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Jurnal Pendidikan Progresif
Published by Universitas Lampung
ISSN : 20879849     EISSN : 25501313     DOI : https://doi.org/10.23960/jpp
Core Subject : Education,
Education
urnal Pendidikan Progresif is an academic journal that published all the studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Jurnal Pendidikan Progresif covers all the educational research at the level of primary, secondary, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education. Topics of Interest include, but are not limited to, the following Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT
Arjuna Subject : Ilmu Sosial - Pendidikan
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Search results for "the effects of cooperative project-based learning through social praxis project proposal development on students" : 1 Documents clear
The Effects of Cooperative Project-Based Learning through Social Praxis Project Proposal Development on Students’ Conceptual Understanding and Concept Application Yuliati Yuliati; Punaji Setyosari; Dedi Kuswandi; Made Duananda Kartika Degeng; Moch. Nurfahrul Lukmanul Khakim
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1395-1412

Abstract

This study aims to determine the effectiveness of the Cooperative Project-Based Learning (CPjBL) strategy on students’ conceptual understanding and concept application abilities compared to the Project-Based Learning (PjBL) strategy, as well as to analyze the influence of Field Independent (FI) and Field Dependent (FD) cognitive styles on student learning outcomes. The study employed a quantitative approach using a quasi-experimental research design with a non-equivalent control group factorial design of 2 × 2. The research subjects consisted of 100 students from the History Education Study Program at Universitas Negeri Malang who were divided into experimental and control groups. Data collection was conducted through conceptual understanding tests, concept application tests, and the GEFT (Group Embedded Figures Test) cognitive style instrument. Data were analyzed using MANOVA after fulfilling prerequisite tests, including normality, homogeneity, linearity, and multicollinearity tests. The findings indicate that learning strategies significantly affect students’ conceptual understanding and concept application abilities. Students who learned using the CPjBL strategy achieved higher average learning outcomes compared to those who learned using the PjBL strategy. In conceptual understanding ability, the CPjBL group obtained an average score of 84.42, while the PjBL group achieved an average score of 79.30. In concept application ability, the CPjBL group obtained an average score of 90.02, whereas the PjBL group achieved an average score of 86.14. The results also revealed that FI and FD cognitive styles did not have a significant effect on students’ conceptual understanding or concept application abilities. In addition, an interaction effect between learning strategies and cognitive styles on student learning outcomes was identified. The findings confirm that the CPjBL strategy is more effective in improving conceptual understanding and concept application abilities because it creates an active, collaborative, and student-centered learning environment. This strategy also provides opportunities for students to develop critical thinking, collaboration, communication, and problem-solving skills throughout the learning process. Keywords: cooperative project-based learning, project-based learning, cognitive style, conceptual understanding, concept applications.

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