Year: 2019
Type: article
Study design: Clinical Trial
Abstract: Learning physics at SMA, does not only involve memorizing facts, but it also engages the students in solving more problems without delay and attaining a real learning achievement.This study aimed to analyze the effect of project-based learning (PjBL) compared with direct instruction (DI) and student procrastination on student cognitive achievement in learning physics.This quasi-experimental study used a pretest-posttest non-equivalent control group design, involving 9 classes or 278 students of class X MIPA SMAN 1 Singaraja.The study sample consisted of 4 classes or 124 students.Data on student achievement and academic procrastination were obtained from the scores of a learning achievement test and an academic procrastination questionnaire.The data were analyzed descriptively and the two-way covariance analysis.The results of the study revealed that, first, there was a significant difference of academic achievement between students learned in the PjBL and DI models.Higher academic achievement was achieved by the students who learned with the PjBL model.Second, there was a significant difference of academic achievement between students who had high academic procrastination (HAP) and low academic procrastination (LAP).Higher learning achievement was achieved by students who had a LAP.Third, there was an interactive effect between the learning model and academic procrastination on the student academic achievement.Strong interaction occurred in low procrastination for both learning models.
Authors: Universitas Pendidikan Ganesha, Indonesia, [email protected], I Wayan Santyasa, Ni Ketut Rapi, Universitas Pendidikan Ganesha, Indonesia, [email protected], I Wayan Windu Sara, Universitas Pendidikan Ganesha, Indonesia, [email protected]
Institution: Universitas Pendidikan Ganesha
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2995689736