The Effectiveness Motivation of Project-Based Learning on Student Learning Outcomes in Soil Mechanics Practicum in the Civil Engineering Laboratory

Maskur Efendi; Fadila Fitria  Wulandari

doi:10.55227/ijhess.v5i2.1834

Authors

Maskur Efendi Universitas Negeri Malang
Fadila Fitria Wulandari Universitas Negeri Malang

DOI:

https://doi.org/10.55227/ijhess.v5i2.1834

Keywords:

Project Based Learning, Learning Outcomes, Learning Evaluation, Soil Mechanics Lab, Civil Engineering Laboratory

Abstract

The objective of this research is to analyze the effectiveness of implementing Project-Based Learning (PjBL) model in improving student learning outcomes in soil mechanics practicums in the Civil Engineering Laboratory. The evaluation focuses on conceptual mastery for cognitive mastery, laboratory technical skills for psychomotor skills, and student perceptions of the learning experience. The study design used was a quasi-experimental study with a pretest-posttest non-equivalent control group. A sample of 100 students was divided into two groups: an experimental group that received PjBL intervention and a control group that followed conventional learning methods. Results indicated a significant rise in posttest cognitive scores among students in the experimental group (82.7), compared to those in the control group (73.1), with p < 0.01. In the psychomotor domain, the PjBL group performed higher with p < 0.05. Student perceptions of PjBL were also very positive, with average scores above 4.30 in the aspects of engagement, collaboration, conceptual understanding, and readiness to face professional challenges in the workplace. These findings confirm the pedagogical effectiveness of PjBL integration in civil engineering laboratory learning. The implementation of PjBL not only improves learning outcomes quantitatively, but also develops soft skills in the field of civil engineering.

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