The effectiveness of project-based learning on students' communication skills in science

Abstract

This study aims at analyzing the effectiveness of project-based learning on elementary school students' communication skills. This study involved 45 5th grade students who were divided into experimental groups (n=24) and control groups (n=21). Both classes were given a pre-test to identify students' communication skills before learning. The experimental group were given instruction by using project-based learning while the control groups using cooperative learning. At the end of the learning process, the two groups were given post-test. The research instrument used a communication skills test developed in accordance with the water cycle science materials. Data were analyze using n-gain and non-parametric test (mann whitney). Based on the results of the study, it can be identified that there is an increasing number of most of the communication skills indicators except for the drawing the water cycle process and how to save water indicators. The implication of this research is that project-based learning can be an alternative to build the 21st century skills for elementary students in science subject.