Efektivitas Project-Based Learning Berbasis Teknologi Digital pada Siswa SMP Negeri 4 Majenang dalam Lingkungan Belajar Jarak Jauh

Abstract

This study aims to analyze the effectiveness of digital technology-based Project-Based Learning (PjBL) in enhancing students' abilities during distance learning. A quasi-experimental design was employed, featuring an experimental group and a control group, each consisting of 32 students from SMP Negeri 4 Majenang. The data consisted of pretest and posttest scores regarding conceptual understanding. Analyses included descriptive statistics, score improvements, N-Gain, paired t-tests, independent t-tests on gain scores, and Cohen’s d effect sizes. Data analysis revealed that the mean pretest scores for both the experimental and control groups were identical at 51.50. Following instruction, the mean posttest score for the experimental group rose to 86.19, whereas the control group reached 63.31. The experimental group achieved a mean gain of 34.69 with an N-Gain of 0.722 (classified as high), while the control group recorded a gain of 11.81 with an N-Gain of 0.247 (classified as low). Paired t-tests indicated a significant improvement in the experimental group, t(31) = 72.22, p < .001. The comparison of gains between groups was also significant, t(62) = 32.76, p < .001. A Cohen’s d value of 8.19 indicates a very large difference in improvement. These findings strongly suggest that the implementation of digital technology-based PjBL has the potential to enhance learning outcomes in a distance learning environment. However, claims regarding improvements in the full range of 21st-century skills require support from data obtained via specialized instruments measuring communication, collaboration, creativity, critical thinking, and digital literacy.