<![CDATA[Students' relatively poor cognitive achievement in biology, especially on bacteri topic, indicates to a clear need for an instructional approach capable of raising learning outcomes. PjBL represents one such approach. This study set out to examine how applying the PjBL model influences the cognitive achievement of tenth-grade students at Tuban State High School 5. An experimental design using a single-group pretest-posttest format was employed. Thirty-four students from Class X-B were drawn as the sample from the entire tenth-grade population of the school. Learning outcome data were gathered through pretest and posttest instruments, then examined using descriptive statistics, a paired-sample t-test, and N-gain calculations. Findings revealed that students' mean score rise from 65.21 at pretest to 86.59 at posttest. The paired-sample t-test confirmed a statistically significant difference between the two sets of scores (p < 0.001), and the N-gain figure of 0.61 was classified as moderate. These results support the conclusion that the Project-Based Learning model exerts a significant positive influence on improving students' cognitive learning outcomes concerning bacteria. Keywords: Effectiveness, PjBL, Cognitive Learning Outcomes, Bacteria Material]]>
Copyrights © 2026
