Electronic Theses and Dissertation

Model pembelajaran berbasis proyek merupakan model pembelajaran yang melibatkan siswa secara aktif dalam memecahkan masalah melalui tahapan ilmiah sehingga menghasilkan suatu produk sebagai hasil pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Project-Based Learning (PjBL) dalam pembelajaran geografi terhadap keterampilan siswa dalam perencanaan wilayah berkelanjutan di SMAN 9 Banda Aceh. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis eksperimen semu (quasi experiment). Sampel penelitian terdiri atas dua kelas, yaitu kelas eksperimen yang menerapkan pembelajaran berbasis proyek dan kelas kontrol yang menerapkan model Discovery Learning. Data dianalisis menggunakan uji normalitas, uji homogenitas, dan uji-t. Hasil penelitian menunjukkan bahwa nilai rata-rata posttest kelas eksperimen lebih tinggi dibandingkan kelas kontrol dan uji-t yang menunjukkan bahwa nilai dari Thitung = 5,28 > Ttabel = 1,676 sehingga H0 ditolak dan Ha diterima, yang berarti terdapat pengaruh signifikan penerapan PjBL terhadap peningkatan keterampilan perencanaan wilayah berkelanjutan siswa. Dengan demikian, dapat disimpulkan bahwa model Project-Based Learning efektif dalam meningkatkan keterampilan siswa dalam perencanaan wilayah berkelanjutan karena mendorong berpikir kritis, kolaborasi, dan penerapan konsep geografi secara kontekstual.

Project-based learning is a model that actively involves students in solving problems thru scientific stages, resulting in a product as a learning outcome. This study aims to determine the effect of implementing the Project-Based Learning (PjBL) model in geography lessons on students' skills in sustainable regional planning at SMAN 9 Banda Aceh. This research uses a quantitative approach with a quasi-experimental design. The research sample consisted of two classes: an experimental class that implemented project-based learning and a control class that implemented the Discovery Learning model. The data were analyzed using normality tests, homogeneity tests, and t-tests. The research results showed that the average posttest score of the experimental class was higher than that of the control class, and the t-test indicated that the calculated t-value Tcalculted was 5.28, which is greater than the critical t-value Ttable of 1.676. Therefore, Ho was rejected and Ha was accepted, meaning there was a significant effect of implementing PjBL on improving students' sustainable regional planning skills. Thus, it can be concluded that the Project-Based Learning model is effective in improving students' skills in sustainable regional planning because it encourages critical thinking, collaboration, and the contextual application of geographical concepts.