Pengaruh Model Project Based Learning terhadap Motivasi dan Hasil Belajar Siswa pada Materi Siklus Biogeokimia

Agrotika Sari Br. G. Seragih; Masdiana Sinambela

doi:10.36312/biocaster.v6i4.1718

Authors

Agrotika Sari Br. G. Seragih Program Studi Pendidikan Biologi, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Jalan William Iskandar Ps. V, Deli Serdang, Sumatera Utara 20221, Indonesia
Masdiana Sinambela Program Studi Pendidikan Biologi, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Jalan William Iskandar Ps. V, Deli Serdang, Sumatera Utara 20221, Indonesia

DOI:

https://doi.org/10.36312/biocaster.v6i4.1718

Keywords:

Learning Outcomes, Learning Motivation, Project-Based Learning, Biogeochemical Cycles

Abstract

This study aims to examine: 1) the effect of the Project Based Learning (PjBL) model on student learning motivation; 2) the effect of the PjBL model on student learning outcomes; and 3) the correlation between learning motivation and student learning outcomes on the biogeochemical cycle material at SMA Negeri 1 Pancur Batu in the 2025/2026 academic year. This study used a quasi-experimental design with a nonequivalent control group design. The study population was all 357 students of Class X of SMA Negeri 1 Pancur Batu. The research sample was determined by cluster random sampling technique, obtained class X-1 as the experimental class using the PjBL model and class X-2 as the control class using the direct instruction model. The research instruments were a motivation questionnaire consisting of 30 statements and a learning outcome test consisting of 20 multiple-choice questions. The prerequisite tests for normality and homogeneity showed that the pretest and posttest data of both classes were normally distributed and homogeneous. The results of the study showed: 1) the PjBL model had an effect on student learning motivation, as indicated by the average learning motivation of the experimental class of 88.75, higher than the control class of 78.39, with a significance value of 0.000 <0.05; 2) the PjBL model had an effect on student learning outcomes, as indicated by the average learning outcomes of the experimental class of 84.44, higher than the control class of 73.05, with a significance value of 0.000 <0.05; and 3) there was a positive correlation between learning motivation and student learning outcomes, with a correlation coefficient of 0.730, which is categorized as strong, and a significance value of 0.000 <0.05. It was concluded that the PjBL model had an effect on student motivation and learning outcomes, and there was a strong relationship between learning motivation and student learning outcomes.

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