THE EFFECTIVENESS OF PROJECT-BASED LEARNING WITH A DEEP LEARNING APPROACH IN ELEMENTARY SCHOOLS

Abstract

This study aims to analyze the effectiveness of Project-Based Learning (PjBL) integrated with a deep learning approach on elementary school students’ learning outcomes in Integrated Science and Social Studies (IPAS). In this paper, “deep learning” refers to a deep approach to learning in educational psychology (deep vs. surface cognitive engagement), not to AI-based deep neural networks. The research employed a quantitative method with a quasi-experimental pretest-posttest control group design. The research subjects consisted of 100 students, comprising 50 students in the experimental group and 50 students in the control group. The research instrument was a test measuring students’ conceptual understanding of IPAS. The results showed that the mean pretest score of the experimental group was 56.40, while that of the control group was 55.90, indicating relatively equivalent initial abilities. After the intervention, the mean posttest score of the experimental group increased to 82.70, whereas the control group reached 70.10. The gain score of the experimental group was 26.30, higher than that of the control group at 14.20. The N-Gain value of the experimental group was 0.61, categorized as moderate-high, while the control group obtained an N-Gain of 0.32, categorized as moderate. The t-test results indicated a t-value of 8.12 with a significance level of 0.000 (p < 0.05). The effect size, measured using Cohen’s d, was 1.12, indicating a large effect. This study concludes that Project-Based Learning with a deep learning approach is effective in improving elementary school students’ IPAS learning outcomes.

Keywords: Project-Based Learning, Deep Learning, IPAS (Integrated Science and Social Studies), Learning Outcomes, Elementary School