Implementation of Project-Based Learning Models to Improve Activities and Learning Outcomes in Stone Plumbing Practice

Abstract

This study aims to increase student activity and learning outcomes by applying a project-based learning model in the Plumbing Stone Work Practice course for Building Engineering Education students, a total of 75 students. This study consisted of two cycles, each cycle consisting of two meetings, where each session had four stages consisting of planning, action, observation, and reflection stages. The application of project-based learning can increase student learning activities where student learning activities experience an increase in cycle I obtained a score with an average activeness score of 65.33% and an increase in cycle II received an average of 97.89%, which means there is an increase of 38.78%. The application of project-based learning can improve student learning outcomes where the average student learning outcomes have increased by 17%. In cycle I with an average percentage of post-test results of 84%, it grew in cycle II with an average percentage of post-test results of 99%. The classical completeness of the research class can be achieved by 99% which is greater than the researcher's expectations. From the results of the study, it can be concluded that the application of a project-based learning model in the Plumbing Stone Work Practice course can increase student activity and learning outcomes.