The Effect of Project-Based Learning (PjBL) Learning Model on Students' Science Process Skills on Colloidal Topics

This study focused on the application of a Project-Based Learning (PjBL) model in chemistry learning using local wisdom from the Ternate area and examined the differences in students’ science process skills between those taught using the Project-Based Learning model and those taught using conventional learning models on colloidal topics, viewed from achievement motivation. The study employed a quasi-experimental design with a posttest-only groups design. The sample in this study consisted of students from one of the MAN schools in Ternate City. The results showed that there was a significant difference in students’ science process skills and achievement motivation between the experimental class, which used Project-Based Learning, and the control class, which used conventional learning, with a statistical significance value of 0.00.