ASSESSMENT OF Project-based LEARNING IN SCIENCE CLASS Noni Agustina Primary Teacher Education Department, Esa Unggul University, Arjuna Utara Street No.9 West Jakarta, Indonesia Email: noni@esaunggul.ac.id ABSTRACT - ASSESSMENT OF PROJECT BASED LEARNING I

ASSESSMENT OF PROJECT-BASED LEARNING IN SCIENCE CLASS

Noni Agustina
Primary Teacher Education Department, Esa Unggul University, Arjuna Utara Street No.9
West Jakarta, Indonesia
Email: noni@esaunggul.ac.id
ABSTRACT
This study reports the students’ assessment through applying the project-based learning in science
class for elementary school. The research methodology applied is case study with qualitative
approach. The participants of this study are teacher and students of grade 1 and 5 at Budi Luhur
elementary school. The instruments to collect data are classroom observation sheets, interviews
and rubric of project-based assessment for science class. The result shows that project-based
learning is conducted in semester 2 as the substitution of written mid-term test. It is non-test
because project-based learning emphasizes on the authentic learning, therefore it is applicable and
meaningful for the students. The steps undertaken in project-based learning consist of planning,
implementation and evaluation. The project-based learning makes the students glad and
enthusiastic. It also encourages the students to have higher cognitive thinking (synthesizing level
in Bloom’s taxonomy) and build students’ character. The assessment of project-based learning
uses analytical rubric comprising four scales, 4 (excellent), 3 (good), 2 (fair), dan 1 (poor).
Keywords: assessment, project-based learning, rubric.

2

ABSTRAK
Penelitian ini menguraikan secara mendalam mengenai penilaian pembelajaran berbasis proyek
di SD Budi Luhur. Metode penelitian yang digunakan adalah studi kasus dengan pendekatan
kualitatif. Penelitian ini dilaksanakan di SD Budi Luhur. Partisipan penelitian ini adalah guru
dan siswa kelas 1 dan 5. Instrumen yang digunakan untuk mengumpulkan data adalah lembar
observasi kelas, wawancara dan dokumen yang berupa rubrik penilaian berbasis proyek mata
pelajaran sains/IPA. Hasil penelitian menunjukkan bahwa pembelajaran berbasis proyek di SD
Budi Luhur dilakukan di semester 2 sebagai pengganti ujian tertulis tengah semester.
Pembelajaran berbasis proyek bersifat non-tes karena menekankan pada pembelajaran autentik/
nyata sehingga bersifat aplikatif dan bermakna bagi siswa. Terdapat beberapa langkah-langkah
dalam pembelajaran berbasis proyek yaitu tahap perencanaan, pelaksanaan, dan evaluasi.
Siswa sangat senang dan antusias dengan pembelajaran berbasis proyek. Selain itu
pembelajaran ini memberikan banyak manfaat bagi siswa seperti kemampuan kognitif tingkat
yang lebih tinggi (tingkat menciptakan dalam taksonomi Bloom) dan dapat menumbuhkan
karakter siswa. Penilaian pembelajaran berbasis proyek menggunakan rubrik penilaian yang
terdiri dari beberapa kriteria dengan skala rentangan 4 (excellent), 3 (good), 2 (fair), dan 1
(poor).
Kata kunci: Pembelajaran berbasis proyek, penilaian autentik , rubrik penilaian

1. Introductio

formed at earlier

that the learning

contexts. It proves

n

stage

process

that they have not

Hard

skills

education.

era.

in

Indonesia

In national

are not enough in
twenty-first

through

education

system,

be

should
reformed.

Memorizing

the

developed

their

critical, innovative
and

creative

Those skills must

Law No.20 of 2003

lesson should be

thinking

be

reveals

that

changed

solved

soft skills in real

educational

goal

the

life. How people

not only creates the

understand

can work in a team

intellectual students

information

learning

(cooperative way),

but also gives them

without connecting

emphasizes

socialize to other

the

to their real life.

memorizing

(interpersonal),

good

This

that is meaningless

solve the problems,

character and skill

makes the students

for

do

to equip them in

are expert in theory

(Gunawan,
2003:19).

supported

by

something

spirituality,
moral,

because

students

as

the

just

problems

the

sufficiently.

condition

well

The
process

the

route

students

creatively

and

their life. In fact,

but are not able to

innovatively,

has

mostly Indonesian

apply

flexibility

and

schools

just

knowledge in their

mostly

(Boss

concern

the

life. For instance,

evaluate

intellectual

students are asked

learning process by

2007:11). The soft

development. It can

to memorize kinds

using standardized-

skills

have

be seen from the

of verbs in present

test.

important

roles

learning process in

and past context.

standardized-test is

especially

in

which the students

They

in

workplace

or

are

fluent to mention

(pencil paper-based

them;

test)

confidence
and

Krauss,

asked

industrial

place,

memorize

therefore

those

lesson.

skills

must

be

on

to
the

Sanjaya
(2006:1)

explains

the

are

very

however,

Moreover,
teachers
the

The
written
such

test
as

they are not able to

multiple

retell

daily

fill-in

those

and essay. Those

using

their

the

choices,
blank,

2

tests measure the

must be concerned

project-based

experts show that

extent

by looking at the

learning.

assessment

to

which

students understand

whole

and

development.

master

lesson

the
given

students’

Therefore,

Projectbased

this

of

project-based

learning

learning gives the

on

benefit in students’

emphasizes

without concerning

study proposes the

students as subject

learning

on whole students’

authentic

because

students

Boss and Krauss

development.

The

assessment

are given chances

(2007:11) conclude

standardized

test

learning process.

to

and

that

the

learning is a good

does not embrace
the

social

interaction

and

Tommi
(2014:62-64)
argues

that

real-life context. At

authentic

the

assessment

end,

the

in

explore

discover
knowledge.

the
is

Teachers

process.

project-based

strategy to increase
do

not

students’

require talking a lot

motivation,

to

participation,

deliver

the

teachers just see the

applied to measure

lesson all day long.

problem

result of students’

students’ cognitive,

They have roles as

spirit of teamwork

achievement

affective,

facilitator,

and

the
process

not

and

learning

psychomotor

(Sanjaya,

development.

2006:268-269).

shows

Sanjaya

that

guidance
It
the

authentic

critical

thinking.
learning

students.

The

will be meaningful

paradigm

change

students.

not

only measures the

project-based

based

successful if their

intellectual aspects

learning. It is not

gains

progress

but

the

teaching

students’

or

learning.

also

seen from the result

behavior

of

attitude. One of the

their

achievement. Their

authentic

learning

assessments

process

the

the

students

only

influences

for

process

assessment

is

but

Some
results of research

is

The

motivator for their

also uncovers that
are

not

and

solving,

conducted by the

Moreover, projectlearning
not

only

intellectual but also
the

attitude

behavior.

or

3

Thomas
(2000) in McGrath

is beneficial for the

Luhur

students.

school.

(2002:42) describes

While

elementary

in

component

in

teaching

and

learning

process.

is

based learning has

better when they

not fully been done

have project-based

and has still used

2. Literature
Review
2.1. Assessmen
t
Assessment

learning

standardized test to

has

close

collect the data on

conventional way.

measure

relationship

with

students’

Their

cognitive

aspect.

teaching

and

process or learning

However,

the

learning.

Those

program in order to

components cannot

make a decision.

be

Through

that

students’

performance

than

understanding

is

Indonesia, project-

the

deeper and more

previous

focus to undertake

undertaken,

the project.

Luhur

elementary

school

employs

Many

survey

separated

(Eggen

dan

(2012:2)

explain

that assessment is a
measurement

to

learning

assessment,

Kauchak,

teachers can gather

2007:476).

the

Teachers undertake

about

of

teaching

and

learning

mid-term

learning

process

countries

project-based

implement project-

learning

based learning such

substitution

as

written

America,

Budi

Hamzah and Koni

as

the

students’

characteristics

to

Singapore,

test in semester 2.

then

Scotland, and so

Therefore,

students’ activities.

(Reynold

et

on. Singapore has

study

to

Reynold,

2009:3).

Further,

slogan to insist its

investigate

by

(2009:2) argue that

Brown (2007:445)

school to do more

digging

the

teachers spend a

reveals

learning

implementation and

third

assessment

assessment

professional time to

measures the whole

assess students.

students’

less

teaching.

Those

countries

conduct

project-based
learning because it

this

aims
up

of

project-based
learning

at

assess

information

of

et

al.

their

Assessment

Budi
is

crucial

make

a

decision
al.,

that

learning

process consisting
of ability, skills and

4

learning

traditional

learning

performances.

assessment

methodology

Reynold et.al
(2009:248)

and

emphasizes

on

cognitive

centered

(Grant,

Doppelt,

2002:1).

Students

divide

memorization route

make

a

and

based

on

into

product

two, traditional and

oriented.

alternative

other

assessment.
Traditional

2003:255).

project
their

2009:7;

Project-based
learning

is

also

the

interest and ability

beneficial

for

hand,

so they will be

teachers

and

alternative

independent

parents.

Curtis

assessment focuses

learners. They do

(2002) in McGrath

on interactive and

not listen to the

(2002:42) finds that

to the standardized

various

teachers all day and

they are happy to

test or paper-pencil

performances, skill

memorize but they

see their students or

based

development

learn by doing.

children

assessment

refers

test.

Alternative
assessment

On

learning (Klein et
al.,

development

assessment

that

flexible

focuses on student-

Brown (2007:462)
the

and

and

related to the real
has

life

context

and

Project-based
learning

involves

are

enthusiastic

in

doing the projects.

various forms such

meaningful

students to design,

as

learning and give

solve the problem,

project-based

portfolio,

the opportunity to

make decision and

learning

are

conference, journal,

the students to have

work independently

creating

fun

project-based

critical

thinking

(Thomas, 2000:1).

activities,

learning and so on.

and

process

They will create a

facilitating

work by solving the

students to learn in

real

social

performance,

Lombardi

oriented.

(2008:6) identifies
the

differences

between traditional
and

alternative

assessment.

The

2.2. Projectbased learning
Project-based
learning

is

a

problem

The aims of

the
context

(McGrath,

which the students

2002:42). Project-

can work in group,

based learning also

giving chance to

can establish fun

the

students

to

5

discover

the

must

knowledge

by

some steps. Klein

topic,

themselves so the

et al.

(2009:11)

and planning the

they

learning

be

explicate the steps

project by making

assessment criteria,

for

are

groups

they

will

meaningful
them,

deciding

the

discussing

the

in making project

preparing

at beginning. When

and

know
can

the
assess

objective and the

informing

skills that will be

they

solve the problem

reached

by

guiding

and use kinds of

addressing

the

students in making

Rubric is one

learning sources as

project

theme

project, evaluating

of the instruments

well

and criticizing the

to assess project-

project result, and

based learning. It

presenting

the

can be used for the

students’ work in

teacher to assess

front

the

the

encourage

determine

students

to

do

the

referring

experiment,

and

curriculum,

to

developing

determining

students’ reflection

format

(Seidel and
Aryeh,

2002:19-

20). Klein et al.
(2009:7-9)

adds

the
the
of

project(the

final

product of project),
informing

that students can

the

grasp the lesson by

process,

and

creating

and

assessing

the

presenting

the

project-based

of

themselves and do

do,

the best for their

the

project.

their

parents.

the

timeline, designing

will

what

2.3.

progress in making

Assessment of
project-based

learning

learning

of

students’

the project and give
the feedback for the
students.
Reynold et

Assessment

al. (2009:256-258)

project-based

classify rubric into

project based on

learning.

Those

learning

is

two,

their interest. They

steps

almost

important

to

scoring rubric and

will

same as McGrath’s

decide. Klein et al.

holistic

(2002:42-44). The

(2009:17)

rubric.

steps in employing

that students must

scoring

project-based

project-based

know

the

provides detail and

learning,

learning

assessment criteria

specific description

be

creative,

active, and critical.
To conduct
teachers

are

are

address

analytical
scoring
Analytical
rubric

6

on

students’

presentation. Each

logical

and

criteria has its own

handling objection,

who

have

low

weakness. On the

description

grabbing

achievement.

But

other hand, holistic

complete

audience’s

when

scoring rubric is

can

less detail. Rubric

strength

rubric

do

project, they have

Klein et al.’s book).

innovation.

All

novelty

has rating scale to

The

scale

those criteria are

meaningful

indicate

comprises exceeds

represented in A, B,

learning.

assessment quality

standards

(4

C, and D. Each of

responsibility,

consisting

points),

meets

them has different

confidence,
learning

rating

in

they

and

of

seen

junior high students

attention

the

be

(the

structure,

Their
and

outstanding, good,

standard (3 points),

description.

average, poor or

approaching

refers

frequency

standard (2 points),

excellent,

comprising always,

and

significantly

good, C is fair, D is

though

often,

below standard (1

less satisfying, and

research

point).

E is poor.

positive impact but

sometimes,

seldom, never, and
so on.

to

the
B

is

Carrol
Klein et al.

(2005:99)

has

different

project-based

assessment

learning rubric for

Klein et al. He does

science class. The

assessment

rubric’s

project-based

consists

criteria
of

the

learning

project, conceptual

Limerick

understanding

University.

of

science,

scientific

process,

written
oral

achievement
increase.

Even
Dopplet’s
has

it has not shown

(2009:72) provides

work,

A

and

from
of

2.4 The previous
studies
on
assessment of
project-based
learning
Some

the

The

in

conducting projectbased learning and
the

assessment

completely.

relevant studies are
at

steps

Efstratia

conducted by some

(2014:1258-1259)

researchers

also

on

does

the

project-based

project-based

criteria consist of

learning.

learning in Greece.

presentation,

investigates

The finding shows

(2003:255-271) 54

that

the

use of visual aid,

Doppelt

project-based

7

learning has some

project-based

(Kettanun,

program,

strength

and

learning.

2015:572-573).

activities

weakness.

The

Baş (2011:2-

weakness is some

10) undertakes the

researches focus on

(2000:

teachers

experimental

project-based

and Nunan (1992:

want to apply the

research to ninth

learning

project-based

grade by applying

results show that

case study is also

learning

the

they

the

used to obtain a

they

do

not

because

have

project-based

Those

event,
or

individual.

and

the

have

an
Burn

459-460)

75-79)

add

that

lack

learning. The result

strength

and

deep understanding

experience doing it,

shows that students

weakness.

The

or portray toward a

even though it is

have good learning

researches have not

detail investigated

integrated

result

disclosed

case.

in

and

better

the

This

study

curriculum. On the

attitude than those

implementation and

focuses on the deep

other hand, it gives

do not make the

assessment with the

investigation

the positive impact

project. Musa et al.

criteria in detail.

project-based

in increasing the

(2012:572)

cognitive

similar

and

emotional

find

result

to

Baş that project-

development

for

based learning can

the

and

develop

students

learning

3. Research

of

fifth

and first graders.

Methodology
This

on

study

students’

employs the case

3.1.

Setting and

Participants

developing

soft

skills.

study methodology

students’

Moreover, project-

and qualitative as

was conducted at

based

its

Budi

confidence
learning

and
quality.

learning

contributes

to

approach.

The

Luhur

Cresswell

Elementary School
located at Jombang

The research result

students’ cognitive,

(1998:36-61)

of this study also

affective,

argues

has not disclosed

psychomotor

study is used to

Tangerang.

the assessment of

development

explore

data

and

study

that
a

case
case

which refers to a

Raya Street, South
sources

teacher

The
are
and

8

students of grade 1

investigate

This study uses

and 5. The data

project-based

semi-structure

consists

learning

of

interview.

The

planning,

interview

is

implementing and

addressed to the

project-based

evaluating phases.

teachers

learning rubrics as

The

students of grade

well

is undertaken in

interview
transcripts

and

classroom

observation.
3.2

.

2.

This collection data

analysis

is

the rubrics. Those

the

rubrics

applying

can

data

by
the

collected as data.

multiple sources. It

The rubrics cover

aims to build the

the

planning,

accurate

and

implementing and

credible

data.

evaluating phases

(Sugiyono,

of

2013:397-399;

to

collect the data are
as follows:
Observation
sheets

project-based

learning.
3.

to

be

Interview
transcript

Cresswell,
2008:266).

After
collecting data, the
analysis

and

interpretation data
conducted

(Cresswell,
2008:244).
Sugiyono
(2013:405-412)
presents

some

procedures

in

analyzing the data

process to collect

research questions.

conducted

triangulation.

assessed by using

the

is

called

Triangulation is the

to

observation

data.

is

data

Classroom

the

Document

learning

meant gathering the

1.

collect

Project-based

(2008:220),

steps

those

Data analysis
and
interpretation
Procedure

are
study

one instrument to

Cresswell

Some

This

recording

According to

address

1 and 5.
employs more than

phases.

procedure

and

science class by
collection

information

observation

class 1 and 5 at
Data

collecting

from

3.3

consisting of data
reduction,

data

display and draw
the

conclusion.

Data

reduction

means taking the
important

and

necessary

data.

Data display refers
to the presentation
of data in many
forms such as table,
graph, chart, and so
on. The analysis

9

and

interpretation

Budi Luhur
elementary
school

data of this study
were as follows:
1.

rubric, interview
transcripts and
observation sheets
are used as
analysis data.
2.

The data
were
reduced

3.

Those data
were displayed in
table and short
description

4.

The data are
were interpreted
and concluded

teamwok.

finding

Tommi

from

the

observation

and

interview

shows

that

Luhur

Budi

elementary school
implements
project-based
learning

at

semester

2

for

substituting written
mid-term test. This
school applies this
learning because it
is

applicable.

Students

can

develop

their

higher

order

unveils

analyzing

and

4. Research

synthesizing

Finding and

Moreover it also

Discussion

can enhance their

4.1

presentation
bravery
expressing

skill.

skill,
in
their

that

learning

Making the
rubric

as

the

guidelines

to

measure

project-based

students’
is

learning process.

authentic. On the

The rubrics can

other word, project-

be

based learning can

measure

be used to assess

students’

students’

performance

performance
interactive

used

to

with

from beginning

and

(planning) until

innovative way as

ending

well

(presentation) of

focus

process.

on

Written

the

test is not suitable
to

measure

the

learning

process.
2.

Dividing

students’

students

performance

some groups.

(Brown, 2007:462).

Each group has

thinking such as

The
implementatio
n of projectbased
learning
in

1.

(2014:62-64)
The

Projectbased learning

idea, creativity, and

The

other

three

or

into

four

finding reveals that

students.

some

division is based

steps

of

project-based
learning

on the students’
are

undertaken by the
students

The

and

teachers as follows:

characteristics.
3.

Explaining
the materials or

10

content for the

teachers

project.

parents.

The materials or

5.

and

Conducting

idea to solve the

presenting their

problem

final project.

their

with

team

by

9.

Assesing

content refer to

the

project-

linking it to their

presentation

the competency

based

learning

life.

for

standard

for two weeks

and

based

including

competency
(goal

and

objective)

in

7.

the

Giving the

their

project

model how to

Although

presentation.

present

project is made

Two

final project.

in group, they

Even

present

weeks

embrace

the

their
though

the

their

curriculum

planning,

they are given

final

(KTSP).

implementing,

the example to

individually.

and

present

their

This assessment

project,

they

emphasizes

4.

Leting the
students

to

prepare

the

evaluating

process.
6.

project

on

Allowing

have a freedom

the content and

project stuff.

the students to

to present with

procedure when

Students prepare

do the project

their own style

they make the

the

based on their

referring to the

project.

the

stuff

or

equipment

for

creativity

making

the

letting them to

project.

They

solve

write what they

problem

bring to school

and
the

given to them.
8.

10.

Assesing

the

Providing

students’

behavior

or

chances for the

attitude

while

group.

students to have

making

the

on their diary

Students are not

the presentation

project.

book. The diary

forced

exercise.

There are some

book is a means

memorize

The

behaviour

of

lesson but they

have

communication

are encouraged

practice

book

to express their

their

the
between

in

guidelines

to
the

students
time
team

to
with
in

or

attitude
assessment such
as

teamwork

11

ability,

enthusiastic

and

achievement,

independence,

busy to accomplish

responsibility

and

and 5 are different

confidence,

their project. They

confidence

than

in

share their thought,

conventional

though those have

idea, and work to

learning.

same goal to assess

make their project.

(2014:1258-1259)

students’

are almost similar

They

points

progress. It can be

to

al.

make the project

project-based

and

than do the written

learning

can

McGrath (2002:42-

test because they

enhance

students’

44). The steps are

can express their

cognitive, emotion

each class in that

deciding the goal,

idea and help each

and

school.

topic,

other to finish their

Baş and Musa et al.

rubrics can be seen

project.

prove that project-

in table 1 and 2.

tolerance,

and

leadership.
Those
Klein

steps
et

(2009:11)

theme

format;

or

preparing

prefer

to

Doppelt

between grade 1

Efstratia
out

that

format,

even

learning

seen that the format

confidence.

has

not

been

standardized

for
Those

and planning the

(2003:255-271),

based learning can

project as well the

Efstratia, Douladeli

change

students’

learning rubric of

schedule

(2014:1258-1259),

attitude to be better

grade 1 has four

learning activities;

Baş

such as team work

criteria:

guiding

and Musa et al.

or participation.

presentation,

and
the

(2011:2-10)

students; presenting

(2012:572)

the final projects;

that

and assessing the

learning

process and final
project.
The
finding
that

other

find

project-based

Project-based

contribution,
4.2 Assessment of

has

creativity,

dan

project-based

follow instruction.

positive impact for

learning

in

Presentation refers

the

Budi

Luhur

to students’ ability

students.

Doppelt

indicates

demonstrates

project-based

project-based

learning makes the

learning

students

students’

that

develops

of

elementary

in presenting their

school

final

poject.

The findings

Contribution

project-based

addresses students’

learning

rubrics

skill to work in

12

group, help each

independence

project-based

converted into 0-

other, or share the

(kemandirian),

learning for grade 1

100

idea or opinion in

confidence

is 16. It is the sum

instance,

making the project.

(percaya

of presentation (4

student of grade 1

Creativity

creativity( kreatif),

points)

+

gets 14 points, she/

tolerance

contribution

(4

he will get 88 (14

emphasizes

on

diri),
(saling

range.
if

For
a

students’ skill in

menghormati), and

points) + creativity

points is divided by

creating

leadership

(4 points) + follow

16 then multiplied

project with their

(kepemimpinan).

instruction

by 100).

original

and

The fifth graders

points).

creative

thought.

must

two

projects:

their

make

(4

On

the

The analysis

other

hand,

the

of

total

score

for

learning rubric of

project-based

Follow instruction

science

means

students’

Create a source of

grade 5 is 36. It is

grade 1 shows that

skill to understand

magnet with simple

the sum of content

the

presentation

the instruction and

objects and make

1

skill,

contribution

internalize it into

windmill

with

content 2 (4 points)

in group, creativity

their

simple

machine,

+ presentation 1 (4

and
follow

project.

Meanwhile,

(4

points)

+

to

the

therefore they have

points)

rubric of grade 5

two criteria for the

presentation 2 (4

instruction are in

consists of three

content

points)

+

good

criteria as follows:

presentation.

independence

(4

average of those is

rating

points)

+

3.65, 3.2, 3.6, and

those

confidence

(4

3.65. The data can

points) + creativity

be seen from table
3.

content,
presentation,

and

The
and

scale

of

the
level.

character building

rubric

aspects.

excellent (4 points),

(4

character building

good

tolerance (4 points)

aspects are divided

fair (2 points) and

+

into some criteria

poor

points). Those total

presentation

such

Total

score

follow

The

as

comprises

+

ability

(3
(1

points),
points).

score

for

points)
leadership
will

+
(4
be

The

The

fifth

graders have good
and

instruction

13

ability. The average

and enthusiastic in

assessed by using

is 3.2 and 3.25.

doing the project-

the

They

based

rubric of grade 1

have

fair

independence,

learning.

rubric.

The

They

can

share

and 5 has slightly

and

their

idea,

help

difference from the

in

each

other

and

criteria. It occurs

making the project

work together in

because the criteria

with the average

team to solve the

in grade 5 have two

2.8, 2.8, and 2.6.

problem.

projects and detail

Students

project-based

creativity
leadership

are

The

character building.

confident and able

learning

can

Therefore,

to work in team. It

develop

the

study recommends

can be seen from

students’ character

Budi Luhur School

the average 3.2 and

building such as

to

3.1. Look at table 4

their interpersonal

standard criteria for

for

skill,

all classes.

detail

information.

teamwork,

Applying
project-based
as

replacement

and

bravery.

5. Conclusion

learning

leadership,

the
of

this

make

A

the

further

research

is

also

Project-based

required to conduct

learning conducted

because this study

consists of some

only

steps

the

such

as

investigates
project-based

planning,

learning for science

implementing, and

class. It will be

test of semester 2

evaluating.

better to securitize

gives

process of project-

written

impact
students.

mid-term
positive
to

the

based

The

from

students are happy

until

The
learning

beginning
ending

is

GurmanKahraman.
2014. Video
project
assignment
and
their
effectiveness
on
foreign
language
learning.
www.science
direct.com

the other subjects.
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2014

Appendixes
Table 1. Project-based learning rubric of grade 1
Criteria
Presentation

Excellent
(4)
Students present

Descriptors
Good
Fair
(3)
(2)
Student is able to
Student is able to

Poor
(1)
Student is not able

fully knowledge

present less

explain

to explain or

by explaining and

knowledge of the

rudimentary of

demonstrate the

demonstrating the

concept but support

moving the

concept of

concept of way to

with good

magnetic toy

pushing and

move the

demonstration of

concept or

pulling

magnetic toy with

playing magnetic

demonstrates

proper greetings

toy with clear

playing with the

followed with

voice.

magnetic toy with

clear voice and
Contribution

low tone of voice.

eye contact.
Student is able to

At times, student is

Student is able to

More comfortable

provide

useful

able

provide

useful

to do works in

ideas

when

useful ideas when

ideas

when

solitaire

participating in the

participating in the

participating

group; being an

group.

the group though

to

provide

active leader or

sometimes he/she

member

prefers to work in

when

needed and try to
keep
working
Creativity

solitaire

others
well

together.
Project includes

Project includes

Project includes

Project is finished

many unique yet

some unique ideas

an idea but lacks

but provides no

innovative ideas

and several

originality and

evidence of

and creative use of

materials were used

may have imitated

creativity or

materials in

with a minimum

other group’s plan

originality.

unexpected way

support.

and with guidance

independently.
Follow

in

The project has

and
The project has

encouragement.
The project shows

The project shows

Mark

2
Instructions

planned carefully;

planned carefully;

little evidence of

no understanding

understanding of

understanding of all

understanding of

of the

all instructions is

instructions is

the instructions.

instructions.

clearly

demonstrated.

demonstrated.
Score
16

Table 2. Project-based learning rubric of grade 5
Descriptors
Criteria
Content 1:

Excellent
(4)
The student

Good
(3)
The student

Fair
(2)
The students

Poor
(1)
Student has not

Create a

completely

understands how

pretty understand

yet understood

source of

understands

to create the

how to create the

how to create the

magnet with

how to create

project, most of

project, some of

project, none of

simple objects

the project, the

instructions are

instructions were

instructions were

(cans, baloon

instructions are

demonstrated with

demonstrated with

demonstrated

and paper

clearly

a little guidance

guidance

clips)

demonstrated
with no

Content 2:

guidance
The student

The student

The students

Student has not

Making

completely

understands how

pretty understand

yet understood

windmill with

understands

to create the

how to create the

how to create the

simple

designing the

project, most of

project, some of

project, none of

machine

project, the

instructions are

instructions were

instructions were

instructions are

demonstrated with

demonstrated with

demonstrated

clearly

a little guidance

guidance

demonstrated
with no
Describe the

guidance
The student is

The student is

The student is

The students is

procedure and

completely

mostly able to

able to describe

able to describe

the magnetic

able to

describe the

reasonably the

the procedure

force created

describe the

procedure

procedure

creating simple

based on the

procedure

creating simple

creating simple

magnet and the

project

creating simple

magnet and the

magnet and the

change of force

Mark

3
magnet and the

change of force

change of force

only with

change of

based on the

based on the

guidance

force based on

project

project

Describe the

the project
The student is

The student is

The student is

The students is

procedure for

completely

mostly able to

able to describe

able to describe

designing

able to

describe the

reasonably the

the procedure

windmill with

describe the

procedure

procedure

designing

simple

procedure

designing

designing

windmill with

machine, and

designing

windmill with

windmill with

simple machine

the energy

windmill with

simple machine

simple machine

and the energy

transferred

simple

and is able to

and is able to

transferred only

from the

machine and is

describe the

describe the

with guidance

dynamo's

able to

energy transferred

energy transferred

magnet

describe the
transferred
Siswa mampu

Siswa mampu

Siswa telah

Siswa belum

menunjukan

menunjukkan

menunjukkan

dapat

sikap mandiri

sikap mandiri

sikap mandiri

menunjukkan

yang amat

yang baik.

dalam persiapan,

sikap mandiri.

baik.

Perencanaan,

perencanaan

Dalam persiapan,

Persiapan,

pelaksanaan dan

projek. Namun

perencanaan,

perencanaan,

penyelesaian

pada pelaksanaan

pelaksanaan dan

pelaksanaan

projek dilakukan

dan penyelesaian

penyelesaian

dan

dengan sedikit

projek masih

projek harus

penyelesaian

bantuan guru

banyak

selalu dengan

projek

membutuhkan

bantuan guru dan

dilakukan

bantuan guru

orangtua

energy
Mandiri

tanpa bantuan
Percaya diri

guru
Siswa mampu

Siswa mampu

Siswa cukup

Siswa belum

menunjukkan

menunjukkan

percaya diri

mampu

sikap percaya

sikap percaya diri

ketika

menunjukkan

diri yang amat

yang baik ketika

menyampaikan

sikap percaya diri

baik ketika

menyampaikan

pendapat pada

dalam

4
menyampaikan

pendapat pada

saat pelaksanaan

menyampaikan

pendapat pada

saat pelaksanaan

projek, pada saat

pendapat pada

saat

projek, serta pada

mempresentasika

saat pelaksanaan

pelaksanaan

saat

n projek di kelas

projek, pada saat

projek, serta

mempresentasika

masih

presentasi projek

pada saat

n projek

memerlukan

harus selalu

dorongan guru

mendapat

mempresentasi
kan projek
Siswa

Siswa

Siswa cukup

dorongan guru
Siswa belum

menunjukkan

menunjukkan

mampu berkreasi

dapat

kemampuan

kemampuan yang

pada desain

menunjukkan

yang amat baik

baik dalam

projek,

kemampuan

dalam

berkreasi pada

kemampuan

berkreasi pada

berkreasi pada

desain projek,

menyelesaikan

desain projek,

desain projek,

serta mampu

masalah dalam

kemampuan

serta mampu

memecahkan

penyelesaian

menyelesaikan

memecahkan

masalah dalam

projek masih

masalah dalam

masalah dalam

penyelesaian

memerlukan

penyelesaian

penyelesaian

projek dengan

banyak bantuan

projek harus

projek tanpa

sedikit bantuan

guru

selalu dengan

Kerja sama

bantuan guru
siswa

guru
siswa

siswa

bantuan guru
siswa belum dapat

dan saling

menunjukkan

menunjukkan

menunjukkan

menunjukkan

menghormati

kemampuan

kemampuan

kemampuan

kemampuan

bekerja sama

bekerja sama

bekerja sama

bekerja sama,

yang amat baik

yang baik dengan

yang cukup baik

sikap

dengan

kelompoknya,

dengan

menghormati

kelompoknya,

serta mampu

kelompoknya,

pendapat orang

serta mampu

menunjukkan

sikap

lain harus selalu

menunjukkan

sikap

menghormati

dengan arahan

sikap

menghormati

pendapat orang

dan pengawasan

menghormati

pendapat teman

lain terkadang

guru

terhadap

pada saat

masih

pendapat orang

penyelesaian

membutuhkan

lain pada saat

projek

pengawasan dan

Kreatif

pelaksanaan

arahan guru

5
Pemimpin

projek
Siswa

Siswa

Siswa

Siswa belum

yang baik

menunjukkan

menunjukkan

menunjukkan

dapat

sikap

sikap

sikap

menunjukkan

kepemimpinan

kepemimpinan

kepemimpinan

sikap

yang amat baik

yang baik pada

yang cukup baik

kepemimpinan

pada

kelompoknya,

pada

pada

kelompoknya,

mampu menjadi

kelompoknya,

kelompoknya,

mampu

role model dan

kemampuan

kemampuan

menjadi role

dapat membuat

membuat

memutuskan

model dan

keputusan pada

keputusan pada

sesuatu harus

membuat

saat penyelesaian

saat penyelesaian

selalu dengan

keputusan

projek dengan

projek masih

bantuan guru

pada saat

sedikit arahan

banyak

penyelesaian

guru

memerlukan

projek

bantuan guru

Score
36

Table 3. Score of science project-based learning for grade 1
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.

Name
Aud
Mar
Ald
Bun
Tris
Ayo
Erd
Bil
Dai
Mai
Nar
Sat
Ard
Raf
Nat
Liw
Chr

Presentation
4
4
4
4
3
3
4
4
3
4
4
3
4
1
4
4
4

Criteria
Contribution
Creativity
2
3
3
4
3
4
3
4
2
4
4
3
3
2
2
4
3

4
3
4
4
4
3
3
4
4
4
3
3
2
3
4
4
4

Follow
Instruction
4
4
4
4
4
4
4
3
4
3
3
3
3
2
4
4
4

Score
88
88
94
100
88
88
88
94
81
94
88
75
75
50
88
100
94

6
18.
Bra
19.
Ryu
20.
Kha
Rata-Rata

4
4
4
3.65

4
3
4
3.2

4
4
4
3.6

4
4
4
3.65

100
94
100
88.35

Table 4 Score of science project-based learning for grade 5

3
3
4
4
3
4
3
4
3
3
3
4
3
3
3
3
4
3.4

3
3
4
3
2
3
2
4
2
2
3
3
3
3
2
2
4
2.8

3
4
4
4
4
3
4
3
2
2
3
3
4
3
3
3
3
3.2

3
3
4
3
2
3
2
3
2
3
3
3
3
3
2
3
3
2.8

Kepemimpinan

3
4
3
3
3
3
4
3
3
3
3
4
3
3
3
3
3
3.2

Kerja sama

3
3
4
3
2
3
3
3
3
3
3
4
4
3
3
3
4
3.2

Kreatif

Mandiri

3
3
4
4
2
4
3
3
3
3
3
4
4
3
3
3
4
3.3

Percaya diri

Presentation 2

1.
Kdk
2.
Chr
3.
Oyn
4.
Rno
5.
Jsu
6.
Mde
7.
Rma
8.
Rck
9.
Aurl
10. Azr
11. Carl
12. Gis
13. Lou
14. Njm
15. Shrn
16. Vqn
17. Grc
Rata-Rata

Presentation 1

Name

Content 2

No.

Content 1

Criteria

Score

4
3
3
3
2
4
3
4
3
3
3
2
3
3
3
3
3
3.1

2
3
4
4
2
4
2
4
2
2
2
2
3
2
2
2
2
2.6

75
81
94
86
61
86
72
86
64
67
72
81
83
72
67
69
83
76

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