Quasi-experimental study demonstrates improvement in biology learning outcomes with project based learning model, indicating effective teaching strategies.
Key Points
Students taught with the PjBL model showed significant improvement in learning outcomes in biology, with a mean gain score difference of 110.767.
A significance value of 0.004 indicates that PjBL was more effective than conventional teaching methods in improving academic achievement.
The study implemented a quasi-experimental design, using a pretest-posttest control group to analyze learning outcomes.
Findings support the effectiveness of active learning approaches like PjBL in enhancing cognitive skills in biology education.