The Effect Of Project-Based Learning On Collaboration Skills Of High School Students

Abstract

The aimed of this study was to determine the collaborative skills of students in using project-based learning at SMAN 1 Tanjungpinang. The implementation of the project-based learning model was not optimally used during the learning process. This type of this research was quasi-experiment with pretest postest group design and data collection was carried out by distributing collaborative skills rubrics to 40 students, the sample was selected by purposive sampling technique. The data analysis technique used simple regression. The results showed that the students who have been taught by project-based learning had excellent collaborative skills and achieved good criteria of each indicator of collaboration skills.

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Jurnal Pendidikan Sains (JPS). Vol. 9(1) pp 113-119 ISSN:2339-0786
DOI: https://doi.org/10.26714/jps.9.1.2021.113-119
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The Effect Of Project-Based Learning On Collaboration Skills Of High
School Students
Muhamad Al Rasyida,1*, Fitriah Khoirunnisab,2
a Univeritas Negeri Yogyakarta, Jl. Colombo Yogyakarta No.1, Karang Malang, Caturtunggal, Kec. Depok, Kabupaten Sleman,
55281, Indonesia.
b Univeritas Maritim Raja Ali Haji, Jl. Politeknik, KM. 24, Senggarang, Tanjung Pinang, Kota Tanjung Pinang, 29115,
Indonesia.
1 muhammadalrasyidmalik@gmail.com *; 2 fitriahk@umrah.ac.id
* muhammadalrasyidmalik@gmail.com
Article history
Abstract
Submission : 2021-02-22
Revised : 2021-04-05
Accepted : 2021-04-20
The purpose of this study was to determine students' collaborative skills in using
project-based learning at SMAN 1 Tanjung pinang. This type of research is a
quasi-experimental study with a pretest-posttest group design. The sample used
was class XI MIPA 2 as the experimental and class XI MIPA 3 as the control
group. A simple random sampling technique selected the sample. Data collection
was carried out by distributing collaboration skills rubrics to students. The data
analysis technique used the Man Whitney U test because the data were not
normally distributed. The results showed that the sig value of the Mann-Whitney
U Test was 0.045 < 0.05, which means that the students' collaboration skills in
the experimental group were better than the control group. So it can be said that
there is an influence of project-based learning models on student collaboration
skills.
This work is licensed under
a Creative Commons Attribution 4.0 International License
©2021 Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang
Keyword
Project-Based Learning
Skills
Collaboration
Buffer
1. INTRODUCTION
Education is an inventory of human resources that have a strategy for survival in the face
of world civilization. Education is the relationship between teachers and students who put up
communication for learning and un-separated. The educational curriculum is an education
component to renew the quality of education carried out by the government. The education
curriculum must be comprehensive and responsive to social changes and relevant to society and
technological advances.
The development of technology and information demands an education system properly.
The 2013 curriculum, as the last revised curriculum from the previous curriculum, was good to
implement; in the 2013 curriculum, students were expected to have collaborative skills with
peers. The implementation of learning includes preliminary activities, core activities, and closing
activities. The learning activities are related to learning strategies, such as choosing the suitable
learning model to achieve learning objectives. The success of a learning process involved several
factors; are educational management, a component related to the overall management of the

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learning process closely, including various innovative learning models. According to Soliman
(2017), using effective learning strategies was very important for long-term learning outcomes
and good academic achievement.
Project-based learning was inseparable from the constructivist process, and the process of
the investigation carried out by a person based on their perspective and thinking (Jalinus et al.,
2017). Project-based learning can improve critical thinking students, especially about fluency
and flexibility (Chen et al., 2019). The implementation of the project-based learning model
cannot be separated from students' skills in collaborating to achieve the planning made.
Collaborative activities help students find out the critical thinking skills and motivation in the
learning process (Hamidah & Kusuma, 2019). Collaborative learning consisting of three to nine
students in one group makes classroom conditions and learning optimally (Rau et al., 2017).
Project-based learning is a learner-centered learning model to build and apply concepts
from the resulting project by independently exploring and solving real-world problems.
According to Ummah et al. (2019), project-based learning is a learning model suitable for
learning with specific product outputs, such as making learning media. The result in learning is a
product that is the result of group work.
The steps of the project-based learning model according to Ummah et al. (2019) as
follows, 1) The essential questions were given at the beginning of learning; 2) the teacher must
adjust the relevant topic and learn for students, at this stage, the teacher and students collaborate
each other, where the teacher provides information on what students in completing projects can
use topics and tools; 3) make a schedule such as creating a timeline, deadlines, innovations; 4)
asking students to provide reasons for choosing the solutions they made; 5) monitoring the
progress of students, at this stage the teacher provides monitoring to students during the
completion of the project by facilitating and guiding students; 6) evaluation functions to help
teachers see the achievement of standards, evaluate the progress of each student, as well as
provide feedback to students and assist students in developing different strategies.
The advantages of the project-based learning model by Yulianto et al. (2017) are
increasing the motivation of students, increasing the ability of elementary school science literacy
(Afriana et al., 2016), increasing learning creativity and critical thinking of students (Anazifa &
Djukri., 2017).
Collaboration is essential in facing the 21st century today facing the 4.0 revolution;
creative skills are needed to become a competent human being (Naila et al., 2019). The
collaboration process is also essential because it relates to student cognitive skills (Putri et al.,
2018). Collaboration skills also have a positive impact on social and as a changed behavior
during the learning process.
Chemistry is a topic taught in high schools and vocational schools. Chemistry studies
substances and reaction products that cannot be separated from everyday life. Among the
chemical topics taught in senior high schools are buffer solutions. Based on the results of
research conducted by Prasetyowati & Suyanto (2016) that the buffer solution topic is one of the
class XI chemical topic considered difficult by students (40%), and based on the results of
interviews they have conducted with chemistry teachers that many students do not complete
(60%) in studying the buffer solution topic so remedial must be done. In line with research from
Mentari et al. (2017) that students still experience misconceptions about the buffer solution
material. Based on several theories that have been described, this study aims to determine the
effect of project-based learning models on student collaboration skills.
2. METHOD
This research was conducted at SMA Negeri 1 Tanjungpinang from February till March 2019.
The population of this study was students of class XI MIPA consist of 240 students. The sample
of this study was taken by simple random sampling technique so that there were as many as 40
students from class XI MIPA 2 as the experimental group and 39 students from class XI MIPA 3

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as the control group. The research of this study was quantitative in quasi-experiment, with a
pretest-posttest design. The data collection used observation, test, and non-test techniques.
The observation technique was carried out by observing the needs in the learning process
and knowing the characteristics of each student. The test technique is carried out by distributing
LKPD to students at the end of each lesson. At the same time, the non-test technique was carried
out by distributing collaboration skills rubrics at the end of each lesson. Implementation of
learning begun with giving pre-test questions then continued using a project-based learning
model. Students were given LKPD as learning media which contains a problem. The learning
process was carried out following the stages of the project-based learning model used in each
learning process.
At the end of the implementation of learning, students were given the same post-test
questions to see the increase in students’ learning abilities. Collaboration skills data in this study
were obtained from the results of assessment sheets by peers while carrying out learning
activities. This assessment sheet consists of five indicators: reminding, working on, attending,
being actively involved, solving problems, listening, and investigating.
As for the research design process that has been carried out, detailed information is in
Figure 1.
Groups
Pre-test
Treatment
Post-test
Experimental
O1
X
O2
Control
O3
-
O4
Figure 1. Pre-test-post-test design
Information:
O1 = Pre-test experimental group
O2 = Post-test experimental group
X = Application of project-based learning model
O1 = Pre-test control group
O2 = Post-test control group
Table 1. Criteria for Achievement of Collaboration Skills
NO
Score Range
Category
1
81.28% - 100%
Very High
2
62.52% – 81.27%
High
3
43.76% - 62.51%
Medium
4
25% - 43.75%
Low
The indicators contained in the argumentation skills rubric are described in table 2.
Table 2. Indicators Collaboration Skills of Students
No
Indicators
1
Positive interdependence
2
Interaction activity
3
Individual responsibility
4
Interpersonal relationships
5
Group member interactions
Before data collection, firstly validated the research instrument. The validation was
carried out by experts consisting of three chemistry education lecturers and one high school
teacher. The expert of the judgment plays a role in theoretically validating the content, the
construction, and the language of the collaborative competence questionnaire. The results
showed that all indicators were declared valid and adequately used. After being declared valid,
the research data from the collaboration skills rubric were analyzed using Mann-Whitney U Test.

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3. RESULTS AND DISCUSSION
Based on the results of observations, it was found that the chemistry teacher used the
discovery learning model frequently. The students' collaboration skills were visible, but they
needed to be emphasized in terms of being proven by documentation of the group work carried
out. Based on the observations obtained, the research to be continued. The data that had been
collected from the pre-test and post-test results were analyzed using simple regression analysis.
The acquisition of the collaboration skills of students in the form of a percentage is
shown in table 3: Table 3. Collaboration Skills of Students
Indicator
Pre-Test
Pos-Test
1
94.27
91.87
2
93.10
95.00
3
94.27
94.37
4
92.00
95.25
5
89.17
93.12
6
92.12
92.75
7
95.70
93.57
Average
92.66
93.27
Category
Very High
Very High
Based on table 3 most of collaboration skills indicator has increased. An explanation of
each achievement of the criteria for collaboration skills is shown in Figure 2.
Figure 2. Graph of Percentage of Achievement in Collaboration Skills Indicator Points.
Based on table 2 and figure 2, it is known that each item indicator of students'
collaboration skills has increased and also decreased. When analyzing the pre-test data for
indicator one where 94.27% of students had the attitude of reminding friends if they have not
done the task, then during the post-test, the attitude of reminding friends if they had not done the
task decreased to 91.87%, this was due to several factors, namely students were not too ready to
take part in learning and students do their busy assignments. The indicators of doing and
attending group assignments have increased from 93.10% to 95.00%. Then the indicators
provided opinions in the study group, were actively involved in the presentation of group results,
participated in solving problems, listened to and accept other people's opinions, experienced
consistency by students during the pre-test and the post-test that the improvement that occurs is
not too significant. Then the indicator of participating in finding sources of information to solve
the problem decreased from 95.70% to 93.57%; this was due to several factors, including
students who had begun to show their respective busyness and did not show an attitude of
responsibility in solving problems.
In the learning process, by applying the project-based learning model, the teacher gives
assignments to students in the form of a project to produce a product, namely, mind mapping,
which contains buffer solution topic where the teacher requires each group member to participate
in solving the problem and each group member must write on cardboard given by the teacher. By

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including the name of the participant. Students must collaborate by applying the indicator items
of collaboration skills into study groups to get maximum results.
Making the product in mind mapping was found in the fifth step in the project-based
learning model steps. Students were formed into 8 study groups, each group consisting of 5-6
students. Then students were asked to design the product to be made in advance. In the last
meeting, students were asked to submit the resulting product in mind mapping. Some examples
of product results from projects undertaken by students in mind mapping can be seen in Figure 3
and Figure 4.
Figure 3. Mind Mapping of Buffer
Solution Topic..
Figure 4. Mind Mapping of Buffer Solution
Topic.
Efforts to determine the effect of project-based learning on student collaboration skills
can be seen in table 4. Table 4. Mann-Whitney U Test
Based on table 4, the significance value obtained was 0.043, more minor than the α value
(0.05), which means that there was an influence from the project-based learning model on
students' collaboration skills. Students are required to create projects that were carried out by
collaborating with group members during the learning process. While the took place, students
were asked to video the process being carried out. Each student was expected to participate
during product creation. Therefore, it appeared that the project-based learning model has a good
impact on the students' collaboration skills during the learning of chemical buffer solution
material.
The research results obtained were corroborated by previous studies from Maghfiroh et
al. (2016) and Safaruddin et al. (2020) that the project-based learning model can improve the
science skills of students in the learning process. The findings also reinforce previous research
that project-based learning is student-centered learning that provides a meaningful learning
experience (Afriana et al., 2016) and effectively increases literacy for students (Eliana et al.,
2016). Learning was implemented by project-based, students became actively involved in
producing products (works). (Cörvers, 2016) and increase students' learning activities in the
learning process (Rofiq et al., 2019).
Test Statistics
results
Mann-Whitney U
577.000
Asymp. Sig. (2-tailed)
.043

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4. CONCLUSION
Based on the research results, it was found that the student's skills in the experimental
group were better than the control group. The project-based learning model has a positive
influence on students who are actively involved in working on group assignments, giving
opinions, being active in presenting the results obtained by the group, being actively involved in
problems, and always accepting the opinions of other group members. Project-based learning
positively influences students in honing their skills in doing projects to create mind maps from
buffer solution topics.
ACKNOWLEDGMENT
The authors gratefully acknowledge the students, teachers, validators, and schools
involved in the data gathering for their help. Authors thank Chemistry Education Department,
Raja Ali Haji Maritime University.
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