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All Journal Journal of Advanced Sciences and Mathematics Education
Agus Tinus
Universitas Muhammadiyah Malang, Indonesia
Chemistry Education Mathematics Physics Social Sciences

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Building independent character throught project-based learning (PJBL) in grade VIII junior high school students Anik Wahyuni; Arina Restian; Agus Tinus
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.964

Abstract

Background: Student independence has increasingly become a core objective in contemporary education, yet its development is strongly shaped by the instructional strategies employed by teachers. Although innovative learning models such as Project-Based Learning (PJBL) offer strong potential to empower learners, their success largely depends on the extent to which teachers prepare, facilitate, and sustain the learning process. Without systematic planning and thoughtful implementation, even the most promising learning model may fall short of producing meaningful character development. Aim: This study seeks to describe the implementation process of PJBL and analyze how the model contributes to fostering independent character among Grade VIII junior high school students. Method: A descriptive qualitative research design was applied. Data were obtained through classroom observations, semi-structured interviews with teachers and students, and documentation of project activities, including learning artifacts, student reflections, and project outputs. All data were analyzed using an inductive approach to identify patterns related to student independence. Results: The findings indicate that continuous engagement in PJBL activities strengthens several aspects of student independence. Students demonstrate increased initiative in planning tasks, greater responsibility in meeting project deadlines, improved capacity to make decisions, and stronger problem-solving abilities. They also exhibit enhanced time-management skills and active participation during group presentations and collaborative work sessions. Conclusion: Overall, the study confirms that PJBL is not only beneficial for achieving cognitive learning outcomes but also serves as an effective approach for cultivating deeper independence among junior high school students. The model is therefore relevant and highly recommended for instructional practices that aim to promote autonomy and self-regulated learning.  
Project-based science learning for enhancing students’ self-awareness and environmental responsibility in junior high school education Devie Silfiyani Sahrida; Beti Istanti Suwandani; Agus Tinus
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 2 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i2.1159

Abstract

Background: In science education, fostering students’ self-awareness and environmental responsibility is essential for developing sustainable character and ecological consciousness. However, many science learning practices still emphasize conceptual understanding and academic achievement rather than engaging students in authentic environmental problem-solving activities. Consequently, innovative instructional approaches are needed to encourage students’ active participation and strengthen their environmental responsibility through meaningful learning experiences. Aims: This study aimed to examine the effectiveness of Project-Based Learning (PjBL) in enhancing students’ self-awareness and environmental responsibility at SMP Muhammadiyah 13 Surabaya. Method: This study employed a quantitative quasi-experimental design using a pretest–posttest control group approach. The reliability of the research instrument was tested using Cronbach’s Alpha, resulting in a coefficient of 0.90. The collected data met the assumptions of normality and homogeneity prior to hypothesis testing. Data analysis was conducted using paired sample t-tests and independent sample t-tests. Results: The findings demonstrated that students in the experimental group showed significantly higher improvement than those in the control group, with a significance value of 0.000 (p < 0.05). The experimental group achieved a mean score difference of 6.373 points higher than the control group. Furthermore, the implementation of PjBL increased students’ self-awareness by 0.51 points and environmental responsibility by 0.63 points. Conclusion: Project-Based Learning effectively promotes students’ reflective abilities and environmental responsibility in science education. The findings suggest that contextual project-based activities can support the development of environmentally conscious and socially responsible students in modern educational settings.
Co-Authors Anik Wahyuni Arina Restian Beti Istanti Suwandani Devie Silfiyani Sahrida