Project Based Learning and Academic Procrastination of Students in Learning Physics

Santyasa, I Wayan; Rapi, Ni Ketut; Sara, I Wayan Windu

doi:10.29333/iji.2020.13132a

Cited by 69 publications

(65 citation statements)

References 17 publications

(30 reference statements)

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“…Students who have LAP show critical thinking skills is significantly higher than students who have HAP. The results of this study are in accordance with previous studies [28]. Quantitatively, the average value of critical thinking skills that can be achieved by students who have LAP is M = 45.62 with SD = 12.72, in the low category, while those achieved by students who have HAP are M = 36.94; SD = 12.29 with very low category.…”

Section: Discussionsupporting

confidence: 91%

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The Effect of Problem-Based Flipped Learning and Academic Procrastination on Students’ Critical Thinking in Learning Physics in High School

Santyasa¹,

Agustini²,

Tegeh³

2021

Advances in Social Science, Education and Humanities Research

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Learning physics in SMA cannot be separated from students' critical thinking activities without delay. Critical thinking will not develop optimally if the learning still tolerates the direct learning model. One of the learning models that are accommodative in developing critical thinking is the problembased learning model. Both models can be used as pedagogical content for flipped learning, which is termed problem-based flipped learning (PBFL) and direct flipped learning (DFL). This study aims at describing the difference effect between PBFL and DFL on critical thinking (CT) viewed from students' academic procrastination (AP) in learning physics in SMA. Student's AP is a variable of sorting critical thinking skills based on low AP (LAP) and high AP (HAP). The study population was 6 classes of students of class XI SMAN 2 Semarapura. A sample of 4 classes was selected by random assignment technique, which then randomized again to determine 2 classes as PBFL class and 2 classes as DFL class. To collect the students' academic procrastination, the questionnaire is used. Students' critical thinking skills were collected by means of an essay test using a 4point scale. Data were analyzed using two-way ANACOVA with initial critical thinking skills scores as covariates. Hypothesis testing is carried out at the 5% significance level. The results showed 1) There was a significant difference in the effect between PBFL and DFL on CT (F = 11,769; p <0.05). Students' CT was higher achieved by students who studied with PBFL than them studied in the DFL model. 2) There is a significant difference in the effect between LAP and HAP on CT (F = 7.006; p <0.05). Higher CT rates were achieved by students who had LAP compared with them had HAP. 3) There is no significant interactive effect between the learning model and AP on CT (F = 1.451; p> 0.05). In learning physics class XI SMA, the two AP categories are accommodating to the PBFL and DFL models. Keywords-problem-based flipped learning, direct flipped learning, critical thinkingRelated to the implementation of PBL in physics learning, it is showed very challenging findings, that although the critical

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Section: Discussionsupporting

confidence: 91%

“…The low academic procrastination will make students achieve higher learning achievement [27]. In learning physics class X senior high school, it is stated that students who have low academic procrastination show higher learning outcomes than those who have high academic procrastination [28].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Problem-Based Flipped Learning and Academic Procrastination on Students’ Critical Thinking in Learning Physics in High School

Santyasa¹,

Agustini²,

Tegeh³

2021

Advances in Social Science, Education and Humanities Research

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“…This is in line with research conducted by (Jamilla et al, 2020), which revealed that the project-based learning model assisted by Google's classroom using instructional videos has a positive impact in the learning process, where the model must be designed in such a way according to student characteristics and material learning that will be applied during the learning process in order to improve students' ability to receive lessons and improve learning outcomes to be more effective when the learning process takes place. Likewise according to (Santyasa et al, 2020) revealed in his research that there are significant differences in academic achievement between students studying in the PjBL and DI models. Which higher academic achievement is achieved by students studying with the PjBL model.…”

Section: The Effect Of Project Based E-learning Models (Pjbel) On Student Learning Outcomesmentioning

confidence: 99%

“…In addition, students feel that the existence of project-based learning assisted by e-learning can improve their skills in working together in groups, innovating in creating something new, utilizing existing learning resources and useful technology in the world of education. (Santyasa et al, 2020) also revealed in his research that there were significant differences in academic achievement between students studying in the PjBL and DI models. Which higher academic achievement is achieved by students studying with the PjBL model.…”

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confidence: 94%

The Effect of Project Based E-Learning Models toward Learning Outcomes and Critical Thinking Skills of Vocational High School Students

Rusnawati

Santyasa

Tegeh

2021

JPP

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Learning outcomes and critical thinking skills are main competencies that students must achieve in Digital Simulation subjects. This study aimed to describe the differences in learning outcomes and critical thinking skills together between students who learned by using project-based e-learning model and students who learned by using direct e-learning in Digital Simulation subjects. This research used quasi experiment method. The research design used was a pretest-posttest control group design. The research sample consisted of 4 classes or 133 students by using a simple random sampling technique. This study used two test instruments namely, the learning outcomes test in the form of objective tests and the critical thinking skills test in the form of essay test. Data were analyzed descriptively and Multivariate Analysis of Covariate (Mancova) with hypothesis testing using a significance level of 0.05. The findings showed that first, there were differences in learning outcomes and critical thinking skills simultaneously between students who learned by using a project-based e-learning model and students who learned by direct e-learning model. Second, there was no difference in learning outcomes between students who learned by using the project-based elearning model and students who learn by direct e-learning model. Third, there were differences in critical thinking skills between students who learned by using the project-based e-learning model and students who learned by using direct e-learning model.

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“…Furthermore, research on the combination of PjBL with the flipped classroom approach has been carried out with results in science subjects showed that the combination of the flipped classroom and the PjBL model has a positive effect on students' critical thinking skills [5]. In addition, a project-based learning approach with flipped classrooms helped in improving students' achievement in learning mathematics in various cognitive styles [11]. Chemistry subjects are in the same subject family as mathematics and science, so that this learning model is expected to give the same effect on chemistry learning achievement.…”

Section: Introductionmentioning

confidence: 99%

Project-Based with Flipped Learning

Pratiwi¹,

Santyasa²

2021

Advances in Social Science, Education and Humanities Research

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Chemistry learning at high school should be able to facilitate students to solve real-world problems and improve their learning achievement. However, the reality of students' achievement is still low, which is reflected in the results of the 2019 chemistry national evaluation. For this reason, improving the quality of the learning process is a must. One of the innovative models is project-based learning model (PjBL). Taking a long time to implement is one of the weaknesses of the PjBL model. However, this can be overcome by combining PjBL with flipped learning, so that it becomes a project-based flipped learning (PjBFL) model. This study aims to describe the effect of PjBFL model on student achievement in learning chemistry at high school. This quasi-experimental study used the pretestposttest non-equivalent control group design. The population was 4 classes (119 students) grade XI students of SMAN 1 Bebandem Karangasem Bali. Two classes of sample were selected by random assignment technique. Students' achievement data was collected by an expanded multiple-choice test. Research data were then analysed by ANOVA. The results showed significant differences in students' achievement between students who learned with the PjBFL model and those who learned with DFL. Students' achievement in learning with PjBFL (M = 38.7667; SD = 5.79348) is significantly higher compared to those learning with DFL (M = 34.5333; SD = 8.32004). Chemistry learning in 11th grade student with PjBFL was effectively enhanced the students' achievement.

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Project Based Learning and Academic Procrastination of Students in Learning Physics

Cited by 69 publications

References 17 publications

The Effect of Problem-Based Flipped Learning and Academic Procrastination on Students’ Critical Thinking in Learning Physics in High School

The Effect of Problem-Based Flipped Learning and Academic Procrastination on Students’ Critical Thinking in Learning Physics in High School

The Effect of Project Based E-Learning Models toward Learning Outcomes and Critical Thinking Skills of Vocational High School Students

Project-Based with Flipped Learning

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