Pengaruh Model Project Based Learning dalam Bimbingan Klasikal terhadap Keaktifan Belajar Siswa Kelas VIII SMP NEGERI 4 Kediri

Abstract

This study was motivated by students’ low learning activeness during classical guidance sessions, reflected in limited participation in asking questions, answering, and engaging in discussions. The study aimed to examine the effect of classical guidance services using the Project Based Learning (PjBL) model on the learning activeness of eighth-grade students at SMP Negeri 4 Kediri. A quantitative approach with a quasi-experimental Nonequivalent Control Group Design was employed. The sample comprised 63 students selected through purposive sampling, with 31 students in the experimental group and 32 in the control group. Data were collected using a validated learning activeness scale through pretests and posttests and analyzed using the Independent Samples t-test. The experimental group’s mean score increased from 100.13 to 115.74, while the control group’s mean score increased from 90.66 to 92.00. The hypothesis test showed a significant difference (p = 0.002 < 0.05; t = 3.278 > 2.000), indicating that classical guidance services using the PjBL model significantly improved students’ learning activeness.