Implementation of the Project Based Learning (PJBL) Learning Model in an Effort to Improve Science Motivation and Learning Outcomes in Fifth Grade Elementary School Students

Abstract

This study was conducted to examine the implementation of the Project Based Learning (PJBL) model in enhancing motivation and science learning outcomes among fifth-grade students. The research followed a Classroom Action Research (CAR) design, consisting of two cycles with three meetings each, covering the stages of planning, implementation, observation, and continuous reflection based on the Kemmis and McTaggart spiral model. The respondents were 37 students, comprising 18 females and 19 males. Data were collected using a descriptive-comparative approach through motivation questionnaires, participatory observation sheets, and learning outcome tests, then analyzed quantitatively to identify changes from the pre-cycle to cycle II. The findings revealed a consistent and significant improvement in both learning outcomes and motivation. In the pre-cycle, student motivation was predominantly in the medium (44%) and low (56%) categories. In cycle I, the proportion of high motivation was 30%, which dramatically increased to 83% in cycle II, while the low motivation category decreased to only 5%. This boost in motivation was reflected in the learning outcomes, with mastery rates rising from 40% (pre-cycle) to 62% (cycle I) and reaching 81% in cycle II, along with an increase in the average class score from 57.7 to 72.35. These results demonstrate that PJBL effectively stimulates intrinsic motivation, deepens conceptual understanding, and fosters collaboration and creativity through authentic project-based experiences.