PENGARUH MODEL PROJECT BASED LEARNING BERBASIS MULTIREPRESENTASI TERHADAP PENGUASAAN KONSEP FISIKA

HERLINA, Ali Basah (2026) PENGARUH MODEL PROJECT BASED LEARNING BERBASIS MULTIREPRESENTASI TERHADAP PENGUASAAN KONSEP FISIKA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran Project Based Learning (PjBL) berbasis multirepresentasi terhadap penguasaan konsep fisika Peserta didik. Penelitian ini menggunakan metode kuasi-eksperimen dengan desain pretest-posttest control group design. Sampel penelitian adalah Peserta didik kelas XI di salah satu SMA di Lampung, yang dipilih melalui teknik purposive sampling. Kelas eksperimen menerima perlakuan dengan model PjBL berbasis multirepresentasi, sedangkan kelas kontrol menggunakan metode pembelajaran konvensional. Instrumen pengumpulan data berupa tes penguasaan konsep fisika dalam bentuk pilihan ganda yang telah divalidasi. Analisis data dilakukan dengan menggunakan uji-t untuk melihat perbedaan rata-rata N-gain antara kedua kelas. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan dalam peningkatan penguasaan konsep fisika antara Peserta didik yang belajar dengan model PjBL berbasis multirepresentasi dan Peserta didik yang belajar dengan metode konvensional. Rata-rata N gain kelas eksperimen lebih tinggi secara signifikan dibandingkan kelas kontrol. Disimpulkan bahwa model pembelajaran Project Based Learning berbasis multirepresentasi berpengaruh positif dan signifikan terhadap penguasaan konsep fisika Peserta didik. Kata kunci: Project Based Learning, Multirepresentasi, Penguasaan Konsep, Fisika iii ABSTRACT This study aimed to determine the effect of implementing the multirepresentation-based Project Based Learning (PjBL) model on students' physics concept mastery. This research employed a quasi experimental method with a pretest-posttest control group design. The research sample consisted of eleventh-grade students at a high school in Lampung, selected through purposive sampling. The experimental group received treatment using the multirepresentation-based PjBL model, while the control group used conventional learning methods. The data collection instrument was a validated multiple-choice test on physics concept mastery. Data analysis was conducted using a t-test to examine the difference in the average N-gain between the two groups. The results indicated a significant difference in the improvement of physics concept mastery between students taught with the multirepresentation based PjBL model and those taught with conventional methods. The average N-gain of the experimental group was significantly higher than that of the control group. It is concluded that the multirepresentation-based Project Based Learning model has a positive and significant effect on students' physics concept mastery. Keywords: Project Based Learning, Multirepresentation, Concept Mastery, Physics

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