THE EFFECTIVENESS OF THE PROJECT-BASED LEARNING (PjBL) MODEL ASSISTED BY METAVERSE MEDIA ON CONCEPTUAL UNDERSTANDING AND DIGITAL SKILLS IN ELEMENTARY SCHOOL MATHEMATICS LEARNING

Abstract

This study aims to analyze the effectiveness of the Project-Based Learning (PjBL) model assisted by metaverse media in mathematics learning on elementary school students’ conceptual understanding and digital skills through the level of conceptual understanding achievement, classical completeness, improvement in conceptual understanding, and significant differences in digital skills. This research uses a quantitative approach with a pra-experimental methodology employing a one pretest-posttest group design. The research population consists of elementary school students in South Tangerang, Banten, Indonesia, with a sample drawn from fifth-grade students. The sample was selected using a simple random sampling technique. Data collection techniques in this study involved tests using instruments for assessing students’ conceptual understanding and digital performance skills. Data analysis techniques included one-sample t-tests, one-sample binomial tests, N-gain tests, and paired sample t-tests. The findings indicate that students’ mathematical conceptual understanding improved after the implementation of the PjBL model assisted by metaverse media, with an average conceptual understanding score of 78.30, classical completeness reaching 83.33%, student conceptual understanding improvement at a moderate level of 73.33%, and a significant difference in digital skills, with a pre-learning average of 61.30 and a post-learning average of 78.30, resulting in a score difference of 17. The conclusion of this study is that the PjBL model assisted by metaverse media in mathematics learning is effective in enhancing both conceptual understanding and digital skills of elementary school students.

Keywords: Mathematics Learning, Project-Based Learning (PjBL), Conceptual Understanding, Digital Skills, Metaverse Media