Effectiveness of PjBL on pgsd students’ ability to design social studies modules-based local wisdom

Nurul Sinta Nirwana; Safitri Yosita Ratri; Vera Yuli Erviana; Oktavian Muning Sayekti

doi:10.33578/jpfkip.v15i2.403-413

Authors

Nurul Sinta Nirwana Universitas Negeri Yogyakarta, Yogyakarta, Indonesia Author
Safitri Yosita Ratri Universitas Negeri Yogyakarta, Yogyakarta, Indonesia Author
Vera Yuli Erviana Universitas Ahmad Dahlan, Yogyakarta, Indonesia Author
Oktavian Muning Sayekti Universitas Negeri Yogyakarta, Yogyakarta, Indonesia Author

DOI:

https://doi.org/10.33578/jpfkip.v15i2.403-413

Keywords:

local wisdom, PGSD, pre-service teachers, project-based learning, social studies teaching modules

Abstract

The present study examines changes in PGSD students’ ability to design local wisdom-based social studies modules after participating in Project-Based Learning (PjBL). The study employed a quasi-experimental one-group pre–test–post–test design involving 42 fifth-semester students. The intervention consists of PjBL activities, including exploring local culture, designing collaborative projects, and engaging in reflective learning. Data were collected using pre- and post-tests, observations, and validated self-assessment instruments. Data were subsequently analyzed using paired-sample t-tests and N-Gain calculations. The results indicate a significant increase in students’ module design skills, particularly in content organization, integration of local wisdom, collaboration, and socio-cultural relevance (p < 0.001). These findings indicate that PjBL supports the development of more advanced skills in designing contextual learning modules.

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