Efektivitas Model Project Based Learning dengan Pendekatan Inkuiri Berbasis Lingkungan terhadap Hasil Belajar IPA

Abstract

Science learning is identical to learning that not only prioritizes understanding concepts but also wants students to carry out experiments both in the surrounding environment and in the laboratory. This study aims to determine the learning outcomes of the project based learning (PjBL) model with an environmental-based inquiry approach of additives and addictive substances and the effectiveness of the PjBL model with a home-based inquiry approach to science learning outcomes. This research is a quantitative research with a quasi-experimental method. The sampling technique was carried out by purposive sampling where the sampling was divided into two classes, namely the experimental class and the control class. The results showed that the learning outcomes in the experimental class had an average posttest result of 67.2 and in the control class had an average posttest result of 60.0, it can be interpreted that the group using this model was successful and the use of the PjBL model with an environment-based inquiry approach was effective on learning outcomes in class VIII students with the results of the t test calculation, namely the value of t count t table that is 6.783 2.045 and probability 0.000 0.05. The learning model in this study is the PjBL-Inquiry model which can be an alternative model that can be applied in learning, to improve students' skills in achieving their main competencies

Ethnochemistry: Exploring the Potential of Sasak and Javanese Local Wisdom as a Source of Chemistry Learning to Improve the Learning Outcomes of Pre-Service Teachers

“…Referring to the theoretical and empirical studies above, the urgency of this research is to provide one of the best chemistry learning solutions by integrating ethnochemistry into the curriculum. The learning process is placed in the cultural heritage context as the substance of understanding concepts and scientific investigations based on natural laboratories based on local wisdom values (Ador, 2017;Singh, 2016;Sumardi & Wahyudiati, 2021;Fiteriani, et al, 2021;Sriyati, et al, 2021;Zuhaida & Mubtasyiroh, 2022), including Sasak and Java tribes value. The Sasak and Java tribes' values are relevant to chemistry learning, which is reflected in their traditions that come from their social system, value system, and local cultural products.…”

Teachers and Partners are Involved in implementation Project Based Learning Model of Biology Education at SMAN 13 Medan

“…The use of the PjBL model can be modified by using an environmentbased inquiry approach. Environment-based learning also has several benefits in learning, including: saving costs, providing real experiences for students, learning becomes more concrete and applicable (Erviana, 2015 in Zuhaida andMubtasyiroh, 2022). The use of the PjBL model which uses an environmentbased incuri approach means that students can directly understand the problems or potential of the surrounding environment.…”

Environmental Oriented Problem-Based Learning (PBL) Improves Learning Outcomes and Self-Efficacy of Students In Social Studies In Fifth-Grade Elementary Schools

“…The results of other studies also reveal that the Environment-Based Problem-Based Learning model is better than expository learning in increasing achievement and increasing students' mathematical reflective thinking skills both viewed as a whole and in terms of high, medium and low initial mathematical abilities (Nismawati et al, 2019). The results of further research revealed that the PjBL model with an environment-based inquiry approach to science learning was effective in student learning outcomes (Zuhaida & Mubtasyiroh, 2022). Based on some of these research results, applying the Problem-Based Learning model and environment-oriented learning can positively influence student learning outcomes.…”