The Effect of Project-Based Learning on IPAS Learning Outcomes Fifth-Grade Students at MIN 6 Boyolali

Abstract

Project-Based Learning (PjBL) is a learning model centered on project-based activities designed to enhance student engagement and learning outcomes. This study aims to analyze the effect of Project-Based Learning on the IPAS learning outcomes of fifth-grade students at MIN 6 Boyolali for the 2025/2026 academic year. The study employed a quantitative approach with a correlational design. All 83 fifth-grade students were selected as the sample using total sampling. Data on the implementation of Project-Based Learning were collected using a Likert-scale questionnaire covering aspects such as trigger questions, project planning, project implementation, teacher guidance, final products, and reflection and evaluation, while learning outcome data were obtained through documentation of daily test scores on ecosystem material. The research instruments met validity criteria based on Aiken’s V index and reliability criteria based on Cronbach’s Alpha coefficient. Data analysis was conducted descriptively, followed by a Kolmogorov-Smirnov normality test, a linearity test, and simple linear regression using SPSS version 31. The results showed that the implementation of Project-Based Learning fell into the moderate category (47.0%), while IPAS learning outcomes were also predominantly in the moderate category (49.4%) with an average score of 84.18. The regression analysis results indicate that Project-Based Learning has a positive and significant effect on IPAS learning outcomes (β = 0.286; t = 2.681; p = 0.009). The coefficient of determination (R²) of 0.082 indicates that Project-Based Learning contributes 8.2% to the variation in student learning outcomes, while 91.8% is influenced by other factors outside the scope of this study. Thus, Project-Based Learning can be used as an alternative instructional model to improve IPAS learning outcomes in elementary schools