The Effect of The Project-Based Learning (PjBL) Model on Students' Collaboration Skills in Grade VIII Science Learning at MTsN 7 Agam

Abstract

Collaboration is an essential skill in science education, enabling students to work effectively with others during learning activities. This study investigated the effect of Project Based Learning (PjBL) on the collaboration skills of eighth-grade students at MTsN 7 Agam in learning the digestive system. A quantitative approach was employed using a quasi-experimental method with a non-equivalent control group design. The participants were 62 eighth-grade students, consisting of 31 students in the experimental group and 31 students in the control group. The experimental group was taught using the PjBL model, while the control group received conventional instruction. Data on collaboration skills were collected through self-assessment and peer-assessment questionnaires administered before and after the intervention. The self-assessment average in the experimental group increased from 46.58 to 53.97, while the control group decreased from 44.58 to 42.42. Peer-assessment results showed a similar pattern, with the experimental group increasing from 40.74 to 48.35 and the control group decreasing from 38.19 to 35.39. Hypothesis testing showed significant differences between the two groups, with calculated t values of 12.606 for self-assessment and 15.700 for peer-assessment, exceeding the critical t value of 2.0003 at the 0.05 significance level. Thus, PjBL significantly affected students’ collaboration skills in science learning.