Transformation of Collaborative Project-Based Learning to Improve 21st Century Learning Outcomes in the Society 5.0 Era
DOI:
10.29303/jppipa.v11i12.13399Published:
2025-12-31Downloads
Abstract
The Society 5.0 era demands educational innovation that integrates technology, collaboration, and complex problem solving into the learning process. This study aims to analyze the effectiveness of implementing a project-based collaborative learning model on improving student learning outcomes and 21st-century skills in geography. The research used a Classroom Action Research (CAR) approach in two cycles, which included planning, action, observation, and reflection. The research subjects consisted of 67 grade XI phase F students at SMAN 1 Siak, Siak Regency, Riau Province, in the 2023–2024 academic year, who were randomly divided into experimental and control groups. The results showed that the experimental group experienced a significant increase in their understanding of geography concepts with an increase of 41.74%, p < 0.05, while the control group only increased by 4.49%, p > 0.05. In addition, 88.6% of students in the experimental group achieved the “very good” category in 21st-century skills, particularly in collaboration, critical thinking, communication, and creativity. Thus, the project-based collaborative learning model has been proven effective in transforming geography learning and is recommended as an innovative strategy to address educational challenges in the Society 5.0 era
Keywords:
21st Century Skills Collaboration Geography Project-Based Learning Society 5.0References
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