Influence of Project-Based Learning Models and Logic Mathematics on Learning Outcomes in Basic Chemistry

Aceng Haetami, Habiddin, Fahyuddin, Maysara, M. Alim Marhadi, Yuniati Tewa


This study aimed to determine the effect of project-based learning models and logical-mathematical intelligence on basic chemistry learning outcomes. This research was conducted at the Department of Chemistry Education FKIP UHO with 68 students selected by random sampling. The research method used is quasi-experimental with a treatment design by level 2x2. Data analysis used ANOVA with significance of 0.05. The results showed that: (1) the learning outcomes of students taught using the project-based learning model were higher than those taught using the direct learning model, (2) there was an interaction effect between the learning model and logical-mathematical intelligence on the learning outcomes of basic chemistry, (3) student learning outcomes of basic chemistry taught using a project-based learning model are higher than those taught using a direct learning model for groups of students who have high mathematical, logical intelligence, (4) learning outcomes of basic chemistry students taught with a project-based learning model are higher lower compared to those taught by direct learning models for groups of students who have low mathematical, logical intelligence.


Keywords: project-based learning, direct learning, mathematical logical intelligence, learning outcomes.

Full Text:



MCCORMICK N. J., CLARK L. M., and RAINES J. M. Engaging students in critical thinking and problem solving : a brief review of the literature. Journal of Studies in Education, 2015, 5(4): 100–113.

KEMENDIKBUD. Model Pengembangan Berbasis Proyek (Project Based Learning). Kementrian Pendidikan dan Kebudayaan, Jakarta, 2013.

LESTARI R. A., HADISAPUTRO S., and NUSWOWATI M. Pembelajaran Berbasis Proyek dengan Produk Artikel Untuk Mengkatkan Hasil Belajar Siswa. Chemistry in Education, 2015, 4(2): 1–7.

NA’IMAH N.J., SUPARTONO, and WARDANI S. Penerapan Pembelajaran Berbasis Proyek Berbatuan E-learning Untuk Mengkatkan Hasil Belajar Siswa. Jurnal Inovasi Pendidikan Kimia, 2015, 9(2): 1566–1576.

RATI N. W., KUSMARYATNI N., and REDIANI N. Model Pembelajaran Berbasis Proyek, Kreativitas, dan Hasil Belajar Mahasiswa. Jurnal Pendidikan Indonesia, 2017, 6(1): 60–70.

SAID A. & BUDIMANJAYA A. 95 Strategi mengajar multiple intelligences. Prenadamdia Group, Jakarta, 2016.

SUGIYONO. Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R & D. Alfabeta, Bandung, 2012.

OSTERLIND S. J. Constructing test items: multiple-choice, constructed-response, performance, and other formats. Kluwer Academic Publishers, New York, 2002.

GERSTEN R. M., CHARD D. J., JAYANTHI M., and BAKER S. K. Mathematics Instruction for Students with Learning Disabilities: A Meta-Analysis of Instructional Components. Review of Educational Research, 2009, 79(3): 1202-1242.

HAETAMI A., MAYSARA, and MANDASARI E.K. (2020). The Effect of Concept Attainment Model and Mathematical Logic Intelligence on Introductory Chemistry Learning Outcomes. Jurnal Pendidikan dan Pengajaran, 53(3): 244-255.

AL-FAOURY O. H. A., KHATAYBEH A., and AL-SHEIKH K. Multiple intelligences of students at Jordanian universities. Journal of International Education Research, 2011, 7(4): 1–13.

DARLING-HAMMOND L., FLOOK L., COOK-HARVEY C., BARRON B., and OSHER D. Implications for educational practice of the science of learning and development. Applied Developmental Science, 2019, 24(2): 97–140.

YULIANTO A., FATCHAN A., and KOMANG A. Penerapan Model Pembelajaran Project Based Learning Berbasis Lesson Study untuk Meningkatkan Keaktifan Belajar Siswa. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2017, 2(3): 448-453.


  • There are currently no refbacks.