Makalah Okeh

PROJECT BASED LEARNING
(disusun untuk memenuhi tugas Strategi Pembelajaran Matematika)
Disusun oleh
Putu Liana Wardani (170220101006)
PROGRAM STUDI MAGISTER PENDIDIKAN MATEMATIKA

FAKULTAS KEGURUAN DAN ILMU PENGETAHUAN
UNIVERSITAS JEMBER
2017
1. Telaah
A. Pengertian
Project Based Learning (PjBL) merupakan metode pembelajaran menggunakan
masalah sebagai langkah awal dalam mengumpulkan informasi baru berdasarkan
pengalamannya dalam beraktivitas secara nyata . PjBL merupakan investigasi mendalam
tentang sebuah topik dunia nyata, hal ini akan berharga bagi atensi dan usaha siswa
(Kemdikbud, 2014, hlm. 33). Melalui PjBL, proses inquiry dimulai dengan memunculkan
pertanyaan penuntun (a guiding question) dan membimbing siswa dalam sebuah proyek
kolaboratif yang mengintegrasikan berbagai subjek (materi) dalam kurikulum. Keterlibatan
siswa mulai dari merencanakan, membuat rancangan, melaksanakan, dan melaporkan hasil
kegiatan berupa produk dan laporan pelaksanaanya. Model pembelajaran ini menekankan pada
proses pembelajaran jangka panjang, siswa terlibat secara langsung dengan berbagai isu dan
persoalan kehidupan sehari-hari, belajar bagaimana memahami dan menyelesaikan persoalan
nyata, bersifat interdisipliner, dan melibatkan siswa sebagai pelaku mulai dari merancang,
melaksanakan, dan melaporkan hasil kegiatan (student centered).
Dalam pelaksanaanya, PjBL bertitik tolak dari masalah sebagai langkah awal
sebelum mengumpulkan data dan informasi dengan mengintegrasikan pengetahuan baru
berdasarkan pengalamannya dalam beraktivitas secara nyata. Model pembelajaran ini
menggunakan proyek sebagai media. Pembelajaran Berbasis Proyek dirancang untuk
digunakan sebagai wahana pembelajaran dalam memahami permasalahan yang kompleks dan
melatih serta mengembangkan kemampuan peserta didik dalam melakukan insvestigasi dan
melakukan kajian untuk menemukan solusi permasalahan. Peserta didik melakukan eksplorasi,
penilaian, interpretasi, sintesis, dan informasi untuk menghasilkan berbagai bentuk hasil
belajar. PjBL dirancang untuk digunakan pada permasalahan komplek yang diperlukan peserta
didik dalam mencari tahu.
Johnson & Lamb (2007) menyatakan bahwa : project based learning focuses on
creating a product or an artifact by using problem-based and inquirybased learning depending
on the depth of the driving question. Terdapat keterkaitan antara problem based learning (PBL)
dan inquiry based learning (IBL) dalam PjBL. PBL berfokus pada solving real-world, dan
pembelajaran inquiry berfokus pada problem-solving skills, sedangkan PjBl berfokus pada
penciptaan proyek atau produk dalam membangun konsep. Persamaan antara PjBL dan PBL
yang menurut George Lucas Educational Foundation (2014) dan Williams & Williams (dalam
Mills & Treagust, 2003) dirangkum dan diilustrasikan sebagai berikut:
PjBL dan PBL merupakan pembelajaran yang berpusat pada siswa, guru sebagai fasilitator,
dan siswa bekerja dalam kelompok. Selain itu, terdapat pula perbedaan antara PBL dan PjBL.
Perrenet, et al (dalam Mills dan Treagust, 2003, hlm. 8) mengungkapkan perbedaan PjBL dan
PBL adalah:
1. Proyek yang dikerjakan siswa relatif membutuhkan waktu yang lama untuk selesai
dibanding pelaksanaan PBL.
2. PjBL menekankan pada application pengetahuan, sedangkan pada PBL siswa
ditekankan untuk acquisition pengetahuan.
3. PjBL biasanya memadukan beberapa disiplin ilmu (mata pelajaran), sedangkan
PBL lebih sering pada satu mata pelajaran atau bisa juga beberapa disiplin ilmu.
4. Manajemen waktu dan pengelolaan dalam mendapatkan sumber informasi pada
PjBL jauh lebih penting dibanding pada PBL
5. Self-direction pada PjBL pun lebih menonjol dibanding pada PBL.
B. Langkah-langkah Pembelajaran (Syntax)

Sintaks PjBL (Kemdikbud, 2014, hlm. 34) yaitu :
1) Penentuan pertanyaan mendasar
Pembelajaran dimulai dengan pertanyaan esensial, yaitu pertanyaan yang dapat
memberi penugasan siswa dalam melakukan suatu aktivitas. Pertanyaan disusun
dengan mengambil topik yang sesuai dengan realitas dunia nyata dan dimulai
dengan sebuah investigasi mendalam. Pertanyaan yang disusun 8 hendaknya
tidak mudah untuk dijawab dan dapat mengarahkan siswa untuk membuat
proyek. Pertanyaan seperti itu pada umumnya bersifat terbuka (divergen),
provokatif, menantang, membutuhkan keterampilan berpikir tingkat tinggi
(high order thinking), dan terkait dengan kehidupan siswa. Guru berusaha agar
topik yang diangkat relevan untuk para siswa.
Contoh :
Guru memberikan pertanyaan mendasar sebagai pancingan
Guru memberikan pertanyaan mendasar yang dapat memberikan
penugasan peserta didik dalam melakukan sesuatu
Peserta didik mengumpulkan opini dan ide tentang pertanyaan tersebut
2) Mendesain perencanaan proyek

Perencaan proyek dilakukan secara kolaboratif atau kerja sama antara guru dan
peserta didik. Perencanaan proyek berisi tentang aturan main, pemilihan
aktivitas yang dapat mendukung dalam menjawab pertanyaan esensial, dengan
cara mengintegrasi berbagai subjek yang mungkin, serta mengetahui alat dan
bahan yang akan digunakan untuk menyelesaikan proyek.
Contoh :
Guru dan peserta didik melakukan perencaan proyek secara kolaboratif
Guru dan peserta didik membuat aturan
Guru dan peserta didik membuat aturaan pemilihan aktivitas yang
dilakukan untuk menyelesaikan proyek
Peserta didik menyiapkan alat dan bahan yang dibutuhkan
Menciptakan topik nyata dari proyek
3) Menyusun jadwal
Guru dan peserta didik bekerja sama menyusun jadwal aktivitas dalam
menyelesaikan proyek. Adapun aktivitas pada tahap penyusunan jadwal yaitu
membuat jadwal untuk menyelesaikan proyek, membuat deadline penyelesaian
proyek, memilih cara baru untuk pembuatan proyek tersebut, membimbing
peserta didik jika rencana tersebut keluar dari topik dan meminta peserta didik
membuat alasan memilih cara tersebut dalam pembuatan proyeknya.
Contoh :
Guru dan peserta didik menyusun jadwal aktivitas untuk menyelesaikan
proyek
Guru dan peserta didik menyusun deadline
Guru dan peserta didik memilih cara untuk membuat proyek
Guru dan peserta didik membuat timeline untuk menyelesaikannya
Guru mengarahkan peserta didik agar merencanakan cara baru
Guru meminta siswa menyampaikan alasan pemilihan cara tersebut
4) Pengamatan terhadap peserta didik dan kemajuan proyek

Pada fase ini guru bertugas mengamati aktivitas peserta didik selama
penyelesaian proyek. Guru berperan memonitor setiap aktivitas yang dilakukan
peserta didik kemudian membuat rubrik yang dapat merekam seluruh aktivitas
penting.
Contoh :
Guru mengamati aktivitas peserta didik selama penyelesaian proyek
Guru memonitor setiap aktivitas peserta didik
Guru membuat rubrik yang dapat merekam seluruh aktivitas peserta
didik
Peserta didik mempresentasikan hasil kerja
5) Penilaian
Penilaian dilakukan untuk membantu guru dalam mengukur ketercapaian
standar, mengevaluasi kemajuan masing-masing peserta didik dan memberikan
umpan balik.
Contoh :
Guru mengevaluasi kemajuan masing-masing peserta didik
Guru memberikan umpan balik
Guru melakukan penilaian proyek
6) Evaluasi Pengalaman
Pada akhir proses pembelajaran guru dan peserta didik melakukan refleksi
terhadap aktivitas dan hasil proyek baik secara individu maupun kelompok.
Peserta didik diminta untuk mengungkapkan perasaan dan pengalaman selama
menyelesaian proyek. Guru dan siswa mengembangkan diskusi dalam rangka
memperbaiki kinerja selama proses pembelajaran, sehingga pada akhirnya
ditemukan suatu temuan baru (new inquiry) untuk menjawab permasalahan
yang diajukan pada tahap pertama pembelajaran.
Contoh :
Peserta didik mengungkapkan pengalaman terhadap penyelesaian
proyek
Guru merefleksi secara individu maupun kelompok
Diskusi dalam rangka mengembangan perbaikan kinerja
C. Teori yang Berkenaan dengan PjBL

John Dewey dan kelas demokratis
Metode proyek berasal dari gagasan John Dewey tentang konsep Learning by doing
yaitu proses perolehan hasil belajar dengan mengerjakan tindakan tertentu sesuai
dengan tujuan. Kelas demokratis mengandung arti bahwa peserta didik dibagi dalam
kelompok-kelompok untuk menyelesaikan proyek yang menarik berdasar pilihan
peserta didik sendiri.
Piaget, Vygotsky dan Konstruktivisme
Piaget mengemukakan bahwa pengetahuan peserta didik akan berkembang saat peserta
didik menghadapi pengalaman baru yang memaksa peserta didik untuk membangun
serta memodifikasi pengetahuan awal yang telah peserta didik miliki. Vygotsky
menyatakan bahwa perkembangan intelektual individu berhadapan dengan pengalaman
baru dan menantang lalu berusaha untuk memecahkan masalah berdasar pengalaman
yang dimiliki. Kedua pernyataan ahli tersebut didukung oleh teori konstruktivisme
yang menekankan pengetahuan dibangun sendiri oleh peserta didik dengan
menggunakan pengalaman dan struktur kognitif yang sudah dimiliki.
D. Sistem Sosial
Project based learning bertujuan agar siswa menghasilkan sebuah proyek yang
nantinya dapat diterapkan dalam pembelajaran, pembelajaran yang tadinya bersifat
abstrak menjadi nyata karena telah diaplikasikan pada sebuah proyek. Selain itu siswa
juga diharapkan mampu memperoleh pengalaman ketika menyelesaikan proyek.
E. Sistem Pendukung
Materi yang digunakan harus dapat dibuat ke dalam sebuah proyek (konkret)
Pertanyaan pengiring
F. Dampak Pengiring
Karakteristik
Project Based Learning memiliki karakteristik yang membedakan model yang lain.
Adapun karakteristik PjBL sebagai berikut :
1) Centrality
Project based learning merupakan metode yang berbasis pada proyek. Sehingga
proyek yang dibuat oleh peserta didik menjadi pusat dalam pembelajaran.
Kriteria ini memiliki dua corollaries. Pertama, proyek merupakan kurikulum.
Pada PjBL, proyek merupakan inti strategi mengajar, siswa berkutat dan belajar
konsep inti materi melalui proyek. Kedua, keterpusatan yang berarti jika siswa
belajar sesuatu di luar kurikulum, maka tidaklah dikategorikan sebagai PjBL ;
2) Driving question
Proyek PjBL difokuskan pada pertanyaan atau problem yang mendorong siswa
mempelajari konsep-konsep dan prinsip-prinsip inti atau pokok dari mata
pelajaran. Definisi proyek bagi siswa harus dibuat sedemikian rupa agar terjalin
hubungan antara aktivitas dan pengetahuan konseptual yang melatarinya.
Proyek biasanya dilakukan dengan pengajuan pertanyaan-pertanyaan yang
belum bisa dipastikan jawabannya (ill-defined problem). Proyek dalam PjBL
dapat dirancang secara tematik, atau gabungan topik-topik dari dua atau lebih
mata pelajaran.;
3) Constructive Investigation
Proyek melibatkan siswa pada penyelidikan konstruktivisme. Sebuah
penyelidikan dapat berupa perancangan proses, pengambilan keputusan,
penemuan masalah, pemecahan masalah, penemuan, atau proses pengembangan
model. Aktivitas inti dari proyek harus melibatkan transformasi dan konstruksi
dari pengetahuan (pengetahuan atau keterampilan baru) pada pihak siswa. Jika
aktivitas inti dari proyek tidak merepresentasikan tingkat kesulitan bagi
siswa, atau dapat dilakukan dengan penerapan informasi atau keterampilan yang
siap dipelajari, proyek yang dimaksud adalah tak lebih dari sebuah latihan, dan
bukan proyek PjBL yang dimaksud;
4) Autonomy
Project based learning menuntut peserta didik menjadi pusat pembelajaran dan
sebagai problem solver dari masalah yang dibahas;
5) Realisme
Proyek adalah realistis, tidak school-like. Karakterisitik proyek memberikan
keotentikan pada siswa. Karakteristik ini boleh jadi meliputi topik, tugas,
peranan yang dimainkan siswa, konteks di mana kerja proyek dilakukan, produk
yang dihasilkan, atau kriteria di mana produk-produk atau unjuk kerja dinilai.
PjBL melibatkan tantangan-tantangan kehidupan nyata, berfokus pada
pertanyaan atau masalah autentik (bukan simulatif), dan pemecahannya
berpotensi untuk diterapkan di lapangan yang sesungguhnya.;
6) Pembelajaran dengan metode PjBL membawa materi yang tadinya abstrak
menjadi nyata. Sehingga tidak menimbulkan perbedaan perspestive;
7) Adanya masalah atau tantangan kompleks yang diajukan peserta didik;
8) Peserta didik bekerja dalam tim kooperatif;
9) Hasil dari pembelajaran berupa proyek dan pengalam dalam menemukan
sesuatu.
Kelebihan Metode PjBL
Dibandingkan dengan model lain, PjBL mampu meningkatkan kualitas
pembelajaran siswa dalam materi tertentu dan menjadikan siswa mampu
mengaplikasikan satu pengetahuan tertentu dalam konteks tertentu (Doppelt, 2005,
hlm. 10). Siswa harus terlibat secara kognitif dalam proyek selama waktu tertentu.
Keterlibatan dalam tugas yang kompleks adalah salah satu komponen penting
pembelajaran karena kita berasumsi bahwa siswa akan termotivasi untuk menguji ide
mereka dan kedalamana pemahaman pada saat menghadapi masalah
autentik. PjBL pun melibatkan proses inquiry dan dapat memotivasi siswa secara kuat
karena adanya pameran. PjBL dapat meningkatkan semangat untuk belajar antara siswa
dan para pengajar. Juga memunculkan banyak keterampilan (seperti manajemen waktu,
berkolaborasi dan pemecahan masalah). Siswa pun belajar untuk menyesuaikan dengan
berbagai macam kemampuan siswa dan kebutuhan belajar.
Moursund (1997, dalam Wena, 2013, hlm 147) dan Kemdikbud (2014, hlm. 33)
menyebutkan beberapa kelebihan penggunaan PjBL adalah:
1. Increased motivation. Meningkatkan motivasi siswa untuk belajar dan mendorong
mereka untuk melakukan pekerjaan penting. Siswa tekun bekerja dan berusaha keras
untuk belajar lebih mendalam dan mencari jawaban atas keingintahuan dan dalam
menyelesaikan proyek.
2. Increased problem-solving ability. Lingkungan belajar PjBL membuat siswa menjadi
lebih aktif memecahkan masalah-masalah yang kompleks. Siswa mempunyai pilihan
untuk menyelidiki topik-topik yang berkaitan dengan masalah dunia nyata, saling
bertukar pendapat antara kelompok yang membahas topik yang berbeda,
mempresentasikan proyek atau hasil diskusi mereka. Hal tersebut juga
mengembangkan keterampilan tingkat tinggi siswa.
3. Increased collaborative. Pentingnya kerja kelompok dalam proyek memerlukan
siswa mengembangkan dan mempraktikan keterampilan berkomunikasi.
4. Improved library research skills. Karena PjBL mensyaratkan siswa harus mampu
secara cepat memperoleh informasi melalui sumber-sumber informasi, sehingga
dapat meningkatkan keterampilan siswa untuk mencari dan mendapatkan informasi.
5. Increased resource-management skills. Memberikan pengalaman kepada siswa
dalam mengorganisasi proyek, mengalokasikan waktu, dan mengelola sumber daya
seperti alat dan bahan menyelesaikan tugas. Ketika siswa bekerja dalam kelompok,
mereka belajar untuk mempelajari keterampilan merencanakan, mengorganisasi,
negosiasi, dan membuat kesepakatan tentang tugas yang akan dikerjakan, siapa yang
akan bertanggungjawab untuk setiap tugas, dan bagaimana informasi akan
dikumpulkan dan disajikan.
6. Memberikan kesempatan belajar bagi siswa untuk berkembang sesuai kondisi dunia
nyata
7. Meningkatkan kemampuan berpikir. Laporan PjBL tidak hanya berdasar informasi
yang dibaca saja, tetapi melibatkan siswa untuk belajar mengembangkan masalah,
mencari jawaban dengan mengumpulkan informasi, berkolaborasi dan menerapkan
pengetahuan yang dipahami untuk menyelesaikan permasalahan dunia nyata.
8. Membuat suasana belajar menjadi menyenangkan.
Berdasarkan berbagai bentuk penelitian, PjBL lebih efektif untuk

(Thomas, 2000, hlm. 8-18):
1. Peningkatan prestasi belajar siswa
2. Peningkatan kemampuan siswa dalam memecahkan masalah
3. Peningkatan pemahaman siswa dalam materi pelajaran
4. Peningkatan dalam pemahaman yang berhubungan dengan keterampilan khusus dan
strategi pengenalan pada proyek.
5. Adanya perubahan dalam kelompok pemecahan masalah, kebiasaan kerja dan proses
PjBL lainnya.
Kekurangan Metode PjBL
Selain keunggulan/keuntungan PjBL yang telah dijelaskan sebelumnya, pelaksanaan PjBL
juga memiliki beberapa keterbatasan yaitu (Kemdikbud, 2014, hlm. 35):
1. Memerlukan banyak waktu untuk menyelesaikan masalah.
2. Membutuhkan biaya yang cukup banyak
3. Banyak instruktur yang merasa nyaman dengan kelas tradisional, di mana instruktur
memegang peran utama di kelas.
4. Banyaknya peralatan yang harus disediakan.
5. Peserta didik yang memiliki kelemahan dalam percobaan dan pengumpulan
informasi akan mengalami kesulitan.
6. Ada kemungkinan peserta didik yang kurang aktif dalam kerja kelompok.
7. Ketika topik yang diberikan kepada masing-masing kelompok berbeda,
dikhawatirkan peserta didik tidak bisa memahami topik secara keseluruhan
2. Aplikasi metode Project Based Learning dalam Pembelajaran Matematika

Menemukan Pola Bilangan Fibonaci dalam kehidupan sehari-hari
Menghitung Volume Tabung dengan Konsep Perbandingan
Menyajikan data dalam bentuk histogram, diagram batang
3. Penelitian yang Relevan

Project-Based Learning and Design-Focused Projects to Motivate Secondary
Mathematics Students
Jurnal ini menggambarkan bagaimana guru matematika dapat mengembangkan proyek
yang berfokus pada desain, terkait dengan pembelajaran berbasis proyek, untuk
memotivasi siswa matematika sekunder. Dengan pengalaman tangan pertama sebagai
guru matematika sekunder, saya memberikan serangkaian langkah yang berkaitan
dengan proses perancangan teknik, yang sangat membantu guru dalam
mengembangkan proyek yang berfokus pada desain, menjelaskan berbagai proyek yang
telah dikembangkan dan diterapkan di dalam kelas saya, dan berbagi artefak proyek
yang diilustrasikan oleh gambar, karya siswa, dan komentar siswa. Mengacu pada
Model MUSIK Motivasi Akademik dan merenungkan pengamatan pribadi, hasil siswa,
dan komentar siswa, saya memberikan wawasan pribadi tentang bagaimana proyek
yang berfokus pada desain dapat dirasakan untuk meningkatkan motivasi siswa di
dalam kelas matematika.
The Effect on the 8th Grade Students' Attitude towards Statistics of Project Based
Learning
Penelitian ini meneliti pengaruh pendekatan pembelajaran berbasis proyek terhadap
sikap siswa kelas 8 terhadap statistik. Dengan tujuan ini, skala sikap terhadap statistik
dikembangkan. Model penelitian kuasi eksperimental digunakan dalam penelitian ini.
Mengikuti model ini dalam kelompok kontrol, metode tradisional diterapkan untuk
mengajarkan statistik dimana pada pendekatan pembelajaran berbasis proyek kelompok
intervensi diikuti. Skala sikap terhadap statistik diterapkan sebagai pre-test dan post-
test untuk 70 siswa yang belajar di dua kelas kelas 8 yang berbeda dari sebuah sekolah
menengah di Trabzon selama Tahun Akademik 2011-2012. Hasil penelitian
menunjukkan bahwa pembelajaran berbasis proyek meningkatkan sikap siswa terhadap
statistik pada kelompok intervensi. Oleh karena itu, penggunaan pendekatan
pembelajaran berbasis proyek selama kursus statistik di kelas matematika sangat
dianjurkan.
LAMPIRAN
RENCANA PELAKSANAAN PEMBELAJARAN
Sekolah : SMP
Mata Pelajaran : Matematika
Kelas/Semester : VII/Genap
Materi Pokok : Bangun Ruang Sisi Lengkung
Sub Materi : Volume Tabung
Alokasi Waktu : 2 pertemuan (3 x 40 menit)
A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,
gotongroyong), santun, percaya diri, dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan
kejadian tampak mata.
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah
dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar, Indikator dan Tujuan

No Kompetensi Dasar Indikator Tujuan
3 Menentukan luas 3.1 Menentukan volume 3.1 Siswa dapat menentukan
selimut dan tabung volume tabung
volume tabung, kerucut, 3.2. Menghubungkan 3.2. Siswa dapat menghubungkan
dan volume tabung kecil volume tabung kecil dan
bola. dan tabung yang lebih tabung yang lebih besar
besar
4 Menaksir luas selimut 4.1 Menaksir banyaknya 4.1. Siswa dapat menaksir
dan volume tabung, volume tabung kecil banyaknya volume tabung kecil
kerucut dan bola jika dibanding tabung jika dibanding tabung yang
yang lebih besar lebih besar
.
C. Materi Pembelajaran
Volume Tabung
D. Metode Pembelajaran
1. Scientific Approach.
2. Project Based Learning
3. LKS
E. Langkah-langkah Kegiatan Pembelajaran
Pertemuan ke-1 (2x40 menit)
Fase Scientific Jenis Kegiatan

No Fase PjBL Keterangan
Approach
Kegiatan Guru Kegiatan Siswa
Pendahuluan
Mengucapkan Menjawab
salam salam
Menyiapkan Mempersiapkan
peserta didik secara diri
psikis dan fisik
untuk mengikuti
1
proses
pembelajaran
Membagi siswa ke Berkelompok
dalam beberapa sesuai instruksi
kelompok (3-4 yang diberikan
orang)
No Fase Scientific Jenis Kegiatan
Fase PjBL Keterangan
Memberikan Mengumpulkan
apersepsi berupa opini tentang
pertanyaan pertanyaan
mendasar tersebut
Mengamati
mengenai tabung, Sesuai dengan
Fase 1 PjBL
jaring-jaring contoh kegiatan
Penentuan
1 tabung dan volume yang dilakukan
pertanyaan
tabung pada fase 1 PJBL
mendasar
Memberikan Mengumpulkan
penugasan berupa ide tentang
proyek terkait penyelesaian
dengan pertanyaan tugas
telah diajukan
Inti
Melakukan Melakukan
perencanaan perencanaan
Mengumpul-
proyek bersama proyek bersama
kan data Sesuai dengan
siswa secara guru secara Fase 2 PjBL
contoh kegiatan
kolaboratif kolaboratif Mendesain
yang dilakukan
Membuat aturan Membuat aturan perencanaan
pada fase 2 PJBL
permainan permainan proyek
2 Meminta peserta Menyiapkan alat
didik menyiapkan dan bahan
alat dan bahan
Menyusun jadwal Sesuai dengan
aktivitas Fase 3 PjBL contoh kegiatan
penyelesaian Menyusun yang dilakukan
proyek jadwal pada fase 3 PJBL
Jenis Kegiatan
No Fase Scientific Fase PjBL Keterangan
Kegiatan Siswa Kegiatan Guru
Inti
Mengarahkan Memilih cara
peserta didik baru untuk
memilih cara baru menyelesaikan
untuk proyek yang
Menanya Sesuai dengan
menyelesaikan nantinya akan
Fase 3 PjBL contoh kegiatan
proyek ditanyakan pada
Menyusun yang dilakukan
guru tentang
jadwal pada fase 3 PJBL
kesesuaiannya
Meminta siswa Menyampaikan
Mengomunika- menyampaikan alasan pemilihan
sikan alasan pemilihan cara tersebut
cara tersebut
Membagikan LKS Menerima LKS
2
Meminta siswa Menyelesaikan

menyelesaikan proyek
proyek berdasarkan berdasarkan
Sesuai dengan
permasalahan yang permasalahan
contoh kegiatan
ada pada LKS yang ada pada Fase 4 PjBL
yang dilakukan
LKS Pengamatan
pada fase 4 PJBL
Memintan peserta Mencari
didik mencari hubungan antara
Mengasosiasi- hubungan antara volume tabung
kan volume tabung kecil dan
kecil dan volume volume tabung
tabung besar besar
Jenis Kegiatan
Mengamati Menyelesaikan Sesuai dengan

aktivitas peserta proyek sesuai contoh kegiatan
Fase 4 PjBL
2 didik selama rencana yang dilakukan
Pengamatan
penyelesaian pada fase 4 PJBL
proyek
Penutup
Membimbing Menyimpulkan
3 peserta didik untuk tentang volume
menyimpulkan tabung
Meminta peserta Menyiapkan diri
didik untuk untuk
mempresentasikan mempresentasik
hasil kerjanya pada an hasil kerjanya
pertemuan pada pertemuan
berikutnya berikutnya
Menutup Berdoa
pembelajaran
dengan doa
Pertemuan ke-2 (1x40 menit)
Fase Scientific Jenis Kegiatan

No Fase PjBL Keterangan
Approach
Pendahuluan
Mengucapkan Menjawab
salam salam
Menyiapkan Mempersiapkan
peserta didik secara diri
psikis dan fisik
untuk mengikuti
proses
pembelajaran
Meminta siswa Mengamati
mengamati proyek proyek yang
Mengamati yang telah telah
diselesaikan diselesaikan
peserta didik peserta didik
1
Mengarahkan Bertanya terkait
peserta didik untuk hubungan antar
bertanya terkait volume pada
Menanya hubungan antar masalah yang
volume pada ada pada LKS
masalah yang ada
pada LKS
Memberikan Mendengarkan
pengarahan terkait pengarahan guru
kegiatan terkait kegiatan
pembelajaran yang pembelajaran
dilakukan hari ini yang dilakukan
hari ini
No Fase Scientific Jenis Kegiatan Fase PjBL Keterangan
Inti
Meminta siswa Menyelesaikan Sesuai dengan
menyelesaikan masalah terkait contoh kegiatan
Mengumpul- Fase 4 PjBL
masalah terkait volume tabung yang dilakukan
kan data Pengamatan
volume tabung suku minimois pada fase 4 PJBL
suku minimois
Meminta siswa Mempresentasi-
Mengomunika-
mempresentasikan kan hasil kerja
sikan
hasil kerja
Meminta peserta Menyampaikan
didik yang hubungan
presentasi untuk volume tabung
Sesuai dengan
menyampaikan kecil dan
Mengasosiakan contoh kegiatan
2 hubungan volume volume tabung
yang dilakukan
tabung kecil dan besar
pada fase 5 PJBL
volume tabung Fase 5 PjBL
Sesuai dengan
besar Penilaian
contoh kegiatan
Mengevaluasi Mendengarkan
yang dilakukan
kemajuan masing- hasil evaluasi
pada fase 5 PJBL
masing peserta yang
didik disampaikan
oleh guru
Memberikan Menerima
umpan balik umpan balik
Melakukan Menerima
penilaian penilaian
Jenis Kegiatan
Inti
didik untuk pengalaman
mengungkapkan yang diperoleh
pengalaman yang
Sesuai dengan
diperoleh
Fase 6 PjBL contoh kegiatan
Melakukan refleksi Menerima
2 Refleksi dan yang dilakukan
pada peserta didik refleksi
temuan baru pada fase 6 PJBL
didik untuk pengalaman
mengungkapkan yang diperoleh
pengalaman yang
diperoleh
Penutup
Melakukan rewiew Mendengarkan
materi yang telah rewiew materi
dipelajari hari ini yang telah
dipelajari hari
ini
3 Menyampaikan Mendengarkan
materi pada guru menyampai
pertemuan materi pada
selanjutnya pertemuan
selanjutnya
Berdoa Berdoa
PROYEK
A. Rancangan Proyek
MENGHITUNG VOLUME TABUNG MENGGUNAKAN KONSEP
PERBANDINGAN
Subyek Pembelajaran
Siswa : SMP
Kelas/Semester : IX / 1
Mata Pelajaran : Matematika
Bab : Bangun Ruang Sisi Lengkung
Tujuan proyek:
a. Siswa dapat menghitung volume tabung
b. Siswa dapat menghubungkan volume tabung kecil dan tabung yang lebih
besar
Prasyarat:
Siswa telah mempelajari volume bangun ruang sisi lengkung
Kemampuan yang diharapkan:

Menghubungkan volume tabung kecil dan tabung yang lebih besar
Waktu:
2 jam pertemuan (90 menit)
Alat dan Bahan:

Gunting, kertas karton, penggaris, jangka, dan perekat
Perangkat Proyek
Perangkat Proyek yang digunakan meliputi:
a. Lembar Kerja siswa yang meliputi:
1. Lembar petunjuk siswa yang berisi tentang pengantar proyek dan
petunjuk tentang apa yang harus dikerjakan siswa.
2. Lembar 1 yang berisi tentang tema yang akan dilakukan pengumpulan
data
3. Lembar kerja digunakan siswa untuk menyajikan data
Lembar penilaian yang meliputi:
1. Rubrik penilaian oleh guru
Rubrik penilaian ini ditujukan untuk menilai kemampuan siswa ketika
melaksanaan proyek baik dikelas maupun di luarkelas, menilai hasil
proyek siswa, dan menilai penyajikan kelompok terhadap hasil proyek
di depan kelas ataupun di depan beberapa teman.
2. Lembar penilaian diri siswa
Lembar ini berisi tentang penilaian masing-masing siswa terhadap
kemampuan diri mereka sendiri berkaitan dengan pelaksanaan dan
hasil proyek. Penilaian ini juga ditujukan sebagai pembanding/bahan
pertimbangan guru dalam menentukan nilai selain dari rubrik
penilaian
b. Lembar Refleksi
Lembar refleksi diharapkan dapat menjadi bahan masukan/ saran perbaikan
terhadap perangkat proyek, rancangan proyek dan pelaksanaan proyek
karena di lembar inilah guru bisa menyampaikan kritik dan saran berkaitan
dengan pelaksanaan proyek.
Berikut ini adalah bentuk perangkat proyek yang telah dikembangkan

penulis :
Baca dan cermati dengan baik petunjuk di bawah ini !
Nama : _________________________________
Kelas : _________________________________
No. Absen :_________________________________
Tanggal : _________________________________
Dapatkah kamu membantu Tabi?

Masalah
Tabi adalah seorang petualang. Kali ini dia terjebak di suatu suku
minimois. Untuk bisa keluar dari suku tersebut, Tabi harus bisa menyelesaikan
suatu masalah yang diberikan oleh suku tersebut. Jadi, di tengah desa terdapat
sebuah drum air besar dengan kapasitas 31400 liter. Ketua suku memberikan Tabi 3
buah jaring-jaring tabung dengan kapasitas lebih kecil dari drum air itu. Jaring-
jaring pertama, terdiri dari 1 lingkaran yang berjari-jari 5cm dan sebuah persegi
panjang yang salah satu sisinya memiliki panjang 4cm. Jaring-jaring kedua terdiri
dari 1 lingkaran yang berjari-jari 10cm dan sebuah persegi panjang dengan panjang
salah satu sisinya adalah 5cm. Jaring-jaring ketiga terdiri dari 1 buah lingkaran
yang berjari-jari 25cm dan sebuah persegi panjang yang panjang salah satu sisinya
adalah 1 cm.
Dengan ketiga jari-jari tabung yang diberikan, Tabi diharuskan mengisi
drum air tersebut sampai penuh. Dengan syarat ke tiga tabung tersebut harus di isi
air penuh ketika digunakan mengisi drum air, namun setiap tabung boleh digunakan
berulang.
Masalah yang sebenarnya diberikan oleh ketua suku agar Tabi dapat keluar
dari sana adalah Tabi harus memikirkan berapa cara yanga dia dapat gunakan untuk
mengisi drum air tersebut sampai penuh. Dapatkah kamu membantu Tabi keluar
dari suku minimois tersebut? Tentukan 5 cara yang bisa Tobi gunakan untuk
mengisi drum air tersebut sampai penuh?
Strategi :
1) Pelajari bentuk jaring-jaring tabung dan cara menentukan keliling lingkaran
2) Tentukan banyak tabung A, B dan C yang digunakan untuk mengisi drum

utama sesuai dengan aturan yang sudah ditentukan.
Perhatikan!
1. Perhatikan aturan yang sudah ditentukan pada lembar permasalahan.
2. Buatlah jaring-jaring tabung sesuai ukuran yang sudah ditentukan
3. Kerjakan secara berkelompok
4. Kerjakan sesuai dengan langkah-langkah yang telah dituliskan di lembar 1
5. Kombinasikan ketiga volume tabung untuk memenuhi drum utama

LEMBAR 1
LANGKAH-LANGKAH PENGERJAAN
1. Siapkan Alat dan Bahan !
2. Hitunglah keliling lingkaran !
3. Gambarlah 3 jaring-jaring tabung tanpa tutup dengan data yang sudah ada !
4. Guntinglah 3 jaring-jaring tabung tanpa tutup dan merangkai sehingga
membentuk tabung sesungguhnya !
5. Hitunglah volume 3 tabung yang sudah dibentunk dari masing-masing jaring-
jaringnya !
6. Tentukan berapa banyak cara yang dapat digunakan untuk mengisi tabung
utama hingga penuh !
7. Isilah lembar pengerjaan yang telah disediakan !

LEMBAR 2
SOAL
1. Hitung keliling lingkaran!
Keliling lingkaran A = ...

1
Keliling lingkaran B = ...
Keliling lingkaran C = ...
2. Hitung volume tabung!
Volume tabung A = ...

2
Volume tabung B = ...
Volume tabung C = ...

3
3. Gambar jaring-jaring tabung A, tabung B dan tabung C!
4. Gunting dan rangkai jaring-jaring tabung hingga membentuk 3 tabung

dengan jari-jari berbeda!
4 -6
5. Banyak cara yang dilakukan Tabi untuk mengisi drum utama dengan
mengkombinasikan tabung A, tabung B dan tabung C
.... Tabung A + .... Tabung B + .... Tabung C

7

LEMBAR kerja
RENCANA / TAHAP-TAHAP YANG AKAN DILAKUKAN
1. Tulis rencana yang akan dilakukan
2. Berikan tanda check list ( ) pada rencana yang terlaksana
3. Berikan tanda check list ( X ) pada rencana yang tidak terlaksana beserta
alasannya
X
NO RENCANA ( Tanda Alasan
( Check List )
Silang )
Rubrik Penilaian oleh Guru
PETUNJUK
Bacalah pernyataan yang ada di dalam kolom dengan teliti.
Berilah tanda cek ( ) sesuai dengan kemampuan diri kalian sendiri dengan jujur
dan penuh tanggungjawab
Rubrik Penilaian (Lembar 2)
Kemampuan No.Soal Skor
1 1 2 3
Menyelesaikan soal 4
Perhitungan skor akhir menggunakan rumus :
. . . . . . . ( )
100 = . . . . . . . . . ( )
27
Pedoman Penilaian
No. Soal Kemampuan Skor
1 Menuliskan jawaban dengan cara 3
Menuliskan jawaban tidak dengan cara 2
Tidak menuliskan jawaban 1
RUBRIK PENILAIAN
PETUNJUK
1. Bacalah pernyataan yang ada di dalam kolom dengan teliti.

2. Berilah tanda cek ( ) sesuai dengan kemampuan siswa.
Skor
Karakteristik Kemampuan
1 2 3 4
Mengidentifikasi strategi yang tepat
Mendefinisikan permasalahan
Proses
Mengidentifikasi rencana
Menerapkan strategi
Menyajikan data
Mempresentasikan hasil
Menentukan apa yang diketahui
Produk Menentukan apa yang ditanya
Menentukan langkah langkah
megerjakan soal
Menuliskan jawaban
. . . . . . . . . . ( )
100 = . . . . . . . . . . . ( )
40
Pedoman Penilaian
No Karakteristik Kemampuan Skor
1. PROSES
Menuliskan rencana atau tahap-tahap yang
4
akan dilakukan dengan jelas dan runtut
akan dilakukan dengan jelas tetapi tidak 3
runtut
Mengidentifikasi
strategi yang tepat
akan dilakukan dengan tidak jelas dan 2
tidak runtut
Tidak menuliskan rencana atau tahap-
tahap yang akan dilakukan dengan tidak 1
jelas dan tidak runtut
Menghitung keliling lingkaran dengan
4
tepat
Mendefinisikan Menghitung keliling lingkaran namun
3
permasalahan kurang tepat
Menghitung keliling lingkaran 2
Tidak menghitung keliling lingkaran 1
Memberikan check list terhadap rencana
yang sudah dilakukan siswa dan tanda
4
silang pada rencana yang tidak terlaksana
beserta alasannya.
yang sudah dilakukan siswa dan tidak
memberikan tanda silang pada rencana 3
yang tidak terlaksana namun menulis
Mengidentifikasi alasannya.
rencana Memberikan check list terhadap rencana
memberikan tanda silang maupun 2
alasannya pada rencana yang tidak
terlaksana.
Tidak memberikan Memberikan check list
terhadap rencana yang sudah dilakukan
1
siswa dan tanda silang pada rencana yang
tidak terlaksana beserta alasannya.
Menerapkan Siswa menerapkan strateginya sendiri 4
Strategi dengan tepat
Siswa menerapkan strateginya sendiri
3
tetapi kurang tepat
Siswa tidak mampu menerapkan
strateginya tetapi bertanya pada guru atau 2
teman
1
strateginya dengan tetap
2. PRODUK
Menyajikan ketiga tabung dengan tepat
sesuai ketentuan dan menemukan 5 cara 4
untuk memenuhi drum utama
Menyajikan 2 tabung sesuai ketentuan dan
menemukan 3 cara untuk memenuhi drum 3
Menyajikan produk utama
Menyajikan satu tabung sesuai ketentuan
dan menemukan 1 cara untuk memenuhi 2
drum utama
Menyajikan ketiga tabung tidak sesuai
1
ketentuan
Menjelaskan langkah awal sampai akhir
pembuatan tabung secara lisan dengan 4
jelas dan tepat
Mempresentasikan
jelas dan kurang tepat
hasil
kurang jelas dan kurang benar
Tidak menjelaskan langkah awal sampai
1
akhir pembuatan tabung secara lisan
Siswa mengetahui apa saja yang diketahui 4
Siswa mengetahui apa yang diketahui
3
tetapi tidak lengkap
Menentukan apa
yang diketahui 2
tetapi salah
Siswa tidak mengetahui apa yang
1
diketahui
Siswa mengetahui apa saja yang ditanya 4
Menentukan apa
Siswa mengetahui apa yang ditanya tetapi
yang ditanya 3
tidak lengkap
2
salah
Siswa tidak mengetahui apa yang ditanya 1
Siswa mengetahui apa saja langkah
4
langkah mengerjakan soal dengan lengkap
langkah mengerjakan soal tetapi tidak 3
Menentukan
lengkap
langkah langkah
mengerjakan soal
langkah mengerjakan soal tetapi salah atau 2
kurang tepat
Siswa tidak mengetahui apa saja langkah
1
langkah mengerjakan soal
Siswa menuliskan jawaban dengan tepat
4
dan benar
Menuliskan Siswa menuliskan jawaban tetapi kurang
3
jawaban tepat
Siswa menuliskan jawaban tetapi salah 2
Siswa tidak menuliskan jawaban 1
Rubrik Penilaian oleh Diri Sendiri
PETUNJUK
Bacalah pernyataan yang ada di dalam kolom dengan teliti.
Berilah tanda cek ( ) sesuai dengan kemampuan diri kalian sendiri dengan jujur
Dan penuh tanggungjawab
Rubrik Penilaian (Lembar 2)
Kemampuan No.Soal Skor
1 1 2 3
Menyelesaikan soal 4
. . . . . . . ( )
100 = . . . . . . . . . ( )
27
Pedoman Penilaian
No. Soal Kemampuan Skor
RUBRIK PENILAIAN
PETUNJUK
1. Bacalah pernyataan yang ada di dalam kolom dengan teliti.
1. Berilah tanda cek ( ) sesuai dengan kemampuan siswa.
Skor
Karakteristik Kemampuan
1 2 3 4
Mengidentifikasi strategi yang tepat
Mendefinisikan permasalahan
Proses
Mengidentifikasi rencana
Menerapkan strategi
Menyajikan data
Mempresentasikan hasil
Menentukan apa yang diketahui
Produk Menentukan apa yang ditanya
Menentukan langkah langkah
megerjakan soal
Menuliskan jawaban
. . . . . . . . . . ( )
100 = . . . . . . . . . . . ( )
40
Pedoman Penilaian
No Karakteristik Kemampuan Skor
1. PROSES
4
akan dilakukan dengan jelas dan runtut
akan dilakukan dengan jelas tetapi tidak 3
runtut
Mengidentifikasi
strategi yang tepat
akan dilakukan dengan tidak jelas dan 2
tidak runtut
Tidak menuliskan rencana atau tahap-
tahap yang akan dilakukan dengan tidak 1
jelas dan tidak runtut
Menghitung keliling lingkaran dengan
4
tepat
Menghitung keliling lingkaran namun
Mendefinisikan 3
kurang tepat
permasalahan
Menghitung keliling lingkaran 2
Tidak Menuliskan Menuliskan Tema data
1
dan tidak mengumpulkan Data
yang sudah dilakukan siswa dan tanda
4
silang pada rencana yang tidak terlaksana
beserta alasannya.
memberikan tanda silang pada rencana 3
yang tidak terlaksana namun menulis
Mengidentifikasi alasannya.
rencana Memberikan check list terhadap rencana
memberikan tanda silang maupun 2
alasannya pada rencana yang tidak
terlaksana.
Tidak memberikan Memberikan check list
terhadap rencana yang sudah dilakukan
1
siswa dan tanda silang pada rencana yang
tidak terlaksana beserta alasannya.
4
dengan tepat
3
tetapi kurang tepat
Menerapkan
Strategi
strateginya tetapi bertanya pada guru atau 2
teman
1
strateginya dengan tetap
2. PRODUK
Menyajikan ketiga tabung dengan tepat
sesuai ketentuan dan menemukan 5 cara 4
untuk memenuhi drum utama
Menyajikan 2 tabung sesuai ketentuan dan
menemukan 3 cara untuk memenuhi drum 3
Menyajikan produk utama
Menyajikan satu tabung sesuai ketentuan
dan menemukan 1 cara untuk memenuhi 2
drum utama
Menyajikan ketiga tabung tidak sesuai
1
ketentuan
jelas dan tepat
Mempresentasikan
jelas dan kurang tepat
hasil
kurang jelas dan kurang benar
Tidak menjelaskan langkah awal sampai
1
akhir pembuatan tabung secara lisan
Siswa mengetahui apa saja yang diketahui 4
3
tetapi tidak lengkap
Menentukan apa
yang diketahui 2
tetapi salah
Siswa tidak mengetahui apa yang
1
diketahui
Menentukan apa Siswa mengetahui apa saja yang ditanya 4
yang ditanya Siswa mengetahui apa yang ditanya tetapi 3
tidak lengkap
2
salah
Siswa tidak mengetahui apa yang ditanya 1
4
langkah mengerjakan soal dengan lengkap
langkah mengerjakan soal tetapi tidak 3
Menentukan
lengkap
langkah langkah
mengerjakan soal
langkah mengerjakan soal tetapi salah atau 2
kurang tepat
Siswa tidak mengetahui apa saja langkah
1
langkah mengerjakan soal
Siswa menuliskan jawaban dengan tepat
4
dan benar
Menuliskan Siswa menuliskan jawaban tetapi kurang
3
jawaban tepat
Siswa menuliskan jawaban tetapi salah 2
Siswa tidak menuliskan jawaban 1
LEMBAR BUKTI PENGERJAAN TUGAS
Pesan menjadi seorang

murid
Kesan menjadi seorang

murid
Saran pembelajaran
Date
Tanda Tangan Murid
Date
Tanda Tangan Guru
Date
Tanda Tangan Wali Murid
Langkah-Langkah Pelaksanaan Proyek
1. Siswa diberi penjelasan mengenai tujuan pembelajaran sebelum siswa diberi
tugas proyek.
2. Siswa berdiskusi mengenai bentuk jaring-jaring tabung dan cara
menentukan keliling lingkaran.
3. Bagikan lembar kerja siswa dan mintalah siswa untuk memahami lembar
kerja tersebut.
4. Tunjukkan lembar 1 dan mintalah siswa untuk mengamati tahap demi tahap
pengerjaan yang ada.
5. Minta siswa untuk menuliskan rencana/ tahap-tahap yang akan dilakukan.
6. Mintalah siswa untuk mengerjakan masalah yang diberikan. (pertama dengan
membuat jaring-jaring tabung lalu mencari ada berapa cara yang dapat
digunakan untuk tabung-tabung tersebut untuk mengisi drum utama).
7. Minta siswa untuk memberikan check list terhadap rencana yang sudah
dilakukan siswa dan meberikan tanda silang pada rencana yang tidak
terlaksana beserta alasannya.
8. Galilah pengetahuan siswa, sehingga pada kesimpulan bahwa siswa dapat
menentukan banyaknya cara yang dapat digunakan tabung-tabung yanga ada
untuk mengisi drum utama.
9. Minta siswa untuk mempresentasikan hasil pengerjaan mereka.
10. Siswa dapat menyelesaikan proyek pada jam pelajaran.
11. Guru melakukan assessment selama proyek diberikan di sekolah, presentasi
kelas dan assessment terhadap hasil kerja proyek siswa dengan rubric yang
telah disiapkan.
12. Guru dan siswa melakukan refleksi tentang apa yang sudah dipelajari.
Interdisciplinary Journal of Problem-Based Learning
Volume 11 | Issue 1 Article 1
Published online: 12-1-2016
Project-Based Learning and Design-Focused

Projects to Motivate Secondary Mathematics
Students
Kelly W. Remijan
O'Fallon Township High School, wamser.remijan@yahoo.com
IJPBL is Published in Open Access Format through the Generous Support of the Teaching Academy
at Purdue University, the School of Education at Indiana University, and the Educational
Technology program at the University of South Carolina.
Recommended Citation
Remijan, K. W. (2017). Project-Based Learning and Design-Focused Projects to Motivate Secondary Mathematics Students.
Interdisciplinary Journal of Problem-Based Learning, 11(1).
Available at: https://doi.org/10.7771/1541-5015.1520
This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact epubs@purdue.edu for
additional information.
This is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely
read, download, copy, distribute, print, search, or link to the full texts of articles. This journal is covered under the CC BY-NC-ND license.
The Interdisciplinary Journal of
Problem-based Learning
VOICES FROM THE FIELD
Project-Based Learning and Design-Focused Projects
to Motivate Secondary Mathematics Students
Kelly W. Remijan, PhD (OFallon Township High School)
Abstract
This article illustrates how mathematics teachers can develop design-focused projects, related to project-based learning,
to motivate secondary mathematics students. With first-hand experience as a secondary mathematics teacher, I provide a
series of steps related to the engineering design process, which are helpful to teachers in developing design-focused proj-
ects, describe various projects that have been developed and implemented within my classroom, and share project artifacts
illustrated by pictures, student work, and student comments. Referring to the MUSIC Model of Academic Motivation and
reflecting upon personal observations, student outcomes, and student comments, I provide personal insight on how design-
focused projects can be perceived to enhance student motivation within the mathematics classroom.
Keywords: mathematics, motivation, project-based learning, design, secondary education
Introduction Best Practices & CSSO, n.d.b, para. 5). While story prob-
lems are often found in the mathematics curriculum, such
structured problems often do not transfer to real-life, fail
With many middle-school and high school teachers encoun- to provide students with meaningful learning opportunities
tering students who find mathematics uninteresting and (Jonassen, 2000), and negatively impact student motivation
irrelevant, or students who lack the motivation to learn math- (Savery, 2006). Consequently, as various professions such
ematics (NCTM, 2000, p. 371), mathematics teachers must as those associated with engineering or architecture involve
work to keep students involved in relevant classroom complex and ill-structured design problems (Jonassen &
activities, assign projects that make connections between Hung, 2008), design-focused projects connected to engi-
mathematics and students daily lives, and allow stu- neering and architecture within the mathematics classroom
dents multiple avenues to display what they have learned. can provide students with opportunities to solve meaningful
Learning experiences based in the workplace have also problems, which can positively impact student motivation.
proved effective in motivating students who are at risk of To motivate students to learn and apply mathematics
becoming disengaged from school. (NCTM, 2000, p. 374) through the use of design-focused projects, teachers should
consider implementing projects that incorporate problem-
Mathematics teachers must seek out relevant activities and project-based learning. To utilize problem-based learn-
or projects that engage students in real-life problem solving, Torp and Sage (1998) highlight essential components for
ing where they analyze a problem in the community . . . or actively engaging students in the process: (1) Meet the prob-
use geometry [to] solve a design problem (NGA Center for lem, (2) Identify needs, (3) Define the problem, (4) Gather
Kelly Wamser Remijan is a mathematics teacher at OFallon Township High School in OFallon, Illinois. She earned her PhD in
educational leadership from Saint Louis University. In addition to developing and implementing design-focused projects at the
secondary level, Remijan also has experience teaching at the postsecondary level, where she has taught methods classes to gradu-
ate and undergraduate students at McKendree University in Lebanon, Illinois.
March 2017 | Volume 11 | Issue 1

http://dx.doi.org/10.7771/1541-5015.1520
K. W. Remijan PBL to Motivate Secondary Mathematics Students
and share information, (5) Generate solutions and determine in a topic, and believe that others Care about their work
the best solution, and (6) Present the best solutions. Alterna- (Jones, 2009). While the MUSIC model originates within
tively, to help promote project-based learning, Grant (2002) higher education and has been found to impact the moti-
identifies a series of project requirements: (1) an introduction vation of students enrolled in engineering classes incorpo-
to set the stage; (2) a task or driving question; (3) a process rating problem-based learning (Jones et al., 2013), elements
that results in the creation of an artifact; (4) subject-matter of the MUSIC model and the impact on student motivation
experts or other resources; (5) scaffolding to assess individual within elementary, middle school, and high school settings
and group progress; (6) collaborations, including teams, peer can be found by retroactively analyzing teacher comments
reviews, and external specialists; and (7) opportunities for and experiences, in addition to other earlier research from
reflection and transfer, such as classroom debriefing sessions. the Center of Problem-Based Learning at the Illinois Math
Although problem-based learning (PBL) and project- and Science Academy (Torp & Sage, 1998). As the MUSIC
based learning (PjBL) are both student-centered methods Model provides the framework necessary to engage students
(Dole, Bloom, & Kowalske, 2016) that deal with real-world in motivational activities that increase student perceptions
problems and positively impact student motivation (Savery, in all of the MUSIC components (Jones, 2009), mathematics
2006; Tamim & Grant, 2013; Torp & Sage, 1998; Wolk, 1994), teachers have the potential to motivate secondary students
the two are different in focus. by engaging them in design-focused projects that incorpo-
rate all five MUSIC components and embrace the motivating
Whereas PBL begins with a problem for students to
potential of real-life project work.
solve or learn about, PjBL begins with an end product
or artifact in mind. The problems in PBL are ill struc-
tured to mirror the complexity of real life; the problems
Designed-Focused Projects
in PjBL use a production model and, as such, mirror in the Mathematics Classroom
the real-world production model. In PjBL, the end
After implementing various projects within my mathemat-
product is the driving force, while the defined problem
ics classroom, which were end-product focused, I was intro-
is the driving force in PBL. (Dole et al., 2016, p. 1)
duced to the idea of problem-based learning upon acquiring
Design-focused projects, which emphasize process and a grant associated with the Illinois Mathematics and Science
product, often lead to a hybrid model (Prince & Felder, Academy. Learning about the essentials of problem-based
2006) that integrates both problem- and project-based learn- learning, integrating concepts associated with project-based
ing (Jones, Epler, Mokri, Bryant, & Paretti, 2013). As a result, learning, and utilizing the MUSIC Model of Academic Moti-
classes that deal with process or product design and devel- vation as a guide, I established a list of student experiences
opment are well-suited for hybrid problem- and project- that I felt were a priority for enhancing student motivation
based learning opportunities (Prince & Felder, 2006, p. 22), and overall learning:
which ultimately enhances motivation by allowing every
1. Apply a variety of skills using analytical and creative
student to experience success (Wolk, 1994, p. 44).
talents to solve meaningful problems.
While the motivating potential of a job is dependent
2. Take on individual responsibilities as well as responsi-
on the design of the job (Hackman & Oldham, 1976), the
bilities within a team.
motivating potential of an academic class is dependent on
3. Experience freedom to develop their own innovative
the design of the class (Jones, 2009, p. 273). Academic moti-
ideas.
vation is defined as a process that is inferred from actions
4. Receive feedback during the design process from ex-
(e.g., choice of tasks, effort, persistence) and verbalizations
perts in the field.
. . . whereby goal directed physical or mental activity is
5. Gain recognition from the community while sharing
instigated and sustained (Jones, 2009, p. 272). In order to
ideas outside of the school.
answer the question, What can instructors do to . . . moti-
vate students to engage in learning?, Jones (2009) developed I established broad goals to support student engagement
the MUSIC Model of Academic Motivation as a guide for before focusing my attention on exposing students to real-
designing coursework or project work that affects the needs, life situations that would provide them with the opportunity
perceptions, and behaviors of students. When instructors to investigate, research, communicate, learn, and apply vari-
of any level or discipline incorporate the five components ous mathematics skills.
of the MUSIC model in the design of their course, students To develop meaningful problems, I worked with my col-
are more inclined to feel eMpowered, perceive what they league, an art teacher, to reflect on and discuss situations fac-
are doing is Useful, experience Success, take an Interest ing the local and surrounding communities. Having our own
2 | www.ijpbl.org (ISSN 1541-5015) March 2017 | Volume 11 | Issue 1

unique ways of thinking, we brainstormed ways in which (3) Project Fire RESCUE (Reaching out and
we could utilize the community, connect our students to the Educating Students on Caring about and
community, and involve our students in becoming a part of Understanding the Essentials of fire safety)
the solution to many of the problems facing the local and
This project was developed to have geometry students design
surrounding communities. Whether reading the newspa-
a new fire station for the OFallon Fire Department that
per about the local affiliate of Habitat for Humanity wanting
would meet the citys current and future needs. The strengths
to build a new house in an adjacent community, or the city
of this project included the involvement of four architects
considering building a new library or new fire station, each
from Arcturis Architectural Firm and the ability to orga-
real-life situation involved a discussion on how to engage
nize a field trip where students toured three fire stations and
students with purpose, making contact with community
met with various firemen. Unlike the previous two projects,
members, creating partnerships, setting up meetings with
another strength of this project was the fact that the city
community members, presenting ideas to community mem-
planner was able to provide the specific location of where the
bers, and asking for support from community members in
new fire station was approved to eventually be built.
terms of information, name recognition, and venue use for a
public open house. (4) Library VISION (Vision Involving
Over a course of five years, I have developed and imple- Student Input On Needs)
mented various design-focused projects within my high
This project was developed to have geometry students design
school mathematics classroom involving approximately 330
a new public library for the city of OFallon that would meet
mathematics students (51% male and 49% female) enrolled
the citys current and future needs. The strengths of this proj-
in honors geometry, which follow.
ect included the involvement of three architects from the firm
(1) Project DESTINE (Designing Energy-efficient Shel- of Bond Architects, Inc. and the culminating open house held
ters Together In Neighborhoods-Everywhere) at a local fire station in conjunction with the Fire Explorers
Spaghetti Fundraiser. In regard to challenges, while the school
This project, which was the first problem-based learning
would not approve a field trip due to a temporary stoppage of
project implemented into my mathematics classroom and
field trips, students were able to conduct preliminary research
was supported by the Illinois Mathematics & Science Academy
on their own at the local library. In addition, the location of
(IMSA) as part of the Illinois Innovation Talent Pilot Grant,
the proposed library could not be provided by the city.
was developed to have geometry students design a house for
the proposed sustainable development called Tuscany Trails, (5) Zoo VISION (Vision Involving
which was to be eco-friendly, cost effective, appealing, and Student Input On Needs)
marketable in OFallon, Illinois. The strengths of this project
This project was developed to have geometry students cre-
were the involvement of various partners such as city plan-
ate a design for the old sea lion facility that would meet the
ner, developer, builder, and architect, in addition to the abil-
goals of St. Louis Zoo in Missouri. The strengths of this proj-
ity to visit another sustainable development, tour houses at
ect involved the continued partnership with Bond Architects,
various building stages, and meet with an additional devel-
Inc., as well as the culminating open house held at the St. Louis
oper, civil engineer, and environmental biologist.
Zoo. While blueprints of the existing facility to be replaced
(2) OFallon Township High School (OTHS) for Habitat were provided by the zoo, a field trip was again not approved
by the school due to a temporary stoppage of field trips.
This project was developed to have geometry students
Students involved in the projects listed above were pri-
design a house for the Lewis & Clark Habitat for Humanity
marily ninth grade students at OFallon Township High
Collinsville Chapter, which was to be eco-friendly, energy
School. OFallon Township High School is a ninth through
efficient, and cost effective for both Habitat to build and the
twelfth grade high school only district located in OFallon,
selected family to maintain. The strengths of this project
Illinois, a community adjacent to Scott Air Force Base and a
included the involvement of a local architect, who met with
suburb of St. Louis, Missouri, with over 200 employees serv-
students at our school, and the ability to host a fundraiser
ing approximately 2,500 students. The first project, Project
at the local mall with the family selected to receive the next
DESTINE, involved ninth and tenth grade honors geometry
Habitat house. One challenge for this project involved not
students, while the other projects involved only ninth grade
being informed of the exact location of where the house was
students as a result of my teaching assignment and the forma-
to be built.
tion of two campuses: one campus for ninth graders only and

a second campus for tenth through twelfth grade students. design by integrating components of the MUSIC Model for
The ethnic diversity of the district and the honors classes was Academic Motivation (Jones, 2009) and by highlighting math-
primarily Caucasian, with 33% of the school population clas- ematical process and practice. To increase student eMpow-
sified as being of minority background and 21% classified as erment, numerous opportunities were included within the
low income (Illinois State Report Card). design process for students to discuss ideas, make choices, or
apply changes. To increase student perceptions of Usefulness of
Designing a Motivating Project the project, student Success and Interest, and the belief that the
for Mathematics Students professionals in the field and members of the community Care
about their work, opportunities to engage with experts in the
Since engineering is a critical component of STEM and field and share with members of the community were included
STEAM education (Science, Technology, Engineering, Art/ in the design process as a way for students to acquire feedback
Architecture, and Mathematics) and the process of math- and recognition and receive exposure to potential future careers
ematical thinking follows the same path as the steps for the and community service. Finally, to highlight mathematical pro-
process of engineering design (Stoner, Struby, & Szczepanski, cesses and practice, calculations pertaining to square footage,
2013), each problem or project implemented within my math- volume, and costs were added to the design process, in addition
ematics classroom involved students utilizing the engineering to real blueprint analysis and scale model building.
design process. The engineering design process, which led my There are various steps of design-focused projects within
students through the process of solving a real-life problem the mathematics classroom, which follow:
during each project, is defined by NASA and the International
1. Determine the Problem,
Technology Education Association (2009, p. 1) as a
2. Brainstorm,
model for analyzing and solving problems related to 3. Conduct Research and Preliminary Calculations,
the creation or improvement of products, processes, 4. Generate Ideas,
and services . . . driven by purpose and requirements; 5. Acquire Professional Feedback,
is systematic, iterative, and creative; develops multiple 6. Make Improvements/Prepare a Proposal,
solutions to a problem; and assists in the selection of 7. Present a Design Proposal,
the best solution from among various alternatives. 8. Select the Best Solutions and Make Improvements,
9. Analyze Architect Created Blueprints,
A 12-step engineering design process, consistent with the
10. Calculate Costs,
essentials of problem-based learning (Torp & Sage, 1998),
11. Build a Model, and
provides educators with a process that encourages student
12. Present Final Projects and Gain Community
engagement, exploration, explanation, extension, and evalua-
Recognition.
tion (NASA & ITEA, 2009; Illinois Report Card, 20132014):
As academic motivation is a process involving effort, sup-
1. Defining a problem,
ported by actions and verbalizations (Jones, 2009), the remain-
2. Brainstorming,
der of this paper describes the design process utilized by my
3. Researching and generating ideas,
students, indicates how teachers can implement design-focused
4. Identifying criteria and specifying constraints,
projects to motivate secondary mathematics students, and pro-
5. Exploring possibilities,
vides teacher insight on how design-focused projects impact
6. Selecting an approach,
student motivation as perceived by teachers through observa-
7. Developing a design proposal,
tions, teacher analysis of student artifacts, and teacher reflection
8. Making a model or prototype,
on student comments. While pictures and student artifacts show
9. Testing and evaluating the design using specifications,
the results of students efforts, comments shared directly by stu-
10. Refining the design,
dents acquired from open-ended questions, such as What did
11. Creating or making the final solution, and
you learn? or What did you like?, found on the students reflec-
12. Communicating the processes and results.
tion/project feedback forms completed by students throughout
Understanding the National Council of Teachers of Math- the various steps of the design process, and comments acquired
ematics (2000) five Process Standards (Problem Solving, from students final PowerPoint presentations help to verbal-
Reasoning and Proof, Communication, Connections, and ize how the design process can be motivating for students as
Representation) and aligning with the required Common defined by the MUSIC Model of Academic Motivation. By
Cores eight Standards for Mathematical Practice (NGA Center describing the steps in the design process and analyzing and
for Best Practices & CSSO, n.d.b), I modified NASAs 12-step reflecting upon my personal observations of student outcomes

depicted through qualitative data, this paper provides a first- While information can often be found using the Internet,
hand account on how I perceived student motivation to improve information must also be obtained directly from experts in
as a result of design-focused projects and themes associated with the field. During Project Fire RESCUE, students needed to
the MUSIC Model of Academic Motivation. Furthermore, this know the location of the proposed site for the new fire sta-
paper provides a guide to teachers on how they can implement tions, so the city planner was contacted via e-mail and
their own design-focused project and, consequently, enhance responded with an aerial map of the proposed location. Using
student motivation within the mathematics classroom. the aerial map, students then calculated the site area in order
to determine the maximum area of a potential fire station.
Step 1Students Determine the Problem
Although communicating with experts via e-mail is helpful,
To make learning relevant, students are presented with a talking to experts, visiting sites in person, and gathering first-
problem in the form of a letter provided by a real person or hand evidence through personal photographs or measure-
a real organization, with a real need for help. After carefully ments provide students with the most efficient, accurate, and
reading the letter, students critically review it and identify memorable research. During Project DESTINE, for instance,
the problem in the form of a question. In Project Fire RES- in which students were asked by a local developer to design
CUE, students read a real letter sent and signed by our citys energy-efficient homes for a new green development within
mayor and determine a problem statement: How can we the community, students visited a sustainable development
as geometry students design a new fire station for the city in a nearby community where they toured homes at various
fire department that will meet the citys current and future building stages (see Figure 1). During the field trip, they inter-
needs? While the initial letter is significant in that students acted one-on-one with various experts including a developer,
are asked directly by the mayor to assist the city with creative builder, civil engineer, architect, and environmental biologist.
ideas, the problem also proves to be significant as students
are asked to showcase ideas, designs, and models to the pub-
lic at a community venue, such as a local fire station, with
Project Fire RESCUE.
Step 2Students Brainstorm
After identifying the problem, students determine what
they know and what they need to know and devise a plan to
acquire the necessary information. While it is important for
the teacher to act as a facilitator during the brainstorming
phase by reiterating the questions of What do we know?
or What do we need to know?, it is also important for the
teacher to remain an overall project manager who keeps stu-
dents focused on the design aspect of the project.
Step 3Students Conduct Research Figure 1. Students tour houses in various building
and Preliminary Calculations stages of sustainable development during Project
DESTINE.
Once students determine what they need to know, they assign
research topics and research all necessary components. Project When teachers build partnerships with professionals and
Fire RESCUE, for instance, required students to research top- connect students to people who use math in their daily lives,
ics such as fire stations, energy-efficient materials, and design students can be motivated. During Project DESTINE, Peter S.
strategies. Another project, entitled Zoo VISION, also involved explained that Mr. Schroeder [the developer] was very moti-
students researching energy-efficient materials and design vational in the way that he motivated us to try to come with our
strategies, but also included zoo design and animal needs in own interesting innovative ideas and take risks, relating his own
order to design a new exhibit for the local zoo. As the Internet life experiences to us. Another student, Taylor A., also shared
can effectively enhance student learning, technology can also how such an experience can make an everlasting impression:
help students share data and learn from each other. After cre-
He [the builder] stressed the importance of asking
ating a class Web page and individual group Web page through
questions and thinking outside the box because we
our schools Edline system, students were able to upload and
may be the people that come up with even newer green
share information with the entire class or specific group mem-
technology that could change the way we live. He said
bers; thus, all students can benefit from their peers research.

to be open to communication and operate together, but illustrated on graph paper by scale elevation drawings and
dont trust everything that you hear or read. Overall, I scale floor plan drawings, as shown in Figure 2 during the
believe that this field trip was a learning experience that Library VISION project.
I will never forget.
Step 5Students Acquire Professional Feedback
When students experience research through field trips
Once students generated ideas and developed a rationale to
that take them out into the community, they can experience
support them, they had the opportunity to share their ideas
math, connect math to real life, and understand its purpose.
with an expert. Acquiring feedback from professional archi-
Even though field trips provide students with amazing
tects, students had the ability to reflect on their designs and
opportunities to connect class work to the real world while
to make improvements as desired. This can be seen in Figure
gaining hands-on experience, sometimes field trips are not
3, where students involved with the Zoo VISION project are
possible. While we were unable to organize a field trip for the
shown sharing their ideas for a new Panda Exhibit as they
OTHS for Habitat Project, we were able to have the architect
met with Sue Pruchnicki, Principal Architect and Co-Owner
working with us on the project visit our school to talk about
of Bond Architects, Inc.
the building process and to answer questions. Furthermore,
students conducted conference phone calls with the chair-
person for the local Habitat chapter. During Library VISION,
however, where students were asked by the city library direc-
tor to design a new library, a team of professionals consisting
of an architect, engineer, and city library director visited our
school. Working in teams with each student assuming a spe-
cific role (architect, engineer, or designer), each team member
met with a different expert and was responsible for obtaining
information specific to his or her assigned role. By giving each
student an identity and a specific role within the project, stu-
dents were motivated by the responsibility for obtaining and
sharing specific information within their group.
Step 4Students Generate Ideas
After reviewing and analyzing research, students gener-
ated design ideas and then shared rough elevation sketches Figure 3. Students discussing floor plan and elevation
and floor plan ideas within their group. Discussing and ideas with Sue Pruchnicki, principal architect and co-
combining ideas, each group developed an overall plan owner of Bond Architects, Inc.
Step 6Students Make Improvements,

Finalize Solutions, and Prepare a Proposal
After acquiring feedback from architects, students make
improvements and finalize their solutions using Google
SketchUp. For example, see Figure 4 (next page) for a sketch cre-
ated by Hour 01-Group 12 during the Library VISION project.
An addition to including a floor plan in their design, stu-
dents included their own elevation drawings within their
PowerPoint proposals, as shown in Figure 5 (next page) dur-
ing the Zoo VISION project by Hour 02-Group 06.
Step 7Students Present Their
Design Proposals to the Class
After creating design proposals, each group presents their
Figure 2. Students collaborating on a scale drawing of a ideas and rationale to the class, as shown in Figure 6 (two
new library design during the Library VISION project. pages ahead) during the Library VISION project.

Figure 4. Example of a student created library floorplan made using Google Sketchup during the Library VISION project.
Figure 5. Example of a student-created elevation drawing of a new panda

exhibit during the Zoo VISION project.

During the Zoo VISION project, architecture students

from the local community college created final blueprints of
the math students designs for a new panda exhibit (see Fig-
ure 9, next page), which students then analyzed in prepara-
tion of calculations and model construction.
It is important to note that while step 9 could be eliminated
in the design process if an architect was unwilling or unable to
make blueprints, involving an architect is a vital component
to increase student perceptions of Usefulness of the project,
student Success and Interest, and the belief that the profes-
sionals in the field and members of the community Care about
their work. Having an architect, or architectural student(s),
involved in the project is helpful in creating real blueprints
where students have the opportunity to see their ideas come
Figure 6. Students presenting a design proposal during the
Library VISION project.
Step 8Students Select the Best Overall

Solution & Make Improvements
Group members work together to evaluate and determine the
strengths and weaknesses of each teams proposal. As a class,
students then determine the best overall solution and identify
changes or improvements to strengthen it (see Figure 7).
Step 9Students Analyze Architect-Created Blueprints
Using floor plans and elevation drawings selected by each
class and incorporating changes recommended by each class,
architects developed real blueprints and elevations. See Fig-
ure 8 for an example created by Bond Architects Inc. during
the Library VISION project.
Figure 7. Students analyzing classmates proposals to deter- Figure 8. Floorplan blueprints developed by Bond Architects,
mine strengths and weaknesses of various designs during the Inc. from student inspired ideas and Google Sketchup draw-
Zoo VISION project. ings during the Library VISION project.

Figure 9. Elevation blueprints developed by Bond Architects, Inc. from student inspired ideas and Google Sketchup
drawings during the Zoo VISION project.
Figure 10. Example of student calculations to determine landscaping cost during Project Fire RESCUE.

Figure 12. Student building a

model of a new fire station dur-
Figure 11. Student working on model
ing Project Fire RESCUE.
calculations during the Zoo VISION
project.
to life, read and analyze real blueprints, and accurately use the
given blueprints to build a scale model. Working off of real
blueprints allows students to practice and apply mathematical
skills crucial for a mathematics or geometry class.
Step 10Students Calculate Cost Estimates
After receiving final blueprints from architects or architec-
tural students, math students draw pictures and conduct
calculations specific to their roles (architect, landscape archi-
tect, engineer, designer, project manager, etc.). One example,
as shown in Figure 10 (previous page), illustrates how one Figure 13. Students discussing their model
student, Prem P., demonstrated his learning as his groups and design plan during a public exhibit
landscape architect through the process of calculating costs held at the Saint Louis Zoo at the conclu-
such as concrete and sod related to the Zoo VISION project. sion of the Zoo VISION project.
Step 11Each Group Builds a Model
model materials and colors to use to reflect actual building mate-
While each member of a group is responsible for conducting rials. Figure 11 depicts a student working on model calculations
specific research, performing various calculations, scanning cal- during the Zoo VISION project. Figure 12 illustrates another stu-
culations, displaying research in a group PowerPoint, and pro- dent building a model during Project Fire RESCUE.
viding rationale within a group presentation, all members of each
Step 12Students Present Final Projects and Gain Com-
group must also work together to build a 3-D scale model of the
munity Recognition
selected design. Students must effectively model mathematics by
building a 3-D model that is well-built (sturdy and neat), accu- After building a scale model and constructing a PowerPoint
rately depicts the given blueprints, and clearly represents desired presentation to organize and present ideas, teams share their
materials, colors, and textures. As students had autonomy in models and PowerPoints with the community at venues out-
their original design plans, students also had freedom in building side of school, such as the mall, fire station, library, and zoo.
their models. Although groups within each class are utilizing the At the Zoo VISION open house, as shown in Figure 13, math
same blueprints, each group had the ability to make their model students conversed with the public at the nationally rec-
unique: they could determine what materials to use for the real ognized zoo and discussed their projects. Models were on
building, what materials to use to build the model, and what display and PowerPoint presentations ran continuously on

laptops surrounded by artwork created by fellow art students. mathematics students to open-ended questions such as What
Not only are community open houses excellent opportu- did you like?, which were acquired from student reflection
nities for students to share what they have learned, but they forms completed throughout various stages of the twelve
also allow students to be recognized by the community. Fur- steps and from final thoughts of students shared on Power-
thermore, when projects and open houses allow students to Point slides during their final project presentations. The sum-
give back to the community, students can develop a sense of mary of comments, along with specific quotes, shared in this
citizenship. While Project Fire RESCUE was held at a local fire paper are reflective of the majority of students and provide
station in conjunction with the Fire Explorers Spaghetti Fun- evidence of how the various projects presented opportunities
draiser, the Habitat for Humanity open house was held at the for students to become motivated and engaged.
local mall where students participated in a Habitat for Human-
Observations of Empowerment
ity stud signing, which raised $667 for the local affiliate. When
students engage in real-world mathematics, develop innova- With design-focused projects, students were empowered
tive design solutions, and share what they are learning outside through support and on-going encouragement to identify
of the classroom, the community has an opportunity to see the problems, brainstorm, generate ideas, devise their own cre-
amazing learning that is occurring in our schools. ative solutions, select choices, and make changes as neces-
sary. While each project was different, student consensus
Observations of Design-Focused Projects was that they recognized how they were in control of their
Enhancing Student Motivation own learning and appreciated having the ability to make
their own decisions. One student, Alex H., shared during
When design-focused projects are developed and imple- the Zoo VISION Project, I liked the chance to work together
mented successfully, students are motivated to communi- and brainstorm ideas during the various stages of the proj-
cate and collaborate within the classroom and community to ect. Sam J., during Project DESTINE, also expressed positive
devise innovative solutions to real-life problems. As teachers comments, stating:
motivate students by encouraging communication and col-
I liked that this project called for a lot of thinking and
laboration and by urging students to seek complete solutions
creativity. Most projects (especially in math class) are
to challenging problems (NCTM, 2000, p. 24), teachers
very boring and require one frame of mind whereas
need to take special initiatives to find . . . integrative prob-
this project made us use all parts of our brain and then
lems, (p. 359) which can be implemented into meaningful
mix it together to find solutions.
projects that enhance student motivation. Thus, project- and
problem-based learning should be considered as tools to cre- Students commented on how they liked having the ability
ate motivating opportunities to engage mathematics students. to come up with their own design in addition to having the
The 12-step process identified in this article not only pro- freedom to select materials and color choices for their model.
vides students with a systematic process of how to solve a real Observing students work during the design process, review-
problem, it also provides teachers with various opportunities ing student ideas expressed through hand sketches and other
to assess student learning. By collecting evidence, formally mediums, and reading student comments about what they
and informally, throughout each step of the engineering learned and what they liked about the project, it became
design process, I was able to assess student reasoning, strate- apparent that students not only learned mathematics, but
gies, procedures, and mathematical skills. As evidence from also were motivated by having a sense of empowerment as
a variety of sources is more likely to yield an accurate picture they engaged in the project.
of what each student knows and is able to do (NCTM, 2000),
Observations of Usefulness
I was able to acquire evidence of mathematics learning and
assess student learning through observations, one-on-one Understanding how it is critical to design the project in
conversations, discussions with experts involved in the proj- a manner that can be seen as useful and relate to as many
ect, hand sketches, computer drawings, calculation sheets, interests as possible if the intention is to fully motivate stu-
PowerPoints, models, and responses to open-ended questions dents (Jones et al., 2013, p. 60), the various projects iden-
such as What did you learn? and How did you use math? tified in this article not only connected class material to
Jones et al. (2013) utilized student responses to open- real-life problems, but also showed students how their proj-
ended questions pertaining to an engineering project as ect work could be useful to others within the community.
evidence of students identifying elements of academic moti- This was expressed by students on various reflection forms
vation as defined by the MUSIC Model of Academic Motiva- and during final project presentations. One student, Ashley
tion. Similarly, this article utilizes the responses of secondary G., shared in her project presentation that she liked the way

that math had an importance in real life and not just in math be developed further (Hidi & Renninger, 2006). Throughout
class. Alex S. agreed, stating that he liked the ability to the various design-focused projects, several students shared
practice skills learned in class on a real-life project and not that they liked having the chance to experience what it is
just random problems. Other students, like some involved like to be an architect. Most project work does not occur in
with the Zoo VISION project, shared that they liked building the regular classroom, but instead in the school smart-link
something with a purpose and liked working interactively room; thus, some students shared that they simply liked not
with the zoo. being behind a desk and liked building something instead of
doing problems from the book.
Observations of Success
While some students developed an interest in the project
Student perception of success can be nurtured with on- because of a potential career or change of pace, the majority
going feedback (Jones et al., 2013), Students involved in the of students expressed an interest in the various projects based
design-focused projects that I implemented into my math- on the situation in which they could make a real impact. Stu-
ematics classroom had the opportunity to receive feedback dent Jenni I., for instance, who was involved in the Library
from me (the teacher), peers, professionals in the field, and VISION project, shared, I liked how we got the chance to
various community members. They also had the opportu- suggest ideas for the new library. It will be nice to know that
nity to experience success through a variety of tasks such our contribution had some influence on the new library
as sketches, scale drawings on graph paper, drawings on that will be built. Another student, Whitney W., said, cre-
Google SketchUp, discussions with architects, cost calcula- ating a possible design plan for the future OFallon Library
tions, PowerPoint presentations, and 3-D scale models. At was an honor. When projects are real-world oriented and
the conclusion of the Zoo VISION project, Hannah F. shared, designed to provide students with opportunities to assist the
I enjoyed working with the architects, thinking creatively, community, students are motivated to provide the commu-
and making our design come to life. Student success was nity with viable solutions that have the potential to be useful
apparent throughout each step, such as the conclusion of the in real-life. As a result, student interest can be developed by
project where each group presented a 3-D scale model and teachers when they consciously expose students to potential
final PowerPoint presentation of their work. careers, change the venue of where learning takes place, and
At the completion of all five projects, the majority of stu- make project work meaningful, lifelike, and connected to the
dents not only voiced that they were happy that they had community.
completed the project, but also shared that they were gener-
Observations of Caring
ally proud of what they had accomplished. This sentiment
was also expressed by group 05-10, who shared in their final Throughout the various steps of the projects, students com-
slide of their Project Fire RESCUE presentation that their mented that they perceived a sense of caring, whether from
favorite part of the project was seeing our final product and their classmates within their working groups or profession-
feeling that we had reached success. Jones (2009, p. 276) als from various fields. While most students shared that they
stated that students need to believe that if they invest effort liked working in a team and learned how to work with peo-
into the course, they can succeed. Similarly, group 05-08 ple in an effective way, others shared how the professionals
shared that they learned that you can never accomplish a they worked with influenced them in their success. Student
great task without the time and effort put towards it. While Peter S., for instance, shared during Project DESTINE, Mr.
the work displayed throughout the design process, including Schroeder [the developer] was very motivational in the way
final PowerPoints and models produced by each group, was that he motivated us to try to come with our own interesting
successfully completed, the comments students shared dur- ideas and take risks, relating his own life experiences to us.
ing their final presentations solidified that they felt they had While interaction with professionals involved with proj-
completed the project successfully and felt a sense of pride in ect work is important throughout the process and helps to
what they had accomplished. show students that others care about their ideas, recognition
at the completion of the project provides students with a final
Observations of Interest
sense of accomplishment and shows that their work and final
When projects provide opportunities for students to receive product is appreciated and valued by the entire community.
feedback from professionals in the field, in addition to oppor- At the conclusion of Project DESTINE, a community open
tunities to reflect on and improve their work, student under- house was held where the public was invited to learn about
standing and student interest can also increase (Jones et al., environmentally friendly design and view student designs.
2013). Furthermore, when teachers help students under- Various community members attended the event and shared
stand the value of what they are doing, student interest can how impressed they were with the students overall projects

and solutions. Mr. Tim Dain, a community member who a strong working relationship with the leaders of our com-
attended the open house, formally praised the students work munity who were committed in helping out in any way pos-
in the local newspaper: sible. From those relationships, I was able to learn about the
needs of the city and form other connections with business
I think this is unbelievable. They have done some really
members who had previously done work with the city. While
unique things with their home. They have invested
designing motivating projects for mathematics students
time in researching the products and they understand.
takes time, the potential impact for student motivation and
. . . This is the generation that gets it. . . . This is the gen-
learning is well worth the teachers extra effort.
eration that needs to get it. (Raeber, 2009, p. A7)
Using the 12-step process outlined in this article, teachers
When design-focused projects culminate at an event held can develop and implement project-based learning and design-
at a public venue with newspaper reporters in attendance, focused projects that empower students, create a sense of use-
students are motivated with the knowledge that their work fulness, provide opportunities for success, increase student
will be seen by members of the community, who will care interest, and show students that people within the community
about their work. care about their work. Having a 12-step process not only assists
Although most students comments that relate to a sense students in solving a real problem, which could ultimately be
of caring often pertain to group and professional interaction, quite messy without a structured process, but also assists teach-
one of my students, Alex S., sent me a letter following the Zoo ers with a proactive system that promotes progress checks,
VISION project, which helps to explain what some students feedback, and formal evaluation throughout the entire process.
may feel but may not express directly to me regarding their While the majority of students participating in the five projects
thoughts of me (the teacher) caring about them: illustrated in this paper voiced positive opinions of the proj-
ect in which they participated, there were a few students that
I would like to thank you for all of your hard work to
expressed difficulty working with others at various points of
teach my fellow classmates. . . . I would also like to thank
the project. It is important to note that teachers must be pro-
you for spending the time to connect our lessons to real
active project managers who continually monitor group and
life things. . . . Thank you for all of the time you have
individual student progress, address problems, tensions, or dif-
spent on the zoo project as well. I find it very interest-
ficulties among group members, and continually motivate stu-
ing to get involved with a real life situation and use my
dents to communicate, collaborate, and create an end product
skills for something that may come true. I know that
in which they have a sense of pride and great accomplishment.
this project has been a lot of work for you so thank you
Although this paper attempts to show how design-focused
for taking the time to enhance our experiences with
projects can motivate secondary mathematics students, I per-
geometry. Thank you for all that you have done this
sonally feel that these projects also have a positive impact on the
year. I want you to know that I and my peers appreciate
teachers who incorporate them into their classrooms. Thus, it
all the work that you put into our lessons.
would be interesting to see future research conducted on how
design-focused projects impact secondary mathematics teach-
Final Thoughts ers. Having developed and implemented the various projects
described in this article, I would encourage other secondary
As too many students disengage from school mathematics, mathematics teachers to collaborate with colleagues outside of
which creates a serious problem not only for their teachers the mathematics department and establish partnerships with
but also for a society that increasingly depends on a quantita- members of the community to develop design-focused proj-
tively literate citizenry (NCTM, 2000, p. 371), teachers must ects that can motivate secondary mathematics students.
be willing to create a learning environment that connects stu- Design-focused projects implemented within the math-
dents to the larger community, provides them with purpose, ematics classroom not only provide students with the
engages them in mathematics, and encourages innovative opportunity to apply mathematics and thinking skills to
problem solving. Designing a motivating project for students real-life problems, but also connect students to the greater
first requires the teacher to brainstorm. Brainstorming with community, expose them to future careers, enhance their
teachers of other disciplines can provide mathematics teach- motivation, and increase their learning. By incorporating
ers with different perspectives in addition to collegial sup- project-based learning and design-focused projects into the
port and additional resources. Working with my colleague, mathematics classroom, mathematics teachers can further
who had professional connections with the mayor and city develop future citizens who are able and willing to work
planner as a result of being part of the City of OFallon Arts together to devise innovative solutions to problems within
Commission, I was able to establish connections and develop and for the community.

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EUROPEAN JOURNAL OF EDUCATIONAL RESEARCH Vol. 3, No. 2, 73-85
International Journal of Environmental & Science Education
Vol. 3 , N o. 3 , J uly 2 0 0 8 , x x - x x
The Effect on the 8th Grade Students Attitude towards Statistics of Project
Based Learning
Timur Koparan1 and Blent Gven2

1
Blent Ecevit University, Turkey
2
Karadeniz Technical University, Turkey
*
E-mail: timurkoparan@gmail.com
This study investigates the effect of the project based learning approach on 8th students
attitude towards statistics. With this aim, an attitude scale towards statistics was developed.
Quasi experimental research model was used in this study. Following this model in the control
group the traditional method was applied to teach statistics wheras in the intervention group
project based learning approach was followed. The attitude scale towards statistics was
applied as pre-test and post-tests to 70 students studying at two different 8th grade classes of a
middle school in Trabzon during the 20112012 Academic Year. The results of the study
revealed that the project based learning increased students attitude towards statistics in the
intervention group. Therefore, the use of project based learning approach during statistics
course in mathematics classes is recomended.
Keywords: statistical literacy, attitude, project based learning, statistics education
Introduction
In most disciplines, students academic attitudes are considered extremely important. Statistics is
increasingly taking part in all school mathematics curriculums. Some researchers have expressed that
performance on statistics assesments is also clearly shown to be related to students attitudes towards
statistics (Dempster & McCorry, 2009). In the past two decades a large number of instruments to
measure attitudes and anxiety towards statistics have been developed in order to assess the influence of
emotional factor on students (Carmona, 2004).
McLeod (1992) separates emotions, attitudes and beliefs. Attitudes are intensive feelings in
learning statistics. The interest towards beliefs, attitudes, and expectations is increasing in statistics
education, since such factors can impede learning of statistics, or hinder the extent to which students
will develop useful statistical intuitions and apply what they have learned outside the classroom (Gal
& Ginsburg, 1994, p.1).
Research on students' attitudes towards statistics is enhancement, although it is still scarce when
compared with research related to attitudes towards mathematics and has not focused specifically on
students. Attitudes are expressed along a positive-negative continuum (like-dislike, pleasant-
unpleasant), and may represent, for example, feelings towards a textbook, a teacher, a topic, a project or
activity, the school, etc. Students often enter an introductory statistics class with less positive attitudes
about the subject. They tend to believe statistics is difficult and irrelevant to their lives (Carnell, 2008).
fgjkl 2165-8714
ISSN
Copyright 2014 EUJER
http://www.eurojedu.com
74 Koparan & Gven
Conceptual Framework
Researchers and statistics educators consistently suggest that students will learn statistics more
effectively by conducting projects through which they actively engage in a broad spectrum of tasks
integral to statistical inquiry, in the authentic context of a real-world application (Bailey, Spence, &
Sinn, 2013).
Project-based learning is the learning method that places students at the center of the learning
process. It is widely used to replace the traditional teaching method in which the teacher, who is the
center, strictly follows the teaching plan. In a project-based learning classroom, the teacher leads the
students to the learning that they desire or to the learning which follows the project objectives. The
project-based learning process thus involves an in-depth learning process with systematic learning
management to get useful and applicable results, to create motivation, and to reinforce necessary living
skills (Buck Institute for Education, 2010; Harris & Katz, 2001; Moursund, 1999). Project-based
learning has complicated working procedure and requires more time for operation. However, it is
flexible and the learning process involves interaction and cooperation among learners, between learners
and teachers. More importantly, when the teacher implements the project and the project is completed,
the learners will feel proud of themselves. This generates motivation to learners to perform better
projects in the future (Jung, Jun, & Gruenwald, 2001). In a project-based learning classroom
management, students are divided into groups of different sizes. For smaller groups, all students will
have equal roles and responsibility in creating the project. The project enables learners to deeply
understand the ideology and standard of project-making. It can reinforce lifelong working skills and
behavior. The project also provides the learners with an opportunity to solve community problems,
survey future careers, consult specialists and communicate with the intellectuals using internet
technology. The learners can also present their projects to the target groups outside of the classroom.
The project can also motivate other low-motivated learners, who view studying as boring and useless,
to see the significance and value of learning (Buck Institute for Education, 2010).
The present study was designed to examine the effect of projects based learning approach to
students attitude towards statistics (ATS). This paper reports on the size of the change that (1415
years old) students attitudes towards statistics using the new approach. Thus, the research question
guiding the present analysis was as follows: Does the use of project based learning approach in
statistics course have a positive impact on students ATS?
Methodology
Quasi-experimental research model was used in this study. In experimental models, the data to be
observed are produced directly under the control of the researcher with the aim of determining cause-
effect relationships. In some cases, it may be impossible to randomly assign individuals to experimental
and control groups. Quasi-experimental research model is used in these cases. In this model, individuals
are not randomly assigned to intervention and control groups. Quasi-experimental research model is
also used when existing educational system does not allow randomly assigning students to groups.
Participants
The study took place during the 20112012 Spring semester in two 8th grade mathematics classrooms in
urban middle school in Trabzon city of Turkey. The study group consists of 35 8th grade (1415 years
old) students studying in two different classes. Of the 70 students who participated in the study, 35
were in the control group. The remaining 35 students were in the intervention group. In order to keep
the inevitable variations introduced by differences between groups under control, a quasi-experimental
design was employed. Control group is performed statistics course without using projects. Project based
learning approach was applied on experimental group. Projects used were student-defined and authentic
in that students selected their own variables, crafted their own research questions, and collected and
Students Attitude towards Statistics 75
analyzed their own data sets. Students usually conducted these projects in groups of three. These two
groups were comprised. Thus, this study aimed to evaluate the effect on students ATS of project based
learnng approach.
Prosedure
Project based learning approach was applied on experimental group. Control group is performed
statistics course without using projects. These two groups were comprised. Thus, this study aimed to
evaluate the effect on the 8th grade students attitude towards statistics of project based learning by
investigators. For this aim groups were created heterogeneously in the experimental group. Groups of
students were recruited from three students. Groups were held with the teachers at certain times.
Projects include statistical gains and they were selected from real life and familiar context. Students
were given about one month to prepare projects. Students crafted their own research questions,
collected and analyzed their own data. They used appropriate data representations and they made
predictions and inferences from the data. At the end of this term, each group presented their projects in
front of other students. Each group gave a presentation about 20 minutes. These presentations were
recorded with camera. Traditional teaching methods were used in control group and teacher supported
lesson with exercises and examples. Some of the topics students have chosen to investigate include:
The average monthly income and expenses of a family.
Statistics of the blood groups of students.
Turkey super league teams score statistics.
How many seconds 100 meters is run?
Students' height and weight statistics.
Students' success in math classes.
Trabzon Airport aircraft and passenger statistics.
Waste in our invironment.
Statistics of daily activity.
Usage statistics for internet and mobile phone TV.
Popular career statistics in class.
The structured activities supply the basic statistical concepts and skills. The research project motivates
students to become responsible for the construction of their knowledge of statistical concepts and
methods of inquiry, and provides them with a sense of relevancy, enthusiasm, and ownership.
Data Collection
The data in this study are collected using the ATS for studentsattitude. In our research, each statement
was valued in a range from 1 to 5, where 1 indicates Strongly Disagree and 5 indicates Strongly
Agree. Negative statements were coded reversely. The ATS was developed by the researchers after
relevant literature review. All use statements for which respondents mark their agreement or
disagreement on 5-point or 7-point Likert-type scales. The most commonly mentioned and used
include: Statistics Attitude Survey (Roberts & Saxe, 1982), Statistical Anxiety Rating Scale (Cruise,
Cash, & Bolton, 1985), Attitudes Towards Statistics (Wise, 1985), Survey of Attitudes Toward
Statistics (Schau, Stevens, Dauphinee, & Del Vecchio, 1995; Dauphinee, Schau & Stevens, 1997).
Draft form (32 items) was prepared as result of review of the previous studies. Developed scale was
then examined by two mathematics educators and two mathematics teachers. Teachers and
academicians confirmed that the scale may appropriately serve the aim of the study. The draft form was
applied to 76, 6th grades, 64, 7th grade, 100, 8th grade-240 in total- students in a primary school in
Trabzon province in 2010-2011 academic year. Using the data gained, the validity and reliability of the
scale were analysed. In the reliability analysis, Cronbach-alfa internal coefficient of consistence, split-
half reliability, item-total correlations, t test for the test of item means point difference of lower and
76 Koparan & Gven
upper groups; and in the validity analysis, results of factor analysis were evaluated. As a consequence a
20-items valid and reliable scale (=0,815) was gained. The developed scale was used in this study.
Data Analysis
The data were analysed using Rasch (1980) measurement techniques, which allowed both students
performance and item difficulties to be measured using the same metric and placed on the same scale.
Rasch calibration was used to evaluate the fit of data to the unidimensionality of the Rasch model and
for the construction of the ATS. The 20 items were analyzed using the rating scale model. The Rasch
rating scale model (Wright & Masters, 1982) was used to provide estimates of person and item scores
for the used efficacy scale. This analysis was performed via Winsteps 3.72 program (Linacre, 2011).
The scale so produced is a genuine interval scale that allows comparision of person
performance on the set of items used (Bond & Fox, 2007). Each item score was then transcribed to an
individual student data line within a larger data file inclusive of all childrens performances (see Figure
3). Each data line consisted of the following types of data: the first two digits indicate the participants
identifying code; the following 20 digits represent the participants score on the 20 ATS of number
items (see example below).
12 35533434353351314342
Each data line represents the transformation of qualitative data to quantitative data, which can
then be subjected to Rasch analysis. The statistical analysis was completed using Winsteps software
(Linacre, 2011), a computer program developed from Rasch principles. Rasch models of measurement
use the interaction between persons (cases) and items to place both persons and items on a single
measurement scale. The unit of measurement is the logit, the natural logarithm of the odds of success.
The usual meausre of fit reported is the infit mean square and outfit mean square statistic (The
most ideal value is 1.00), acceptable levels of fit lie between 0.5 and 1.7 (Bond & Fox, 2007). The
standardised fit measured fit measure provides a z statistic, providing the statistical significance of the
fit figure, using the usual accepted values of 2.00 . The Person Separation Reliability indicates the
extend to which the set of items separates the persons along the scale. It has an ideal value of 1, and
values above approximately 0.7 provide acceptable separation, allowing persons to be compared onthe
basis of their measured ability. Estimates of person ability were obtained in logits. Logit is logarithm of
the odds of succes. Item (RI) and Person (RP) Separation Reliabilities indicate the extent to which the
test provides a wide spread of items or persons along the variable, and avoids a ceiling or floor
effect. These statistics provide a measure of internal consistency. Cronbach alpha statistics were also
obtained as a measure of the reliability of the test.
Two mean square fit statistics are used to determine how well individual items fit the Rasch
model. These statistics assess the extent to which unpredicted responses to an item are given by
students whose position in the hierarchy, as determined by their academic self-concept is either close to
the items position (Infit statistic) or far from the items position (Outfit statistic) in the hierarchy of
items. For the data to fit the model adequately, it is generally recommended that the two fit statistics
range from 0.6 to 1.4 (Bond & Fox, 2001). Fit statistics higher than 1.4 and below 0.6, respectively,
indicate too much and too little variation in response patterns. Items with poor fit statistics should be
considered for removal from the instrument.
Findings
In this part, the data obtained from the ATS were analyzed using Winsteps 3.72 computer programme
and the results were presented as summary statistics, infit and outfit values for items, person measures,
person item maps, t test and covariance analysis.
The Rasch model was applied to the responses of 70 students to the A in its original form of 20
items. First, the item and person separation and reliability were examined prior to any interpretations of
the data. The person separation and reliability values for the data were 2.00 and 0.80 respectively. This
person separation indicates the number of groups the students can be separated into according to their
abilities. Considering the moderate sample size, person and item reliabilities are acceptable for the
analysis to continue. Table 1 shows summary statistics.
Table 1. Summary statistics
Summary of 20 Measured (Non-extreme) Person

Total Model Infit Outfit
Score Count Meausre Error mnsq zstd mnsq zstd
Mean 75.8 20.0 .65 .23 1.05 .0 1.04 .0
S.D. 12.4 .0 .61 .08 .47 1.5 .45 1.4
Max. 98.0 20.0 2.58 .65 3.01 3.7 2.88 3.5
Min. 43.0 20.0 -.60 .18 .18 -5.0 .18 -5.0
REAL RMSE .27 TRUE SD .54 SEPARATION 2.00 Person RELIABILITY .80
MODEL RMSE .24 TRUE SD .56 SEPARATION 2.29 Person RELIABILITY .84
Person RAW SCORE-TO-MEASURE CORRELATION = .89

CRONBACH ALPHA (KR-20) Person RAW SCORE "TEST" RELIABILITY = .85
Summary of 20 Measured (Non-extreme) Item

Total Model Infit Outfit
Score Count Meausre Error mnsq zstd mnsq zstd
Mean 533.0 140.0 .00 .08 1.00 .0 1.04 .3
S.D. 32.3 .0 .21 .00 .18 1.6 .20 1.5
Max. 592.0 140.0 .46 .09 1.29 2.5 1.34 2.3
Min. 456.0 140.0 -.41 .07 .66 -3.4 .65 -2.9
REAL RMSE .08 TRUE SD .19 SEPARATION 2.27 Item RELIABILITY .84
MODEL RMSE .08 TRUE SD .19 SEPARATION 2.36 Item RELIABILITY .85
All items fit the expectations of the Rasch model. In other words, all items had zstd infit and/or
outfit statistics between -2 and 2 (Table 1). Fit to the model, of both items and persons, was evaluated
using the infit mean square (Imsq) statistic and the standardized infit (Infit t). The acceptable values lie
between 0.6 and 1.4 (Bond & Fox, 2007) with an ideal value of 1.00. For both items (ImsqI = 1.00, s.d.
=.18; Infit t = .0) and persons (ImsqP = 1.05, s.d. =.47; Infit t =.0) the overall fit was acceptable
indicating that the performance tasks were composed of items that worked together consistently to
measure a single unidimensional construct, and that the students who responded to the task did so in
ways that were coherent with the intentions of the task developers. Reliability figures were also
satisfactory (RI = 0.84; RP = 0.80; Cronbach alpha = 0.85) is indicating that the internal consistency of
the tasks was good. These findings indicated that all items worked together to measure a single
underlying construct, and the persons who attempted the tasks performed in expected ways. The Person
Separation Reliability indicates the extend to which the set of items separates the persons along the
scale. It has an ideal value of 1, and values above approximately 0.7. Looking at the Table 1 person
separation is good (2.00), provide acceptable separation, allowing persons to be compared on the basis
78 Koparan & Gven
of their measured ability. Fit statistics were also obtained for items. Table 2 summarizes fit statistics of
ATS items.
Table 2. Fit statistis for ATS item
Infit Outfit
Item Items
MNSQ MNSQ
1.25
1 I dont use statistics in my daily life.
.96
.78
2 I can interpret the graphics in newspapers and magazines.
.86
1.24
3 I enjoy studying statistics.
.95
People see many different uses of statistics on newspapers, TVs and in- .79 .84
4
ternet.
Tables in newspapers appeal my attention because I know very well
5
how to interpret them. .93 .87
I dont have difficulty in understating the presented statistics during the
6
elections. .93 .99
I didnt have difficulty in understanding the statistics shown on TV dur-
7
ing the latest elections. .94 .90
8 Understanding the statistics doesnt provide benefits for customers. 1.29 1.34
9 I am aware that statistics is used in medicine 1.00 1.01
10 Many problems could be solved easily by using statistics. .84 .80
11 Knowing statistics is nothing to the politicians. 1.28 1.18
12 Statistics could be necessary as a part of my job in the future. 1.15 1.15
13 Statistical skills make me more supported .66 .65
14 Statistics is not beneficent for every job. 1.28 1.28
15 Statistical thinking is applicable except for work life. 1.17 1.16
16 Statistics has nothing to do with my life. 1.22 1.20
17 Most people have to learn statistics as a new way of thinking. 1.13 1.26
I can understand almost all statistical terms that I see in newspapers,
18
magazines and on TV, internet. .77 .89
19 It is necessary to know a little about statistics to be conscious customer. .82 .74
20 I know what average fuel consumption for cars means. 1.08 1.15
The usual measure of fit reported is the infit mean square and outfit mean square statistic (The
most ideal value is 1.00), acceptable levels of fit lie between 0.6 and 1.4 (Wright & Linacre, 1994).
Table 3 shows summary of students attitude towards statistics. This table summarizes infit, outfit,
reliability, means and standard deviation of both raw score and Rasch measure for two groups.
Table 3. Summary of students attitude towards statistics
Raw Score Rasch Score Infit Outfit Reliability N

Mean Standart Mean Standart
Error Error
Intervention
Pre test 72.8 13.7 .51 .63 1.15 1.11 .78 35
Post test 84.1 9.8 1.02 .58 1.01 .99 .72 35

Control
Pre test 72.9 9.0 .55 .44 1.01 1.02 .70 35
Post test 73.7 12.8 .57 .54 1.01 1.01 .82 35

Total
Pre test 72.9 11.6 .51 .56 1.09 1.07 .76 70
Post test 78.8 12.6 .78 .60 1.01 1.01 .80 70
Infit and outfit close to ideal value (1.00). Person reliability is between .70 and .82 (good). As is
shown in this table, learners performance has improved in posttest. But intervention group shows
important improvement in attitude, from .51 to 1.02 logits. Table 4 shows pre test and post test person
measures for two groups.
Rasch measures of item were subjected to analyses because they are both linear and interval.
The Rasch model is a quantitative, probabilistic measurement model that can convert raw data from the
participants ATS performances into equal-interval scales suitable for comparison. Table 5 shows
person ability measures for pretest and post test.
Winsteps software includes an item-person map in which person movement quality and item
difficulty relations can be seen. Estimates of fit and error are tabulated along with movement quality
and difficulty estimates. Item difficulty is expressed in terms of logits: zero is average; negative is
easier; and positive is becoming more difficult. Person movement quality is estimated in relation to
item difficulty estimates the higher the positive values the better the quality of movement (Bond & Fox,
2001). Figure 1 shows person item map for intervention group at ATS pre and post test.
Note that the measurement unit is common to both person movement quality and item. Persons
left side of the map are located. Items are located in right side of the map. It is a logit scale an interval
scale. Persons and items are located on the map according to their movement quality and difficulty
estimates, respectively (Bond & Fox, 2001). M markers along the map indicate the location of the
mean measure. Likewise, a marker of S indicates one standart deviation from the mean and T
indicates two standard deviations from the mean, as shown by Figure 1. The mean of item difficulties is
adopted by default as the 0 point. Each X represents the estimate for one subject person. As shown in
Figure 1 project-based learning has led to changes in the attitudes of students. Independent t-test was
performed by Rasch scores in Table 5 to determine whether a significant difference exists between the
pre-test scores of the students in experimental and control groups and the results were given in Table 5.
80 Koparan & Gven
Table 4. Raw scores and Rasch scores of person

Intervention Control
Pre-test Post-test Pre-test Post-test
P Raw Rasch Raw Rasch Raw Rasch Raw Rasch
Score Score Score Score Score Score Score Score
1 64 .10 96 1.84 70 .37 96 1.95
2 61 .00 88 1.07 69 .33 92 1.47
3 73 .40 80 .68 59 -.08 62 .09
4 90 1.27 77 .57 69 .33 48 -.41
5 84 .88 98 2.34 63 .08 89 1.24
6 84 .88 71 .36 82 .98 51 -.30
7 78 .60 94 1.56 74 .56 78 .67
8 73 .40 72 .39 81 .92 56 -.12
9 52 -.28 65 .17 69 .33 81 .80
10 70 .30 82 .77 65 .16 77 .63
11 58 -.09 96 1.84 62 .04 76 .59
12 75 .48 95 1.68 87 1.32 78 .67
13 77 .55 88 1.07 77 .70 76 .59
14 51 -.31 97 2.05 75 .60 86 1.05
15 67 .20 95 1.68 81 .92 64 .16
16 72 .37 87 1.01 70 .37 77 .63
17 66 .16 80 1.20 80 .86 62 .09
18 71 .33 88 1.07 72 .46 50 -.34
19 71 .33 73 .43 58 -.13 63 .12
20 76 .51 100 3.91 69 .33 81 .80
21 69 .26 78 .60 64 .12 70 .37
22 87 1.05 96 1.84 79 .81 56 -.12
23 86 .99 87 1.01 74 .56 74 .52
24 89 1.19 93 1.45 81 .92 82 .85
25 96 2.04 84 .86 76 .65 80 .76
26 92 1.46 74 .46 74 .56 83 .90
27 92 1.46 87 1.01 77 .70 66 .23
28 76 .51 90 1.20 57 -.17 68 .30
29 43 -.59 87 1.01 57 -.17 82 .85
30 52 -.28 65 .17 82 .98 90 1.31
31 80 .68 75 .50 84 1.11 55 -.16
32 96 2.04 82 .77 79 .81 87 1.11
33 59 -.06 65 .17 84 1.11 86 1.05
34 64 .10 100 3.91 92 1.80 88 1.17
35 53 -.25 80 .68 61 .00 71 .40
Table 5. Independent two sample t test results
Group N Mean SD SD Error sd t p

(Logit) Mean
Pre-test Intervention 35 .51 .64 .11 68 -.336 .738
Control 35 .55 .46 .08
Figure 1. Person item maps for intervention group at ATS pre and post test
Looking at the measures of the two groups pre-test averages are very close to each other (.51
and .55). The result of the intervention and control groups compared to pretest prior to the application
by the t test results, there is no difference between ATS of groups t(68) = -.336, p > .05.
Table 6. Intervention group pre and post test t test results

Intervention N Mean SD SD Error sd t p
Group (Logit) Mean
Pre-test 35 .51 .64 .11
34 -3.553 .001
Post-test 35 1.18 .87 .15
82 Koparan & Gven
Looking at the measures of the intervention groups the average score of students at the pre-test
was .51 (SD = .64), while the average score at post was 1.18 (SD = .87). Results from a dependent t-
test indicate that this difference was significant, t(34) = -3.553, p < .05. Project-based learning approach
may be regarded as a positive effect on students' ATS.
Table 7. Control group pre and post test t test results

Control N Mean SD SD Error sd t p
Group (Logit) Mean
Pre-test 35 .55 .46 .08

34 -.163 .871
Post-test 35 .57 .55 .09
Looking at the measures of the control groups the average score of students at the pre-test was
.55 (SD = .46), while the average score at post-test was .57 (SD = .55). Results from a dependent t-test
indicate that this difference was significant, t(34) = -.163, p >.05. Traditional teaching method may not
be regarded as if it has a positive effect on students' ATS.
Table 8. Analysis of Covariance results
Source SS df MS F p
Pretest .043 1 .043 .078 .781
Method 6.494 1 6.494 11.738 .001
Error 37.070 67 .553
A one-way analysis of covariance (ANCOVA) was conducted for this study. The independent
variable project based learning approach, the dependent variable was the students statistics ability
scores and the covariate was the students score on the pretest. The ANCOVA was significant, F(1, 67)
= 11.738, p < .05 and 2 .15 . According to the results of ANCOVA, the intervention groups and
control groups pre-test scores are under control, a statistically significant difference was found
between post-test scores.
Discussion and Conclusion

The purpose of this study was to investigate the effects of project-based learning on attitudes of eighth
grade students. For this reason, experimental and control groups were formed for the study. Whereas
project-based learning was applied to the experimental group, traditional teaching (instruction based on
student textbooks) was applied to the control group in the study. With this aim, projects and ATS were
developed and applied to the students. The results of the study revealed that the attitude towards
statistics, there was a significant difference between the experimental and the control groups. As
presented in the pre-test findings of attitude towards statistics of students, there was no significant
difference between the experimental and control groups in terms of their attitudes towards statistics.
Post-test findings showed that the experimental group performed better than the control group. In other
words, the students who were educated by project-based learning had more positive attitudes towards
statistics than those who were educated by the instruction based on student textbooks.
These results support project-based learning approach can be applied in other studies. Baert,
Beunens and Dekeyser (2002) emphasizes that, project based learning approach makes learning easier
and more enjoyable. They advocated that project based learning may constitute an excellent learning
environment. Projects enable students to carry out an activity in accordance with their own interests
(Cruickshank, Jenkins & Metcalf, 2003; Shearer & Quinn, 1996). Looking at this perspective positive
change in attitudes can be seen as a factor that is expected in a project based learning environment.
Papastergiou (2005) expressed that design and development of web sites related to teachers' educational
projects were increased their interest in the educational process of web page design. Solomon (2003)
emphasized that a well-designed project will increase the students desire and interest. Erdem and
Akkoyunlu (2002), Alada (2005), Gltekin (2005), ifti (2006), zdemir (2006), Yaln, Turgut and
Bykkasap (2009) and Ba and Beyhan (2010) carried out studies by project-based learning in
different learning atmospheres. They explored students attitudes towards courses by project-based
learning. In their studies, they found that there was a significant difference in the attitude levels towards
the lesson between the groups, which project-based learning and the other group for which the
instruction based on student textbooks were used. The students who were educated by project-based
learning had developed more positive attitudes towards the lesson than the students who were educated
by the instruction based on student textbooks. These results resemble to the result of this study. It can
be said based on the findings; project-based learning was more effective on the development of
students attitudes towards lesson than the instruction based on student textbooks. However, some
researchers investigated the effects of project-based learning approach on learning process and learners
attitudes (Demirel et all., 2000; Yurtluk, 2003). In their researches, it was found that there was no
significant difference between pre- and post-test results of attitude scale in control and experimental
groups.
There are research studies that explain the advantages of using project-based learning in
educational settings (Demirel et al., 2000; Korkmaz, 2002; Yurtluk, 2003; Gltekin, 2005). However,
only a few of them have focused on project-based learning in statistics teaching. These studies which
were on the investigation of project-based learning were carried out in middle school level by
comparing project-based learning with traditional methods. However, this study focuses on the effects
of project-based learning with comparison to the traditional teaching. From this perspective, this
research can be stated to have a significant value. By carrying out this study, the researcher hopes that
project-based learning can receive more attention and enjoy more popularity amongst mathematics
teachers at all grade levels.
There is general consensus in the mathematics education community that students need a deep
and meaningful understanding of any mathematical content. Consequently, project based learning
approach would be useful for teachers to consider the appropriate formative experiences that will foster
the students capacity for ongoing statistical learning, help them reflect on the nature of statistics, and
help them value statistical knowledge and literacy in improving the education of all the citizens.
Teachers should be more informed about students' thoughts and attitudes towards statistics
(Mvududu, 2003). Defining attitudes towards statistics of the students and planning the instruction
process to improve their statistical literacy in a positive direction will contribute to increase the
students succes in maths. Teachers raise awareness to students about the practical applications of
statistical research. Thus teachers can help improve students' attitudes.
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Putu Liana Wardani
PROJECT BASED LEARNING 170220101006
Pendidikan Matematika
Penelitian
Telaah Applicable yang
Relevan
1. PjBL 1. Kelebihan Jurnal
2. Syntax 2. Kekurangan Internasional
3. Teori 3. Ciri Khas yang terkait
4. Sistem Sosial Jurnal dengan
5. Sistem Pendukung
4. Aplikasinya dalam Penelitian Project
pembelajaran Based Learning
6. Dampak Pengiring
PROJECT BASED LEARNING
Menggunakan Menekankan pada

proses pembelajaran Menggunakan proyek
masalah sbg jangka panjang (terkait sbg media
langkah awal pengalaman)
PjBL dirancang untuk

Melibatkan proses digunakan pada
inquiry permasalahan komplek
yang diperlukan peserta
didik dalam mencari tahu
Menentukan
Pertanyaan Mendasar
Mendesain
Perencanaan Proyek
Menyusun Jadwal
Pengamatan terhadap
Peserta Didik dan
Kemajuan Proyek
Penilaian
Reflekasi dan Temuan

Baru
John Dewey
Learning by Doing
Teori Vygotsky
Perkembangan intelektual individu berhadapan dengan
pengalaman baru dan menantang lalu berusaha untuk
PjBL
memecahkan masalah berdasar pengalaman yang dimiliki.
Piaget
Pengetahuan peserta didik akan berkembang saat peserta
didik menghadapi pengalaman baru yang memaksa
peserta didik untuk membangun serta memodifikasi
pengetahuan awal yang telah peserta didik miliki.
Konstruktivisme
Pengetahuan dibangun sendiri oleh peserta didik dengan
menggunakan pengalaman dan struktur kognitif yang sudah
dimiliki.
Project based learning bertujuan agar
siswa menghasilkan sebuah proyek yang
nantinya dapat diterapkan dalam
pembelajaran, pembelajaran yang
tadinya bersifat abstrak menjadi nyata
karena telah diaplikasikan pada sebuah
proyek. Selain itu siswa juga diharapkan
mampu memperoleh pengalaman ketika
menyelesaikan proyek.
Materi yang digunakan
dapat dibuat ke dalam
sebuah proyek
(konkret)
Pertanyaan pengiring
Dampak Pengiring
Ciri Khas
Kekurangan
Kelebihan
Ciri Khas dari Project Based Learning
Centrality
Project based learning merupakan metode yang
berbasis pada proyek. Sehingga proyek yang
dibuat oleh peserta didik menjadi pusat dalam Autonomy
pembelajaran; Project based learning menuntut peserta didik
menjadi pusat pembelajaran dan sebagai
Driving question problem solver dari masalah yang dibahas; - Adanya masalah atau tantangan
Dalam menyelesaikan sebuah proyek, peserta kompleks yang diajukan peserta
didik dituntun melalui pertanyaan-pertanyaan Realisme didik;
yang nantinya akan mengarahkan peserta didik Kegiatan peserta didik difokuskan pada
untuk menyelesaikan proyek tersebut; pekerjaan yang serupa dengan situasi yang
sebenarnya. Aktifitas ini mengintegrasikan
Constructive Investigation tugas otentik dan menghasilkan sikap yang
- Peserta didik bekerja dalam tim
Peserta didik membangun pengetahuannya profesional; kooperatif;
dengan melakukan investigasi secara mandiri;
Pembelajaran dengan metode PjBL membawa
materi yang tadinya abstrak menjadi nyata. - Hasil dari pembelajaran berupa
Sehingga tidak menimbulkan perbedaan
perspestive; proyek dan pengalam dalam
menemukan sesuatu.
meningkatkan motivasi peserta didik memerlukan banyak waktu untuk menyelesaikan masalah;
meningkatkan kemampuan peserta didik dalam membutuhkan biaya yang cukup banyak;
memecahkan masalah banyak peralatan yang harus disediakan;
meningkatkan kolaborasi antar peserta didik peserta didik yang memiliki kelemahan dalam
meningkatkan keterampilan dalam mengelola sumber percobaan dan pengumpulan informasi akan mengalami
informasi kesulitan;
meningkatkan keaktifan peserta didik tidak semua materi dapat dibuat pembelajaran berbasis
meningkatkan keterampilan peserta didik dalam mencari proyek;
informasi ada kemungkinan peserta didik yang kurang aktif
mendorong peserta didik untuk mengembangkan dalam kerja kelompok.
keteampilan berkomunikasi
memberikan pengalaman kepada peserta didik dalam
mengorganisasi proyek;
memberikan pengalaman dalam membuat alokasi waktu
untuk menyelesaikan tugas;
menyediakan pengalaman belajar yang melibatkan
peserta didik dengan dunia nyata;
membuat suasa belajar menjadi menyenangkan.
APLIKASI METODE PROJECT
BASED LEARNING DALAM
PEMBELAJARAN
MATEMATIKA
Project-Based Learning The Effect on the 8th
and Design-Focused Grade Students' Attitude
Projects to Motivate towards Statistics of
Secondary Mathematics Project Based Learning
Students
Jurnal ini menggambarkan bagaimana guru matematika dapat Penelitian ini meneliti pengaruh pendekatan pembelajaran
mengembangkan proyek yang berfokus pada desain, terkait dengan berbasis proyek terhadap sikap siswa kelas 8 terhadap statistik.
pembelajaran berbasis proyek, untuk memotivasi siswa matematika Dengan tujuan ini, skala sikap terhadap statistik dikembangkan.
sekunder. Dengan pengalaman tangan pertama sebagai guru Model penelitian kuasi eksperimental digunakan dalam penelitian
matematika sekunder, saya memberikan serangkaian langkah yang ini. Mengikuti model ini dalam kelompok kontrol, metode
berkaitan dengan proses perancangan teknik, yang sangat membantu tradisional diterapkan untuk mengajarkan statistik dimana pada
guru dalam mengembangkan proyek yang berfokus pada desain, pendekatan pembelajaran berbasis proyek kelompok intervensi
menjelaskan berbagai proyek yang telah dikembangkan dan diikuti. Skala sikap terhadap statistik diterapkan sebagai pre-test
diterapkan di dalam kelas saya, dan berbagi artefak proyek yang dan post-test untuk 70 siswa yang belajar di dua kelas kelas 8
diilustrasikan oleh gambar, karya siswa, dan komentar siswa. Mengacu yang berbeda dari sebuah sekolah menengah di Trabzon selama
pada Model MUSIK Motivasi Akademik dan merenungkan pengamatan Tahun Akademik 2011-2012. Hasil penelitian menunjukkan bahwa
pribadi, hasil siswa, dan komentar siswa, saya memberikan wawasan pembelajaran berbasis proyek meningkatkan sikap siswa
pribadi tentang bagaimana proyek yang berfokus pada desain dapat terhadap statistik pada kelompok intervensi. Oleh karena itu,
dirasakan untuk meningkatkan motivasi siswa di dalam kelas penggunaan pendekatan pembelajaran berbasis proyek selama
matematika. kursus statistik di kelas matematika sangat dianjurkan.
TERIMA KASIH

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PROJECT BASED LEARNING

(disusun untuk memenuhi tugas Strategi Pembelajaran Matematika)

PROGRAM STUDI MAGISTER PENDIDIKAN MATEMATIKA

B. Langkah-langkah Pembelajaran (Syntax)

2) Mendesain perencanaan proyek

4) Pengamatan terhadap peserta didik dan kemajuan proyek

C. Teori yang Berkenaan dengan PjBL

Berdasarkan berbagai bentuk penelitian, PjBL lebih efektif untuk

2. Aplikasi metode Project Based Learning dalam Pembelajaran Matematika

3. Penelitian yang Relevan

B. Kompetensi Dasar, Indikator dan Tujuan

Pertemuan ke-1 (2x40 menit)

Fase Scientific Jenis Kegiatan

Meminta siswa Menyelesaikan

Mengamati Menyelesaikan Sesuai dengan

Fase Scientific Jenis Kegiatan

Kemampuan yang diharapkan:

Alat dan Bahan:

Berikut ini adalah bentuk perangkat proyek yang telah dikembangkan

Dapatkah kamu membantu Tabi?

1) Pelajari bentuk jaring-jaring tabung dan cara menentukan keliling lingkaran

2) Tentukan banyak tabung A, B dan C yang digunakan untuk mengisi drum

1. Perhatikan aturan yang sudah ditentukan pada lembar permasalahan.

2. Buatlah jaring-jaring tabung sesuai ukuran yang sudah ditentukan

3. Kerjakan secara berkelompok

4. Kerjakan sesuai dengan langkah-langkah yang telah dituliskan di lembar 1

5. Kombinasikan ketiga volume tabung untuk memenuhi drum utama

1. Siapkan Alat dan Bahan !

2. Hitunglah keliling lingkaran !

4. Guntinglah 3 jaring-jaring tabung tanpa tutup dan merangkai sehingga

membentuk tabung sesungguhnya !

5. Hitunglah volume 3 tabung yang sudah dibentunk dari masing-masing jaring-

utama hingga penuh !

7. Isilah lembar pengerjaan yang telah disediakan !

1. Hitung keliling lingkaran!

Keliling lingkaran A = ...

Keliling lingkaran C = ...

2. Hitung volume tabung!

Volume tabung A = ...

Volume tabung C = ...

4. Gunting dan rangkai jaring-jaring tabung hingga membentuk 3 tabung

.... Tabung A + .... Tabung B + .... Tabung C

.... Tabung A + .... Tabung B + .... Tabung C

.... Tabung A + .... Tabung B + .... Tabung C

.... Tabung A + .... Tabung B + .... Tabung C

1. Tulis rencana yang akan dilakukan

2. Berikan tanda check list ( ) pada rencana yang terlaksana

Rubrik Penilaian (Lembar 2)

Kemampuan No.Soal Skor

Perhitungan skor akhir menggunakan rumus :

1. Bacalah pernyataan yang ada di dalam kolom dengan teliti.

Perhitungan skor akhir menggunakan rumus :

Bacalah pernyataan yang ada di dalam kolom dengan teliti.

Dan penuh tanggungjawab

Rubrik Penilaian (Lembar 2)

Kemampuan No.Soal Skor

Perhitungan skor akhir menggunakan rumus :

1. Bacalah pernyataan yang ada di dalam kolom dengan teliti.

1. Berilah tanda cek ( ) sesuai dengan kemampuan siswa.

Perhitungan skor akhir menggunakan rumus :

Pesan menjadi seorang

Kesan menjadi seorang

1. Siswa diberi penjelasan mengenai tujuan pembelajaran sebelum siswa diberi

2. Siswa berdiskusi mengenai bentuk jaring-jaring tabung dan cara