The Effect of Project Based Learning Model on Student Satisfaction

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DOI: https://doi.org/10.59890/ijir.v1i7.135 ISSN-E: 2988-2184

https://journal.multitechpublisher.com/index.php/ijir

The Effect of Project Based Learning Model on Student Satisfaction

Fitria^1*, Emy Iryanie²

Politeknik Negeri Banjarmasin

Corresponding Author: Fitria [email protected]

ARTICLE INFO ABSTRACT

Keywords: Learning Models, Project Based Learning, Student Satisfaction

Received : 4 June Revised : 20 June Accepted : 22 July

Advances in learning media technology, previously in the form of visual and audio displays, can now be put together in multimedia. The data analysis used in this research was regression analysis. This research aims to be a consideration in the application of methods to learning. The first data analysis in this study was to test the quality of the data. The second data analysis involved testing the classical assumptions. The third was to test multiple linear regression analysis to determine the Goodness of Fit Model to show whether the regression model formed is feasible or not to be used to predict the dependent variable. In several tests that have been carried out, the PBL method variable in the learning process variable in the course has an effect on student satisfaction, which means that the model used in this study is feasible.

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INTRODUCTION

Along with technological advancements, changes have occurred in the utilization of media and technologies in the learning process. Learning media can influence the learning environment in addition to being utilized as a teaching aid.

This occurs because learning material in the field of education has an effect on increasing teaching quality. Learning media technological advances, which were previously in the form of visual and auditory presentations, can now be combined to make multimedia. This increases the appeal of learning media to students. Students who are highly motivated to learn will try to enjoy these learning activities and are always eager to continue learning so that the learning process can take place more effectively and efficiently; therefore, teachers and students must maintain motivation and enthusiasm in learning.

In order to obtain the targeted competences and ensure that the learning process is successful, learning models—strategies used in the learning process—

are carried out in a systematic manner and supported by learning aids. (Boss, 2011)The learning process that is carried out together in a group is project-based learning that has potential increase the activity and motivation to learn for students (Tjiptono, 2011). In designing effective learning, the project-based learning model has the potential to meet learning demands (Sopiatin, 2010). The learning outcomes were quite good with the implementation of the project-based learning model, the score competency test results obtained were 67% and the results of understanding checks carried out by asking students verbally were quite good, thereby increasing student learning activities in class (Wikipedia, 2023).

Therefore, the authors conducted a study entitled the effect of the project- based learning model on student satisfaction in the learning process in the information system design course to find out how students evaluate learning experiences, involvement in the learning process, motivation in learning, learning focus and developing competency and self-confidence so that it can be considered in the application of methods in learning.

LITERATURE REVIEW A. Project Based Learning

John Dewey, an American philosopher, introduced project-based learning (PBL) in 1916. Dewey is of the view that students should actively learn based on experience; learning activities should suit the needs and interests of students, relate to the real world, and aim to develop students' potential optimally (Boss, 2011). Project Based Learning consists of six learning steps, namely:

1. Starting with the fundamental inquiries. Essential questions, i.e. ones that can provide pupils with assignments in carrying out an action, are where learning begins.

2. Developing a project plan (developing a project plan). Collaboration between teachers and students is practiced during planning.

3. Arranging the schedule (creating the schedule)

4. For the purpose of completing projects, instructors and students collaborate to plan the activities.

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407 5. Monitoring students and project progress (tracking the progress of the

project and the students).

6. While students are working on projects, lecturers must keep an eye on their activities..

7. Testing the results (assessing the outcomes)

8. Assessment is done to help teachers gauge standard achievement, evaluate each student's development, give feedback on the depth of understanding that pupils have attained, and help teachers come up with future learning ideas.

9. Evaluating the experience (evaluating the experience)

10. Lecturers and students evaluate their participation in and accomplishments in projects once the learning process is complete..

B. Definition of Student Satisfaction

The Latin words "satis" and "facio" (to do or make) are the origins of the word satisfaction. In simple terms, Satisfaction can be understood as an effort to complete or improve something. Although the idea of customer pleasure is still in the abstract, it is a key idea in marketing theory and practise and one of the key objectives for corporate activity. (Tjiptono, 2011).

Getting satisfied might be an easy or difficult task. In this instance, each person's contribution to the service interaction is crucial and affects the satisfaction that is created. According to the aforementioned idea, when the term contentment is examined from the standpoint of consumer behaviour, it takes on a complicated meaning. When rating something, consumers are typically less satisfied with services than with things. They participate in the process of creating services, therefore that's why (Nurlinda, 2013).

According to some of the aforementioned viewpoints, customer satisfaction is the feeling that they have when requesting services from an institution that their treatment is in line with their expectations. This implies that how well employees perform in providing services has an impact on student satisfaction. Customer’s perceptions of these institutions' presence are undoubtedly impacted by this. Efforts to realize student satisfaction may not be achieved even for a while, but efforts to improve or perfect satisfaction can be carried out with various strategies. In principle, the student satisfaction strategy will cause competitors to work hard and incur high costs in their efforts to seize a company's customers (Tjiptono, 2011).

Students are one of the primary service recipients in the context of academic institutions. Students are those who attend college to study. Student satisfaction refers to the favourable attitude that students have towards the services provided by institutions of higher learning because their expectations and what they actually get match up. Student satisfaction is measured by comparing what students anticipate from service from employees, the expertise of lecturers who are backed by leadership and infrastructure, and how they feel after receiving that service (Sopiatin, 2010).

The definitions above lead to the understanding that student satisfaction is a feeling of pleasure or a student's attitude towards all elements of service in tertiary institutions that they receive because they meet their expectations.

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C. Learning

Learning occurs when students, teachers, and learning resources interact in a learning environment. Learning is the support that teachers give their pupils as they work to develop their knowledge, their character, and their attitudes and beliefs. To put it another way, learning is a process that enables students to learn efficiently.

Student motivation and instructor inventiveness are critical components of high-quality learning. Strongly motivated students who receive assistance from instructors who can foster this motivation will be successful in completing their course requirements. Learning objectives can be measured by changes in attitudes and skills of students during the learning process. Good learning design, combined with adequate facilities and teacher innovation, will make it simpler for students to meet learning objectives (Wikipedia, 2023).

D. Conceptual and Research Hypotheses 1. Conceptual Research

Sugiono (2018) explained that a A conceptual framework is a model that describes how a theory relates to significant elements that are understood in a given problem. The independent and dependent study variables, as well as the conceptual framework, would potentially be connected. On the basis of this theory, the concept that explained the relationship between each variable is described as follows:

Figure 1Research Variable Relations 2. Research Hypothesis

a. The Project Based Learning Method Can Affect Student Satisfaction The results of the research on the relationship between the role of the facilitator and the level of satisfaction of nursing students during the discussion process with the project-based learning (PBL) method stated that as many as 59.4% of students perceived the facilitator often carried out his role during the PBL discussion process (Wiyatno et al., 2015). Thus, the PBL method has an effect on student satisfaction. Therefore, the hypothesis in this study is:

H1 or the first hypothesis: there is an effect of the PBL method (X1) on student satisfaction (Y).

H3

H₂ H₁

Metode PBL (X1)

Proses Pembelajaran

(X2)

Kepuasan Mahasiswa (Y)

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409 b. The Learning Process Can Affect Student Satisfaction

According to the findings of a study on the relationship between the role of the facilitator and nursing students' level of satisfaction during the discussion process using the project-based learning (PBL) method, 52.2% of students were satisfied with the role of the facilitator (Wiyatno et al., 2015).

Based on this, the PBL method has an effect on student satisfaction, hence the second hypothesis in this study is: H2 or the second hypothesis: the learning process (X2) has an effect on student satisfaction (Y).

H2 or the second hypothesis: there is an effect of the learning process (X2) on student satisfaction (Y).

c. The PBL Method and Learning Process can Affect Student Satisfaction

As the results showed that there is a relationship between the role of the facilitator and the level of student satisfaction during the PBL discussion process, it is hoped that the research can be used as evidence- based nursing in nursing education (Wiyatno et al., 2015). Based on this, the PBL method has an effect on student satisfaction, so the hypothesis in this study is:

H3 or the third hypothesis: there is an effect of the PBL method (X1) and the learning process (X2) on student satisfaction (Y).

METHODOLOGY

A. Research Variables and Indicators

From the formulation of the hypothesis, the variables used to carry out the test are the independent variables and the dependent variable. The independent variables in this study are the PBL method variables (X1) and the learning process (X2). The dependent variable in this study is student satisfaction (Y).

The operational definitions and variable indicators in this study are:

1. The Project Based Learning (X1) method is an application of active learning, constructivism theory from John Dewey regarding the concept of "Learning by Doing" The process of acquiring learning outcomes. Project Based Learning (PBL) is a learning model that involves students in learning activities both in designing or creating projects that are useful for solving problems in everyday life and are innovative and emphasize contextual learning (Phi et al., n.d.).

2. The Learning Process (X2) is a process, specifically the process of setting up an environment for pupils that will support their growth and motivate them to engage in the learning process. Another definition of learning is the process of guiding or assisting pupils in carrying out the learning process.

(Afridapane, 2017).

3. Student satisfaction (Y) is the practise of satisfying pupils' wants, needs, and aspirations. (Lussianda, 2019). Student satisfaction can also be interpreted because of their satisfaction with the services provided by higher education institutions, students have a good attitude towards such institutions' services. (Sopiatin, 2010).

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Five criteria were used to evaluate the variables, which were evaluated using a Likert scale: SD (strongly disagree) scored 1, D (disagree) scored 2, U (undecided) scored 3, A (agree) scored 4, and SA (strongly agreed) scored 5.

B. Data Analysis

The data analysis used in this study was regression analysis using SPSS version 23 software. The first data analysis in this study was to test the quality of the data by using a reliability test and a validity test. Second, by carrying out the classical assumption test using the normality test, multicollinearity test, autocorrelation test, and heteroscedasticity test. Third, to test multiple linear regression analysis to determine the Goodness of Fit Model to demonstrate whether or not the created regression model can be utilised to forecast the dependent variable. Two different types of tests, the determination test (R- Square) and the F test, can be used to determine whether the model being utilised is feasible. The t test is used for hypothesis testing after the model is declared practicable to use in order to determine the impact of independent variables (PBL method and learning process) on the dependent variable (student satisfaction).

RESULTS

The reliability test was run to see whether the study's data collection exhibited sufficient internal consistency. The Cronbach alpha coefficient is the tool utilised in this test. A questionnaire meets reliability if its Cronbach alpha value is more than 0.60, which is the minimum criteria. (Raharjo, 2014c).The results showed that the research instrument that measures the PBL method, the learning process, and student satisfaction is reliable. Additionally, a validity test was done to evaluate the acceptability or validity of the questionnaire the researchers used to collect data from participants or study samples.. The basis for decision-making in this test is that if the value of r-count > r-table, then the item of the questionnaire is declared valid, and if the value of r-count < r-table, then the item of the questionnaire is declared invalid(Raharjo, 2014d).

The normality test, multicollinearity test, autocorrelation test, and heteroscedasticity test were the next stages of the traditional assumption tests.

The purpose of the normality test is to determine whether or not the research's data are normally distributed. If the significance value (Sig.) is larger than 0.05, it is assumed that the study data are regularly distributed. (Raharjo, 2014b). The data appears to be regularly distributed, according to the findings of the normality test. The next step was to do a multicolinearity test to determine whether the regression model had found a correlation (particularly a strong correlation) between the independent variables. If the tolerance value is larger than 0.10, there is no multicollinearity in the regression model, and if the tolerance value is less than 0.10, there is multicollinearity in the regression model, is the basis for the multicolinearity test decision. (Raharjo, 2014g), which states that there is not any symptom of multicollinearity within the regressional model.

Following that, autocorrelation tests were performed to determine whether there is a correlation in a linear regression model between interference errors in period t and interferences in period t-1. If there is a correlation, this is referred to as an autocorrelation problem (Raharjo, 2014f),which states that a double linear regression analysis can be performed or continued to evaluate the study

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411 hypothesis. Finally, the heteroskedastisity test is part of the traditional assumption test in regression analysis, which tries to determine whether there is variance inequality (variation) of the residual value from one observation to another in the regression model (Raharjo, 2014a). According to the decision- making basis in the glejser test, the significance of the two variables is greater than 0.05, implying that there are no indications of heterocadasthesis in the regression model.

The regression analysis test was utilised by the researchers throughout the phase of hypothesis testing. In both basic linear regression analysis and multiple linear regression analysis, one of the research hypothesis tests is the t-test. The t- test looks to see if the independent variable (X) has any effect at all (partial) on the dependent variable (Y). The hypothesis is either accepted if the t-count > t- table indicates that there is an effect of the independent variable (X) on the dependent variable (Y), or it is rejected if the t-count t-table indicates that there is no influence of the independent variable (X) on the dependent variable (Y).

(Raharjo, 2014e). Table 1 depicts the result of the partial t-test:

Table 1Results of Partial T-Test

Source: SPSS Output Ver 26 (2023)

The test to determine if the PBL model variable (X1) and the learning process variable (X2) partially affect the student satisfaction variable (Y) was conducted using the SPSS "Coefficients" output shown in Table 1. The hypothesis is accepted or there is an influence of the independent variable (X) on the dependent variable (Y) if the value is Significance (Sig). probability 0.05. If the result is Significance (Sig). > probability 0.05, the hypothesis is rejected or there is no effect of the independent variable (X) on the dependent variable (Y).

(Raharjo, 2014e).

It is seen in Table 1 that the Significance value (Sig) of the PBL model variable (X1) is 0.000. Since the value of Sig. 0.000 < probability 0.05, it can be concluded that H1 or the first hypothesis is accepted. This means that there is an influence of the PBL model (X1) on student satisfaction (Y). Furthermore, for the learning process variable (X2) because the value of Sig. 0.148 > probability 0.05, it can be concluded that H2 or the second hypothesis is rejected. This means that there is no effect of the learning process (X2) on student satisfaction (Y).

The F test aims to determine the effect of variable X simultaneously (together or combined) on variable Y. If the value of Sig. <0.05, then the hypothesis is accepted and if the Sig. > 0.05, then the hypothesis is rejected. Table 2 shows the result of the ANOVA test for the Simultaneous F test:

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Table 2Anova Test for Simultaneous F Test

Source: SPSS Output Ver 26 (2023)

Table 2. shows a F value of 117.321 with a significance level of 0.000, which indicates that the F test result is smaller than the desired level of significance ( = 0.05). It can therefore be concluded that the PBL method variable in the learning process variable in the course influences student satisfaction, indicating that the model used in this study is workable.

DISCUSSION

This study's goal is to ascertain how the learning process and the project- based learning model affect student’s happiness in information systems design courses.. In the several tests that have been carried out, starting from the questionnaire testing stage, data testing to hypothesis testing, the findings of the first hypothesis testing indicate that the first hypothesis is accepted. This suggests that the PBL model (X1) has an effect on student satisfaction (Y). Furthermore, the second hypothesis is rejected according to the results of hypothesis testing 2.

This suggests that the learning process (X2) has no effect on student satisfaction (Y). Finally, the third hypothesis is approved based on the findings of hypothesis testing 3. This implies that the PBL technique variable in the course's learning process variable has an effect on student satisfaction, implying that the model used in this study is feasible.

CONCLUSIONS AND RECOMMENDATIONS Conclusions

1. The degree of student satisfaction is directly impacted by the use of the project-based learning paradigm.

2. Applying the learning process without using a project-based learning model has little impact on how satisfied students are.

3. The degree of student satisfaction is impacted by how the project-based learning model is used in the educational process.

Recommendations

1. It is hoped that the results of this study can assist in determining the application of the learning model in certain subjects in accordance with the existing semester learning plans (Rencana Pembelajaran Semester/ RPS).

2. It is hoped that this study can be a reference for making improvements in the learning process that is being and will be carried out in the future.

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413 FURTHER STUDY

In future studies, it is expected that further studies can redevelop the variables used in the study. In addition to the variables that have been studied, there are several other variables that may influence student satisfaction.

ACKNOWLEDGMENTS

The authors thank all parties who have helped carry out this research to completion. To the family and research team who supported the implementation of this research. In particular to the Politeknik Negeri Banjarmasin (Poliban) as the research setting.

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