Efforts to Enhance Questioning Engagement and Mathematics Learning Achievement in Data Organization Topic Through Project-Based Learning (PjBL) Model in Fourth Grade of Public Elementary School 2 Kober

Abstract

This study aims to enhance students' questioning activity and learning achievement in mathematics, specifically in the topic of data organization, through the implementation of the PjBL (Project-based Learning) model for fourth-grade students at Public Elementary School 2 Kober in the second semester of the academic year 2022/2023. Classroom Action Research was employed as the research technique, conducted in two cycles with four sessions each, following the four research stages proposed by Kemmis and MC. Taggart, namely: planning, implementation, observation, and reflection. The participants of this study were fourth-grade students at Public Elementary School 2 Kober in the academic year 2022/2023, totaling 23 students. Various methods such as observation, interviews, tests, and documentation were used to collect information. Both qualitative and quantitative data analysis methods were employed in this study. The results of this research indicate an improvement in students' questioning activity and learning achievement in the topic of data organization in mathematics. This is evidenced by the increased level of student questioning activity in Cycle II, which achieved a good criteria, compared to Cycle I, which only reached a sufficient criteria. Furthermore, students' learning achievement can also be demonstrated by an improvement that has reached the Minimum Completeness Criteria (KKM) for the majority of students in the fourth grade. Based on the findings of this research, it can be concluded that the implementation of the PjBL approach can enhance students' questioning activity and learning achievement in the topic of data organization in mathematics for fourth-grade students at Public Elementary School 2 Kober in the academic year 2022/2023.