A. Muhajir Nasir

Dampak Pembelajaran Berbasis Proyek terhadap Pemahaman Konsep Statistika Mahasiswa PGSD UNM

Introduction

Dampak pembelajaran berbasis proyek terhadap pemahaman konsep statistika mahasiswa pgsd unm. Pelajari dampak Pembelajaran Berbasis Proyek (PBL) pada pemahaman konsep statistika mahasiswa PGSD UNM. Studi ini menunjukkan persepsi positif & peningkatan pemahaman.

Abstract

This study aims to analyze the impact of implementing the Project-Based Learning (PBL) model on the conceptual understanding of statistics among students of the Primary School Teacher Education (PGSD) program at Universitas Negeri Makassar. The research employed a quantitative method with a post-test only design, involving 91 randomly selected students as the sample. Data were collected through a post-test in the form of a project assignment and a student perception questionnaire on PBL. The results showed that most students had a positive perception of the PBL method, with an average perception score of 76.15 and a learning outcome score of 84.99. Pearson correlation analysis indicated a weak positive relationship between students' perceptions of PBL and their learning outcomes (r = 0.215), suggesting that other factors such as motivation and learning styles may have a greater influence. Nevertheless, PBL was shown to improve students' understanding of statistical concepts in general. This study recommends enhancing the quality of PBL implementation and developing more contextual and interactive learning strategies within the PGSD environment.

Review

This study, "Dampak Pembelajaran Berbasis Proyek terhadap Pemahaman Konsep Statistika Mahasiswa PGSD UNM," addresses a critical area in education by investigating the effectiveness of Project-Based Learning (PBL) in enhancing statistical conceptual understanding among prospective primary school teachers. Employing a quantitative post-test only design with a sample of 91 students, the research provides valuable insights into how an active learning approach impacts complex subject matter. The findings broadly indicate that PBL positively influences students' statistical concept understanding, as evidenced by a high average learning outcome score of 84.99, coupled with generally positive student perceptions of the method. While the overall conclusion points to the positive impact of PBL on conceptual understanding, the study's more detailed analysis reveals an interesting nuance: a weak positive correlation (r = 0.215) between student perceptions of PBL and their actual learning outcomes. This finding is particularly insightful, suggesting that while students may appreciate the method, their individual motivation and learning styles might exert a more significant influence on their ultimate grasp of statistical concepts. This highlights a potential area for further exploration, as the abstract does not elaborate on how these other factors were measured or controlled. The "post-test only" design also inherently limits the ability to conclusively attribute all gains solely to PBL without a pre-test or control group comparison, although it still provides a valuable indication of student performance after the intervention. Despite these methodological considerations, this research makes a valuable contribution by reinforcing the utility of PBL in higher education, particularly within teacher training programs where a deep understanding of foundational concepts like statistics is crucial. The study's recommendations to enhance the quality of PBL implementation and develop more contextual and interactive strategies are pertinent and actionable. Future research could benefit from a more robust experimental design, perhaps incorporating a pre-test and control group, and by explicitly investigating the identified "other factors" like motivation and learning styles to provide a more comprehensive understanding of their interplay with PBL effectiveness. This would further strengthen the evidence base for optimizing PBL in diverse educational settings.

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