The Impact of Project Based Learning with Aquascapes on Metacognitive Skills and Learning Outcomes in Ecosystem Lesson
DOI:
10.29303/jppipa.v10i12.8386Published:
2025-01-01Downloads
Abstract
This study aims to determine the effect of the Project-Based Learning (PjBL) model based on aquascape media on students' metacognitive abilities and learning outcomes in ecosystem material. The research used a Pretest-Posttest Control Group experimental design, consisting of control and experimental classes. The population of the study included 241 tenth-grade students at SMAN 1 Idi Rayeuk, with a sample of 68 students determined through random sampling techniques. Data on metacognitive abilities were collected using a metacognitive state inventory, while learning outcomes were measured using written tests. Data analysis employed the Independent-Sample T test to analyze the impact of the PjBL model based on aquascape media on metacognitive abilities and learning outcomes. The results showed that the PjBL model had a significant effect on metacognitive abilities with a p-value of 0.030 (p < 0.05), as well as a significant effect on learning outcomes with a p-value of 0.000 (p < 0.05). In conclusion, the PjBL model based on aquascape media has a positive effect on enhancing students' metacognitive abilities and learning outcomes in ecosystem material.
Keywords:
Aquascape Learning outcomes Metacognitive Project based learningReferences
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