.png)
.png)
THE EFFECT OF PROJECT-BASED LEARNING (PJBL) USING PIZZALUV-MATHEMATICS MEDIA ON SELF-EFFICACY AND 4C SKILLS
(1) Universitas Muhammadiyah Malang
(2) Universitas Muhammadiyah Malang
(3) Universitas Muhammadiyah Malang
(*) Corresponding Author
Abstract
In the era of modern education, effective instruments to measure 4Cs and students' self-efficacy are urgently needed. This study aims to (1) compare the mathematics skills of students taught using the PjBL model with Pizzaluv-Mathematics media and students taught using the PBL model; (2) measure the effect of PjBL on students' self-efficacy; and (3) evaluate the impact of PjBL on 4Cs. This study was conducted on twelfth-grade students at MAN 2 Malang, Indonesia, in the context of algebraic function limits. Pizzaluv-Mathematics media is designed to help students complete learning projects through communication, collaboration, and critical and creative thinking in making a "Love" shaped math pizza using visual media. This study used a quasi-experimental design involving 72 students divided into an experimental group (PjBL) and a control group (PBL) based on pre-existing class divisions. Data were collected using tests and questionnaires to measure self-efficacy and 4C abilities. Self-efficacy was assessed using a standard scale with proven validity and reliability, while 4C skills were measured through performance tasks and peer evaluations with strict objectivity standards. Two-way analysis of Variance (ANOVA) showed a significant difference in mathematics learning ability that favored the PjBL model using Pizzaluv-Mathematics media (p < 0.05, η² = 0.11). The results of one-way ANOVA also showed significant differences in 4C ability and self-efficacy between student groups (p < 0.01). In addition, Pearson correlation analysis revealed a strong positive relationship between 4C ability and self-efficacy (p < 0.01). The findings of this study indicate that the PjBL model using Pizzaluv-Mathematics media positively impacts students' self-efficacy and 4C ability.
Di era pendidikan modern, instrumen yang efektif untuk mengukur 4C dan efikasi diri siswa sangat dibutuhkan. Penelitian ini bertujuan untuk (1) membandingkan keterampilan matematika siswa yang diajarkan menggunakan model PjBL dengan media Pizzaluv-Mathematics dan siswa yang diajarkan menggunakan model PBL; (2) mengukur pengaruh PjBL terhadap efikasi diri siswa; dan (3) mengevaluasi dampak PjBL terhadap 4C. Penelitian ini dilakukan pada siswa kelas dua belas di MAN 2 Malang, Indonesia, dalam konteks limit fungsi aljabar. Media Pizzaluv-Mathematics dirancang untuk membantu siswa menyelesaikan proyek pembelajaran melalui komunikasi, kolaborasi, dan berpikir kritis dan kreatif dalam membuat pizza matematika berbentuk "Love" menggunakan media visual. Penelitian ini menggunakan desain quasi-eksperimental yang melibatkan 72 siswa yang dibagi menjadi kelompok eksperimen (PjBL) dan kelompok kontrol (PBL) berdasarkan pembagian kelas yang sudah ada sebelumnya. Data dikumpulkan menggunakan tes dan kuesioner untuk mengukur efikasi diri dan kemampuan 4C. Efikasi diri dinilai menggunakan skala standar dengan validitas dan reliabilitas yang terbukti, sementara keterampilan 4C diukur melalui tugas kinerja dan evaluasi rekan sejawat dengan standar objektivitas yang ketat. Analisis Varians Dua Arah (ANOVA) menunjukkan perbedaan yang signifikan dalam kemampuan belajar matematika yang mendukung model PjBL menggunakan media Pizzaluv-Matematika (p= 0,004, η² = 0,11). Hasil ANOVA satu arah juga menunjukkan perbedaan yang signifikan dalam kemampuan 4C dan efikasi diri antara kelompok siswa (p= 0.001). Selain itu, analisis korelasi Pearson mengungkapkan hubungan positif yang kuat antara kemampuan 4C dan efikasi diri (p= 0,01). Temuan penelitian ini menunjukkan bahwa model PjBL menggunakan media Pizzaluv-Matematika berdampak positif terhadap efikasi diri dan kemampuan 4C siswa.
Keywords
Full Text:
PDFReferences
Agustin, M., Buroidah, H., Hayuana, W., Fahmi, M. I. N., Maghfiroh, H., Choirunisa, N., Zubaidah, S., Mahanal, S., & Sulisetijonov, S. (2024). Implementation of PjBL learning model combined with genetics project guidebook II to improve biology students’ critical thinking skills. In H. H. & R. T. (Eds.), AIP Conference Proceedings (Vol. 3106, Issue 1). American Institute of Physics. https://doi.org/10.1063/5.0215202
Akcaoglu, M., & Akcaoglu, M. O. (2022). Understanding the Relationship Among Self-Efficacy, Utility Value, and the Community of Inquiry Framework in Preservice Teacher Education. International Review of Research in Open and Distributed Learning, 23(2), 86–106. https://doi.org/10.19173/irrodl.v23i1.5717
Alkandari, K., & Alabdulhadi, M. (2023). Promoting Self-Regulation Skills Among Pre-Service Islamic Studies Teachers Through Project-Based Learning Utilizing a Flipped Learning Strategy. International Journal of Learning, Teaching and Educational Research, 22(5), 74 – 100. https://doi.org/10.26803/ijlter.22.5.4
An, Z., Johnson, T. T., & Ma, M. (2024). Formal Logic Enabled Personalized Federated Learning through Property Inference. In W. M., D. J., & N. S. (Eds.), Proceedings of the AAAI Conference on Artificial Intelligence (Vol. 38, Issue 10, pp. 10882 – 10890). Association for the Advancement of Artificial Intelligence. https://doi.org/10.1609/aaai.v38i10.28962
Asfihana, R., Salija, K., Iskandar, & Garim, I. (2022). Students’ English Learning Experiences on Virtual Project-Based Learning Instruction. International Journal of Language Education, 6(2), 196 – 209. https://doi.org/10.26858/ijole.v6i2.20506
Asgafi, A., Anwar, M. S., Choirudin, C., Darmayanti, R., & Usmiyatun, U. (2023). Analysis of students’ mathematical communication ability on student learning styles. AMCA Journal of Science and Technology, 2, 36–39.
Braßler, M. (2020). The role of interdisciplinarity in bringing PBL to traditional universities: Opportunities and challenges on the organizational, team and individual level. Interdisciplinary Journal of Problem-Based Learning, 14(2 Special Issue), 1 – 14. https://doi.org/10.14434/ijpbl.v14i2.28799
Busha, M. E., McMillen, B., Greene, J., Gibson, K., Milnes, C., & Ziemkowski, P. (2021). One Institution’s evaluation of family medicine residency applicant data for academic predictors of success. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-021-02518-w
Cahyadi, M. R., Maryanto, B. P. A., Syaifuddin, M., & Darmayanti, R. (2023). Development of Essay Test Assessment Rubric for Polya Theory-Based Mathematical Problem-Solving. JNPM (Jurnal Nasional Pendidikan Matematika), 1, 167–178.
Chikurteva, A. (2023). ICT for Integrating the Project-Based Learning Method in Bulgarian Education. 2023 32nd International Scientific Conference Electronics, ET 2023 - Proceedings. https://doi.org/10.1109/ET59121.2023.10278743
Cholily, Y. M., Darmayanti, R., Lovat, T., Choirudin, C., Usmiyatun, U., & Muhammad, I. (2023). Si-GEMAS: Serious game mathematical crossword puzzle learning media for students critical thinking ability. Al-Jabar: Jurnal Pendidikan Matematika, 1, 165–179.
Darmayanti, R. (2024). Programmed learning in mathematics education before and after the pandemic: Academics Integrate technology. Assyfa Learning Journal, 1, 40–56.
Darmayanti, R., Baiduri, B., & Inganah, S. (2022). Moodle-based learning media development of flex model in improving mathematical hard skills of high school students. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 4, 2649–2665.
Darmayanti, R., Choirudin, C., Hadiroh, S., Sumani, S., Naim, M. A., & Aidha, A. S. (2024). Pizza Vs. PJBL: How mathematics learning media improves high school students creative thinking on trigonometric function limits. Assyfa Journal of Islamic Studies, 1.
Darmayanti, R., In’am, A., Afifah, A., Ridho’i, A. V., & Nurmaltasari, D. (2023). Analysis of the Need for Pizzaluv-Math Learning Media So that Students Can Easily Learn the Limits of Trigonometric Functions. Delta-Phi: Jurnal Pendidikan Matematika, 3, 211–220.
Darmayanti, R., Utomo, D. P., Rahmah, K., Fauza, M. R., Laila, A. R. N., & Choirudin, C. (2023). Challenges of Indigenous Students in Overcoming Difficulties in Learning Algebra: A Problematic Perspective of Ethnomathematical. AL-ISHLAH: Jurnal Pendidikan, 2, 2636–2646.
Dhillon, S. K., Moll, S. E., Stroinska, M., & Solomon, P. E. (2024). Accommodating Students with Disabilities: Fieldwork Educators’ Experiences; [Accommodement des personnes étudiantes qui ont une expérience du handicap : les expériences d’enseignants cliniques]. Canadian Journal of Occupational Therapy, 91(1), 56 – 64. https://doi.org/10.1177/00084174231201703
Fitriani, U., & Rohman, A. A. (2021). Students’ mathematical communication skills through vlog in project-based learning based on the unity of sciences. In P. E., S. A., & D. U.A. (Eds.), IOP Conference Series: Earth and Environmental Science (Vol. 1796, Issue 1). IOP Publishing Ltd. https://doi.org/10.1088/1742-6596/1796/1/012119
González, P. P., Lizarazo, J. A. C., Gende, I. M., & Barona, E. G. (2020). Self-efficacy of Colombian Mathematics Teachers According to their Professional Self-Perception and other Variables; [Autoeficacia del profesorado de matemáticas colombiano en relación con su autopercepción laboral y con otras variables*]. Universitas Psychologica, 19, 1 – 15. https://doi.org/10.11144/Javeriana.upsy19.apmc
Gredes, T., Pricop-Jeckstadt, M., Mereti, E., & Botzenhart, U. (2022). Survey of student attitudes toward digital technology in practical technical dental education using the AR-Demonstrator-App. Journal of Dental Education, 86(1), 12 – 20. https://doi.org/10.1002/jdd.12783
Hull, D. M. (2016). Teachers’ self-efficacy in Belize and experimentation with teacher-led math inquiry. Teaching and Teacher Education, 56, 14–24. https://doi.org/10.1016/j.tate.2016.01.026
Jannah, S. R., Yusuf, M., Choirudin, C., Darmayanti, R., & Ningtyas, D. P. (2023). The Effect of Instructional Media and Interpersonal Intelligence on Early Reading Skills. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 2, 1346–1353.
Khun-Inkeeree, H., Mahmood, M.-H.-H., Haji-Mohd-Noor, S.-S., Kasa, M. D., Yaakob, M. F. M., Omar-Fauzee, M. S., & Sofian, F. N. R. M. (2020). Increasing teachers’ self-efficacy through regular teaching and learning supervision. Universal Journal of Educational Research, 8(7), 3002–3013. https://doi.org/10.13189/ujer.2020.080729
Kolar, D. R. (2021). A call to experimentally study acute affect-regulation mechanisms specific to driven exercise in eating disorders. International Journal of Eating Disorders, 54(3), 280–286. https://doi.org/10.1002/eat.23427
Lestari, N., Basri, K. I., Yusuf, St. M., Suciati, S., & Masykuri, M. (2020). Life skill integrated science-PBL module to improve critical thinking skills of secondary school students. Universal Journal of Educational Research, 8(7), 3085 – 3096. https://doi.org/10.13189/ujer.2020.080737
Li, S., Jiao, X., Cai, S., & Shen, Y. (2024). Enhancing AR-based learning environments for STEM education: A design-based study on design features, kinematics learning and mathematics self-efficacy. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13528
Lim, S. W., Jawaw, R., Jaidin, J. H., & Roslan, R. (2023). Learning history through project-based learning. Journal of Education and Learning, 17(1), 67–75. https://doi.org/10.11591/edulearn.v17i1.20398
Liu, B., Wang, Z., Zhang, J., Wu, J., & Qu, G. (2024). DeepSIM: a novel deep learning method for graph similarity computation. Soft Computing, 28(1), 61 – 76. https://doi.org/10.1007/s00500-023-09288-1
Lo, W. Y. (2020). Unpacking mathematics pedagogical content knowledge for elementary number theory: The case of arithmetic word problems. Mathematics, 8(10), 1–13. https://doi.org/10.3390/math8101750
Lu, S.-Y., Lo, C.-C., & Syu, J.-Y. (2022). Project-based learning oriented STEAM: the case of micro–bit paper-cutting lamp. International Journal of Technology and Design Education, 32(5), 2553–2575. https://doi.org/10.1007/s10798-021-09714-1
Mitchell, R., Woodhouse, A., Ellwood, S., Gillespie, D., Heptinstall, T., Humphreys, C., Lynch, T., & Pfyl, D. (2022). Deconstructing Learning: The Modernist Classroom. Professional and Practice-Based Learning, 34, 233 – 250. https://doi.org/10.1007/978-3-031-12168-5_13
Mubarok, M. Z., Subandi, M., Yusuf, M., & Darmayanti, R. (2023). Efforts to improve tajwid learning using the An-Nahdliyah method in Diniyah students. Assyfa Journal of Islamic Studies, 1, 99–109.
Muhammad, M. (2020). Promoting students’ learning motivation through project-based learning using Muvizu in 21st-century education. Cypriot Journal of Educational Sciences, 15(5), 899 – 908. https://doi.org/10.18844/CJES.V15I5.5120
Naifeld, E., & Nissim, Y. (2022). From Uncertainty to Self-Efficacy-Perspectives of Pre-Service Teacher’s on Their Practical Experience during the ‘Corona Year.’ European Journal of Contemporary Education, 11(2), 459–472. https://doi.org/10.13187/ejced.2022.2.459
Nesterova, Y., Couch, D., & Nguyen, H. T. T. (2024). Teachers’ understandings of barriers to Indigenous children’s academic success in Taiwan. British Educational Research Journal. https://doi.org/10.1002/berj.4062
Raza, A., Latif, M., Umer Farooq, M., Adnan Baig, M., Ali Akhtar, M., & Waseemullah. (2023). Enabling Context-based AI in Chatbots for conveying Personalized Interdisciplinary Knowledge to Users. Engineering, Technology and Applied Science Research, 13(6), 12231 – 12236. https://doi.org/10.48084/etasr.6313
Remacle, A., Bouchard, S., & Morsomme, D. (2023). Can teaching simulations in a virtual classroom help trainee teachers to develop oral communication skills and self-efficacy? A randomized controlled trial. Computers and Education, 200. https://doi.org/10.1016/j.compedu.2023.104808
Ridho’i, A. V, Darmayanti, R., Afifah, A., & Nurmaltasari, D. (2023). Pizzaluv-Math: Analysis of Learning Media Needs to Make It Easy for Students to Learn the Limits of Trigonometric Functions. Delta-Phi: Jurnal Pendidikan Matematika, 1(3).
Rizki, N., Darmayanti, R., Sugianto, R., & Muhammad, I. (2023). The Effectiveness of Independent Learning on Student Mathematical Learning Outcomes in Online Learning. Jurnal Dimensi Matematika, 2, 100–110.
Rizki, N., Laila, A. R. N., Inganah, S., & Darmayanti, R. (2022). Analysis of Mathematic Connection Ability in Mathematics Problem Solving Reviewed from Student’s Self-Confedence. Seminar Nasional Teknologi Pembelajaran, 1, 111–126.
Rosyid, M. A., Wawan, W., Choirudin, C., Darmayanti, R., & Riono, S. H. (2023a). Experimentation of cooperative learning model with group investigation type on communication ability and mathematical disposition. AMCA Journal of Science and Technology, 1, 30–35.
Rosyid, M. A., Wawan, W., Choirudin, C., Darmayanti, R., & Riono, S. H. (2023b). Experimentation of cooperative learning model with group investigation type on communication ability and mathematical disposition. AMCA Journal of Science and Technology, 3(1), 30–35.
Safitri, N. D., Darmayanti, R., Usmiyatun, U., & Nurmalitasari, D. (2023). 21st century mathematics learning challenges: Bibliometric analysis of trends and best practices in shinta indexed scientific publications. JEMS: Jurnal Edukasi Matematika Dan Sains, 1, 136–152.
Sekaryanti, R., Cholily, Y. M., Darmayanti, R., Rahma, K., & Maryanto, B. P. A. (2022). Analysis of Written Mathematics Communication Skills in Solving Solo Taxonomy Assisted Problems. JEMS: Jurnal Edukasi Matematika Dan Sains, 2, 395–403.
Siverling, E. A., Suazo-Flores, E., Mathis, C. A., & Moore, T. J. (2019). Students’ use of STEM content in design justifications during engineering design-based STEM integration. School Science and Mathematics, 119(8), 457 – 474. https://doi.org/10.1111/ssm.12373
Sugianto, R., Cholily, Y. M., Darmayanti, R., Rahmah, K., & Hasanah, N. (2022). Development of rainbow mathematics card in TGT learning for increasing mathematics communication ability. Kreano, Jurnal Matematika Kreatif-Inovatif, 2, 221–233.
Supena, I., Darmuki, A., & Hariyadi, A. (2021). The influence of 4C (constructive, critical, creativity, collaborative) learning model on students’ learning outcomes. International Journal of Instruction, 14(3), 873 – 892. https://doi.org/10.29333/iji.2021.14351a
Susetyarini, R. E., Baiduri, B., Darmayanti, R., Nuryami, N., Siregar, Y. S., Sahara, N., & Suprayitno, K. (2024). Learning Reform: Why does Behavioral Theory prevent interactive teaching? AMCA Journal of Community Development, 1, 43–50.
Varriale, V., Camilleri, M. A., Cammarano, A., Michelino, F., Müller, J., & Strazzullo, S. (2024). Unleashing digital transformation to achieve the sustainable development goals across multiple sectors. Sustainable Development. https://doi.org/10.1002/sd.3139
Vidergor, H. E. (2023). The effect of teachers’ self- innovativeness on accountability, distance learning self-efficacy, and teaching practices. Computers and Education, 199. https://doi.org/10.1016/j.compedu.2023.104777
Vidyastuti, A. N., Darmayanti, R., & Sugianto, R. (2018). The Role of Teachers and Communication Information Technology (ICT) Media in the Implementation of Mathematics Learning in the Digital Age. Al-Jabar: Jurnal Pendidikan Matematika, 2, 221–230.
Vidyastuti, A. N., Effendi, M. M., & Darmayanti, R. (2022). Aplikasi tik-tok: Pengembangan media pembelajaran matematika materi barisan dan deret untuk meningkatkan minat belajar siswa SMA. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah Di Bidang Pendidikan Matematika, 2, 91–106.
Yang, J., Zhang, X. L., & Su, P. (2018). Deep-Learning-Based Agile Teaching Framework of Software Development Courses in Computer Science Education. In P. S. (Ed.), Procedia Computer Science (Vol. 154, pp. 137 – 145). Elsevier B.V. https://doi.org/10.1016/j.procs.2019.06.021
Zahroh, U., Darmayanti, R., Choirudin, C., Soebagyo, R. I., & Nalarsih, R. T. (2023). Project-Based Learning Training and Assistance for Prospective High School Teacher. Jurnal Inovasi Dan Pengembangan Hasil Pengabdian Masyarakat, 2, 115–121.
Zahroh, U., Rachmawati, N. I., & Darmayanti, R. (2023). Significance of Collaborative Learning Guidelines in 21st Century Education on Functional Limits Material in Madrasah Tsanawiyah. Assyfa Journal of Islamic Studies, 2, 155–161.
DOI: http://dx.doi.org/10.24127/ajpm.v13i4.11230
Refbacks
- There are currently no refbacks.