The Influence of Project-Based Learning Model Assisted by Interactive Teaching Materials on Students’ Conceptual Abilities

Abstract

This study aims to analyze the effect of implementing the Project-Based Learning model in enhancing student’ conceptual understanding in the Mathematics Teaching and Learning Strategies course. The research employed a quantitative approach using a one-group pretest-posttest quasi-experimental design. The participants were students of the Mathematics Education Study Program at Universitas PGRI Madiun, selected through purposive sampling techniques. The research instruments consisted of expert-validated essay tests to assess conceptual understanding, observation sheets to evaluate the learning implementation process, and a Likert-scale student response questionnaire. Data analysis was initiated with the Shapiro-Wilk normality test and Levene’s Test homogeneity test as prerequisites for parametric analysis, followed by a paired t-test conducted at a significance level of 0.05. He findings indicated that the data were normally distributed (W = 0.9370; p = 0.075) and homogeneous (F = 1.38258; p = 0.244466). The paired t-test results revealed a t-value of -8.03645 with p < 0.00001, demonstrating a statistically significant difference between pretest and posttest scores. Therefore, the implementation of the Project-Based Learning model assisted by interactive e-modules was confirmed to be effective in improving students’ conceptual understanding and fostering the development of critical, collaborative, and reflective thinking skills in the learning process.