Problem-Based and Project-Based Learning for Enhancing Elementary Students’ Science Problem-Solving and Learning Outcomes
Keywords:
elementary science education, inquiry learning, learner characteristics, problem-based learning, project-based learningAbstract
Abstract
This study aims to analyze the effectiveness of problem-based learning and project-based learning on the learning outcomes of elementary school students on energy-saving materials by considering the learner characteristics. The study used a quasi-experiment with a 2×3 factorial, involving 52 students in grade 6. Students are divided into two learning groups, namely problem-based learning and project-based learning. Research instruments were a learning outcome test and a learner characteristics questionnaire. The results of the validity and reliability test of the instrument were a Cronbach's alpha value of 0.909. Data analysis was carried out using two-way ANOVA. The results indicated that students who learned using problem-based learning obtained higher learning outcomes than students who learned using project-based learning. In addition, student characteristics have a significant effect on student learning outcomes, and there is a significant interaction between learning models and learner characteristics. Problem-Based Learning has been proven to be more supportive of inquiry engagement, conceptual understanding, scientific reasoning, and collaborative problem-solving, especially in students with experiential inquiry preferences. The findings of the study confirm the importance of implementing adaptive inquiry-based learning and student-centered learning in elementary school science learning to support meaningful science learning.
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