The Development Of Students Worksheet by Using Project Based

Learning Model in Subject of Social Science for Fourth Grade in

Elementary School
Dessy Setyowati
Student of Postgraduate Program, Primary Education Program, Surabaya State University
Mustaji, Waspodo Tjipto Subroto
Postgraduate lecture, Primary Education Program, Surabaya State University

Abstrack:
This research aim to produce a students worksheet by using project based learning model which is
feasible, practical, and effective to improve learning outcomes. Type of this research is reflective, recursive,
and develomment (R2D2). Based on the data we collected, students worksheet as well as its support devices
is feasible. Concerning implementation students worksheet, the developed students worksheet is practical.
Field test results on students worksheet in the independent output of test sample showed that t calculation < t
table (-5.427<-2.016) and P value (0.000 <0.05). Therefore in accordance with the decision making basis in
t-test then alternative hypothesis is accepted. So it can be concluded that students worksheet by using project
based learning model is feasible, practical, and effective to used to improve the learning outcomes in subject
of social science for the fourth grade in elementary school.

Keywords : effectively, feasibility, practicatily, project based learning model, students worksheet

INTRODUCTION of primary problems in daily life during of learning

At the present time, technology development ex-
pands so fast. The sophisticated technology will ease
society in carrying their activity out. The technology
nowadays exists as everyones basic needs.
Basically, the technology is created to give positive
benefit for human life. Yet, it does not close the pos-
sibility that negative influence in technology devel-
opment emerges. It makes the students have to pre-
pare the challenges of negative influence in
technology development. Hence, Social Science
learning is required. By Social Science, it can help
the students in recognizing, learning, and composing
the alternative to solve social problem happens in
social life. Based on Depdiknas (2006: 575) Social
Science was designed to develop the knowledge, the
comprehension, and the analytical ability to the so-
cial condition in entering dynamic social life.
At the present time, the development of culture
social circle changes so fast. Based on Depdiknas
(2006: 575) Social Science was designed to develop
the knowledge, the comprehension, and the analyti-
cal ability to the social condition in entering
dynamic social life. Trianto (2011: 1) said that one
process at formal education was the low comprehen-
sion of students. It could be look from the mean of
students study achievement which still apprehensive.
The observation result told that Social Science still
used direct learning way. This way was often called
by talkative method. The talkative method was the
only method which the teacher thought that it was
easy. Sulihatin (2013: 122) said that because of talk-
ative method usage dominated more during learning
process, therefore it could be ascertained the teacher
had sellected learning approach oriented to herself or
exposed. Because of this learning, it makes the stu-
dents are not attracted in that learning. Beside that,
Social Science consisted many subject matters in-
cluded of reading text so the students have to study
in reading text and memorizing subject matter. The
result of needs map interview stated that study re-
source at school is using text book and student
worksheet. Beside that, student worksheet used is
ready to use student worksheet consists of learning
subject matters and exercises. It is taken with the
reason time limitation in carrying it out, literature
limitation, and less teacher ability in composing
students worksheet. In fact, the study resource is
not only from that book, but wherever is able. So,
students knowledge is not limited on that book. Be-
side that, students worksheet composing by teacher
can ease the learning. Because the teacher knows the
students character and knows the students thinking
level development.
By students worksheet, the teacher has occasion
to elicit the students to be active in involvement with
subject matter learned. By active learning, the stu-
dents gain direct experience so unlimited by mere
knowledge. That is suitable with project based
learning.
Larmer and colleagues (2012: 1) said project-
based learning is an instructional model based on
having students confront real-world issues and prob-
lems that they find meaningful, determine how to
address them, and than act in a collaborative fashion
to create problem solution. In this project based
learning, the students are directed to be able to de-
sign activity, such as formulating job, designing,
calculating, doing activity, and evaluating res. After
that, the teacher explains the students that project
will be used in learning for teaching and evaluating
goal. The This project based learning assumes that
project is not a goal but a tool to emphasize study
process.
Warsono and Hariyanto (2014: 152) said that if
PBL (PBL, problem-based learning) developed with
active learning theoretical basis from John Dewey
concept and constructivistic theory from Jean Piaget,
PjBl (Project-Based Learning) was the implementa-
tion from active learning, constructivism theory
from Piaget also constructionism theory from Say-
mour Papert.
Warsono and Hariyanto (2014: 153) said that
simply project based learning defined as a teaching
which tried to relate between technology and daily
problem closed to students, or with a school project.
In the relation, the students carry the research out
theirselves, with their own group so it enables the
students of the team to develop skill in doing re-
search useful for their academic ability developing.
The students design, carry problem solving out,
make decision, and carry the research out
theirselves. The students feel the existence of prob-
lem, formulate the problem, also implement the situ-
ation in true life by creating a project.
From the problems explanation happen in Ele-
mentary School, the researcher will develop
students worksheet by using project based learning
model to increase students study achievement in So-
cial Science subject for 4th grade students in Ele-
mentary School.
Based on background explained before, problem
formulation served are:
1. How is students worksheet feasibility by using
project based learning model in 4th grade Social
Science subject in Elementary School?
2. How is students worksheet practicality by using
project based learning model in 4th grade Social
Science subject in Elementary School?
3. How is students worksheet effectiveness by us-
ing project based learning model in 4th grade So-
cial Science subject in Elementary School?
Whereas the purpose of this research was to pro-
duce students worksheet by using feasible, practi-
cal, and effective project based learning model to in-
crease study achievement in 4th grade Social
Science subject in Elementary School.
LITERATURE REVIEW
In this research, the researcher explained relevant
literature review. The first research conducted by
Podolak (2013) with the title Interactive Modern
Physics Worksheets Methodology and Assessment.
This research conducted in Physics subject. The re-
sult of research showed that 68% of students were
very glad to study by using students worksheet,
whereas 29% of students were glad with textbook,
and 32% of students were glad to study with home-
work.
The research conducted by Kibar and Ayas
(2010) with the title Implementing of a worksheet
related to physical and chemical change concepts.
Its purpose was to implement worksheet about phys-
ical and chemical change concept. The research
method used case study. The sample included of 2
grade Junior High School students. A worksheet
with five steps about physical and chemical change
from subject matter developed and explained to eve-
ry students in group. After finished the activity, stu-
dent worksheets were collected and analyzed.
The research conducted by Bakirci, Kirman Bilg-
in and Simsek (2011) with the title The effect of
simulation technique and worksheets on formal op-
erational stage in science and technology lessons.
The purpose of research was to examine the influ-
ence simulation technique and worksheet usage in
subject matter and cycle in knowledge and technolo-
gy. The research method used experimental method
with 15 participants sample from 8 grade. After
analyzed the data, it could be concluded that work-
sheet and simulation technique usage had positive
influence on hypothesis, students correlation, and
combinational thinking ability.
The research conducted by Celikler and Aksan
(2012) with the title The Effect of the Use of Work-
sheets About Aqueous Solution Reaction on Pre-
service Elementary Science Teacher Academic Suc-
cess. The purpose of this research was to reveal the
influence of worksheet about reaction in solution.
This research was conducted by 72 Natural Science
Elementary School teachers. In control class, tradi-
tional learning method was implemented. Whereas
in experimental group worksheet developed was im-
plemented. From the result of research, it could be
concluded that giving meaningful learning could be
given with worksheet.
The research was conducted by Bicer (2016) with
the title An Evaluation of Pre-Service Turkish
Teacher Skills and Knowledge Regarding Prepara-
tion of Worksheets to teaching Turkish to Foreign-
ers. This research was conducted to evaluate skill
and opinion about worksheet preparation to teach at
Turkey. This research was conducted by 50 teachers
with result that teachers got significant experience
related with worksheet composing process, got skill
in scientific research process and mostly practical
learning was presented.
The research was conducted by Kibar and Ayas
(2010) with the title Developing a worksheet about
physical and chemical. This research was about
worksheet developing about physical and chemical
change. This research was conducted with 94 col-
lege students from Basic Science Education De-
partment. This research was conducted in four phas-
es.
From the first research, students worksheet used
was on Physical subject. The second research by Ki-
bar and Ayas, students worksheet used was about
physical and chemical change concept. The third re-
search conducted by Bakirci, Kirman Bilgin, and
Simsek in knowledge and technology. Whereas the
research conducted by Celikler and Aksan was aboyt
reaction in solution. From some researcher conduct-
ed, students worksheet was used in Social Science
learning. Beside that, the researchers were to reveal
the influence and implementation of students
worksheet too. Therefore, students worksheet was
observed from effectiveness in learning only.
To reveal the students worksheet feasibility and
practicality itself, innovation had not exist yet.
Hence, the researcher made innovation about
students worksheet by developing students
worksheet used learning model. The learning model
would be developed in this students worksheet was
project based learning model. Through that model,
the students could create project in the form of prod-
uct. Moreover, this students worksheet developed
Social Science subject of 4 grade in Elementary
School with the title was technology development.
Basically, on the recent research, students
worksheet developing by using project based learn-
ing model had not exist yet.
METHODS
This developing research used reflective, recur-
sive, design, and development (R2D2) model. Roos
(2012) said that there were three focuses of R2D2
model, included of (1) define focus, (2) design and
development, and (3) dissemination.
Mustaji and Sugiarso (2005: 95) said that devel-
oping procedure on Define Focus step there were
three activities, included of participant team form-
ing, problem identifying, and contextual developing.
On Design and Development Focus step there were
three activities, included of developing circle select-
ing, format and media selecting, developing proce-
dure, also product designing and developing. On dis-
semination focus was not conducted on research.
Systematically, trial step of students work-
sheetproduct by using project based learning model
formerly by expert test. On expert test, there were to
expert, included of subject matter expert and learn-
ing design expert. Each expert assessed students
worksheet product by using project based learning
model. After that, individual trial was conducted.
The individual trial was conducted by three 4
grade students of Elementary School. The trial result
was obtained from student respond questionnaire.
The individual trial result would be reference in
revising the product and next little group trial was
conducted. The little group trial was conducted by
nine 4 grade students of Elementary School. The
student sellection criteria had different abbility.
After conducted little group trial, product revising
was conducted and and big group trial was ready to
be conducted. The big group trial was conducted like
daily learning in class. The big group trial was
conducted to 4 grade students of Elementary
School as much as a class. The big group trial
subject was 24 4 grade students of Ngluyu
Elementary School.
 The data collecting instruments used in research
and developing were validation sheet, observation
sheet, questionnaire, project assessment sheet, and
assessment sheet of study achievement exercise test.
Students worksheet feasibility analysis in the form
of validation and questionnaire sheet were analyzed
by using percentage. After percentage was
calculated, next step was classified to interpretation
category. Students worksheet practicity analysis in
the form of students worksheet implementation
observation sheet to student and teacher by
calculating percentage and then classified to
interpretation category. For students worksheet
category could be seen from study achievement test
and project assessment test. The study achievement
test experienced process, included of : (1) Expert
validity test and construct validity test were
conducted that tested to 30 students continued by
analyzing with Product Moment formula. (2)
Exercise reliability was conducted by using Kuder
Richardson formula. (3) question difficulty degree
test was conducted. (4) Question Differentiator
Capacity test. (5)Normality Test by using Shapiro-
Wilk (6) Homogenity Test. (7) Hypothesis Test by
using quasy experimental design research and
analyzed by using pretest-posttest control group de-
sign technique. The processing used SPSS for Win-
dows Version 16.0. (8) Study achievement increase
analyzing by using N-Gain. After study achievement
test, project assessment process was conducted.
Projuct assessment was conducted by calculating
100 mark accumulation. The result of study
achievement test and project assessment were
collected and analyzed data classically to reveal how
many students successed in the learning.
RESULT AND DISCUSSION
Students worksheet developing used Reflective,
Recursive, Design, Development (R2D2) procedure.
R2D2 had three focusses in its developing, included
of define focus, design and development, and dis-
semination. On Define Focus step there were three
activities doncucted by reesearcher, included of (1)
forming participant team, the participant team
included of product developer, 4 grade teache rof
Elementary School, and students, (2) identifying
problem based on needs map interview result that
Social Science subject was one of difficult subjects
for students, study resources used were textbook and
students worksheet, students worksheet used was
ready to be used students worksheet, study
achievement less fulfilled minimum exhaustiveness
criteria, (3) contextual comprehension developing
was finding solution for indentified problems. The
solution of problem was developing studentt
worksheet by using project based learning model.
The second step was Design and Development
included of four activities were: (1) developing
circle sellecting was students worksheet product
used by 4 grade teacher of Elementary School in
conducting teaching and learning process. (2) format
and media selecting, the sellected format was project
based learning. Whereas media sellected to develop
students worksheet product was printed media. (3)
evaluation procedure was eavaluation conducted to
reveal product feasibility. Data collecting tool
required used test method and respond questionnaire
observation. (4) product designing and developing
were students worksheet product designing. After
students worksheet got ready, the next step was
validated by experts, they were Drs. Suprayitno,
M.Si as subject matter expert and Julianto, MPd as
learning design expert. Next, reflection about
deffieciency and fault on developed students
worksheet product was conducted. The parts had to
be revised were the fault of study dirrection step, the
fault of background design layout, no figure
resource, the fault of word and sentence writing, the
fault of acitivity writing. Hereafter, students
worksheet product was revised and produced new
draft. The new draft got individual trial from three
4 students of Gampeng 2 Elementary School,
Ngluyu Subdistrict, Nganjuk Regency . From the
trial, the part required to be revised was not specific
enough writing of product word in students
worksheet. And then continued by revision and new
draft was obtained. The trial for new draft was
conducted to little group included of nine 4
students of Gampeng 2 Elementary School. Each
student had different abbility. The result of little
group trial was too complex of prject scheduling
step, therefore the developer replaced to be simpler.
The draft was corrected and next new draft was
conducted big group trial. The big group trial
included of Ngluyu Elementary School is 24
students. From the result of big group trial, it could
be seen that students worksheet by using project
absed learning was feasible, practical, and effective.
The next step was dissemination. It was not
conducted in the research. It was because the
collected datas were mostly contextual, therefore it
could not be generalized to everywhere. Beside that,
the developed students worksheet was not only observation sheet. There were two students
accepted individually but also institution through worksheet implementation observation sheets, for
addoption process. Students worksheet feasibility teacher and for student. Where each sheet consisted
test was obtained from validation sheet and student of four times meeting with different indicator. It was
respond questionnaire. The result of validation sheet because project based learning model conducted in
from validator below. four times meeting. The result of students
Table 1 Validation Result worksheet implementation percentage on student
Validation Sheet V1 V2 RT Category below.
1. Students 3,12 3,37 3,24 Fisible to be used Table 3 The Result of Students Worksheet
worksheet with revision Implementation Percentage on Student
2. Silabus 3,89 3,78 3,83 Fisible to be used
Meeting of- Persentage Implementation
(developer without revision
1 80,5%
students
2 79,8%
worksheet)
3 81,7%
3. Silabus (ready to 3,89 3,78 3,83 Fisible to be used
4 77,5%
be used students without revision
Persentage Mean 79,9%
worksheet)
Implementation
4. RPP (developer 3,15 3,21 3,18 Fisible to be used
students with revision Source: Processed Secondary Data, 2017
worksheet) From the table above, percentage mean of
5. RPP ( ready to 3,15 3,21 3,18 Fisible to be used students worksheet implementation on student was
be used students with revision
worksheet )
79,9%. Therefore, student worksheet
6. Study 3,2 3,2 3,2 Fisible to be used implementation on student could be categorized in
Achievement with revision high category. Next, students worksheet
Test Exercise implementation percentage on teacher below.
7. Project 4 3,83 3,91 Fisible to be used
Assesment Sheet without revision Table 4 Implementation Persentage on Teacher
8. Respond 3,8 4 3,9 Fisible to be used Meeting of- Implementation Persentage
Questuonnaire without revision 1 100%
9. Students 3,8 3,8 3,8 Fisible to be used 2 90%
worksheet without revision 3 100%
Implementation 4 100%
Sheet of Student Persentage Mean 97,5%
10. Students 3,8 3,8 3,8 Fisible to be used Implementation
worksheet without revision Source: Processed Secondary Data, 2017
Implementation From Table 4 stated that percentage result of
Sheet of Teacher
students worksheet implementation was 97,5.
Source: Processed Secondary Data, 2017
Therefore, students worksheet implementation on
From the result of validation sheet assessed by
the both validators stated that students worksheet, teacher could be categorized in very high category.
learning tool, and instrument were feasible to be Students worksheet effectiveness could be seen
used in learning. Whereas the result of student from student study achievement. Study achievement
respond questionnaire below. test exercise was expert validated by both experts
Table 2 The Result of Students respond firstly. Next, construct validation test with 36
Quistionnare students was conducted and validation was
Trial The Respondent % Interpretasi calculated by using Product Moment. The validation
amount Answer test used SPSS for Windows Version 16.0. The
of Yes No
Student result of validation test below.
Individual 3 12 3 80 Good Table 5 The Result of Validation Test
Trial Conclusion Question
Little Group 9 43 3 93,5 Very good Valid 1,3,4,6,7,8,9,10,12,13,15,17, 18,19,
Trial 21,23,24,26,27,28,30
Source: Processed Secondary Data, 2017 Unvalid 2,5,11,14,16,20,22,2529
The result of student respond questionnaire stated Source: Processed Secondary Data, 2017
that students worksheet was feasible based on From the table above stated that 21 questions
percentage in individual trial and little group trial. were valid whereas 9 questions were unvalid.
Students worksheet practicity could be seen from Kasmadi dan Sunariah (2013: 78) said that in
the result of students worksheet implementation validation decision making if rcount>rtable, it was
significanty correlated to total score. Therefore, it Table 9 The Result of Normality Test
was valid. The question was stated to be unvalid if Tests of Normality
rcount<rtable. It was not significantly correlated to total Kolmogorov-
Shapiro-Wilk
score. After that, reliability test was conducted. The Smirnova
Statistic Df Sig. Statistic Df Sig.
result of reliability test below.
Control Pretest .131 21 .200* .957 21 .449
Table 6. The Result of Reliability Test
Control Postest .119 21 .200* .951 21 .356
Reliability Statistics *
Experimental Pretest .150 21 .200 .944 21 .263
Cronbach's Alpha N of Items
Experimental Postest .175 21 .093 .952 21 .365
.743 30
a. Lilliefors Significance Correction
Source: SPSS Version 16.0
*. This is a lower bound of the true significance.
Kasmadi and Sunariah (2013: 79) said that in
Source: SPSS Version 16.0
reliability decision making, if rcount>rtable, it could be
Based on the table above, there were two results
categorized in reliable category, whereas if if
of normality test, Kalmogorov-Smirnov and
rcount<rtable, it could be categorized in unreliable
Shapiro-Wilk. Kalmogorov-Smirnov was used if the
category. Based on the table above stated that
amount of sample > 50, whereas Shapiro Wilk was
reliability value was 0,743 whereas rtable was 0,329.
used if the amount of sample <50. The sample of
In decision making if rcount(0,743) > rtable(0,329), it
this research was less than 50, therefore developer
could be categorized in reliable category. Reliability
used Shapiro-Wilk. Data from Shapiro-Wilk stated
value of 0,743 in reliability test was very high
that P value >0,05 with df 21, hence all datas had
category. The test was continued by question
normal distribution. Next, homogenity test was
difficulty level test. The result of question difficulty
conducted. To reveal whether the obtained data had
level test below.
homogen distributed or not, homogenity test with
Table 7 The Result of Question Difficulty Level
statistic Based on Mean was conducted by using
Test
Easy Moderate Difficult
SPSS for Windows Version 16.0. Homogenity test
2 26 2 processing was from the data of control class pretest
Source: Processed Secondary Data, 2017 and experimental class pretest.
From the table above stated that question Table 10 The Result of Variences
difficulty level in easy category was 2 questions, 26 Test of Homogeneity of Variances
moderate questions, and 2 difficult quiestions. And Value
then continued by differentiator capacity test. The Levene Statistic df1 df2 Sig.
.002 1 43 .961
result of differentiator capacity test below.
Table 8 The Result of Differentiator Capacity Source: SPSS Version 16.0
Very Bad Bad Moderate Good Very Good Kasmadi and Sunariah (2013: 119) said that
4 5 2 19 - variance homogenity criteria was when p value Sig
Source: Processed Secondary Data, 2017 > 0,05. Based on homogenity test of pre test table
Based on the result of differentiator capacity test below by using SPSS for Windows Version 16.0
stated that there were 4 very bad questions, 5 bad could be seen that result of p value Sig. O,961.
questions, 2 moderate questions. And 19 good Therefore, based on the result of homogenity test p
questions. From the result of question test, developer value Sig. 0,961> 0,05, so it could be concluded that
took 20 valid questions as study achievement test pretest of control class and experimental class were
instrument. The study achievement test instrument homogen. Whereas the result of homogenity test on
became pretest and postest. Pretest and postest postest of control class and experimental class
question were similar but question and ordinal below.
number were random only. Before and after Table 11 The Result of Postest Homogenity
learning, the students were given exercise to be Test of Homogeneity of Variances
done. Pretest and postest exercise were given to the Value
class which used developer students worksheet and Levene Statistic df1 df2 Sig.
class which used ready to be used students 2.877 1 43 .097
worksheet. The result of pretest and postest of each Source: SPSS Version 16.0
class got normality test. The result of normality test Kasmadi and Sunariah (2013: 119) said that
below. variance homogenity criteria was when p value Sig
 > 0,05. p value Sig was value of homogenity test Based on output Independent Sample T-test, the
result calculation. Whereas 0,05 was probability value of -tcount<-ttable (-5,427<-2,016) and P value
value that was able to be used. Based on the table (0,000<0,05), then based on decision making basic
above, postest homogenity test by using SPSS for in Independent Sample T-Test, Ho was refused, and
Windows Version 16.0 could be seen that result of p Ha was accepted. Hence, it could be concluded that
value Sig. 0,097. Therefore, based on the result of students worksheet by using project based learning
homogenity test, p value Sig. 0,097 > 0,05, then it model was effective to be implemented in Social
could be concluded that data of control class and Science subject of 4 in Elementary School.
experimental class postest were homogen. To reveal the degree in influence of learning
To reveal students worksheet feasibility by using difference to study achievement ability was
developed project based learning, pretest and postest inferrential analyzed through normalized N-Gain.
were delivered to the learning. The result of pretest Based on N-Gain calculation, control class
calculation on control class and experimental class experienced reduction in 2 students, constant in 4
below. students, low in 5 students, moderate in 6 students,
Table 12 The Result of Independent Sample Test and high in 4 students. N-Gain mean in control class
Pretest was 0,35. Generally, N-Gain could be moderate
Independent Samples Test category. Whereas in experimental class, moderate
Levene's Test category was 3 students and high one was 21
for Equality
of Variances t-test for Equality of Means
students. N-Gain mean in experimental class was
95% Confidence
1,2. Generally, N-Gain could be high category.
Mean
Sig.
Dif- Std. Error Interval of the Dif- The project assessment was assessed on every
F Sig. t Df (2-
tailed)
fer- Difference ference group activity of product making process. The
ence Lower Upper
project assessment was assessed every group. After
Pre Equal vari-
- 11. group project marks obtained, they would be
_ ances as- .008 .927 .885 42 .381 3.375 3.814
test sumed
4.322 072 separated into individual mark. After they were
Equal vari- calculated and analyzed, the interpretasi of project
- 11.
ances not .882 40.067 .383 3.375 3.826
4.356 106 assessment mean was in high category with 77,7 of
assumed
mean value.
Source: SPSS Version 16.0
The test result data from the whole students was
Based on t test in showed that 0,885 of tcount. In
collected and analyzed to reveal how much students
5% degree with 43 of df and 5% (0,05) of
succeed in the learning did. Clasically, the students
significance, then ttable obtained was 2,016. The table
said to be success if students success who got 75
above explained that sig. 0,381 where more than
mark attained 80%. The clasical assessment was
0,05, then there was no difference between control
included of postest mark and project mark. Based on
class and experimental class pretest. Furthermore the
calculation, the students who got > 75 of final mark
result of control class and experimental below.
were 15 students. After classically calculating was
Table 13 The Result of Independent Sample Test
conducted, obtained classical percentage was 62,5%.
PostTest
Independent Samples Test
Therefore, classically data result was interpreted in
Levene's
high.
Test for The composed students worksheet feasibility
Equality of based on PP No. 19 year 2005 clause 42 point 5
Variances t-test for Equality of Means
were content feasibility, language, presentation, and
95% Confidence
Sig.
Interval of the textbook graphics. Students worksheet was
(2- Mean Std. Er-
tailed Differ- ror Dif- Difference composed by using project based learning model.
F Sig. T df ) ence ference Lower Upper So, developed students worksheet consisted the step
Post_ Equal of project based learning model so in the final
-
test variances 2.877 .097 43 .000 -17.440 3.262 -24.019 -10.862
assumed
5.347 learning, students produced project in the form of
Equal technology development miniature. Students
variances - 37.55
.000 -17.440 3.318 -24.160 -10.721
worksheet feasibility could be seen from validation
not as- 5.257 3
and students respond questionnaire. Validation
sumed
evaluated by expert were students worksheet,
Source: SPSS Version 16.0
learning tool, and research instrument. All
components validated by expert were feasibel to be
implemented in learning. Whereas students respond
questionnaires in individual trial and little group trial
were categorized good and feasible to be
implemented. From feasibility analysis result, so it
could be concluded that students worksheet by
using project based learning model was feasible to
increase study achievement in Social Science of 4
grade at Elementary School.
Students worksheet practicity could be seen from
students worksheet implementation observation
sheet basen on learning implementation plan syntax.
Learning implementation was conducted in four
times meetings, hence students worksheet
implementation observation sheet had four times
meetings too where each meeting had different
observed indicator.
Students worksheet implementation was
observed by two observers, Ervina Lilis O.C, S.Pd
as first observer and and Imam Sholikin, S.Pd as
second observer. Each observer observed students
worksheet implementation on students and teacher.
From the result of students worksheet
implementation, students worksheet was
implemented well hence students worksheet by
using project based learning model was practical to
be implemented in learning process.
Students worksheet effectiveness by using
project based learning model could be seen from
study achievement test. The learning used students
worksheet. Prastowo (2012: 204) said that students
worksheet was learning material packed such, so the
students were expected able to study the learning
material individually. Students worksheet by using
developed project based learning model was packed
such, so the students could study learning material
individually. This students worksheet consisted of
learning based on project making. The students took
the learning and did students worksheet based on
steps from project based learning model.
The purpose of students worksheet packaging
below
1. Presenting the tasks in the form of activity which
could assist students in finding concept and
integrating the obtained knowledge
2. Training students independent soul in learning
3. Training students in expressing knowledge the
had
In the implementation of students worksheet by
project based learning model could see study
achievement. Study achievements evaluated in this
research were two, individual study achievement and
project achievement. Individual study achievements
were pretest exercise and postest exercise. In each
class, pretest exercise and postest exercise were
delivered. For the project achievement was given to
class which used developer students worksheet.
Because the developed students worksheet used
project based learning model.
Before study achievement test exercise was
delivered to research subject, validation to expert
was still conducted and construct trial was
conducted. The construct trial was conducted to 5
grade students at Ngluyu Elementary School. The
result of trial was experienced validity test,
reliability test, queson difficulty degree test, dan
differentiator capacity test. The result of validity test
showed that 21 questions were valid and nine
questions were unvalid. From 21 valid questions,
developer took 20 valid questions as individual
study achievement test instrument.
After study achievement test exercise was ready
to be used, then trial in big group was ready to be
conducted. The researcher used the form of quasi
experimental design with pre test-post test control
group design techinique. The design was
experimental design which pretest was conducted
before treatment to reveal initial condition of each
class. Pretest result from control class was not
different far from pretest from experimental class, so
pretest result stated to be good category. After the
treatment by implementing students worksheet by
using project based learning model was conducted
and students worksheeet was ready to be used.
After the treatment was done, then postest was
conducted to each class.
This research was conducted to 4 grade
students of Tempuran 2 Elementary School, Ngluyu
Subdistrict, Nganjuk Regency as control class and
4 grade students of Ngluyu Elementary School,
Ngluyu Subdistrict, Nganjuk Regency as
experimental class. Both of schools had similar
characteristic. In this research, each class learned by
using students worksheet in both. But, control class
used ready to be used students worksheet which had
been bought by school agency. Whereas
experimentak class used students worksheet made
by developer.
The class division based on the reseach conducted
by Celikler and Aksan (2012) with the title The Ef-
fect of the Use of Worksheets About Aqueous Solu-
tion Reaction on Pre-Service Elementary Science
Teacher Academic Success. This research used two
class, control class and experimental class. The
control class was experienced traditional learning
method. Whereas experimental class was
experienced developed worksheet.
To reveal the effectiveness of students worksheet
by using developed project based learning model,
then hypothesis test was conducted. The hypothesis
test used independent sample t-test. The result of in-
dependent sample t-test on pretest explained that sig.
0,381 where it was bigger than 0,05, so there was no
difference between control and experimental class
pretest. Next, data of control class and experimental
class postest were tested by using independent sam-
ple t-test. Based on output Independent Sample T-
test, the value of t count<-t table (-5,427<-2,016)
and P value (0,000<0,05), so based on decision
making basic in Independent Sample T-Test, then Ho
was refused and Ha was accepted. Therefore, it
could be concluded that students worksheet by
using project based learning model was effective to
be implemented in Social Science of 4 grade at
Elementary School.
In students worksheet implementation by using
project based learning model, there were superiority
and deficiency. The superiorities in this students
worksheet implementation were.
1. The students were more active in every acitivity
conducted based on students worksheet
2. The students were more diligent and they tried
hard in order to finish the project so the students
were motivated to finish the project.
Whereas the deficiencies in this students
worksheet implementation were.
1. The implementation of project based learning
model required long time enough, therefore
product finishing was not effective enough.
2. The class condition was rather difficult to be
controlled and easy to scrambel when project
implementation, because there was freedom on
students so it gave opportunity to scrambel and
therefore teacher prowess in comprehension and
good class managing were required.
CONCLUSIONS AND SUGGESTIONS
Based on the result of research and its discussion,
it could be concluded that: (1) students worksheet
by using project based learning model was feasible to
be implemented in Social Science subject of 4
grade at Elementary School. It based on the result of
validation and student respond questionnaire that it
was feasible to be implemented in learning. (2)
Students worksheet by using project based learning
model was practical to be implemented in Social
Science subject of 4 grade at Elementary School. It
based on implementation percentage calculation,
mean of students worksheet implementation
percentage on students acitivity generally was 79,7.
That percentage was high category. The mean of
students worksheet implementation on teacher
activity generally was 97,5%. Hence, it could be
concluded teacher activity was very high. (3)
Students worksheet by using project based learning
model was effective to be implemented in Social
Science subject of 4 grade at Elementary School. It
based on output Independent Sample T-test that the
value of t count<-t table (-5,427<-2,016) and P val-
ue (0,000<0,05), so based on decision making basic,
Ho was refused and Ha was accepted.
The suggestions in developing students
worksheet product by using project based learning
model were: (1) students worksheet by using project
based learning model was feasible, expectedit could
be disseminated and implemented by 4 grade
students at Elementary School. (2) Students
worksheet by using project based learning model was
practical, teacher was expected could design
students worksheet as attractive as possible and
based on students thinking level developmen, so in
students worksheet implementation, students would
be enthusiastic in every activity. (3) Students
worksheet by using project based learning model was
effective, expected that students worksheet was
adjusted with subject matter characteristic so it was
effective in increasing study achievement.
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