Fajar Gohanda Sinaga, Mula Sigiro, Irving Josafat Alexander

THE EFFECT OF THE PROJECT BASED LEARNING MODEL ON THE LEARNING OUTCOMES OF HIGH SCHOOL STUDENTS IN PASCAL'S LEGAL MATERIAL

Introduction

The effect of the project based learning model on the learning outcomes of high school students in pascal's legal material . Discover how Project-Based Learning (PjBL) significantly improves high school students' understanding and learning outcomes in Pascal's Law, as demonstrated by this study.

Abstract

This study aims to analyze the influence of the Project-Based Learning (PjBL) model on the learning outcomes of high school students in Pascal's Law material. The background of this research is the low level of students' understanding of Pascal's Law, which is often taught theoretically, so it is less contextual and can be applied. This study uses a quantitative approach with quasi-experimental methods and Pretest-Posttest Design of Control Groups. The research subjects were 11th grade students of SMA Negeri 1 Sei Bamban for the 2024/2025 academic year, with a total sample of 60 students, consisting of 30 students in the experimental class and 30 students in the control class, selected using purposive sampling. The research instrument consisted of a multiple-choice learning outcome test with 20 validated items and an observation sheet of student activities. The results showed that the average pretest scores of the two classes were relatively equivalent (experimental = 45.33; control = 45.17) with a significance value of 0.960 (>0.05), indicating no significant difference in initial ability. After treatment, the average post-experimental class score increased to 78.67, while the control class only reached 66.33. The t-test reveals a significant difference between the two classes (Sig. <0.05). Student activity in the experimental class was also recorded high, with an average of 79.97% in the active category. It can be concluded that the application of the Project-Based Learning model has a significant influence on improving student learning outcomes in Pascal's Law compared to conventional learning. These findings reinforce previous literature on the effectiveness of PjBL as an innovative learning strategy that is able to connect abstract concepts with students' real-life experiences.

Review

This study presents a pertinent investigation into the effectiveness of the Project-Based Learning (PjBL) model in enhancing high school students' understanding of Pascal's Law. Addressing a common challenge where abstract scientific concepts are taught theoretically and lack contextual application, the research employed a robust quantitative, quasi-experimental design with pretest-posttest control groups. The findings are compelling: while initial abilities were equivalent between experimental and control groups, students exposed to PjBL demonstrated significantly higher post-test scores and reported high levels of active engagement. This strong statistical evidence, coupled with the reinforcement of existing literature on PjBL's efficacy, clearly supports the conclusion that PjBL is a superior instructional strategy for improving learning outcomes in this specific physics domain. While the study provides a valuable contribution, a few areas warrant further detail for enhanced rigor and replicability. The use of purposive sampling, though practical, should ideally be accompanied by a more explicit justification of the selection criteria to mitigate potential biases and strengthen the generalizability of the findings beyond SMA Negeri 1 Sei Bamban. Furthermore, the abstract would benefit from a more elaborate description of the "conventional learning" approach utilized in the control group, ensuring a clear and comparable baseline. Crucially, while student activity was observed, more specifics on the nature and duration of the PjBL projects implemented—what activities students engaged in, how projects were structured, and the role of the teacher—would significantly enhance the practical utility and theoretical contribution of the research. Overall, this research offers a valuable empirical case for integrating PjBL into physics curricula, particularly when dealing with complex and abstract concepts like Pascal's Law. The findings strongly suggest that PjBL fosters deeper understanding and greater student engagement compared to traditional methods. Future research could build upon these results by exploring the long-term retention of knowledge gained through PjBL, investigating the impact of various project complexities and durations, and conducting qualitative studies to capture students' perceptions and experiences. The study encourages educators to move beyond purely theoretical instruction, advocating for learning environments that connect scientific principles to real-world applications.

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