Efektivitas Penerapan Model Pembelajaran Project Based Learning terhadap Kemampuan Aritmatika Siswa Sekolah Dasar

Abstract

This study aims to examine the effectiveness of implementing the Project-Based Learning (PBL) model in improving arithmetic skills among elementary school students. The research was conducted using a quasi-experimental design with a pretest-posttest control group. The experimental group received instruction through the PBL approach, while the control group was taught using conventional learning methods. Data were collected using arithmetic performance tests and analyzed through descriptive and inferential statistics to determine significant differences in learning outcomes. The findings reveal that students taught using the PBL model demonstrated higher arithmetic achievement compared to those taught conventionally. The PBL approach encourages active student participation, collaboration, and problem-solving, allowing learners to connect mathematical concepts with real-life contexts. Moreover, it fosters critical thinking and enhances students’ motivation toward learning mathematics. The study concludes that Project-Based Learning is an effective instructional model for improving elementary students’ arithmetic skills. It is recommended that teachers adopt the PBL approach as an alternative learning model to create more engaging, contextual, and meaningful mathematics instruction. Future research may explore the long-term impact of PBL on mathematical reasoning and its integration with digital learning tools to support arithmetic skill development.