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All Journal Klasikal: Journal of Education, Language Teaching and Science
Nurmiati Nurmiati
SMA 3 Pare-Pare
Education Languange, Linguistic, Communication & Media Mathematics Other

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THE APPLICATION OF A PROBLEM-BASED PROJECT-BASED LEARNING (PjBL) MODEL USING LOCAL CONTEXTUAL PROBLEMS TO ENHANCE STUDENT INDEPENDENCE IN THE TOPIC OF REGRESSION STATISTICS Debima Solli Ruruk Tipa; Mas’ud B; Nurmiati Nurmiati
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1784

Abstract

This study aims to improve students’ learning independence in the topic of regression statistics through the application of Project-Based Learning (PjBL) based on local contextual problems. The research problem stems from real classroom conditions, namely that students tend to wait for the teacher’s instructions, lack confidence in determining variables, are not yet independent in processing data, and show an initial level of learning independence of 56%. The study employed a two-cycle Classroom Action Research (CAR) design comprising planning, action, observation, and reflection. The research subjects were 24 eleventh-grade students at High School X. Data were collected through a learning independence questionnaire, student activity observation sheets, PjBL implementation sheets, and students’ written reflections. Quantitative data were analyzed using the percentage of indicator achievement, while qualitative data were analyzed through reduction, categorization, interpretation, and triangulation of techniques. The research results showed a consistent increase in learning independence. Questionnaire scores increased from 78% in Cycle I to 89% in Cycle II; observations of independence increased from 77% to 89%; and PjBL implementation increased from 82% to 91%. This improvement occurred because the locally contextualized project provided students with the opportunity to formulate problems, determine variables, collect data, analyze regression, develop products, present results, and reflect on the learning process. These findings confirm that PjBL based on local contextual problems not only strengthens students’ understanding of regression statistics but also builds responsibility, self-control, initiative, discipline, and gradually reduces students’ dependence on teachers.
Co-Authors Debima Solli Ruruk Tipa Mas’ud B