Comparison of the Effectiveness of PBL and PjBL Learning Models in Terms of Self-Regulated Learning and Mathematical Reasoning

Abstract

This study aimed to describe the effectiveness of Problem-Based Learning (PBL) and Project-Based Learning (PjBL) models and to compare the effectiveness of PBL and PjBL learning models in terms of students' self-regulated learning and mathematical reasoning. The study used a quantitative approach using a quasi-experimental research design, specifically a nonequivalent comparison group design. The research was conducted at a public junior high school in Metro City, Lampung, during the even semester of the 2023/2024 academic year. The research sample consisted of class VII 1, which used the PBL learning model, and class VII 3, which used the PjBL learning model. Data collection instruments included a self-regulated learning questionnaire and a mathematical reasoning test. For inferential analysis, multivariate normality assumption tests and homogeneity of covariance matrices tests were performed, followed by one-sample mean vector tests and one-sample t-tests, and then MANCOVA tests. The results of the study indicated that both PBL and PjBL learning models were effective, and the PBL model was found to be as effective as the PjBL model in terms of students' self-regulated learning and mathematical reasoning.