Project-Based Learning: A Catalyst for Enhancing Students' Interest and Science Learning Outcomes on Animal Life Cycles Topic

Abstract

The rapid shift toward innovative and student-centered learning demands science education models that not only improve academic achievement but also foster students' interest and engagement. Project-Based Learning (PjBL) has emerged as a promising pedagogical approach that integrates real-world contexts into classroom experiences, especially in elementary-level science instruction. This study aims to interpret: 1) The effect of the PjBL model simultaneously on students' science learning interests and outcomes in the animal life cycle topic; 2) The effectiveness of using the PjBL model on students’ science learning interest and outcomes on the material in the animal life cycle topic. This study is a quantitative study with a quasi-experiment approach. The research sample was students of grade IV C (control class) and grade IV D (experimental class) of SD Negeri 92 Kendari in 2024. The data collection techniques used in this study were questionnaires, tests, and observations. The results of the study showed that: 1) The PjBL model significant effect on students' science learning interest and outcomes with a significance value of 0.000 < 0.05; 2) The PjBL model is effective in increasing students' interest in learning science with a gain value of 78.35%, and quite effective in increasing students' science learning outcomes with a gain value of 69.31%. These findings confirm that the PjBL model is both effective and practical for enhancing students’ science learning interest and outcomes, particularly on the topic of the animal life cycle, offering valuable insights for future curriculum design and instructional strategies in primary science education.