THE EFFECT OF PROJECT-BASED LEARNING MANAGEMENT ON PROBLEM SOLVING ABILITY AND LEARNING ACHIEVEMENT TOWARDS LEARNING IN SCIENCE AND TECHNOLOGY SUBJECT OF GRADE 2 STUDENTS

Abstract

This research aimed to compare 1) the problem-solving abilities in Science and technology subject of students before and after learning by project-based learning, 2) problem-solving abilities in Science and technology of students after learning by project-based learning with 70 percent of full score, 3) the learning achievement in Science and technology subject of students before and after learning by project-based learning, and 4) the learning achievement in Science and technology subject of students after learning by project-based learning with 70 percent of full score. The sample was 33 grade 2 students selected by cluster random sampling. The instruments for collecting data were lesson plan with the most appropriate level, problem-solving ability test content validity was 1.00, item difficulty between 0.42-0.65, discrimination between 0.55-0.81, reliability coefficient of 0.86, and  achievement test content validity between 0.67-1.00, item difficulty between 0.28-0.75, discrimination between 0.30-0.62, reliability coefficient of 0.87. Analysis data by mean, standard deviation, dependent samples t–test and one sample t–test.

The research results were found as follows;

1) The students had problem-solving ability after learning higher than before learning. 2) The students had more problem-solving ability with 70 percent of full score. 3) The students had learning after learning higher than before learning. and 4) The students had more learning achievement with 70 percent of full score at the .05 level of significance