……....…... Table3.6 Recapitulation of Test Item Students’ Cognitive Achievement... Table 3.7 Recapitulation of Test Item Students’ Problem Solving Skill... Table 3.8 Test Item Specification (Blue Print) ……… Table3.9 Essay Test Item Specification...………...….... Table3.10 Scoring Guidance of Problem Solving Skill...………... Table 3.11 Leveling Guidance of Problem Solving Skill ... Table 3.12 Poster Assessment Criteria………... Table 3.13 Test Item Specification Students’ Respond Questionnaire……… Table 3.14 Interpretation of Normalized Gain Value ..…... Table 3.15 Percentage Interpretation...………...

Table 3.16 Scoring Guideline of Students’ Respond ...

Table 4.1 Recapitulation of Students’ Cognitive Achievement Statistical

Test ………

Table 4.2 Recapitulation Students’ Cognitive Domain of Bloom’s

Taxonomy... Table 4.3 Recapitulation of Students’ Problem Solving Skill Test...

32 36 37 38 39 40 41 42 43 44 45 46 47 49 50 51

56 58

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Table 4.4 Recapitulation of Problem Solving Skill Process Improvement .… Table 4.5 The Level Classification of Problem Solving Skill……... Table 4.6 Recapitulation of Students’ Score in Poster as Final Product... Table 4.7 Recapitulation Score of Product Criteria………... Table 4.8 Groups’ Poster Result of Knowledge Aspect………...…... Table 4.9 Groups’ Poster Result of Visual Organization Aspect ... Table 4.10 Relation of Students’ Capability and Final Product ... Table 4.11 Recapitulation of Students’ Response towards PjBL ...

58 60 61 62 63 64 65 66

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LIST OF FIGURES

Page

Figure 2.1 Process of Problem Solving Skill ... Figure 2.2 Growth of Population and Technology Today ... Figure 2.3 Steam Locomotives ... Figure 2.4 The Greenhouse Effect ... Figure 2.5 The Hole in Ozone Layer ... Figure 3.1 Diagram of Reseacrh Plot (Flowchart) ... Figure 4.1 Graph of Cognitive Domain Achievement... Figure 4.2 Graph of Problem Solving Skill Process Improvement …………. Figure 4.3 Graph of Shifting Level in Problem Solving Skill... Figure 4.4 Graph of Students’ Achievement in Poster as Product ………… Figure 4.5 Graph of Students’ Result in Product of Knowledge Aspect...

Figure 4.6 The 5thGroup Poster Result ……….

Figure 4.7 The 3rdGroup Poster Result ……….

Figure 4.8 The 2ndGroup Poster Result ……….

Figure 4.9 Graph of Students’ Result in Product of Visual Organization...

Figure 4.10 The 5thGroup Poster Result ……….

Figure 4.11 The 3rd Group Poster Result ………. Figure 4.12 The 2ndGroup Poster Result ……….... Figure 4.13 Graph of Students’ Response towards Project Based Learning

Implementation...

21 26 27 30 31 54 57 59 60 62 63 63 63 63 64 64 64 64

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LIST OF APPENDICES

Page

A. INSTRUCTIONAL TOOLS

Appendix A.1 Scheme of Work………...

Appendix A.2 Lesson Plan ………..

Appendix A.3 Students’ Worksheet………

Appendix A.4 Power Point Slide ………

B. RESEARCH INSTRUMENT

Appendix B.1 Instrument of Preliminary Study ………. Appendix B.2 Instrument of Student Achievement Test ………. Appendix B.3 Instrument of Student Problem Solving Skill Test ……….. Appendix B.4 Instrument of Student Problem Solving Skill Rubrics ………… Appendix B.5 Instrument of Student Problem Solving Skill Leveling ………... Appendix B.6 Instrument of Poster Assessment Criteria ………... Appendix B.7 Instrument of Questionnaire Response ………..….. Appendix B.8 Instrument of Observational Sheet ……….

C. RESULT OF INSTRUMENT TRIAL

Appendix C.1 Trial Test Item of Student Achievement Result ……….. Appendix C.1 Trial Test Item of Student Problem Solving Skill Result ………

D. RESULT OF RESEARCH DATA

Appendix D.1 Data Processing of Student Achievement Result ……… Appendix D.2 Data Processing of Student Problem Solving Skill Result …….. Appendix D.3 Data Processing of Poster as Final Product Result ……….. Appendix D.4 Data Processing of Student Response Result ...………...

96 97 107 117

119 121 128 130 131 132 134 136

144 146

147 148 153 154

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CHAPTER I INTRODUCTION

A. Background

Knowledge is generated through experience, connecting the ideas they encounter, such as in a classroom context, with the concrete (Piaget, 1963). This meant that knowledge and understanding come through discovery rather than repetition of facts. According to the Badan Standar Nasional Pendidikan (BSNP) year 2006 science subjects for secondary level should be developed through analytical thinking skills, inductive, and deductive reasoning to solve problems related to daily natural events. Department of National Education (2007) also set the paradigm of science through education which put education as tools for

empowering students’ potential to solve daily natural problem. Based on those statements, it is known that science is very important to be learned by students in secondary level to solve some daily natural problems.

To solve complex problems, students are required to have both fundamental skills such as reading, writing, math, and some 21st century skills (collaborative skills, engagement and motivation, and critical thinking and problem solving skills, research gathering, time management, information synthesizing, and utilizing high technology tools). By combining those skills, students become directors of their own learning process, guided and tutored by a skilled teacher (The George Lucas Educational Foundation, 2007). Factually, a conventional learning which passively learning facts and reciting them out of context is no longer sufficient to facilitate those skills to be obtained by students. Therefore it is necessary for teachers to find an appropriate innovation of teaching strategies which bridge students in secondary level to have those skills.

Based on King et.al (2009) teaching in the middle school years (secondary level) is challenging. Teacher struggle with keeping students academically engaged during some years of tremendous change. A project build on authentic learning tasks that engage and motivate students, middle school is an ideal time

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to integrate project in their learning. Projects encourage students to invent, and struggle with important and essential ideas. Through such projects, students work in a group to solve authentic and interdisciplinary issues: determine how to approach an issue, what kind of activities to perform, collecting data from various sources and analyzing/ synthesizing their findings to produce new information (Solomon, 2003).

Project-based learning is an instructional model that provides students with complex tasks based on challenging questions or problems that involve the students' problem solving, decision making, investigative skills, and reflection. Project-based learning hails from a tradition of pedagogy which asserts that students learn best by experiencing and solving real-world problems (Barron & Darling-Hammond, 2008; Thomas, 2000). Teachers can create real-world problem-solving situations by designing questions which involves a complex task and some forms of student presentation, and/or creating an actual product or artifact which engage students in creating, questioning, and revising knowledge, while developing their skills in critical thinking, collaboration, communication, reasoning, synthesis, and resilience (Barron & Darling-Hammond, 2008).

Some related researches about project-based learning also have been done by several researchers. Based on Larasati (2010), the project-Based Learning model can improve conceptual understanding as well as learning motivation of junior high school students in diversity of living things concept and the students’ response towards project-based learning has given positive result to their learning motivation. Another research (Mahira, 2012) analyzed the students’ improvement of problem solving skill through project-based learning in environmental pollution concept. The result showed there is improvement in problem solving skill as much as 12-16% in each stage. Those researches showed that there are some collections of skills that can be obtained through project-based learning implementation.

The skill set for project-based learning is diverse includes science and technological literacy and group process skills. Throughout the process students

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will engage in and develop proficiency in these types of skills: comprehension skills, research and writing skills, questioning skills, group processes/ collaborative learning skills, sequencing and chronology skills, skills with resources such as maps and globes, skills with presentation tools such as charts and graphs, analysis skills, communication skills, problem solving and critical thinking skills, task and self-management skills (King et. al., 2009). However, the skill set which is needed to be mastered by students already listed in every instructional curriculum and some adaptation should be considered.

Considering that curriculum is tentative, the researcher adapts a common

world’s curriculum, it is based on Cambridge Curriculum. The skill-set that assessed in Cambridge Curriculum for science are knowledge with understanding, handling information and problem solving, and experimental skills and investigations (Cambridge IGCSE, 2010). It provides some learning concepts which learn about daily real world problem in science, one of them is Living Things in Their Environment. The concepts certainly discuss about some topics that strongly focus on solving daily natural event problem in science such as; discussing positive and negative influence of humans on the environment and all of those topics are learned in People and The Planet chapter.

Realizing that the use of Cambridge Curriculum is not really common in Indonesia, the researcher chose one of Private International School which use Cambridge curriculum as its reference. A preliminary study of diagnostic interview had been done in the school to science teacher, the result indicated that ecosystem concept, reproduction system, and solar system are the most interesting topics in science subject. The interviewed teacher stated that by creating project, student will gain certain skill such as: critical thinking, motoric, team work, and problem solving skill. Another result reported that there are 71.4% students which love to work as a group, and 85.7% think that project can create meaningful learning.

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Regarding to the curriculum and concept consideration, this research is focused on the implementation of project-based learning based on Cambridge Curriculum on People and The Planet chapter. Compare to another research, this

research analyze two variables at once they are students’ cognitive achievement

and problem solving skill. Developing from those variables this research also investigates the level of problem solving skill of each student and examines the final product of the project itself.

B. Problem

Based on the background which has already stated, the problem of this

research is “How is the improvement of students’ achievement and problem-solving skill through project-based learning?”

C. Research Questions

Based on the statement of problem, it can be described into several research questions there are:

1. Is the project-based learning model can improve students’ cognitive achievement on People and The Planet chapter?

2. Is the project-based learning model can improve students’ problem-solving skill on People and The Planet chapter?

3. How is the leveling of students’ problem solving skill on People and The Planet chapter through project-based learning?

4. How is the final product of the students as the result of the project in People and The Planet chapter?

5. What is the students’ response after implementing project-based learning model?

D. Limitations of Problem

To avoid widening of problem on this research, then the research will be limited for the following things:

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1. The stage of project-based learning which is used in this research is based on Aaron Adair and Bao Lei research in 2012.

2. The topics of People and The Planet that will be learned focus on the 3rd subtopics which discuss positive and negative influence of humans on the environment, e.g. the effect on food chains, pollution and ozone depletion. 3. The students’ achievement measured is the cognitive achievement based on

Bloom’s taxonomy (C1-C6) and four different knowledge dimension (factual, conceptual, procedural, and metacognitive)

E. Aim of Research

According to the problem that has been proposed the aim of this research is to investigate the improvement of students’ cognitive achievement and problem solving skill through project-based learning model on People and The Planet chapter, furthermore this research is conducted to obtain some other information and arranged as follows:

1. Leveling of students’ problem solving skill before and after project-based learning model being implemented on People and The Planet chapter.

2. Final product of the project as implementation of project-based learning model on People and The Planet chapter.

3. Students’ response toward implementation of project-based learning model on People and The Planet chapter.

F. Significance of Research

This research is important to be conducted because it is expected to provide some benefits to various sides including:

1. For students, providing a different learning experience by using learning model project-based learning, it is expected to raise students' motivation, to foster the spirit of cooperation, and responsibility within the group or

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individual in the learning process, and also expected to improve the mastery of concepts and problem solving skill.

2. For teachers, as innovation to improve students’ skills by selecting an appropriate learning model, varied, and innovative ways to be applied in the learning process.

3. For other researcher with the same focus of study, as a reference and source to implement the same learning model which is can be either developed or analyzed.

G. Organization Structure of Research Paper

This research paper is arranged based on its necessity .In order to get organized structure of paper, this research paper is arranged based on the following organization structure:

1. Chapter 1 : Introduction

This chapter elaborates the background of the research followed by the problem proposed as well as its limitation. In this part also explain the aim of the research and the benefit for other parties in the same field of study. 2. Chapter II : Literature Review

It describes some literatures and basic theories of the research. This research is reviewing project-based learning, learning achievement, and problem solving skill. Those theories are used to strengthen or support the data gained from the research in analysis part.

3. Chapter III : Methodology

This chapter examines the step of research procedures, the type of research, how the data will be obtained, what is the object of the research, the instruments, and the research plot.

4. Chapter IV : Result and Discussion

In this part, all of the data from the research will be interpreted as result of the research. The discussion of the result will be followed after, it analyzes the result of research and the correlation between the result and the theories.

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5. Chapter V : Conclusion and Recommendation

As its title conclusion and recommendation, in this chapter all of research question will be answered based on the result. The difficulties and obstacles that found in this research will be discussed in recommendation part.

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CHAPTER III

RESEARCH METHOD

A. Research Subject

1. Research Location and Period

The research was conducted in one of Private International School in Bandung which applied Cambridge Curriculum in the learning process. The data collection was done in April up to May 2013.

2. Population and Sample

Population of this research is all of students’ ability in cognitive achievement and problem solving skill that belongs to all secondary one level students in the school. The sample is all of students’ ability in cognitive achievement and problem solving skill on people and the planet chapter and consists of 24 students in kinetic class. The sampling technique of this research is purposive sampling, the consideration of the sample is based on the preliminary test where the class has lower result of achievement and problem solving skill compare to another class.

B. Type of Research Design

The design which is used in this research is the one group pretest and post-test design. In this design there is a test to know student’s prior knowledge or pretest (O1), treatment (X) where the Project-based Learning method applied in

the teaching learning process, and after the concept given the treatment the final test will be conducted or post-test (O2). The detail explanation is shown in Table

3.1 below:

Tabel 3.1 The one group pretest and post-test

Pretest Treatment Post-test

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Note:

O1 = Pretest

X = Treatment O2 = Post-test

C. Research Method

The research method which is applied in this research is weak experimental method. This research only use one group research without any classroom control (Arikunto, 2006). Determination of the research method is considered by the sampling technique which is not taken randomly and by analyzing the interrelationship within the variables. Those variables are project-based learning as independent variable and student’s achievement and problem solving skill as dependent variables.

D. Operational Definition

In order to conduct the research in accordance with the expected aims and avoid misunderstanding, therefore an operational definition need to be elaborated as follows:

1. Project-based learning is an instructional model that built upon authentic learning activities that engage student interest and motivation. The learning activities are designed to solve a problem relevant to everyday world outside the classroom and facilitate students to have some higher order thinking skills. This learning model is categorized as hands-on learning with five stages of syntax (assign collaborative working groups, present a real-world problem that pupils can connect, set the parameters for completing the project, teacher consultation input/feedback, final project shared with larger group).

2. The learning achievement that mentioned in this research is something that can be achieved which is displayed in form of cognitive knowledge on people and

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the planet chapter after doing learning efforts through project-based learning model which is measured by objective test through pretest and post-test. 3. The problem solving skill in this research is ability to solve a problem with the

basic knowledge of concepts in people and the planet chapter that have been studied previously. This skill is measured by doing essay question with seven problem solving process stage; identifying, exploring, set goals, look alternative, select best solution, implementation, and evaluation in pretest and post-test and assess with specific rubrics and will be leveled with some criteria.

E. Research Instrument

The research instrument which is adapted to collect the data in this research consist of:

1. Objective test in a form of multiple choice question is used to measure

students’ achievement before and after treated Project-based Learning in chaper of people and the planet.

2. Essay test is used to measure students’ problem solving skill achievement. Teacher will mark the rubrics based on students’ answer and calculate it as final result. The rubrics will determine the stage of problem solving skill that students have based on each essay question given.

3. Rubrics form for assessing the final product of the project-based learning. The final product is in a form of poster, the poster will be analyzed based on rubrics criteria regarding to some important of component; product of knowledge and product of visual organization.

4. Unstructured questionnare form, this instrument also used for analyzing the

students’ response towards implementation of project-based learning model in people and the planet chapter.

F. Instrument Development

The process of instrument development begins with analysis of the applicable curriculum at the involved school. The researcher then formulate the

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questions to be used as an instrument of pretest and post-test. The tests used in this research are writing tests consist of 22 multiple choice questions and three essay questions (Appendix B.1 and B.2).

The instrument needs to be consulted (judgment) by the concerned lecturer and some experts in related fields. After being judged, the instrument which is not appropriate enough should be revised. After the instrument revised, it should be tried out on another class which has the same level of research sample. Based on the test results, the instrument questions will be analyzed with the following requirements:

1. Instrument Test Requirements

a. Validity

Validity is the ability of an instrument to measure what it is designed to measure (Kumar, 2005) Anderson (Arikunto, 2010 : 65) revealed that “A test is

valid if it measure what it purpose to measure”. An instrument categorized as valid if it can measure something that will be measured and interpret data from variable of research exactly. The result of instrument validity indicates that the collected data is not deviating from the idea of the validity itself.

To measure the validity of each test item, the researcher use the Coefficient of Product Moment Karl Pearson, there is:

∑ [ ∑ ∑ ]

√[ ∑ ∑ ][ ∑ ∑ ]

(Sudjana, 2005) With, : correlation coefficient between x and y variable

n : amount of student x : total score in test item y : total score of student

Interpretation about will be divided into different categories based on Guilford (Arikunto,2010).

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Table 3.2 Classification validity coefficient

Value Interpretation

0,90 ≤ ≤ 1,00 Very high validity

0,70 ≤ <0,90 High validity

0,40 ≤ < 0,70 Medium validity

0,20 ≤ < 0,40 Low validity

0,00 ≤ < 0,20 Very low validity

< 0,00 Invalid

b. Reliability

Anderson (Arikunto, 2010) state that validity and reliability are important,

“A reliable measure in one that provides consistent and stable indication of the

characteristic being investigated”. The concept of reliability related with research instrument means if a research instrument is consistent and stable, and, hence, predictable and accurate, it is said to be reliable. The greater the degree of consistency and stability in a research instrument, the greater its reliability. Reliability of an evaluation instrument is intended as a tool that gives the same results if the measurement is given on the same subject although done by different people, at different times, and different places (Arikunto, 2006).

The value of reliability is determined based on coefficient value which is gained by Alpha formula, as follows:

11 r =               





2 1 1 _t i s s n n (Arikunto, 2006) Explanation: 11

r _{: reliability coefficient}

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Table 3.3 Classification of Reliability Coefficient

Value r₁₁ Interpretation

0,90 ≤ ≤ 1,00 Very high reliability degree

0,70 ≤ <0,90 High reliability degree

0,40 ≤ < 0,70 Medium reliability degree

0,20 ≤ < 0,40 low reliability degree

< 0,20 Very low reliability degree

c. Discriminating Power

Another important procedure in item analysis is calculating the item discrimination power (DP) which can be defined as the degree to which an item test discriminates between students with high and low achiever. Discriminating power of test item is the ability of test item to distinguish between a high achiever and low achiever student (Arikunto, 2006). So, to obtain the discrimination power of the items, the following formula has been used:

T

RL

RU

DP

2 1





Explanation:

DP = Discriminatory power.

RU = The number of tests in the upper group who got the item right. RL = The number of tests in the lower group who got the item right.

T = The total of tests included in item analysis. Classification of discriminating power interpretation used is (Arikunto,2006):

n : amount of test item

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Table 3.4 Discriminating Power Classification

d. Difficulty Level

After scoring the test papers, the researcher has arranged the scored test in order of scores, from the highest to the lowest score. The researcher, then, separated two subgroups of test papers; an upper group consisting of the top (27%) of the total group who received the highest scores, and a lower group including an equal number of papers (27%) who received the lowest scores. The researcher also counted the number of times each response to each item is chosen correctly on the papers of the upper group and does the same separately for the papers of the lower group. In doing so, she intended to calculate the difficulty level (henceforth DL) or (facility value) of each item. It means as Gronlund

(1976:211) remarks “the percentage of students who got the item right”; so, in

order to find out the level of difficulty for each item in the test, the following formula has been used:

Sample the of Number

Total

LC HC

DL 

Where:

DL = Difficulty level HC = High correct LC = Low correct

(Madsen, 1983) Classification of difficulty level in each test item that used is based on

Arikunto,2010:

Value DP Interpretation

Very poor

Poor

Fair

Good

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Table 3.5 Coefficient classification of difficulty level

e. Readability

Readability will be used to analyze essay questions. Readability has two common meanings, one applying to document design, the other to language. Readability as it is applied to document design is concerned with such matters as line length, leading, white space, font type and the like (Marnell, 2009).

f. Instrument Analysis Result

1) Recapitulation of Students’ Cognitive Achievement Instrument

The instrument for measuring students’ cognitive achievement is by giving an objective test in a form of 22 questions. The instrument should be tested in terms of validity, reliability, discriminating power, and difficulty level as explained before. The test was given to 20 students which have learned about the chapter that will be learned for the research. The recapitulation of test item analysis is shown in the following table.

Test item recapitulation:

Reliability test : 0.66 (Medium degree)

Value DL Interpretation

IK = 0,00 Very difficult

0,00 < IK  0,30 Difficult

0,30< IK 0,70 Medium

0,70< IK <1,00 Easy

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Table 3.6 Recapitulation of test item for students’ cognitive achievement Question

Number

Discriminating Power

Difficulty

Level Validity Status

1 Fair Easy Very Low Revised

2 Fair Easy Low Revised

3 Poor Difficult Low Revised

4 Very Good Medium High Used

5 Good Medium Medium Used

6 Poor Very Difficult Low Revised

7 Poor Easy Low Revised

8 Poor Medium Very Low Revised

9 Good Easy High Used

10 Poor Very Easy Medium Revised

11 Very Good Medium Medium Used

12 Good Easy Medium Used

13 Good Easy High Used

14 Good Medium Medium Used

15 Fair Medium Medium Used

16 Poor Difficult Very Low Revised

17 Fair Very Easy Medium Used

18 Poor Difficult Low Revised

19 Fair Easy Medium Used

20 Fair Easy Low Revised

21 Good Medium Medium Used

22 Very Poor Very Difficult Very Low Revised

2) Recapitulation of Students’ Problem Solving Skill Instrument

The instrument for measuring students’ cognitive achievement is by giving an essay test in a form of three questions. The instrument should be tested in terms of validity, reliability, discriminating power, difficulty level, and readability as explained before. The test was given to 10 students which have learned about

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the chapter that will be learned for the research. The recapitulation of test item analysis is shown in the following table.

Essay test recapitulation:

Reliability : 0.73 (High degree)

Table 3.7 Recapitulation of test item for students’ problem solving skill

Question Number

Discriminating

Power Difficulty Level Validity Status

1 Poor Medium Fair Removed

2 Fair Medium High Revised

3 Poor Medium High Revised

2. Instrument Non-Test Requirements

a. Rubrics

The rubrics will be used to observe the final result of students’ project in

people and the planet chapter. The final result of students’ project is in form of poster. The poster will be assessed into some criteria which is available in the rubrics. It will be used in the last meeting of the chapter as additional mark. The rubrics made by the observer after being judged with certain scale to measure the result, the rubrics will be fulfilled by the researcher as well as the observer.

b. Questionnaire

Unstructured questionnaire is used to know the response of the students towards the implementation of Project-Based Learning model in people and the

planet chapter during the lesson. This data obtained from students’ answer from

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G. Data Collection Technique

In this research, there are four different data which is collected, those data has different instrument to measure. The data collection techniques are explained as follow:

1. Data of Student Cognitive Achievement

The students’ cognitive achievement is the main data of the research. This

data will be collected through objective test in form of multiple choice consist of 20 questions. The cognitive achievement that will be measured is only in people and the planet chapter. The result will be collected then analyzed using the normalized gain formula.

Table 3.8 Test Item Specification (Blue Print)

No Subtopics Learning Objective Specification

C1 C2 C3 C4 C5

1. People Today

State the positive and negative influence of human activity to the environment 1, 22 2, 7 18

Investigate the

relationship between human population and their impact to the environment

13 12

2. Transportation

Identify the

development of human transportation

5, 6

3. Changes in Environment

Analyze the changes in environment that caused by human activities e.g.

global warming,

pollution, ozone

depletion, etc 10, 14 17, 20 9, 19, 21 3, 4, 8, 11, 15, 16

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2. Data of Problem Solving Skill

The second main data of this research is the result of problem solving skill. the problem solving skill result will be gained from three essay question. The answer of students in the test will be analyzed in specific rubrics. The rubrics will show whether the students have already mastering the skill or not. The rubrics display the leveling of each student who answering the essay test.

Table 3.9 Essay Test Item Specification (Blue Print)

No Learning

Objective

Problem solving skill process specification

identify explore set goal

Alter-native

select best

implement evaluate

1 Identify some natural

problems based

on world’s

issues

1a, 1b, 2a

1c, 2b

2 Give some solutions to solve the daily life problems in environment

1d, 2c

1e, 2d 1f, 2e

3 Evaluate the solutions given with certain ways

1g, 2f 1h, 2g

Total 3 2 2 2 2 2 2

The data that has been gained from research instrument, further it is analyzed by giving certain score for problem solving skill. The score given is

already determined in specific rubrics. The rubric for analyzing students’ answer

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Table 3.10 Scoring Guidance of Problem Solving Skill

No. Problem Solving Skill Process Score

1. Identifying problem:

a. Does not clearly identify the problem. b. Defines the problem but not too detail

c. States the problem clearly and identifies underlying issues.

1 2 3 2. Exploring problem:

a. Not mention the cause as well as the effect of the problem. b. Catches up effect of a problem but not get down to the real cause. c. Analyze the problem to see what the root case is and state the

effect of the problem clearly.

1 2 3 3. Set goals:

a. Does not develop a coherent plan to solve the problem. b. Develops an adequate plan, but does not follow it to conclusion. c. Clarify the direction to take into solving a problem, gives them

something definite to focus on, follow the plan to conclusion.

1 2 3 4. Look at alternatives:

a. Cannot collect inadequate information and cannot give any solution.

b.Collects adequate information and performs basic analyses and gives at least 2 alternative solutions.

c. Collects information from multiple sources and analyzes the information in-depth and gives at least 3 alternative solutions.

1 2 3

5. Select best solutions:

a. Does not interpret the findings or reach a conclusion

b. Provides an adequate interpretation of the findings and solves the problem, but fails to choose the best solution.

c. Provides a logical interpretation of findings and clearly solves the problem, offering alternatives solutions, and chooses one best solution based on several reasons.

1 2 3

6. Implementation:

a. Cannot mention the plan.

b. Can give an action plan but cannot explain the way to communicate and does not state any further information about the plan.

c. Can give action plan and communicates it to those directly affected and clearly state the time of implementation as well as the way to implement it.

1 2

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7. Evaluation:

a. Cannot give any explanation how the solution will be tested. b. Gives explanation how the solutions will be tested and occurred

continuously.

c. Review the effectiveness of the solution against desire outcomes and state the continuous solution.

1 2 3 Adapted from Kelley (2006) The final score of each student then calculated through gain and normalized gain formula to see the improvement. The next step is processing

result of students’ answer will be leveled into certain criteria. The prerequisite of

each level and its specification is presented in Table 3.11 as follows: Table 3.11 Leveling Guidance of Problem Solving Skill

Level Prerequisite Specification

Concrete and limited tasks (applying content-related)

States the problem clearly and identifies underlying issues.

Practical reasoning, use specific content-related scheme to solve problems.

Does not develop a coherent plan to solve the problem but give explanation on how the problem will be solved.

Rudimentary systematic reasoning.

Catches up effect of a problem but not get down to the real cause.

Well-defined,

one-dimensional goals

Develops an adequate plan to solve, but does not follow it to conclusion.

Ask for the evaluation Gives explanation how the solutions will be tested and occurred continuously.

Certain alternatives with regard to transparent,

Collects adequate information, performs basic analyses, give at least 2 alternative solutions. Use concrete logical

operations.

Can give an action plan but cannot explain the way to communicate and does not state any further information about the plan

Use formal operations (e.g. ordering)

Can give action plan, communicates it to those directly affected, clearly state the time of implementation and the way to implement it. Integrate

multidimensional goals,

Clarify the direction to take into solving a problem, gives them something definite to focus on, follow the plan to conclusion

Cope with multiple dependent constraints.

Provides adequate interpretation of the finding to solve problem, fails to choose best solution.

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Grasping a system of problem

Analyze the problem to see what the root case is and state the effect of the problem clearly. Possible solutions as a

whole and explain how and why they arrived at certain solution.

Collects information from multiple sources and analyzes the information in-depth and gives at least 3 alternative solutions.

Consistency of certain criteria

Clarify the direction to take into solving a problem, gives them something definite to focus on, follow the plan to conclusion.

The dependency among multiple sequences of

actions and other “meta

-features” of a problem

situation may be

considered systematically.

Can give action plan and communicates it to those directly affected and clearly state the time of implementation as well as the way to implement it.

Requires a kind of critical thinking and a certain amount of meta-cognition.

Review the effectiveness of the solution against desire outcomes and state the continuous solution.

Adapted from Reeff et al.(2006)

3. Data of Final Product

The final product from project based learning implementation is necessary to be assessed. The poster is chosen as the final product of this learning model implementation. The assessment for the product will be measured by a rubric with specific criteria. The scoring guidance for poster assessment is shown below:

Table 3.12 Poster Assessment Criteria

Poster Product Criteria

Knowledge a. Completeness (existence of author, title, aims, problems, effects, solutions, conclusion, sources, and message)

b. Fluency (content accuracy) c. Elaboration (steps to analyze)

d. Relevancy (Correlation among poster aspects) Visual

Organization

a. Flexibility (Labels organization) b. Originality (Attractiveness) c. Legibility (readability)

d. Proportionality (proportion of text and graph)

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4. Data of Students’ Response

Non-test data collection through questionnaire was used to determine the response of the students towards students’ learning in people and the planet chapter using Project Based Learning Model. The data obtained from the questionnaire is a secondary instrument, and it is processed by a percentage calculation. The blue print of students’ response questionnaire is shown in table 3.13 as follows:

Table 3.13 Table of Specification (Blue Print) Students’ Response Questionnaire

Indicators Category and Number

Students’ response toward team work ability as a group

Positive statement: 1, 3 Negative statement: 2, 4

Students’ response toward project based learning implementation in people and the planet chapter

Positive statement: 5, 7, 9, 11, 13 Negative statement: 6, 8, 10, 12, 14

Students’ response in problem solving skill on people and the planet chapter

Positive statement: 15, 17, 19 Negative statement: 16, 18, 20

Students’ response toward making a poster as final product of project

Positive statement: 21, 23 Negative statement: 22, 24

H. Processing Data

Data obtained from both quantitative data and qualitative. Quantitative data obtained from the pretest and data of students' cognitive achievement (post-test), while the qualitative data obtained from the poster rubrics and questionnaire. Explanation of data processing techniques are obtained as follows:

1. Quantitative Data Processing

The quantitative data processing is done using Microsoft Excel for pretest score data and post-test. The value of quantitative data will be gained by the result of normalized gain. The process of calculating data will be explained as follow:

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a. Data of Test Score

In this research, the data of test scores is used to measure the improvement

of students’ achievement and problem solving skill. The data processing, carried out in the following way:

1) Score of Test Item

The tests used in this research are writing tests consist of 22 multiple choice questions and two essay questions. Each multiple choice correct answers are given 1 score and each incorrect answer was given a score of 0, while the essay score has a range of 1-3 depending on the answers that given by students. The criteria of scoring will be determined by specific rubrics as shown in table 3.10.

2) Calculation of Gain Score and Normalized Gain

Gain score (actual gain) was obtained from the difference of pretest score and post-test score. The difference in pretest scores and the post-test is assumed as the effect of the treatment. Normalized gain calculations are intended to determine

the categories of students’ achievement improvement. According to Hake (1999) gain is calculated by using this following formula:

Description : = Gain

Sf = Post-test score

Si = Pretest score

The effectiveness of Project-Based Learning model in increasing students’ achievement of the people and the planet chapter will be seen from the result of the normalized gain that achieved by students during the learning process. For the calculation of the normalized gain value and its classification will use equations (Hake, 1999) as follows:

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Normalized gain of each student <g> defined as following formula:

Description:

<g> = Normalized gain

G = Actual gain

Gmax = Maximum gain possible

Sf = Post-test score

Si = Pretest score

Average of normalized gain (<g>) which is formulated as:

Description:

<g> = Normalized gain <G> = Actual gain

<G>max = Maximum gain possible

<Sf> = Average of post-test score

<Si> = Average of pretest score

The value of normalized gain <g> which is already gained is interpreted with the classification of Table 3.14

Table 3.14 Interpretation of Normalized Gain Value

Value g Classification

g 0,7 High

0,7 >g 0,3 Medium

g< 0,3 Low

(Hake, 1999)

%G (%Sf - %Si)

<g> = =

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2. Qualitative Data Processing

The qualitative data obtained from both rubrics of final product and unstructured questionnaire. The rubrics will be created into several raw score criteria, the rubrics will be assess the poster as the final product. The analysis of rubrics is conducted by converting the raw score into percentage form. Further, the result of percentage can be classified into several categories. The technique of converting score into precentage is used formula as follows (Firman, 2000):

Score =

x 100%

The interpretation of score percentage is categorized into certain criteria according to Kunjaraningrat (Suherman, 2001:6) as follows.

Tabel 3.15 Percentage Interpretation

Percentage (%) Criteria

0% None

0 %- 25% A few of criteria

26%-40% Almost half of

41%-50% Half of

51% - 75% Mostly

76% - 99% Generally

100% All of them

The other data that will be analyzed qualitatively is from questionnaire result. The qualitative analysis will describe the real situation of the research

result and also the result of students’ response in learning people and the planet using Project Based Learning Model.

Processing is done by calculating Likert scale will be calculated into score and then converted into percentage, the percentage of answers observer to then be evaluated for the next lesson. The scoring guideline will be shown in the following table:

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Table 3.16 Scoring Guideline of Students’ Response Strongly

Disagree Disagree Not sure Agree

Strongly Agree

Positive Statement 5 4 3 2 1

Negative Statement 1 2 3 4 5

The percentage data will be gained by calculating through the following formula:

P = x 100%

Explanation : P : Percentage

f : score from frequency of the answer n : score from total response

The interpretation of the result is similar with the rubrics analysis, it will be interpreted by using similar criteria according to Kunjaraningrat (Suherman, 2001:6) in table 3.14

I. Research Procedures

In order to arrange the sequence of research systematically, the procedure of research is arranged based on the syntax of project-based learning implemented. There are three stages of procedure consists of preparation stage, implementation stage, and analysis and conclusion stage. Those three stages will be explained as follows:

1. Preparation stage

In this stage, the researcher conduct several steps that support the research, there are:

a. Formulate problem that will be investigated b. Determine the focus of variable research

c. Conduct literature review of project-based learning, learning achievement, problem solving skill, and curriculum

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e. Revised of research proposal after having suggestions and critics from lecturers.

f. Arrange the research instrument and being judged by expert or lecturer. g. Revised of research instrument after having suggestions.

h. Try out of research instrument

i. Revised of research instrument based on instrument try out analysis result

2. Implementation Stage

This stage explain the step of research implementation, it consists of: a. Determination of experimental class

b. Give pretest to the sample class to recognize the initial condition of students. c. Processing pretest result.

d. Conduct research activity by implementing project-based learning model in experimental class with following scenarios:

1) First meeting, there are two stages of project-based learning which applied in this meeting they are assign collaborative working group and present a real-world problem that pupils can connect. In the beginning teacher inform that in the end of the chapter students should make a project in a group related with the video shown, then teacher assign collaborative working group for finishing the project based on high and low ability achievement of pupils each group consist of 3-5 pupils with male and female composition. After the students gathered in their own group then the learning continued to the next syntax.

Afterwards, the teacher gave one sample of a case of human activity that can cause real environmental world problem. Then teacher asked other daily facts about real environmental world problem to all students that they can connect, after that the teacher wrote down students’ opinion on the board clearly so all students can see. The next step is determining the topic that will be done by the project based on students’ answer and finally determines the topics for each group.

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2) Second meeting, here the learning activity was applying the third stage of project-based learning syntax; set the parameters for completing the project. In this meeting the teacher explained that project will be assessed based on some criteria. Both teacher and student discuss the parameters for project completion, the teacher also asked students opinion about additional aspects that should be assessed

3) Third meeting, this meeting is the time for teacher consultation to give input or feedback. The students in their own group create the project all together (poster). Teacher asked students to find solutions for the problem raised depend on the theme that they got and how to evaluate their solution. Teacher keep moving around and ask groups difficulties in completing the project one by one, teacher gave some suggestion for all groups depend on their own difficulties. In the end of the meeting teacher discuss the whole problem in a larger group to avoid misunderstanding.

4) Fourth meeting, this is the last meeting of research implementation the project-based learning syntax that include in this stage is project shared with the larger group. In this meeting all groups have chance to perform their project in front of the class. The teacher mentioned the rule for presentation clearly and led the whole discussion. In the end, the teacher concludes the whole learning and clarifies all the concepts.

e. Give post-test in the sample class to recognize the improvement of achievement in the sample class.

f. Give questionnaire to know the student’s response towards implementation of project-based learning in the whole learning.

3. Analysis and Conclusion Stages

This is the final stage of research design, the step that will be conducted in this stage will be explained as the following steps:

a. Analyze the result of the whole research from based on the instrument result. b. Discuss and conclude for the data analysis result.

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J. Reaearch Plot

Analysis of Cambridge Curriculum

Literature Review (all variables)

Questionnaire Rubrics Pretest/

Pot-test

Test and Validation

Valid Invalid

Revised

Research Implementation: Project-Based Learning on People and The Planet chapter

Collect research data

Process and analyze data Result and conclusion

Preparation

Stage

Implementation Stage

Analysis and Conclusion Stage

Figure 3.1 Diagram of Research Plot Research Proposal

(Designing Instrument)

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CHAPTER V

CONCLUSION AND RECOMMENDATION

A. Conclusion

Research of Project-Based Learning implementation has been conducted systematically, based on the research result it is acquired some conclusions as follows:

1. The implementation of project-based learning model on People and The

Planet chapter can improve students’ cognitive achievement, 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 0.46 which include as medium category.

2. Project-based learning model is capable to improve students’ problem solving skill if it is implemented on People and The Planet chapter, it stated

so because of the result from students’ score in pretest and post-test that

encounter an improvement. The improvement is indicated by the normalized gain (<g>) as much as 0.38 which categorized as medium improvement. 3. The leveling of problem solving skill in this research apparently encounters

a shifting result. The shifted result shows when the pretest was given to students, the dominant acquisition is level 1 problem solver as much as 75% the rest are level 2 problem solver. Meanwhile, when the post-test was given to the students the dominant level is in level 2 problem solver as much as 62.5% some of the rest are still in level 1 problem solver, the other one have already reach the 3rd level of problem solving skill, and only a student that can reach the 4th level of problem solving skill.

4. A poster was determined as final product of the project-based learning implementation. The result of the poster shows positive accomplishment, the product in term of visual organization shows higher value rather than the product of knowledge.

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5. _{The respond of students towards project based learning implementation}

shows positive respond in all indicators; teamwork ability, cognitive achievement trough PjBL, problem solving skill, 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.

B. Recommendation

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 in other science concept at schools.

2. Before designing a project for learning, teacher ought to adapt the learning with characteristics of participant student, school curriculum, subject matter appropriateness, learning objectives, school environment, and facilities, so that the project plan can run smoothly and not burden the students.

3. Realizing that creating a project requires sufficient time, teacher must be thorough in determining time allocation. Whether time for preparing the project design for teacher as well as finishing the project given for students, so that all students can finish the project optimally.

4. At teacher consultation input/feedback stage, it is necessary to insert some concept of the subject to avoid misunderstanding. Teacher also needs to make sure that all students are participating and work together in group to finish the project.

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5. At syntax of final project shared with larger group, teacher also have to make sure that all students understand about the concept given by other group by checking their knowledge at least orally, teacher also need to guide students in the whole learning.

6. To other researcher who also have the same interest about project-based learning implementation, it is most recommended to develop the research wider in term of research variable, subject matter, and the lesson plan.

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Binar Kasih Sejati, 2013

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5. _{The respond of students towards project based learning implementation}

B. Recommendation

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 in other science concept at schools.

(2)

(3)

Binar Kasih Sejati, 2013

Project-Based Learning: An Effort To Improve Students’ Achievement And Problem Solving Skill On People And The Planet Chapter

REFERENCES

Adair, Aaron and Bao, Lei. (2012). Project-Based Learning: Theory, Impact, and Effective Implementation. IPERC.ORG, 6-21.

A.M, Sardiman. (2005). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Rajawali Press

Anderson, L.W and Karthwohl, D. R. (2001). A Taxonomy for Learning, Teaching

and Assessing: A Revision of Bloom’s Taxonomy of Educational

Objectives. Addison Wesley Longmam.Inc

Arikunto, S. (2006). Prosedur Penelitian Suatu Pendekatan Praktek Edisi Revisi VI. Jakarta : Rineka Cipta.

Arikunto, S. (2010). Dasar-dasar Evaluasi Pendidikan (Edisi Revisi). Jakarta: Bumi Aksara.

Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning (PDF). San Francisco, CA: Jossey-Bass.

Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991) Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist.

BSNP, (2006). Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah. Jakarta: Badan Standar Nasional Pendidikan

Coffey, Heather. Project-based learning. Buck Institute for Education. [Online]. Available: http://www.learnnc.org/lp/pages/4753 [2nd March 2013]

(4)

Demircia, Cavide. (2010). The project-based learning approach in a science lesson: a sample project study. Cypriot Journal of Educational Sciences, (5), 66-79

Departemen Pendidikan Nasional. (2007). Naskah Akademik Kajian Kebijakan Kurikulum SMP. Jakarta: Pusat Kurikulum Depdiknas

Djamarah, Syaiful Bahri. (1994). Prestasi Belajar dan Kompetensi Guru. Surabaya: Usaha Nasional.

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Gunarso, Arif. (1993). Bagaimana Bimbingan dan Penyuluhan Belajar di Sekolah. Surabaya: Usaha Nasional.

Hake, R. (1999). Analyzing Change/Gain Scores. [On Line]. Available:

http:lists.asu.edu. (20th November 2012)

Harahap, Nasrun. (1982). Tekhnik Penilaian Hasil Belajar. Jakarta: Bulan Bintang

Intel Corporation. (2008). Intel Teach Program (Essentials Course). United States: Intel Education Initiative and the Intel Teach Program

King, Sabrina Hope et.al,. (2009). Project-Based Learning: Inspiring Middle School Students to Engage in Deep and Active Learning. NYC Department of Education. 7-10

Koentjaraningrat. (1990). Metode Penelitian Kemasyarakatan. Jakarta: Gramedia. Krathwohl, D.R., Bloom,B.S. and Masia, B. B. (1964).Taxonomy of educational

objectives, Book II. Affective domain. New York, NY. David McKay Company, Inc.

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(5)

Binar Kasih Sejati, 2013

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Larasati, Y.K. (2010). Penerapan Model Project-Based Learning Dalam Upaya Meningkatkan Penguasaan Konsep dan Motivasi Siswa SMP pada Materi Keanekaragaman Makhluk Hidup. Final Paper S1 Pendidikan Biologi UPI: Unreleased.

Mahira. (2012). Penerapan Model Project Based Learning (Pjbl) Untuk Meningkatkan Kemampuan Memecahkan Masalah Siswa pada Konsep Pencemaran Lingkungan. Final Paper S1 Pendidikan Biologi: Unreleased. Markham, Thom. Project-based Learning Handbook. Novato, CA: Buck Institute

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