Exploring the effectiveness of project-based learning on students’ motivation in science: An action research study

Abstract

This study aims to examine the effect of project-based learning (PjBL) on students’ motivation in science learning. The participants consisted of 31 eighth-grade students from a public school in Bandung, West Java, comprising 16 male and 15 female students. The research employed a classroom action research design, with data collected through questionnaires and classroom observations. Specifically, students’ motivation was measured using the Students’ Motivation Toward Science Learning (SMTSL) questionnaire, which encompasses six dimensions: self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. The findings revealed that students’ motivation levels in science learning during Cycle 1 and Cycle 2 were 69% and 68%, respectively, both categorized as “good.” However, the data also indicated a lack of significant improvement in motivation despite the implementation of the PjBL approach. This stagnation suggests that further exploration is needed to understand the underlying factors contributing to the limited impact of PjBL on students' motivational development. Potential areas of inquiry include the quality of project implementation, student engagement dynamics, and contextual factors within the learning environment that may have influenced the outcomes. Key word: Action Research, Project-Based Learning, Students’ Motivation, Science LearningPenelitian ini bertujuan untuk mengkaji pengaruh project-based learning (PjBL) terhadap motivasi belajar siswa dalam pembelajaran sains. Subjek penelitian terdiri dari 31 siswa kelas VIII di salah satu sekolah negeri di Bandung, Jawa Barat, yang terdiri atas 16 siswa laki-laki dan 15 siswa perempuan. Penelitian ini menggunakan desain Classroom Action Research, dengan pengumpulan data melalui angket dan observasi kelas. Motivasi belajar siswa diukur menggunakan angket Students’ Motivation Toward Science Learning (SMTSL) yang mencakup enam aspek, yaitu efikasi diri, strategi pembelajaran aktif, nilai pembelajaran sains, tujuan performa, tujuan pencapaian, dan stimulasi lingkungan belajar. Hasil analisis data menunjukkan bahwa rata-rata motivasi belajar siswa pada siklus I dan siklus II masing-masing sebesar 69% dan 68%, yang termasuk dalam kategori “baik”. Namun demikian, hasil tersebut juga mengindikasikan tidak adanya peningkatan signifikan pada motivasi belajar meskipun pendekatan PjBL telah diterapkan. Kondisi stagnasi ini mendorong perlunya eksplorasi lebih lanjut untuk mengidentifikasi faktor-faktor yang menyebabkan keterbatasan pengaruh PjBL terhadap peningkatan motivasi siswa. Beberapa faktor yang patut ditelaah antara lain kualitas pelaksanaan proyek, dinamika keterlibatan siswa, serta faktor kontekstual dalam lingkungan belajar yang mungkin memengaruhi hasil penelitian. Kata kunci : Penelitian Aksi, Pembelajaran Berbasis Proyek, Motivasi Siswa, Pembelajaran Sains