Development of Students' Historical Thinking Skills Through the Project-Based Learning Model

Abstract

This study aims to see the effect of the Project-Based Learning model on the development of students' historical thinking skills. The research method used was a quasi-experimental design with a pretest-posttest control group design used. The population in this study were all students of class X, amounting to 354 students with the sampling technique using random sampling techniques. The data was collected by using a description test to see students' historical thinking skills. Data analysis was performed using the t-test independent sample t-test at a significant level of 5% to determine whether there was an effect of treatment or not. The research findings show that there is a positive and significant effect of the project-based learning model (PjBL) on students' historical thinking skills which is confirmed by a significance value of 0.000. Based on the N-Gain value, the PjBL model gave the effect of increasing and developing historical thinking skills by 41%, while the conventional learning model used in the control class only had an effect of 10% on the development of students historical thinking skills. Thus, it is concluded that the project-based learning model (PjBL) has a positive influence on the development of students' historical thinking skills.