Pengaruh Model Project Based Learning Berbasis Differensiasi Gaya Belajar Terhadap Hasil Belajar Mahasiswa Peserta Mata Kuliah Kebencanaan dan Lingkungan - Dewi Andayani; Tuti Liana; Nazar Muhammad; Nana Suraiya; Fitrah Asma Ulhusna; Putri Sayuti Diana (Jurnal Pendidikan Geosfer, 2025)
Kesesuaian gaya mengajar dosen dengan gaya belajar mahasiswa memengaruhi keberhasilan belajar. Penelitian ini bertujuan mengetahui pengaruh model Project Based Learning (PjBL) berbasis diferensiasi gaya belajar terhadap hasil belajar mahasiswa pada mata kuliah Kebencanaan dan Lingkungan. Penelitian menggunakan metode quasi eksperimen dengan populasi seluruh mahasiswa semester ganjil 2025/2026, dan sampel 90 mahasiswa yang dipilih melalui purposive sampling. Data hasil belajar dianalisis menggunakan uji t, sedangkan data gaya belajar dijelaskan secara deskriptif. Instrumen penelitian terdiri dari instrumen tes (pre tes dan post tes) dan angket gaya belajar. Hasil analisis menunjukkan ada tiga gaya belajar yang dominan, yaitu visual, auditori, dan kinestetik. Informasi tersebut digunakan untuk menentukan jenis proyek pada kelas eksperimen. Hasil penelitian menunjukkan bahwa PjBL berbasis diferensiasi gaya belajar berpengaruh positif terhadap hasil belajar mahasiswa, dengan nilai t hitung = 6,71. Disimpulkan bahwa penerapan PjBL berdiferensiasi berpengaruh terhadap hasil belajar. Penelitian selanjutnya disarankan mengukur pengaruhnya terhadap kemampuan psikomotorik serta afektif mahasiswa. ABSTRACT This study aims to determine the effect of the Project Based Learning (PjBL) model based on learning style differentiation on student learning outcomes in the Disaster and Environment course. The study used a quasi-experimental method with a population of all students in the odd semester of 2025/2026, and a sample of 90 students selected through purposive sampling. Learning outcome data were analyzed using a t-test, while learning style data were explained descriptively. The analysis results showed that there were three dominant learning styles, namely visual, auditory, and kinesthetic. This information was used to determine the type of project in the experimental class. The results showed that PjBL based on learning style differentiation had a positive effect on student learning outcomes (t score=6.71). It was concluded that the implementation of differentiated PjBL had an effect on learning outcomes. Further research is recommended to measure its effect on students' psychomotor and affective abilities.