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All Journal Seminar Nasional Teknologi dan Multidisiplin Ilmu Journal of Advances in Physics Education
Rodiah, Isyatun
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Physics Social Sciences Other

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The Effect of Project-Based Learning (PjBL) Models and Their Variations on Student Learning Outcomes and Motivation Rodiah, Isyatun; Dani, Rahma
Journal of Advances in Physics Education Vol. 1 No. 2 (2025): Journal of Advances in Physics Education
Publisher : Master of Physics Education Study Programme

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jape.v1i2.1096

Abstract

This study aims to comprehensively analyze the impact of implementing Project-Based Learning (PjBL) and its variations on students’ learning outcomes and motivation. A state-of-the-art review method was employed by examining research articles published between 2017 and 2023. The findings indicate that PjBL and its variations—such as multimedia-assisted PjBL, STEM integration, gamification, and digital technology-based approaches like AR and Quizizz—consistently have a positive influence on students’ learning outcomes, motivation, and critical as well as creative thinking skills. Nevertheless, existing studies still face limitations, including restricted scope, small sample sizes, and limited instrument validity. This review provides a comprehensive map of current research and highlights opportunities for future studies to design more adaptive and contextual PjBL implementations.
PERBANDINGAN METODE CERAMAH DAN VIDEO INTERAKTIF UNTUK MENINGKATKAN BERPIKIR KRITIS SISWA PADA MATERI FLUIDA Rodiah, Isyatun; Basril, Basril
Seminar Nasional Teknologi dan Multidisiplin Ilmu (SEMNASTEKMU) Vol. 5 No. 1 (2025): SEMNASTEKMU
Publisher : Universitas Sains dan Teknologi Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/qzvwxd82

Abstract

This study aims to compare the effectiveness of the lecture method and interactive video learning in improving students’ critical thinking skills on fluid mechanics material. The research used a quasi-experimental design involving two classes: one taught through conventional lectures and the other using YouTube-based interactive videos. Both groups were given pretests and posttests, and the improvement in critical thinking skills was analyzed using the N-Gain formula. The findings show that both learning methods resulted in an increase, with the lecture class achieving a slightly higher and more evenly distributed N-Gain score. The interactive video class also showed significant improvement, although the variation among students was wider, indicating differences in digital literacy and learning focus. These results suggest that while lectures remain effective for building structured understanding, interactive videos provide strong visual support that promotes analytical thinking. The combination of both methods may offer a more optimal approach for developing students’ critical thinking skills. This study highlights the importance of selecting learning strategies that accommodate diverse learning styles and the need for continued integration of technology in physics education.
Co-Authors Basril, Basril Dani, Rahma