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June 26, 2026JPS (Jurnal Pendidikan Sains)/JPS : Jurnal Pendidikan SainsOpen Access

Implementation of The Project-Based Learning (PjBL) Instructional Model with Inquiry on Students’ Learning Motivation at State Senior High School 1 Talang Padang

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Authors

YAYeyen AngrainiIIIrwandi IrwandiJSJayanti Syahfitri

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Overview

Quasi-experimental study compares learning motivation among different instructional approaches in students, suggesting similar effectiveness.

Key Points

  • The study aimed to compare the impact of Project-Based Learning, Inquiry Learning, and conventional instruction on students' learning motivation in Biology.
  • Quasi-experimental design with pretest-posttest approach
  • Involved 85 Grade XI students from three classes: PjBL (n=28), Inquiry (n=29), conventional (n=28)
  • Data analysis using Kolmogorov-Smirnov test, Levene's test, and Kruskal-Wallis test.
  • No statistically significant differences in learning motivation among the three groups (χ² = 0.853, p = .653)
  • Mean scores for learning motivation were high across all groups: PjBL (93.53), Inquiry (93.57), and conventional (95.58)
  • All instructional approaches were similarly effective in maintaining students' learning motivation.

Cite This Study

Angraini et al. (2026) studied this question.

synapsesocial.com/papers/6a3e1a65030ad1a9b3092e23https://doi.org/10.17977/2442-3904.1138
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