Implementation of Contextual Project-Based Learning on Student Learning Outcomes Reviewed from Learning Independence

Abstract

In mathematics learning, students' understanding of the material on linear equations in one variable is still lacking, so that their learning outcomes are low. This study aims to determine the differences in average learning outcomes using the contextual Project Based Learning (PjBL) learning model in terms of learning independence. The population in this study were students of class VII MTs N 2 Pringsewu with samples of class VII A and class VII B, through the sampling technique, namely the cluster random sampling technique . This research method uses a quantitative method with data collection techniques, namely test and questionnaire techniques, then analyzed using two-way ANOVA with unequal cells . The results of the study showed that; (1) Learning using the contextual-based PjBL learning model has higher mathematics learning outcomes compared to learning using the STAD cooperative learning model. (2) Students with high learning independence have higher mathematics learning outcomes compared to students who have moderate or low learning independence, and students who have moderate learning independence have higher mathematics learning outcomes compared to students who have low learning independence. (3) In each learning (using the contextual-based PjBL learning model or using the STAD cooperative learning model), students with high learning independence have higher learning outcomes compared to students with medium or low learning independence and students with medium learning independence have higher learning outcomes compared to students with low learning independence. In each learning independence ( high, medium and low ), the application of learning using the contextual-based PjBL learning model provides higher mathematics learning outcomes compared to learning using the STAD cooperative learning model.