Implementation of the project-based learning model on the subject of renewable energy to enhance students’ cooperation capabilities

• Published in: Journal of physics. Conference series Vol. 2900; no. 1; pp. 12038 - 12045
• Main Authors: Serevina, V, Maulana, D, Oktaviara, O, Riana, E, Nainggolan, R
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.11.2024
• Subjects: Classrooms; Collaboration; Cooperation; Learning; Renewable energy; Renewable resources; Skills; Students; Triangulation
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/2900/1/012038

This study aims to enhance students’ collaborative abilities in the field of renewable energy by utilizing the Project Based Learning (PBL) model. The benefit of this research is to analyze and solve learning problems in the classroom. This research was conducted at class XI of public high school 109 Jakarta, Indonesia. Triangulation was used to collect data: tests, interviews, and observations. This research method used classroom action research plan, do, act, and reflection (Kemmis). There are two cycles with 36 students. In the implementation of the PBL model, in cycle I, 5 students (13.89%) were unable to collaborate, 6 students (16.67%) were quite capable, 11 students (30.56%) were able, and 14 students (38.89%) were very capable, collaborating. In cycle II, 3 students (8.33%) were unable, 4 students (11.11%) were quite capable, 12 students (33.33%) were able, and 17 students (47.22%) were very capable of collaborating—student collaboration skills enhanced from the first cycle and second cycle. The implementation of the PBL model on the topic of renewable energy can enhance students’ collaboration skills, with an N-gain score of 0.55 in the average category.