The Effect of Project Based Learning Model and Learning Styles on Students’ Learning Outcomes
The purpose of this study was to test the differences in the application of project- based learning methods assisted by audio-visual media versus exposure methods in science subjects for grade V who have different learning styles at MI Mazroatul Ulum Lamongan. This study used a quasi-quantitative experimental approach with a 2×3 factorial design type. The subjects of the study were grade V (five) students who were divided into experimental and control groups. Data collection used observation, tests, and questionnaires. The data analysis techniques used were Independent Sample T-Test, One-way Anova, dan Two-way Anova. The results of the study showed: a) there were differences in learning outcomes of students taught using the project-based learning method and demonstration method, b) the grade V students had varied learning styles (visual, auditory, and kinesthetic), c) there were differences in learning outcomes on students who had different learning styles. and d) there was no interaction effect of the use of different methods on students’ learning outcomes who had different learning styles. Therefore, further research is very possible to be carried out to explore the things that cause the interactive influence. It is very possible to explore this research by looking for other variables that are assumed to be able to provide an interactive influence.
Amin dan Linda Yurike Susan Sumendap. (2022). 164 Model Pembelajaran Kontemporer. Tt: Pusat Penerbit LPPM.
Azhar, Imam. (2023). Metode dan Teknik Analisis Statistik. Lamongan: Lensa Publishing.
Barus, Malem Antonius Malem dkk. (2022). Panduan dan Praktik Baik Project Based Learning Menginspirasi, Mencipta, dan Mendedikasikan Karya. Yogyakarta: PT Kanisius.
DePorter, Boobi dan Mike Hemacki. (2010). Quantum Learning Nyaman dan Menyenangkan. Bandung: Kaifa.
Eisner, E. W. (2005). Reimagining schools: The selected works of Elliot W. Eisner. Routledge: World Library of Educationalists Series.
Gagné, R. M. (1974). Learning for instruction. Illinois: The Dryden Press.
Hinsdale dan Hargreaves, A., & Moore, S. (2000). Educational outcomes, modern and postmodern interpretations: response to Smyth and Dow. British Journal of Sociology of Education, 21(1), 27–42.
Hilgard, E. R., & Bower, G. H. (1975). Theories of Learning (4th ed.). New York: Prentice-Hall
Kolb, B., & Whishaw, I. Q. (2014). An Introduction to Brain and Behaviour. New York: Worth Publishers.
Lefrancois, G. R. (1986). Psychologie des Lernens (2nd ed.). Springer-Verlag.
Mashud. (2021). Penelitian Tindakan Berbasis Project Based Learning. Sidoarjo: Zifatama Jawara.
Nyihana, Emaniatu. (2020). Metode PjBL (Project Based Learning) Berbasis Scientific Approach dalam Berpikir Kritis dan Komunikatif Bagi Siswa. Jawa Barat: Penerbit Adab.
Priambudi, Eurico Akbar Dwi. (2023). Upaya meningkatkan hasil belajar IPA dengan metode project-based learning pada siswa kelas IV SDN Lubang Buaya, 13. Dharmas Education Jurnal, 4 (1): 201.
Riinawati. (2020). Monograf: Hubungan Penggunaan Model Pembelajaran Blanded Learning Terhadap Hasil Belajar Matematika. Tt: CV. Kanhaya Karya.
Sa’diyah, Ilmatus. (2022). Metode Pembelajaran Project Based Learning (PBL) Ruang Literasi. Gresik: Thalibul Ilmi Publishing & Education.