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315
JoSS :
Journal Of Social Science
THE INFLUENCE OF PROJECT-BASED LEARNING MODELS ON THE ABILITY
TO WRITE PROPOSALS IN STUDENTS
Susetyo
Universitas PGRI Yogyakarta Indonesia
susetyo@upy.co.id
ARTICLE INFO
Accepted :
February 20, 2023
Fixed :
February 27, 2023
Approved :
March 08, 2023
KEYWORDS
Influence, Ability,
Project-Based
Learning Model,
Proposal Writing,
Quantitative
Research
ABSTRACT
This study aims to determine the influence of project-based learning models
on the Indonesian Language and Literature Education Study Program
students' ability to compile quantitative research proposals. This research
method is an experiment with One Group Pretest-Posttest Design. All
Indonesian Language and Literature Education Study Program students who
take the Indonesian Education Research course in the last semester of the
2022/2023 academic year are used as research subjects. The quantitative
research proposal assessment rubric is used to collect research data. Data
collection techniques in the form of assignments are students given the task
of making quantitative research proposals in the field of Indonesian
language and literature education. The collected data were analyzed using
quantitative analysis techniques using the ANOVA percentage and
statistical formula. The results showed that the project-based learning model
affects the Indonesian Language and Literature Study Program's students'
ability to compile quantitative research proposals. The ability of students of
the Indonesian Language and Literature Education Study Program FKIP
PGRI Yogyakarta University who have participated in implementing
project-based learning models can write quantitative research proposals
higher than the ability of students before participating in project-based
learning. The results of this research are made into scientific journal articles
and published in reputable or accredited international journals.
INTRODUCTION
A thesis is a scientific paper from studies or observations to meet some requirements for
obtaining a bachelor's degree. For this reason, every student who completes their studies must
compile a thesis, including PGRI Yogyakarta University undergraduate students. The
obligation of PGRI University undergraduate students to write a thesis is stated in the Decree
of the Rector of PGRI Yogyakarta University No. 013/SK/RECTOR-UPY/I/2021 dated
January 29, 2021, concerning Thesis Writing Guidelines (Thesis Writing Guidelines, 2021).
The search results on the Indonesian Language and Literature Education Study Program
document recorded that in the 2016/2017 academic year, the number of active students was 47,
and those who had completed their thesis in December 2020 were 4. This means that there are
still 43 students who have not completed their thesis. In the 2017/2018 academic year, the
number of incoming students was 83, and only 18 students could complete their thesis in
December 2021. This means that there are still 65 more students still in the process of thesis
guidance, 73 students who entered the 2018-2019 academic year, and 14 students who
graduated in September 2022. This means that there are still 59 students who have not
graduated. This data shows that students' ability to write a thesis is still low, and they
experience obstacles and difficulties in completing their thesis (PBSI Study Program, 2022).
The time students complete their thesis is closely related to the process of writing a
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research proposal or research proposal. Students still have difficulty writing a thesis proposal
even though they have taken the Indonesian Language and Literature Education Research
Methodology course and Seminar Course.
Most students do not learn thesis writing guidelines even though PGRI Yogyakarta
University already publishes Thesis Writing Guidelines, and students can easily download
them. They write research proposals and theses, sometimes just copying or seeing from the
previous year's students. They do not learn in depth how to compile proposals and theses by
existing guidelines.
In addition, based on the author's experience as a thesis supervisor, students experience
difficulties compiling problem backgrounds and sorting theoretical frameworks and literature
reviews. In research methodologies, they have difficulty choosing methods, compiling research
instruments, and analyzing both quantitative data and qualitative data.
Writing a proposal is a must for students because, without a research proposal, students
will not be able to continue preparing their thesis. The examiner tests research proposals
approved by the thesis supervisor in the proposal seminar exam. After being declared passed,
new students are allowed to take data.
Student's ability to write proposals can be maximized in the Indonesian Educational
Research Methodology course. One way to improve students' ability to write research
proposals is with a student-centred learning model and provide a meaningful learning
experience for students, both student learning experiences and concepts built on the products
produced. The learning model is project-based.
Of the 31 students who took the Indonesian Language and Literature Education Research
Course with lecture materials that include the nature of Indonesian education research (PBI),
how to write an introduction, theoretical framework, literature review, thinking framework,
hypothesis and research methodology, only one student stated that they do not need the nature
of Indonesian education research (PBI), and one student who does not need how to make
operational definitions and definition of terms. A total of 30 students who take the course need
lecture material on the nature of Indonesian language and literature education research, how to
write an introduction, theoretical framework, literature review, thinking framework, hypothesis
and research methodology. This means that almost all students who take the PBI Education
Research Course do not understand how to write an Indonesian education proposal (Angket,
2022).
Students learning abilities can be improved by using appropriate learning models. The
learning model has a strategic role in boosting learning success. Thus, the project-based
learning model is believed to improve students' ability to compile research proposals (Nurdin
and Adriantori, 2016).
Based on the description mentioned above, this problem is very urgent to be researched
so that a clear picture of students' ability to compile research proposals after learning with a
project-based learning model can be immediately known.
The results of this research are useful for students in compiling a thesis research proposal
and overcoming the problem of delay in completing the thesis. In the end, it can be useful to
help accelerate student studies. For this reason, an effective learning model is needed to
improve students' ability to compile research proposals, namely project-based learning models.
This research is a research specification for the application of project learning models
in the Indonesian Educational Research Methodology Course section, which in the
implementation of learning focuses on student learning activities and provides opportunities
for student learning experiences, both meaningful learning experiences and concepts built on
products and works produced by students.
This research refers to the humanist vision of PGRI Yogyakarta University and the
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humanist education research roadmap. Project-based learning also allows students to choose
problems that suit their abilities and take responsibility for the problems they choose and the
work they create. In carrying out these activities, they work together and discuss to overcome
problems, evaluate the work made, convey the results of their products and solve them are
facilitated and evaluated by lecturers. At the end of project-based learning, the result is a
product or form of student work. In humanist education or learning, students can build their
potential to do positive things (Thobroni, 2015).
Based on the background above, the formulation of this research problem is (1) how the
influence of the application of the project-based learning model on the ability to write proposals
in 5th-semester students of the Indonesian Language and Literature Education Study Program
FKIP PGRI Yogyakarta University and (2) what difficulties the 5th-semester students
experience in preparing proposals.
Referring to the formulation of the problem, the purpose of this study is to find out and
describe the ability of students to compile proposals after learning using a project-based
learning model and what difficulties students experience in developing proposals.
This research is useful, both theoretically to add to the characteristics of research,
especially those related to science in the field of research methodology of Indonesian language
and literature education, as well as practical benefits as information for thesis supervisors to
find out the ability to write a thesis proposal and the difficulties or obstacles faced by students
in writing a thesis research proposal, input for the study program to overcome this so that later
it can complete their studies quickly, as input from study programs and lecturers together to
overcome the problem of delays in completing studies caused by student inability to compile
proposals, and suggest to lecturers who teach courses so that in the learning process students
are allowed to design research.
In order not to have misunderstandings in understanding the title of the research on the
Application of Project-Based Learning Models in learning to write research proposals for
students in semester v of the Indonesian Language and Literature Education Study Program,
the following terms are explained, namely: (a) application is an act or activity of practising a
model or method to achieve certain desired goals, (b) ability is the skill of each individual to
complete the work or master the things to be done in a job, and the ability can also be seen
from the actions of each individual, (c) The project-based learning model is student-centred
learning and provides a meaningful learning experience for students, both student learning
experiences and concepts built on the products produced, and writing a thesis proposal is an
activity carried out by students in designing a thesis writing activity as one of the requirements
for graduating from college.
RESEARCH METHODS
The method used in this study is a pre-experimental method with One Group Pretest-Posttest
Design. This research was conducted to apply a project-based learning model to the ability to
write quantitative proposals for students. This research was conducted at PGRI Yogyakarta
University, Jalan IKIP PGRI I Sonosewu No.117, Sonosewu, Ngestiharjo, Kasihan District,
Bantul Regency, Yogyakarta Special Region 55182, precisely in the Indonesian Language and
Literature Study Program, Faculty of Teacher Training and Education. PGRI University
Yogyakarta The research time is from October 13, 2022, to January 10, 2023. This study's
population is all students taking educational research methodology courses in Indonesian. The
sample of this study was a sample of 31 students. The data collection technique used in the
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study is making quantitative research proposals (Metode Sugiyono, 2015). The instrument used
is a rubric matching table to assess the ability to make quantitative research proposals. The
interview guidelines contain questions about implementing learning with a project-based
learning model in learning the Indonesian Educational Research Methodology Course,
especially in the learning material for writing quantitative research proposals. Quantitative
research data in the form of scores or scores of students' ability to write quantitative research
proposals in Indonesian and language education. The data were analyzed using percentage
formulas and ANOVA statistics to test the difference. This data compares students' ability to
write proposals before and after the application of project-based learning (P. D. Sugiyono,
2015).
RESULTS AND DISCUSSION
Students' ability in semester V of the Indonesian Language and Literature Education
Study Program for the 2022/2023 academic year to write quantitative research proposals before
implementing project-based learning is included in the category of lacking. It can be seen in
table 1, table 2, and table 3 below.
Table 1
Pretest Data on the Application of Project-Based Learning Models to the Ability to
Write Quantitative Research Proposals in Semester V Students of the PBSI Study
Program for the 2022/2023 Academic Year
No
Student
Name
1
2
3
4
5
6
7
Sum
(1-5)
(1-30)
(1-25)
(1-25)
(1-5)
(1-5)
(1-5)
1.
EH
3
20
16
1
1
1
3
47
2.
SM
4
22
6
2
2
2
3
41
3.
SN
3
20
10
2
2
2
3
42
4.
FS
4
28
4
2
2
2
3
45
5.
MD F
3
23
17
21
2
2
3
71
6.
UD
3
28
19
4
2
2
3
61
7.
PW
4
27
22
2
2
3
3
63
8.
RSA
3
22
20
3
3
3
3
57
9.
AS
4
23
3
2
2
3
3
40
10.
MF
3
24
23
16
2
3
4
75
11.
Pak PP
4
23
25
2
2
2
4
62
12.
P LW
4
21
24
2
2
3
3
59
13.
USE
3
23
20
2
2
2
3
55
14.
DF
3
20
22
20
3
3
4
75
15.
PLS_
3
28
20
20
2
3
2
78
16.
P DH
2
22
21
19
2
4
2
72
17.
RA
3
22
12
12
3
3
3
58
18.
YPI_
4
22
12
10
2
2
3
55
19.
VDA N
3
24
3
3
2
3
3
41
20.
R DW
3
27
21
25
4
4
3
87
21.
BSM
3
22
25
17
2
4
4
67
22.
AC Kh .
4
24
18
22
2
4
3
77
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23.
D PW
4
23
17
3
2
2
3
54
24.
Mnh .
4
21
19
17
2
2
3
68
25.
HTS_
4
28
23
2
2
2
3
64
26.
N DA
3
24
26
2
2
2
3
62
27.
C PA
4
27
19
20
2
4
3
79
28.
D NM
4
23
17
23
2
3
3
75
29.
AP
3
19
17
13
2
2
3
59
30.
OSA_
4
28
24
3
2
4
4
69
31.
AR
4
23
14
2
2
2
3
50
Total
1919
Information :
Title: (1-5 ), 2. Introduction (Identification, Limitations, and Problem Formulation,
Objectives, Research Benefits ): (1-30), 3. Foundations of Theoretical Frameworks, Literature
Review, Frameworks of Thought, and Hypothesis Delivery (mandatory): (1-25), 4. Research
Methods (1-25 ), 5, Research Schedule (1-5), 6. Bibliography (1-5 ), and 7. Use of Indonesian
(1-5).
The criteria for the value of research results before the project-based learning model is applied in
writing quantitative research proposals can be seen in table 2 below:
Table 2
Ability to Write Quantitative Proposals for Semester V Program Students
NOT.
Massage
No Subject
Score
Criterion
(1)
(2)
(3)
(4)
1.
001
49
Very less
2.
002
45
Very less
3.
003
46
Very less
4.
004
45
Very less
5.
005
71
Enough
6.
006
61
Less
7.
007
63
Less
8.
008
57
Less
9.
009
45
Very less
10.
010
75
Good
11.
011
62
Less
12.
012
59
Less
13.
013
55
Less
14.
014
75
Good
15.
015
78
Good
16.
016
72
Enough
17.
017
58
Less
18.
018
55
Less
19.
019
45
Very less
20.
020
87
Very Good
21.
021
67
Enough
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22.
022
77
Good
23.
023
54
Very Less
24.
024
68
Enough
25.
025
64
Less
26.
026
62
Less
27.
027
79
Good
28.
028
75
Good
29.
029
59
Less
30.
030
69
Enough
31.
0,31
50
Very Less
Total
1933
Average
61,54
Less
Information :
NKP = Quantitative research proposal writing ability value, N = Number of students, M
= Average score, and ∑ x = Number of student scores. Based on table 2 above, the total score
is 1919 out of 31 students in semester v of the Indonesian Language and Literature Education
Study Program. The average score of the ability of students in semester v (five) of the
Indonesian Language and Literature Education Study Program in making quantitative research
proposals before Project Based Learning is as follows
M = ∑
N
= 1919
31
M = 61,54
The result of the calculation obtained an average value of 61.54. When viewed from the
assessment criteria, the value is included in the good category because it lies in the interval
value of 55-64. Thus, the ability to write quantitative proposals for students in semester v of
the PBSI Study Program before applying the Project-Based Learning Model is included in the
less category.
From the results of the calculation of students' ability in semester V of the Indonesian
Language and Literature Education Study Program to write quantitative research proposals in
table 2 if entered into the interval scale of five for the calculation of the number of score
frequencies, is in table 3 as follows.
Table 3
Frequency of Ability Level of Indonesian Language and Literature Education Study
Program Students in Writing Quantitative Research Proposals Before Applying
Project-Based Learning Models
Quantitative Proposal
Writing Ability Score
Interval
Frequency
Information
85 -100
1
Very Good
75 - 84
6
Good
65 - 74
5
Enough
55 - 64
11
Less
1 - 54
8
Very Less
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Based on the results of the frequency calculation in table 3, it is known the ability of
students in semester v of the Indonesian Language and Literature Education Study Program to
write quantitative proposals before the implementation of the Project-Based Learning Model
which is divided into: there is 1 student in semester v of the Indonesian Language and Literature
Education Study Program who has the ability to write quantitative research proposals in the
excellent value category, there are 6 students in semester v of the Indonesian Language and
Literature Education Study Program who have the ability to write quantitative research
proposals in the good value category, there are 5 students in semester v of the Indonesian
Language and Literature Education Study Program who have the ability to write quantitative
research proposals in the sufficient value category, there are 11 abilities of students in semester
v of the Indonesian Language and Literature Education Study Program included in the less
category, and there are 8 students in semester V of the Language and Literature Education
Study Program and Indonesia who have the ability to the writing of quantitative research
proposals in categories is sorely lacking.
The ability of students of the Language and Literature and Indonesian Education Study
Program to write quantitative research proposals before applying project-based learning
models can be seen in diagram 1 below.
Diagram 1
PBSI Study Program Students' Ability to Write Research Proposals
Quantitative Before Implementing Project-Based Learning Models
Students' ability in semester V of the Indonesian Language and Literature Education
Study Program for the 2022/2023 academic year to write quantitative research proposals after
the implementation of project-based learning is included in the excellent category. It can be
seen in table 4, table 5, and table 6 below.
Table 4
Post-Test Data on the Application of Project-Based Learning Models to Semester V
Students of the PBSI Study Program for the 2022/2023 Academic Year
NO
NAME
1
2
3
4
5
6
7
Total
(1-5)
(1-30)
(1-25)
(1-25)
(1-5)
(1-5)
(1-5)
1.
EH
3
27
23
23
3
4
3
86
2.
SM
4
21
19
21
4
3
4
76
3.
SN
4
26
20
21
2
3
4
79
0
2
4
6
8
10
12
sangat
baik
bagus cukup kurang sangat
kurang
85-100
75-84
65-74
55-64
1-54
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4.
FS
3
28
24
24
5
4
4
92
5.
MD F
4
28
22
23
4
4
4
89
6.
UD
4
27
22
24
4
0
3
84
7.
PW
4
27
23
23
4
3
4
88
8.
RSA
4
27
23
23
4
4
4
89
9.
saya AS
4
26
22
22
3
4
4
85
10.
MF
3
28
23
23
3
4
4
88
11.
Pak PP
4
27
23
23
4
4
4
89
12.
P LW
4
28
24
24
3
4
4
91
13.
USE
4
27
24
24
3
4
4
90
14.
DF
3
25
23
23
4
4
4
86
15.
PLS_
4
27
23
23
4
3
4
88
16.
P DH
1
22
20
21
2
4
3
78
17.
RA
3
27
23
23
4
0
4
84
18.
YPI_
4
25
23
23
3
4
4
86
19.
VDA N
4
28
23
23
4
3
4
89
20.
R DW
4
27
23
23
4
4
4
89
21.
BSM
3
26
22
22
3
0
4
80
22.
AC Kh .
4
26
23
242
2
4
4
87
23.
D PW
4
25
26
23
4
4
3
84
24.
Mnh .
4
25
22
23
4
3
4
85
25.
HTS_
4
26
23
24
4
4
4
89
26.
NDA _
4
27
23
24
4
4
4
90
27.
C PA
4
27
23
24
4
4
4
90
28.
D NM
3
24
22
21
3
2
3
79
29.
AP
4
23
20
20
2
4
3
76
30.
OSA_
3
28
22
23
4
4
4
88
31.
AR
4
25
20
20
3
4
4
79
Total
2655
Information :
Title: (1-5), 2. Introduction (Identification, Limitations, and Problem Formulation,
Objectives, Research Benefits ) : (1-30), 3. Foundations of Theoretical Frameworks, Literature
Review, Frameworks of Thought, and Hypothesis Delivery (mandatory): (1-25), 4. Research
Methods (1-25), 5. Research Schedule (1-5 ), 6. Bibliography ( 1-5), and 7. Language Usage
(1-5). The criteria for the value of the research results of the ability to write quantitative
proposals after applying the project-based learning model can be seen in the following table 5.
Table 5
Frequency of Ability Levels of PBSI Study Program Students in Writing Quantitative
Research Proposals After Applying Project-Based Learning Models
sequence
number
Student
sequence
number
Skor
Criteria
(1)
(2)
(3)
(4)
1.
001
86
Very Good
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2.
002
76
Good
3.
003
79
Good
4.
004
92
Very Good
5.
005
89
Very Good
6.
006
84
Good
7.
007
88
Very Good
8.
008
89
Very Good
9.
009
85
Very Good
10.
010
88
Very Good
11.
011
89
Very Good
12.
012
91
Very Good
13.
013
90
Very Good
14.
014
86
Very Good
15.
015
88
Very Good
16.
016
78
Good
17.
017
84
Good
18.
018
86
Very Good
19.
019
89
Very Good
20.
020
89
Very Good
21.
021
80
Good
22.
022
87
Very Good
23.
023
84
Good
24.
024
85
Very Good
25.
025
89
Very Good
26.
026
90
Very Good
27.
027
90
Very Good
28.
028
79
Good
29.
029
76
Good
30.
030
88
Very Good
31.
0,31
79
Good
Total
2655
Rata-rata
85,58
Very Good
Information:
NKP = Quantitative research proposal writing ability value, N = Number of students, M
= Average score, and ∑ x = Number of student scores.
Based on the table above, the total score is 2655 out of 31 students in semester v of the
Indonesian Language and Literature Education Study Program. The average score of the ability
of the Indonesian Language and Literature Education Study Program after applying the
problem-based learning model is as follows:
M = ∑x
N
= 2 655
31
M = 85,58
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From the results of these calculations obtained, an average value of 86. The value from
the assessment criteria is included in the excellent category because it is located at the interval
of 85 – 100. Thus, students' ability in semester V of the Indonesian Language and Literature
Education Study Program is included in the excellent category. From the results of calculating
the ability of students in semester V of the Indonesian Language and Literature Education
Study Program in table 1, if entered in the interval of five scales to calculate the number of
frequency scores, the scores are as follows:
Table 6
Frequency of Student Proficiency Levels in Writing Quantitative Proposals After
Applying Project-Based Learning Models (PBPj)
Interval Skor
Kemampuan
Menulis Proposal
Kuantitatif Sesudah
PPBj
Frekuensi
Informasi
85 -100
20
Very Good
7 5 - 84
11
Good
65 - 74
0
Enough
55 - 64
0
Very Less
1 - 5 4
0
Very Less
Information :
85 – 100 Very Good
75 – 84 Good
65 - 74 Very Good
55 – 64 Enough Good
1 - 54 Very Less
Based on the results of the frequency calculation in table 6, it can be seen that the ability
of students in semester V of the Indonesian Language and Literature Education Study Program
in writing quantitative research proposals is divided into: there are 20 abilities of students in
semester V of the Indonesian Language and Literature Education Study Program in writing
quantitative research proposals included in the category of excellent grades, there are 11
abilities of students in semester V of the Indonesian Language and Literature Education Study
Program in writing quantitative proposals are included in the category of good grades, 0 or no
students write quantitative research proposals in semester v of Indonesian Language and
Literature Education Study Program students who are included in the sufficient value category,
there are 0 abilities of students in semester v of the Indonesian Language and Literature
Education Study Program included in the category of lack of grades, and there are 0 abilities
of ies semester v students of the Indonesian Language and Literature Education Study Program
in writing research proposals.
The ability of students of the Language and Literature and Indonesian Education Study
Program to write quantitative research proposals after applying project-based learning models
can be seen in diagram 2 below.
The Influence Of Project-Based Learning Models On The
Ability To Write Proposals In Students
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325
Diagram 2
The ability of PBSI Study Program Students in Writing Quantitative Research Proposals After
Applying Project-Based Learning Models
The research data shows that the Project-Based Learning Model can affect the ability to
write quantitative proposals for students of the Indonesian Language and Literature Education
Study Program FKIP PGRI Yogyakarta University. The average ability to write quantitative
proposals for PBSI Study Program students after studying with the Project-Based Learning
Model is 85.58, included in the excellent category, while before studying with the Project-
Based Learning Model, the average is only 61.54, included in the less category.
The results of the descriptive statistical test on the pre-rated data on the ability to write
quantitative proposals for students in semester v of the Indonesian Language and Literature
Education Study Program before the application of the project-based learning model showed
that the average score was 61.54. The value is in the range of 55-64, belonging to the category
of fewer values. From the data, the minimum score of students' ability to make quantitative
research proposals is 40, and the maximum score is 87. This can be seen in table 32 and the
diagram below.
Table 7
Pretest Data before Implementing a Project-Based Learning Model
Statistik
Nilai
Minimal
40,00
Mean
61,54
Maksimal
87,00
Std. Deviasi
12,69
0
5
10
15
20
sangat baik
baik
cukup baik
kurang
sangat kurang
1- 5 4
55 - 64
65 - 74
7 5 - 84
85 -100
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Diagram 3
Pretest before Implementing a Project-Based Learning Model
The results of the descriptive statistical test on the pre-rated data on the ability to write
quantitative proposals for students in semester v of the Indonesian Language and Literature
Education Study Program before the application of the project-based learning model showed
that the average score of 85.58 was included in the category of excellent scores. A minimum
of 76 quantitative research proposals were obtained, and a maximum value of 92. This can be
seen in table 8 below.
Table 8
Postes Data Quantitative Proposal Writing Ability Test after Application of Project-Based
Learning Model
Statistik
Nilai
Minimal
76,00
Mean
85,58
Maksimal
92,00
Std. Deviasi
4,60
Diagram 4
Postes after Implementing a Project-Based Learning Model
0
20
40
60
80
100
Minimal Mean Maksimal
0
10
20
30
40
50
60
70
80
90
100
Minimal Mean Maksimal
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327
Based on the comparison of project-based learning model prates and posters, the
application of the project-based learning model showed that the average post result of 85.58
was higher than the average prestress result of 61.54. This means students' ability in semester
V of the Indonesian Language and Literature Education Study Program increases after
implementing a project-based learning model.
Table 9
Pretest Data and Postes Data Quantitative Proposal Writing Ability Test after
Application of Project-Based Learning Model
Statistik
Nilai Prates
Nilai Postes
Minimal
40,00
76,00
Mean
61,54
85,58
Maksimal
87,00
92,00
Std. Deviasi
12,69
4,60
Diagram 5 below is a comparison of project-based learning model preferences and
postes of applying the project-based learning model.
Diagram 5
Pretest before and Postes after Project-Based Learning Model Implementation
The results of the different tests showed a significant difference between the ability
before the project-based learning model was implemented and the ability to write quantitative
research proposals after the project learning model was implemented, which was t count 10.59
greater than t table 1.687. This can be seen in table 10 below.
0
10
20
30
40
50
60
70
80
90
100
Minimal Mean Maksimal
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Table 10
Test Results of Differences Between Project-Based Pre- and Post-Learning Treatment
Group
N
Std.
Deviation
t
df
Sig. (2-tailed)
Pretest-
postest
31
12.63
10.58
8
30
.000
The test results show that t count by 10.588 and more than t table (0.05;30)= 1.697) and
Sig. (2-tailed) less than alpha (0.000<0.05). It can be concluded that there is a significant
difference between the ability of students in semester V of the Indonesian Language and
Literature Education Study Program FKIP PGRI Yogyakarta University to write quantitative
research proposals before and after the application of the Project-Based Learning Model.
The test results of the influence of the application of the project-based learning model on
the ability to write quantitative research proposals show that there is an influence of the
application of the Project-Based Learning Model on the ability to write quantitative proposals
in students in semester V of the Indonesian Language and Literature Education Study Program
FKIP PGRI Yogyakarta University Academic Year 2022/2023. The calculation can be seen in
table 11 below.
Table 11
Test Results of the Effect of Applying Project-Based Learning Models on the Ability to
Write Research Proposals
Sum of
Squares
df
Mean Square
F
Sig.
Between
Groups
8952.016
1
8952.016
98.136
.000
Within
Groups
5473.226
60
91.220
Total
14425.242
61
The results of the ANOVA static test in table 11 above show that the calculated value is
98,136 and more than Ftabel
(0.05;1;60)=4.00.
Based on this analysis, it can be seen that the
calculated f value is more than the table. The significance is less than alpha (0.000<0.05), then
the research hypothesis is accepted; that is to say: There is an influence on the application of
the Project-Based Learning Model on the ability to write quantitative proposals for students in
semester V of the Indonesian Language and Literature Education Study Program FKIP PGRI
Yogyakarta University Academic Year 2022/2023.
The results of the research described above show that students' ability in semester V of
the Indonesian Language and Literature Education Study Program to write proposals before
implementing the Project-Based Learning Model is included in the category of not good. The
results of the assessment of quantitative research proposals prepared by students before the
application of the project learning model are known that of the 31 students who have excellent
abilities, one student, five students have good abilities in compiling the content of quantitative
research proposals. Six students have sufficient writing ability. Quantitative research proposal,
there are 12 semesters v students of the Indonesian Language and Literature Education Study
Program who have less ability, and there are seven semesters v the ability of students of the
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329
Indonesian Language and Literature Education Study Program in writing quantitative research
proposals is very lacking.
After applying project-based learning, it was found that most of the fifth-semester
students of the Indonesian Language and Literature Study Program FKIP Universitas PGRI
Yogyakarta have excellent skills in writing quantitative research proposals. After applying the
project-based learning model of the Indonesian Language and Literature Study Program
obtained: as many as 20 (twenty) students can make proposals in Indonesian language and
literature education research is classified as very good, 11 students have good abilities in
compiling quantitative research proposals in the field of Indonesian language and literature
education, there are no students who can write quantitative research proposals that are
classified as sufficient, there are no 5th-semester students of the Literature Education Study
Program who have less ability in compiling quantitative research proposals, and none of the
fifth-semester students of the Indonesian Language and Literature Education Study Program
can write quantitative research proposals which are classified as very lacking.
The research data shows that the Project-Based Learning Model affects the ability to
write quantitative proposals for students in semester V of the Indonesian Language and
Literature Education Study Program FKIP PGRI Yogyakarta University. The average ability
to write quantitative proposals for students in semester v of the PBSI Study Program after
studying with the Project-Based Learning Model is 85.58, included in the excellent category.
In contrast, before implementing the Project-Based Learning Model, only 61.54 was included
in the less category. It can be concluded that with a project-based learning model, students'
ability to write quantitative proposals is better.
The ability of fifth-semester students of the Indonesian Language and Literature Study
Program FKIP Universias PGRI Yogyakarta to compile quantitative research proposals in the
Indonesian Language and Literature Education field is higher after learning using a project-
based learning model compared to before using a project-based learning model. The success of
the learning model can be seen from the test results before and after the project-based learning
model is applied.
The results of this study support the research that has been carried out (Wagirun &
Irawan, 2019) entitled "project-based learning model on the ability to write scientific papers
on the geography of high school students" with the conclusion that the project-based learning
model has a significant effect on the ability to write scientific papers on geography for high
school students. Research (Simbolon, Resmi, Nasution, & Marini, 2022) concluded that there
is an influence of project-based learning models with the use of applications on the ability to
write drama scripts in class XI SMA Taman Siswa Pematangsiantar
This research also supports the novel research tool (Adinegoro, Nasution, & Basri, 2022),
which concluded that the project-based learning model could help students improve their
sakubun abilities, especially in developing ideas. A similar study conducted in high school by
(Baidowi, Sumarmi, & Amirudin, 2016) concluded that the project-based learning model
significantly affects the ability to write scientific papers on the geography of high school
students. The research entitled The Influence of Project-Based Learning Learning Models on
Writing Indonesian Ability and Interest in Grade IV Elementary School (Arifin, Mukhsinah,
Erwin Akib, 2023) concluded that there was a significant influence on the application of
project-based learning models (PBP) on the ability to write Indonesian grade IV students. The
results of the setup research also conducted on SMK students conducted (Rumasni, 2019)
showed that (1) there is an influence of the application of a project-based learning model on
the ability to write the text of the observation report, (2) there is an influence of interaction
between the application of the project-based learning model and reading interest in the ability
to write the text of the observation report, (3) there is an influence of the application of a
project-based learning model on the ability to write the text of the observation report on
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students who have a high interest in reading, and (4) there is an influence of the application of
a project-based learning model on the ability to write the text of the observation report in
students who have a low reading interest.
CONCLUSION
Based on the results of the research and findings, it can be concluded that the project-
based learning model has a significant effect on the ability of students in semester V of the
Indonesian Language and Literature Education Study Program FKIP PGRI Yogyakarta
University for the 2022/2023 academic year in writing quantitative research proposals. The
ability of students in semester V of the Indonesian Language and Literature Education Study
Program FKIP PGRI Yogyakarta University for the 2022/2023 academic year in writing
quantitative research proposals in the field of Indonesian language and literature education
before implementing a project-based learning model is included in the category of less or with
an average score of 61.54 and questionnaire results stating that most students do not understand
the right way and systematics, both in writing, both in writing introductions, theoretical
foundations and research methods. After studying using a project-based learning model, the
ability of students in semester V of the Indonesian Language and Literature Education Study
Program FKIP PGRI Yogyakarta University for the 2022/2023 academic year in writing
quantitative research proposals in the field of Indonesian language and literature education is
included in the excellent category or with an average score of 85.58. This means that the
project-based learning model greatly affects the ability of students to compile quantitative
research proposals. Some of the advantages of the project-based learning model include: (1)
students become more active, motivated, and dare to express opinions in learning, (2) students
become more understanding in expressing their ideas for writing introductions, theoretical
foundations, and research methods, (3) student performance in completing projects is more
well organized, (4) students become more independent and have responsibility for quantitative
research proposal projects that (5) students have motivation in completing quantitative
research proposals, (6) through project-based learning activities students are challenged to
complete quantitative research proposals based on problems faced in the field, and (8) students
have freedom in completing quantitative research proposal projects. Based on the conclusions
above, it is recommended that lecturers of the Indonesian language and literature education
research methodology use a project-based learning model so that students understand and are
more skilled in writing research proposals. It is also recommended that project learning models
be applied in learning a wide variety of research proposal writing, such as mixed, qualitative,
class action, and development research proposals.
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