The Effect of Project-based Learning on Self-efficacy and Learning Outcomes of Physics Students in High School on Momentum and Impulse Learning Material

M. Rizki Febrian; Bambang Supriadi; Firda Kusuma Ayu Anggraeni

doi:10.20527/jipf.v10i2.18326

The Effect of Project-based Learning on Self-efficacy and Learning Outcomes of Physics Students in High School on Momentum and Impulse Learning Material

M. Rizki Febrian, Bambang Supriadi, Firda Kusuma Ayu Anggraeni

Abstract

Physics learning at the high school level is typically characterized by a predominance of teacher-led activities over student engagement, resulting in suboptimal student confidence and learning outcomes. This study aims to examine the effect of the application of the project-based learning (PjBL) learning model on student learning outcomes, especially in the learning material of momentum and impulse. This study is based on the need for innovative transformation of learning management to improve the quality of human resources and the active involvement of students as learning subjects. The employed research method is quantitative with a control-only design. The research sample comprised 10th-grade science students at Ibrahimy High School, categorized into Science 1 as the experimental group employing the project-based learning model and Science 2 as the control group utilizing the conventional model. The homogeneity test yielded a significance value of 0.620, which exceeds 0.05, indicating that the pre-test data for both the experimental and control classes are homogeneous. The normality test of the self-efficacy questionnaire data was conducted on 31 data samples using the Shapiro-Wilk method. The questionnaire and post-test normality test demonstrated that the data distribution in both the experimental and control groups was normal. The t-test on the questionnaire scores revealed a significance value of 0.002, which is below 0.05, indicating that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Thus, there was a significant difference in self-efficacy between students in the experimental class and the control class. Moreover, the t-test on the post-test scores showed a significance value of 0.000, less than 0.05, meaning that (H_o) was rejected and (H_a) was accepted. Thus, the learning outcomes between both classes were significantly different. This study concludes that the implementation of the project-based learning model significantly enhances student self-efficacy and learning outcomes in comparison to conventional learning models. PjBL has demonstrated the capacity to foster more dynamic and solution-focused learning via real-world problem-solving and innovative product development.

Keywords

Learning outcomes; Momentum and impulse; Physics; Project-based learning; Self-efficacy

Full Text:

PDF

References

Abdi, G. P., & Airlanda, G. S. (2023). Peningkatan kreativitas belajar peserta didik melalui model pembelajaran Project Based Learning. Jurnal Penelitian dan Evaluasi Pendidikan Indonesia, 13(2), 139-146.

Abidin, Z., Karyono, H., & Rahayu, M (2021). Pengaruh model project based learning dan motivasi belajar terhadap hasil belajar pada mata pelajaran produktif di SMK. JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika), 6(1), 58-64.

Aprilia, B., Kurniawan, I. S., & Yulianto, E. (2026). Pengaruh gaya kepemimpinan transformasional, self-efficacy, dan kedisiplinan terhadap organizational citizenship behavior pada pt sahasrabhanu cipta karya yogyakarta. Jambura Economic Education Journal, 8(1), 261–279.

Apsoh, S., Setiawan, A., & Marsela, M. (2023). Pengaruh model project based learning terhadap kemampuan berpikir kritis siswa. JUPEIS: Jurnal Pendidikan Dan Ilmu Sosial, 2(3), 174-185.

Arifianti, U., Islam, S. D., & Firdaus, A. (2020). Project based learning dalam pembelajaran IPA. Social, Humanities, and Educational Studies (SHES): Conference Series, 3(3), 2079-2082.

Brakhage, H., Gröschner, A., Gläser-Zikuda, M., & Hagenauer, G. (2023). Fostering students’ situational interest in physics: Results from a classroom-based intervention study. Research in Science Education, 53, 993–1008. doi:10.1007/s11165-023-10120-x

Dwiantoro, A., & Basuki, I. (2021). Analisis Pengaruh Model Pembelajaran Project Based Learning.

Ekatushabe, M., Kwarikunda, D., Muwonge, C. M., Ssenyonga, J., & Schiefele, U. (2021). Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students. International Journal of STEM Education, 8, Article 8. doi:10.1186/s40594-021-00272-5

Fadilasari, E., Pramudita, O., Aeni, K., & Azizah, W. A. (2024). Penerapan model pembelajaran project-based learning dalam mata pelajaran pendidikan pancasila untuk meningkatkan hasil belajar dan pengamalan makna nilai-nilai pancasila. INNOVATIVE, 4(1), 6887–6901.

Fatimah, P., & Makki, M. (2023). Pengaruh model pembelajaran project based learning (pjbl) terhadap hasil belajar matematika. Journal of Clasroom Action Research, 5, 51–57. https://doi.org/10.29303/jcar.v5iSpecialIssue.3932

Goldstein, O. (2016). A project-based learning approach to teaching physics for pre-service elementary school teacher education students. Cogent Education, 3(1), 1200833.

Handayani, S., Danil, M., & Aldyza, N. (2025). Pengaruh model project based learning (pjbl)terhadap hasil belajar kognitif siswa pada materi perkembangbiakan hewan. Jurnal JIPDAS, 5(1), 338–349. https://doi.org/10.37081/jipdas.v5i1.2541

Hariani, F., Hidayati, V. R., & Mardiana, N. (2024). Peningkatan kepercayaan diri (self efficacy) siswa kelas iv melalui penerapan model project based learning (pjbl) di sdn 31 mataram. Pendas, 9(3), 246–257.

Harizah, H., Sumarmi, S., & Bachri S. (2022). Pengaruh model pembelajaran project based learning terhadap hasil belajar geografi siswa sman 5 pamekasan. J-PIPS, 8(2), 104–113. https://doi.org/10.18860/jpips.v8i1.13020

Mawarini, D., Cahyadi, F., & Rahmawati, I. (2022). Pengaruh model pembelajaran project based learning terhadap hasil belajar kognitif siswa materi bangun ruang kubus dan balok kelas v. Wawasan Pendidikan, 2(2), 459–468. https://doi.org/10.26877/wp.v2i2.9885

Misbah, M., Hakam, A. B., Qamariah, Umar, F., Harto, M., & Muhammad, N. (2024, November). Project based learning (pjbl) model in science learning: A bibliometric analysis. E3S Web of Conferences, 482, 04031.

Nurhaswinda, N. (2026). Uji normalitas dan homogenitas dalam analisis statistik. Didaktik, 12(1), 98–105.

Padji, M. F. D., Nuhamara, Y. T. I., & Wadu, D. I. (2024). Pengaruh model project based learning terhadap hasil belajar matematika siswa smp. Prima Magistra, 5(1), 38–45. https://doi.org/10.37478/jpm.v5i1.3593

Rahmawati, N. S., & Maryani, I. (2025). Pengaruh model project-based learning terhadap efikasi diri dan keterampilan berpikir kritis peserta didik pada mata pelajaran ipa sd kelas v. Proceeding Seminar Nasional IPA, 54-68.

Ramadianti, A. A. (2021). Efektivitas model pembelajaran project based learning terhadap hasil belajar matematika sekolah dasar. Jurnal Primatika, 10(2).

Rasidah, R., Wahyuningsih, T., Suhartini, E., Dwiyono, Y., & Arafah, A. A. (2022). Pengaruh penggunaan model pembelajaran project based learning terhadap penguasaan materi ipa pada siswa. Jurnal Pendidikan Mipa, 12(4), 1072–1078.

https://doi.org/10.37630/jpm.v12i4.730

Ratu, T. (2021). Efektivitas project based learning terhadap efikasi diri dan kemampuan berpikir kritis peserta didik. Jurnal Konstan, 6(1), 1–10. http://jurnalkonstan.ac.id/index.php/jurnal

Rohim, D. C., Nugraha, Y. A., Rozaq, M. A., & Kudus, U. M. (2023). Pengaruh model project based learning terhadap kemampuan numerasi siswa di sd jatiroto 01. Jurnal Review Pendidikan Dasar, 9(3), 183–189.

Ruddin, R. H. (2024). Pengaruh model pembelajaran pjbl terhadap hasil belajar siswa di smk negeri 7 makassar. Jurnal MediaTIK, 7(3), 41–47.

Santos, P., El Aadmi, K., Calvera-Isabal, M., & Rodríguez, A. (2025). Fostering students’ motivation and self-efficacy in science, technology, engineering, and design through design thinking and making in project-based learning: a gender-perspective study in primary education. International Journal of Technology and Design Education, 35(4), 1293–1319. https://doi.org/10.1007/s10798-025-10001-6

Sasmita, P. R., & Hartoyo, Z. (2020). Pengaruh pendekatan pembelajaran stem project based learning terhadap pemahaman konsep fisika siswa. Silampari Jurnal Pendidikan Ilmu Fisika, 2(2), 136–148. https://doi.org/10.31540/sjpif.v2i2.1081

Setiyadi, S., & Wahyu, M. (2023). Implementation of the project-based learning model to improve sefl efficacy and student learning outcomes. Wawasan Pendidikan, 18(5), 687–691. https://doi.org/10.29303/jpm.v18i5.5479

Sianturi, R. (2022). Uji homogenitas sebagai syarat pengujian analisis. Jurnal Pendidikan, Sains Sosial, Dan Agama, 8(1), 386–397. https://doi.org/10.53565/pssa.v8i1.507

Sinaga, S. J., Najamuddin, N., Dewi, D. A., Widodo, U., Siahaan, K. W. A., Misbah, M., ... & Mobo, F. D. (2023). Implementation of PBL model on strengthening students’ numerical literacy and digital literacy skills. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(1), 575-586.

Syaifuddin, S., Sarwi, S., Hartono, H., & Nuswowati, M. (2025). Mapping research trends on STEM-integrated project-based learning in physics education: a bibliometric review. Journal of Education and Learning (EduLearn), 19(4), 1859-1872.

Ulfah, A., Hamid, A., Brigjend Hasan Basry Banjarmasin, J. H., & Selatan Indonesia, K. (2020). Meningkatkan self-efficacy dan kemampuan berpikir kreatif siswa melalui model project based learning pada materi koloid. Journal of Chemistry And Education, 3(3), 90–96.

Usmadi, U. (2020). Uji homogenitas dan uji normalitas. Inovasi Pendidikan, 7(1), 50–52.

Wahyudiati, D., & Qurniati, D. (2022). Effect of project-based learning on pre-service chemistry teachers’ self-efficacy and critical thinking skills. Jurnal Penelitian Pendidikan IPA, 8(5), 2307–2311. https://doi.org/10.29303/jppipa.v8i5.1834

Watoni, K., Tahir, M., & Suciani, B. R. (2025). Peningkatan kepercayaan diri peserta didik melalui pembelajaran berbasis proyek (project-based learning) di sdn 31 mataram. Jurnal Pendidikan, Sains, Geologi, Dan Geofisika (GeoScienceEd Journal), 6(3), 1846–1851. https://doi.org/10.29303/goescienceed.v6i3.869

DOI: https://doi.org/10.20527/jipf.v10i2.18326