Project Based Learning Berbasis Kegiatan Sains Aestetik: Tinjauan Metode Ganda Terhadap Kecemasan Belajar Siswa
DOI:
https://doi.org/10.58706/jipp.v3n2.p56-67Keywords:
Project Based Learning, Kecemasan Belajar IPA, Kegiatan Sains AestetikAbstract
Pembelajaran IPA tidak hanya berfokus pada akademik, tetapi juga pengembangan sikap serta perilaku ilmiah yang menjadi penopang siswa dalam menjalani kehidupan sehari-hari. Diperlukan variasi pembelajaran untuk mewujudkannya. Dengan metode pendekatan campuran dengan desian Explanatory Sequential Design, penelitian ini bertujuan untuk mendalami peran model pembelajaran Project Based Learning berbasis kegiatan Aestetik dalam mengurangi kecemasan siswa. Subjek dalam penelitian ini yaitu 58 siswa kelas VIII untuk pengambilan data kuantitatif, sedangkan untuk data kualitatif yaitu tiga perwakilan siswa, satu guru, dan satu wali siswa sebagai narasumber. Hasil penelitian dianalisis dengan uji ANCOVA serta uji N-Gain untuk mengetahui efektifitas dari hasil penelitian. Hasil analisis dipadukan dengan analisis terhadap data kualitatif. Sehingga didapatkan hasil bahwa, model pembelajaran Project Based Learning berbasis kegiatan Aestetik tidak memiliki pengaruh signifikan terhadap pengurangan kecemasan belajar siswa. Uji ANCOVA menunjukkan angka signifikansi 0,210 > 0,05 dan uji N-Gain dari setiap indikator mendapatkan nilai masing-masing 4,32, 1,33, dan -3,71. Sehingga dapat disimpulkan model PjBL berbasis kegiatan aestetik tidak efektif untuk mengurangi kecemasan belajar IPA siswa. namun hasil wawancara secara mendalam menunjukkan bahwa pembelajaran tersebut memberikan dampak positif.
References
Al-Barakat, A.A., Al-Hassan, O.M., Al Ali, R.M., Bataineh, R.F., Aboud, Y.Z., & Ibrahim, N.A. (2025). Shaping young minds: how teachers foster social interaction, psychological security and motivational support in the primary language classroom. International Journal of Learning, Teaching and Educational Research, 24(1), 359–378. DOI: https://doi.org/doi.org/10.26803/ijlter.24.1.18.
Amarullah, R.Q. (2024). Nilai-nilai karakter uswah hasanah dan keterampilan abad 21. Masagi: Jurnal Pendidikan Karakter, 1(2), 84–101. DOI: https://doi.org/10.29313/masagi.v1i2.4026.
Arribathi, A.H., Suwarto, Rosyad, A.M., Budiarto, M., Supriyanti, D., & Mulyati. (2021). An analysis of student learning anxiety during the COVID-19 pandemic: A study in higher education. The Journal of Continuing Higher Education, 69(3), 192–205. DOI: http://dx.doi.org/10.1080/07377363.2020.1847971.
Bagus, B., Suprianto, B., Wardhono, A., & Kuntadi, C. (2023). Factors influencing critical thinking: problem base learning, discovery learning, and project base learning. Dinasti International Journal of Digital Business Management (DIJDBM), 4(3), 547-558. DOI: https://doi.org/10.31933/dijdbm.v4i3.1793.
Bar-Tal, D., Vered, S., & Fuxman, S. (2021). Between open‐minded critical thinking and closed‐minded allegiance: Educational tensions in societies involved in intractable conflict. Political Psychology, 42, 3-28. DOI: https://doi.org/10.1111/pops.12687.
Basiroen, V.J., Judijanto, L., Monalisa, M., Apriyanto, A., Simanullang, R.H., Sa’dianoor, S., & Tambunan, D.M. (2025). Pengantar penelitian mixed methods. Jambi: PT. Sonpedia Publishing Indonesia.
Book Jr, R.T., Henriksen, K., Stambulova, N., & Storm, L.K. (2022). All they have seen is a model for failure: Stakeholder’s perspectives on athletic talent development in American underserved communities. Journal of Applied Sport Psychology, 34(6), 1037–1057. DOI: https://doi.org/10.1080/10413200.2021.1958953.
Bossér, U. & Lindahl, M. (2019). Students’ positioning in the classroom: A study of teacher-student interactions in a socioscientific issue context. Research in Science Education, 49(2), 371–390. DOI: https://doi.org/10.1007/s11165-017-9627-1.
Chen, S.-Y., Lai, C.-F., Lai, Y.-H., & Su, Y.-S. (2022). Effect of project-based learning on development of students’ creative thinking. The International Journal of Electrical Engineering & Education, 59(3), 232–250. DOI: https://doi.org/10.1177/0020720919846808.
Crespí, P., García-Ramos, J.M., & Queiruga-Dios, M. (2022). Project-based learning (PBL) and its impact on the development of interpersonal competences in higher education. Journal of New Approaches in Educational Research, 11(2), 259–276. DOI: https://doi.org/10.7821/naer.2022.7.993.
Dawadi, S., Shrestha, S., & Giri, R.A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36. DOI: https://doi.org/10.46809/jpse.v2i2.20.
Deli, W., Kaur, A., & Hashim, R.A. (2021). Who delivers it and how it is delivered: effects of social-emotional learning interventions on learning anxiety and dropout intention. Malaysian Journal of Learning and Instruction (MJLI), 18(1), 1-27. DOI: http://dx.doi.org/10.32890/mjli2021.18.1.1.
Ekayana, A.A.G., Parwati, N.N., Agustini, K., & Ratnaya, I.G. (2024). Analyzing the impact of project-based learning STEAM flipped classroom on computer architecture and organization courses in higher education. JOIV: International Journal on Informatics Visualization, 8(3), 1436–1444. DOI: https://doi.org/10.62527/joiv.8.3.2540.
Ferdino, M.F. & Handayani, T. (2024). Peran pendekatan sosial pada pendidikan islam sebagai solusi dalam menghadapi tantangan perubahan zaman. Attractive: Innovative Education Journal, 6(3), 129–138. DOI: https://doi.org/10.51278/aj.v6i3.1467.
Firdausih, F. & Aslan, A. (2024). Literature review: The effect of project-based learning on student motivation and achievement in science. Indonesian Journal of Education (INJOE), 4(3), 1011–1022. Retrieved from: https://injoe.org/index.php/INJOE/article/download/176/204/340.
Garmendia, M., Aginako, Z., Garikano, X., & Solaberrieta, E. (2021). Engineering instructor perception of problem-and project-based learning: learning, success factors and difficulties. Journal of Technology and Science Education, 11(2), 315–330. Retrieved from: https://jotse.org/index.php/jotse/article/view/1044/530.
Gianistika, C. (2022). Project-based learning approach and its impact for the pancasila student profile strengthening project. Tadbir: Jurnal Studi Manajemen Pendidikan, 6(2), 261–272. DOI: https://doi.org/10.29240/jsmp.v6i2.5042.
Hasan, M., Arisah, N., & Ahmad, M.I.S. (2023). Experiential learning model for the development of collaborative skills through Project Based Learning practicum. JPI (Jurnal Pendidikan Indonesia), 12(2), 340–349. DOI: https://doi.org/10.23887/jpiundiksha.v12i2.57376.
Hernández-Barco, M., Sánchez-Martín, J., Corbacho-Cuello, I., & Cañada-Cañada, F. (2021). Emotional performance of a low-cost eco-friendly Project Based Learning methodology for science education: an approach in prospective teachers. Sustainability, 13(6), 3385. DOI: https://doi.org/10.3390/su13063385.
Hidayati, K. (2020). Comparison of science learning outcome between using and do not using picture media on state islamic elementary students. INSECTA: Integrative Science Education and Teaching Activity Journal, 1(1), 69–77. Retrieved from: https://jurnal.iainponorogo.ac.id/index.php/insecta/article/download/2092/1399/6847.
Hignasari, L.V., Putri, G.A.M.A., & Wijaya, I.K.W.B. (2023). Transformative strategies in higher education: SWOT analysis for project-based learning models. Utamax: Journal of Ultimate Research and Trends in Education, 5(3), 214–230. DOI: https://doi.org/10.31849/utamax.v5i3.15748.
Hokor, E.K. & Sedofia, J. (2021). Developing probabilistic reasoning in preservice teachers: Comparing the learner-centered and teacher-centered approaches of teaching. International Journal of Studies in Education and Science (IJSES), 2(2), 120–145. DOI: https://doi.org/10.46328/ijses.35.
Hong, Z.-R., Lin, H., Chen, H.-T., Wang, H.-H., & Lin, C.-J. (2014). The effects of aesthetic science activities on improving at-risk families children’s anxiety about learning science and positive thinking. International Journal of Science Education, 36(2), 216–243. DOI: http://dx.doi.org/10.1080/09500693.2012.758394.
Ivanova, M., & French, S. (2020). The Aesthetics of Science: Beauty, Imagination and Understanding. New York: Routledge.
Kim, Y. (2021). The problem/project-based learning (PBL/PjBL) at online classes. International Journal of Advanced Culture Technology, 9(1), 162–167. DOI: https://doi.org/10.17703/IJACT.2021.9.1.162.
Krajcik, J., Schneider, B., Miller, E. A., Chen, I.-C., Bradford, L., Baker, Q., Bartz, K., Miller, C., Li, T., & Codere, S. (2023). Assessing the effect of project-based learning on science learning in elementary schools. American Educational Research Journal, 60(1), 70–102. DOI: https://doi.org/10.3102/00028312221129.
Kumar, J.A. (2021). Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course. International Journal of Educational Technology in Higher Education, 18(1), 65. DOI: https://doi.org/10.1186/s41239-021-00302-w.
Kurniawan, R. & Parnawi, A. (2023). Manfaat literasi untuk meningkatkan mutu pendidikan. Jurnal Pendidikan, Bahasa dan Budaya, 2(1), 184–195. DOI: https://doi.org/10.55606/jpbb.v2i1.1148.
Lailiyah, S., Hayat, S., Urifah, S., & Setyawati, M. (2021). Levels of students’ mathematics anxieties and the impacts on online mathematics learning. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 40(1), 107–119. DOI: https://doi.org/10.21831/cp.v40i1.36437.
Malik, K.M., & Zhu, M. (2023). Do project-based learning, hands-on activities, and flipped teaching enhance student’s learning of introductory theoretical computing classes? Education and Information Technologies, 28(3), 3581–3604. DOI: https://doi.org/10.1007/s10639-022-11350-8.
Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: how teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1), 2. DOI: https://doi.org/10.1186/s43031-021-00042-x.
Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2023). Project-based learning and its effectiveness: evidence from Slovakia. Interactive Learning Environments, 31(7), 4147–4155. DOI: https://doi.org/10.1080/10494820.2021.1954036.
Morrison, J., Frost, J., Gotch, C., McDuffie, A.R., Austin, B., & French, B. (2021). Teachers’ role in students’ learning at a project-based STEM high school: Implications for teacher education. International Journal of Science and Mathematics Education, 19, 1103–1123. DOI: http://dx.doi.org/10.1007/s10763-020-10108-3.
Mursid, R., Saragih, A.H., & Hartono, R. (2022). The Effect of the Blended Project-based Learning Model and Creative Thinking Ability on Engineering Students’ Learning Outcomes. International Journal of Education in Mathematics, Science and Technology, 10(1), 218–235. DOI: https://doi.org/10.46328/ijemst.2244.
Muzakki, A., Arifin, B., Saputra, S.Y., Setiawan, E., & Gani, R.A. (2022). Increasing students’ mood state and self-confidence: 3 weeks plywood bow pvc archery program. Edu Sportivo: Indonesian Journal of Physical Education, 3(2), 149–157. DOI: https://doi.org/10.25299/es:ijope.2022.vol3(2).9761.
Nababan, D., Marpaung, A.K., & Koresy, A. (2023). Strategi pembelajaran Project Based Learning (PJBL). Jurnal Pendidikan Sosial dan Humaniora, 2(2), 706–719. Retrieved from: https://publisherqu.com/index.php/pediaqu/article/view/178.
Ng, D.T.K., Tan, C.W., & Leung, J.K.L. (2024). Empowering student self‐regulated learning and science education through ChatGPT: A pioneering pilot study. British Journal of Educational Technology, 55(4), 1328–1353. DOI: https://doi.org/10.1111/bjet.13454.
Ningsih, M.Y., Efendi, N., & Sartika, S.B. (2021). Pengaruh model Project Based Learning terhadap berpikir kreatif peserta didik dalam pembelajaran IPA. Jurnal Inovasi Pendidikan Sains (JIPS), 2(2), 42–51. DOI: https://doi.org/10.37729/jips.v2i2.1403.
Nusche, D., Rabella, M.F., & Lauterbach, S. (2024). Rethinking education in the context of climate change: Leverage points for transformative change. OECD Education Working Papers, 307, 1–71. DOI: https://doi.org/10.1787/f14c8a81-en.
Paethrangsi, N., Teekasap, S., & Khiewpan, R. (2024). Empowering students’ autonomous learning through self-regulation, metacognitive strategies, and collaborative learning environments. Journal of Liberal Arts RMUTT, 5(1), 69–79. DOI: https://doi.org/10.60101/jla.2024.5.1.4065.
Pambudi, D.I., Mardati, A., & Nuraini, E. (2019). The education values of indonesian teachers: origin, importance, and its impact on their teaching. International Journal of Instruction, 12(3), 633–650. DOI: http://dx.doi.org/10.29333/iji.2019.12338a.
Pan, J., & Ye, M. (2024). A comprehensive review on emotional support delving into concepts functions influential factors and theoretical frameworks. International Theory and Practice in Humanities and Social Sciences, 1(1), 144–161. DOI: https://doi.org/10.70693/itphss.v1i1.120.
Pan, S., Hafez, B., Iskandar, A., & Ming, Z. (2024). Integrating constructivist principles in an adaptive hybrid learning system for developing social entrepreneurship education among college students. Learning and Motivation, 87, 102023. DOI: https://doi.org/10.1016/j.lmot.2024.102023.
Pangkey, C., Lengkong, J., Legi, M., & Rorimpandey, W.H.F. (2023). Application of the project-based learning model to improve indonesian language learning outcomes for class V elementary school students. Journal of Educational Learning and Innovation (ELIa), 3(2), 303–317. DOI: https://doi.org/10.46229/elia.v3i2.724.
Prasetyo, I., Suryono, Y., & Gupta, S. (2021). The 21st century life skills-based education implementation at the non-formal education institution. Journal of Nonformal Education, 7(1), 1–7. DOI: https://doi.org/10.15294/jne.v7i1.26385.
Rabia, S. F., Asrul, A., Genç, N.E., & Azizah, M.A.N. (2024). Instructional material design of project-based learning to train creative thinking skills in era society 5.0. Profesi Pendidikan Dasar, 11(2), 1–14. DOI: https://doi.org/10.23917/ppd.v11i2.2846.
Ratnaningtyas, L. & Anggraeni, D. (2024). Enhancing creativity and learning outcomes of 5th grade students on ecosystem material through the implementation of Project-Based Learning (PjBL). Proceedings of International Conference on Teacher Profession Education, 2(1), 1159–1173. Retrieved from: https://seminar.ustjogja.ac.id/index.php/ICoTPE/article/view/3015.
Rochmawati, L., Fatmawati, & Sukma, M.M. (2023). Motivation, anxiety, and self-efficacy in learning aviation English: a study of Indonesian aviation cadets. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 40. DOI: https://doi.org/10.1186/s40862-023-00212-6.
Roos, A., Goetz, T., Krannich, M., Donker, M., Bieleke, M., Caltabiano, A., & Mainhard, T. (2023). Control, anxiety and test performance: Self‐reported and physiological indicators of anxiety as mediators. British Journal of Educational Psychology, 93, 72–89. DOI: https://doi.org/10.1111/bjep.12536.
Rumbidzai, T., & Achebe, M. (2023). Exploring the role of early childhood education in shaping children’s future development. Educia Journal, 1(2), 29–37. DOI: http://dx.doi.org/10.5901/mjss.2014.v5n10p420.
Sa’adah, I.L., & Pertiwi, F.N. (2022). Pengaruh model PJBL berbasis literasi ilmiah terhadap peningkatan hasil belajar siswa. Jurnal Tadris IPA Indonesia, 2(1), 13–22. DOI: http://dx.doi.org/10.21154/jtii.v2i1.464.
Safitri, R., Wahyuri, A.S., & Ockta, Y. (2024). The impacts of the project-based learning and problem-based learning models with self-confidence on students’ learning outcomes. Indonesian Research Journal in Education (IRJE), 8(1), 269–283. DOI: https://doi.org/10.22437/irje.v8i1.31480.
Saleem, A., Kausar, H., & Deeba, F. (2021). Social constructivism: A new paradigm in teaching and learning environment. Perennial Journal of History, 2(2), 403–421. DOI: https://doi.org/10.52700/pjh.v2i2.86.
Taha, A.M. (2021). A mixed methods study of the implementation of project-based learning in a United Arab Emirates middle school. International Journal of Scientific and Management Research, 4(07), 117–139. DOI: http://doi.org/10.37502/IJSMR.2021.4711.
Taherdoost, H. (2022). What are different research approaches? Comprehensive review of qualitative, quantitative, and mixed method research, their applications, types, and limitations. Journal of Management Science & Engineering Research, 5(1), 53–63. DOI: https://doi.org/10.30564/jmser.v5i1.4538.
Tsybulsky, D., & Muchnik-Rozanov, Y. (2021). Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies. Disciplinary and Interdisciplinary Science Education Research, 3(1), 9. DOI: https://doi.org/10.1186/s43031-021-00037-8.
Tubagus, M., Mudzakir, M., Lubis, E.F.R., & Al-Amin, A.-A. (2024). Studi komparatif antara pembelajaran berbasis proyek dan metode ceramah dalam memperkuat konsep fisika serta kemampuan pemecahan masalah. NUMBERS: Jurnal Pendidikan Matematika & Ilmu Pengetahuan Alam, 2(3), 120–129. Retrieved from: https://mathedu.joln.my.id/index.php/edu/article/view/64.
Tyng, C.M., Amin, H.U., Saad, M.N.M., & Malik, A.S. (2017). The influences of emotion on learning and memory. Frontiers in Psychology, 8, 1454. DOI: https://doi.org/10.3389/fpsyg.2017.01454.
Vahedi, H. & Karimi, N. (2022). The effect of Project Based Learning on academic emotions among physic students. Research in Teaching, 10(2), 170–192. DOI: https://doi.org/10.34785/j012.2022.032.
Vebrianto, R., Thahir, M., Putriani, Z., Mahartika, I., Ilhami, A., & Diniya. (2020). Mixed methods research: trends and issues in research methodology. Bedelau: Journal of Education and Learning, 1(2), 63–73. DOI: https://doi.org/10.55748/bjel.v1i2.35.
Xu, E., Wang, W., & Wang, Q. (2023). The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature. Humanities and Social Sciences Communications, 10(1), 1–11. DOI: http://dx.doi.org/10.1057/s41599-023-01508-1.
Yudiana, I.K.E., Widiastini, N.W.E., & Nirmayani, L.H. (2021). Model project-based learning berbantuan penilain teman sebaya di tengah pandemi untuk meningatkan hasil pendidikan IPS mahasiswa PGSD. Mimbar Ilmu, 26(3), 374–380. DOI: https://doi.org/10.23887/mi.v26i3.40236.
Downloads
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Dear Budi Pratama, Wirawan Fadly, Nanang Winarno
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
