The Effect of Project-Based Learning Integrated with the SAMR Model (Substitution, Augmentation, Modification, Redefinition) on Student Learning Outcomes

Abstract

To improve student engagement and learning results, the use of technology in biology education necessitates a suitable pedagogical strategy. Nonetheless, traditional teaching approaches still predominate in classrooms, with little use of technology. The purpose of this study was to examine how using Project-Based Learning (PjBL) in conjunction with the Substitution, Augmentation, Modification, and Redefinition (SAMR) model affected students' learning results regarding the respiratory system. This study employed a non-equivalent control group design and a quasi-experimental methodology. Purposive sampling was used to pick 68 11th graders from a South Tangerang public high school for the research sample. Pretests and posttests with multiple-choice items that had undergone validity and reliability testing were used to gather data. Normalized gain (N-Gain) computation, the Shapiro-Wilk normality test, Levene's homogeneity test, and the Mann-Whitney test were used to analyze the data. According to the findings, the experimental class's average posttest score was roughly 29 points higher than the control class's. The experimental class's N-Gain value was 84.50%, or (₂g² = 0.845) (high category). The Asymp. Sig. (2-tailed) value for the Mann-Whitney test was 0.000 (<0.05). These findings showed that using PjBL in conjunction with the SAMR model significantly improved students' learning outcomes.