PERBEDAAN PENGARUH MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING DAN MODEL PEMBELAJARAN PROJECT BASED LEARNING TERHADAP HASIL BELAJAR SISWA PADA ELEMEN INSTALASI PENERANGAN LISTRIK DI SMKN 4 JAKARTA

RAHMAN, . (2025) PERBEDAAN PENGARUH MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING DAN MODEL PEMBELAJARAN PROJECT BASED LEARNING TERHADAP HASIL BELAJAR SISWA PADA ELEMEN INSTALASI PENERANGAN LISTRIK DI SMKN 4 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran contextual teaching and learning (CTL) dan project based learning (PjBL) terhadap hasil belajar peserta didik pada materi elemen instalasi penerangan listrik. Fokus penelitian mencakup pengaruh masing-masing model terhadap hasil belajar, perbedaan hasil belajar antara CTL dan PjBL. Penelitian ini menggunakan pendekatan kuasi-eksperimen dengan desain perbandingan dua kelas, di mana satu kelas menerapkan model CTL dan kelas lainnya menerapkan model PjBL. Instrumen hasil belajar diukur melalui tes kognitif pretest dan posttest, sedangkan keterampilan abad 21 diukur menggunakan angket penilaian berbasis 4C melalui self assessment, peer assessment, dan teacher assessment. Hasil penelitian menunjukkan bahwa pada model CTL nilai rata-rata pretest adalah 19,82 dan rata-rata posttest 82,3 dengan skor N-Gain sebesar 0,78 hasil uji hipotesis menggunakan paired samples t-test mendapatkan nilai sig (2-tailed) sebesar 0,000. Pada model PjBL, nilai rata-rata pretest adalah 25,89 dan rata-rata posttest 80 dengan skor N-Gain sebesar 0,72 dan hasil uji hipotesis menggunakan paired samples t-test mendapatkan nilai sig (2-tailed) sebesar 0,000. Perbedaan hasil belajar antara CTL (mean 78,7) dan PjBL (mean 79,3) menunjukkan nilai sig. sebesar 0,746, maka dapat disimpulkan bahwa tidak terdapat perbedaan signifikan antara model pembelajaran CTL dan PjBL. Interaksi model pembelajaran CTL dan PjBL mendapatkan nilai sig. sebesar 0,532, maka dapat disimpulkan bahwa kemampuan awal peserta didik tidak memberikan pengaruh yang signifikan terhadap efektivitas model pembelajaran. ***** This study aims to analyze the influence of contextual teaching and learning (CTL) and project based learning (PjBL) learning models on student learning outcomes in the material of electrical lighting installation elements. The focus of the study includes the influence of each model on learning outcomes, differences in learning outcomes between CTL and PjBL. This study uses a quasi-experimental approach with a two-class comparison design, where one class applies the CTL model and the other class applies the PjBL model. Learning outcome instruments are measured through pretest and posttest cognitive tests, while 21st century skills are measured using a 4C-based assessment questionnaire through self-assessment, peer assessment, and teacher assessment. The results of the study show that in the CTL model the average pretest score is 19.82 and the average posttest is 82.3 with an N-Gain score of 0.78. The results of the hypothesis test using paired samples t-test obtained a sig value (2-tailed) of 0.000. In the PjBL model, the average pretest score was 25.89 and the average posttest was 80 with an N-Gain score of 0.72 and the results of the hypothesis test using paired samples t-test obtained a sig value (2-tailed) of 0.000. The difference in learning outcomes between CTL (mean 78.7) and PjBL (mean 79.3) showed a sig value of 0.746, so it can be concluded that there is no significant difference between the CTL and PjBL learning models. The interaction of the CTL and PjBL learning models obtained a sig value of 0.532, so it can be concluded that students' initial abilities do not have a significant influence on the effectiveness of the learning model.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Faried Wadjdi, M.Pd., MM. ; 2). Prof. Dr. Soeprijanto, M.Pd.
Subjects:	Pendidikan > Pendidikan Kejuruan dan Sekolah Kejuruan
Divisions:	FT > S1 Pendidikan Teknik Elektro
Depositing User:	Rahman .
Date Deposited:	21 Jan 2026 07:10
Last Modified:	21 Jan 2026 07:10
URI:	http://repository.unj.ac.id/id/eprint/63195

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