Analysis Of The Use Of Project Based Learning On Students' Conceptual Understanding Ability In Statistics Material In Grade

Novlia Naibaho (Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan Universitas HKBP Nommensen Medan, Indonesia)
Lena R. Pangaribuan (Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan Universitas HKBP Nommensen Medan, Indonesia)
Sanggam P. Gultom (Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan Universitas HKBP Nommensen Medan, Indonesia)

JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA
Vol. 9 No. 1 (2023): Jurnal Pendidikan, Sain Sosial, dan Agama

This study aims to analyze the effect of the Project-Based Learning model on students' conceptual understanding of statistics in eleventh-grade students at SMA Negeri 2 Lubuk Pakam in the 2025/2026 academic year. The study used a descriptive qualitative approach, with 32 eleventh-grade students as subjects. Data were collected through a conceptual understanding test and a questionnaire assessing student responses to the Project-Based Learning model. The test instruments were tested for validity, reliability, difficulty level, and discriminatory power before use. The results showed that 12.5% of students had high conceptual understanding, 71.9% had moderate, and 15.6% had low. Project-based learning provided a more active learning experience, enhancing students' motivation, analytical skills, and collaboration in understanding statistics. However, students still faced challenges in interpreting statistical data and using statistical operations appropriately. Teachers play a crucial role in providing intensive guidance to address these challenges. Thus, the Project-Based Learning model effectively improves students' conceptual understanding, as well as their critical and creative thinking skills in statistics learning.