STRENGTHENING SELF-CONFIDENCE STRATEGIES IN PROBLEM-SOLVING AND LEARNING OUTCOMES IN ELEMENTARY SCHOOLS

Abstract

This study examines the effectiveness of Project-Based Learning (PjBL) and Problem-Based Learning (PBL) in enhancing self-confidence, problem-solving skills, and learning outcomes among elementary school students in Arjawinangun District. Preliminary observations revealed low academic confidence, limited participation, and difficulties in higher-order thinking, indicating the need for constructivist learning strategies that promote active engagement. Using a quasi-experimental design, the study involved 200 fifth-grade students from five elementary schools, divided into two treatment groups. Research instruments included a self-confidence questionnaire, problem-solving test, learning achievement test, and observation sheets assessing the implementation fidelity of both models. Findings indicate that PjBL produced the highest improvements across all variables, as reflected in greater gain scores and statistically significant results. The project-oriented nature of PjBL provides authentic learning experiences, supports collaborative work, and encourages reflective thinking, all of which contribute to stronger confidence and deeper conceptual understanding. Although PBL also improved students’ analytical abilities, the complexity of open-ended problems created higher cognitive demands for some learners, resulting in smaller gains than those achieved through PjBL. Overall, the study highlights the importance of integrating active, contextual, and student-centered learning approaches to strengthen 21st-century competencies in elementary education.

Keywords: Project-Based Learning, Problem-Based Learning, Self-Confidence, Problem-Solving Skills, Learning Outcomes