Journal of Mathematics Education p-ISSN 2089-6867

Volume 10, No. 1, February 2021 e–ISSN 2460-9285

[Link]

PRE SERVICE TEACHERS’ PERCEPTION ON THE

IMPLEMENTATION OF PROJECT BASED LEARNING IN
MATHEMATIC CLASS
Marah Doly Nasution1, Ahmad*2, Zulkifley Mohamed3
1UniversitasMuhammadiyah Sumatera Utara, Indonesia
2
Universitas Muhammadiyah Purwokerto, Indonesia
3Sultan Idris Education University, Malaysia

Article Info ABSTRACT

Article history: Project-based learning is one of the 21st-century methods that can increase the
students' ability to have useful competence in their knowledge, especially in
Received Nov 6, 2020 learning mathematic. Hence, the teachers' perception of the implementation of
Revised Jan 16, 2021 PBL is essential to know. The purpose of this study was to determine student
Accepted Jan 18, 2021 perceptions about the application of project-based learning models. This
research is a survey research with a quantitative descriptive approach. The
samples used in this study amounted to 63 students of the sixth semester in the
Keywords: Department of Mathematical Education, Muhammadiyah University North
Sumatra. The data collection technique used a questionnaire. The data analysis
Mathematics Education, technique consists of quantitative analysis techniques with a statistical
Pre Service Teacher, approach. The results of this study indicate that: (1) the students' perceptions
Project Based Learning of the interaction aspects of students and teachers are in the very good category
with a mean score of 85.32%. (2) Students' perceptions of motivation /
increasing student interest in learning are in the very high category, with an
average score of 85.53%. (3) Students' perceptions on the competency aspect
of understanding subject matter are in the very good category with an average
score of 85.48%. (4) Students' perceptions of the competency aspects of
critical, effective, and efficient thinking are in the category of strongly agree
with a mean score of 82.62%. (5) Students' perceptions of good time
management competence are in the good category with an average score of
79.10%. (6) Students' perceptions of good student learning outcomes are in the
very good category, with a mean score of 82.67%. (7) Students' perceptions of
the learning model's conformity aspect with subject characteristics are in the
very high category with a mean score of 84.05%.
Copyright © 2021 IKIP Siliwangi.
All rights reserved.

Corresponding Author:
Ahmad,
Department of Mathematics Education
Universitas Muhammadiyah Purwokerto,
Jl. KH. Ahmad Dahlan, Kembaran, Banyumas, Central Java 53182, Indonesia
Email: ahmad@[Link]

How to Cite:
Nasution, M. D., Ahmad, A., & Mohamed, Z. (2021). Pre service teachers’ perception on the implementation
of project based learning in mathematic class. Infinity, 10(1), 109-120.

1. INTRODUCTION
Teachers are expected to be able to choose and use learning strategies in accordance
with the material to be delivered (English & Kitsantas, 2013). Every learning strategy has

109
110 Nasution, Ahmad, & Mohamed, Pre service teachers’ perception on the implementation …

strengths and weaknesses seen from various angles, but in essence any learning strategies,
method or model used must have clear objectives to be achieved (Kurzel & Rath, 2007).
Because students have very heterogeneous interests, ideally a teacher should use a
multimethod, that is, varying the use of the learning model used in the classroom. This is
intended to avoid boredom experienced by students (Tamim & Grant, 2013). In this process,
students use all their basic abilities and knowledges to obtain information and the learning
outcomes they get. Students try to find out and solve solutions to any existing problems
(Amamou & Cheniti-Belcadhi, 2018). So that students get experience and knowledge that
are truly meaningful, not only learning outcomes in terms of values.
Project-Based Learning (PBL) is a learning model that is conceptualized on a
process, timed, problem-focused, meaningful learning unit by integrating concepts from a
number of components of knowledge, discipline and collaborative learning activities. So that
in its implementation the teachers act as a facilitator whose task is to help provide experience
for students in designing problem solving related to the subject matter (Efstratia, 2014).
Students are expected to be able to interact with teachers and study groups to find
solutions of the problems (van Rooij, 2009). PBL contains project-based complex tasks
based on the questions and problems that are very challenging, and requires students to
design, solve problems, make decisions, carry out investigative activities, well as provide
the opportunity for students to work independently. The goal is that students have
independence in completing the tasks they face (Barron et al., 1998).
In the implementation of learning, PBL teachers pose problems in the form of sheets
Student Activities then students carry out activities to complete problems and teachers
oversee student performance (Amamou & Cheniti-Belcadhi, 2018). When finished, one of
the students representing the group presented the results of the discussion in front of the
group then asked each other questions. The teacher leads the class discussion.
This shows that with the PBL model students can develop conceptual understanding,
procedural skills, ways of thinking of launching a related problem so that they can
understand the problem setting and find out the next steps to take through discussion (Sart,
2014). As a result of the discussion, students will become more skilled at using ideas and
techniques that produce experiences of the problems at hand (Anazifa & Djukri, 2017).
This research tried to explore more deeply the teachers’ perception about using PBL.
The deep analysis by exploring the previous research and the current literature review enrich
the novelty of this research. The reasons in conducting this research know the teacher’s
perception on PBL model will give a new paradigm on how to use PBL in teaching and
learning process, especially in learning mathematic, thus the possession of this research is
very important for futher research the same topic.
Based on the considerations of the thoughts and problems, the researcher took the
title "Pre service teachers’ perception on the implementation of Project based Learning in
mathematic class”.

2. METHOD
The type of research used is a survey with a quantitative descriptive approach, where
the phenomena to be studied are events that have passed or are ongoing (Design-Based
Research Collective, 2003). The procedure of the research follows the scientific model of
descriptive analysis in which it is conducted using some stages, namely: deciding the best
model of research, selecting the suitable respondents, creating and validating the instrument
and doing the scientific analysis methods to guarantee the output of this research. This type
selected for this study intends to reveal how the process of applying and perceptions of
students about the model of project-based learning (project-based learning) in mathematics
Volume 10, No 1, February 2021, pp. 109-120 111

samples used in this study amounted to 63 respondents student 6th semester Mathematics
Education, University of Muhammadiyah Sumatra Utara. In collecting information about
student perceptions, researchers used a questionnaire in the form of a closed questionnaire
with alternative answers given to the indicators, namely Strongly Agree, Agree, Disagree),
and Strongly Disagree. There are 7 indicators used to measure student perceptions with a
total of 30 questions (see Table 1).
Table 1. Research instrument grid of project-based learning in mathematics
Indicator Item Number Total Number
1. Interaction aspects students and teachers 1, 2, 3, 4, 5 5

2. Ability to motivate / increase interest 6, 7, 8, 9

student learning 4
3. Understanding the subject matter 10, 11, 12, 13, 14 5

4. Emerging think critically, effectively and 15, 16, 17,18, 19 5

efficiently
5. Effective time management 20, 21, 22 3

6. Student learning outcomes 23, 24, 25 3

7. The suitability of the application of the 26, 27, 28, 29, 30 5

learning model with subject characteristics

Number of Questions / Statements 30

Descriptive statistical analysis, including mean price, standard deviation, median

value, mode, range, highest score, lowest score and frequency distribution were used for
each research variable / indicator.

3. RESULTS AND DISCUSSION

In this research, there are 7 indicators that can measure the success of implementing
the project-based learning model. The following is an analysis of the results of research on
student perceptions about the application of project-based learning in subjects (see Table 2).
Table 2. Results of analysis of students' perceptions
Indicator Percentage Category
Student Perceptions in terms of Student and teachers 85.32% Very good
Interaction Aspects
Student Perceptions in terms of Motivation / 83.53% Very good
increase Student Learning Interest
Perception of Subject matter 85.48% Very high
Student Perceptions are reviewed from Critical, 82.62% Very good
Effective and Efficient Thinking Competencies
112 Nasution, Ahmad, & Mohamed, Pre service teachers’ perception on the implementation …

Indicator Percentage Category

Perception of Students Judging from Good Time 79.10% Good
Management Competence
Perception of Students Judging from results Good 82.67% Very good
Student Learning
Student Perceptions About the Suitability of the 84.05% Very high
Application of Learning Models with Subject
Characteristics

Table 2 shows that: (1) students' perceptions of the aspects of student and teachers’
interaction are in the very good category with an average score of 85.32%; (2) Students'
perceptions on the aspect of motivation / increasing student interest in learning are in the
very high category with an average score of 85.53%; (3) Students' perceptions on the
competency aspect of understanding subject matter are in the very good category with an
average score of 85.48%; (4) Students' perceptions of the competency aspects of critical,
effective and efficient thinking are in the category of strongly agree with a mean score of
82.62%; (5) Students' perceptions of the aspects of good time management competence are
in the good category with an average score of 79.10%; (6) Students' perceptions on aspects
of good student learning outcomes are in the very good category with a mean score of
82.67%; (7) Students' perceptions on the conformity aspect of the learning model with
subject characteristics are in the very high category with a mean score of 84.05%.

3.1. Student’ perception in terms of student and teachers’ interaction

The results of data analysis on student perceptions about project-based learning
models on the indicators of student and teachers’ interaction aspects can be seen in the Table
3.
Table 3. Student Perception of student and teachers’ interaction
Ideal Score Interval Frequency % Category
> 16.25 35 55.56 Very good
12.5 to 16.25 28 44.44 Good
8.75 to 12.5 0 0 Bad
< 8.75 0 0 Very Bad

Table 3 shows that there are 35 students (55.56%) who are in the very good category,
28 students (44.44%) are in the good category and there are no students who are in the
sufficient and very bad category.
From the analysis of each question item of the indicators of student and teachers’
interaction aspects which consist of 5 questions. The lowest mean score was 3.32, which is
in question item number 1 with the question: "I feel more active in working on drawing
assignments with a project-based learning model". About 5 the questions raised, only item
number 1 has the lowest mean, but that does not mean intercourse students and faculty are
located in the poor category. This is evidenced by the interaction between students and
teachers on question items 2-5 still going very Good. So that it can support the deficiencies
in item number 1.
Volume 10, No 1, February 2021, pp. 109-120 113

Data obtained from questionnaires given to 63 respondents on indicators of the

interaction of students and professors showed that the tendency of the average score (mean)
of 17.06 (85.32%) lies in the class interval > 16.25 in the excellent category.
From the findings that have been explained, that students strongly agree with the
application of the project-based learning model on the aspects of student and teachers’
interaction (Mills & Treagust, 2003). This is in accordance with the objectives of
implementing the project-based learning model, namely to create a more active condition of
student and teachers’ interaction (Condliffe et al., 2017), so that in dealing with problems in
carrying out assignments and subject matter can run smoothly. The teachers as a facilitator
in this learning model can play a role, namely by knowing the progress of the learning
activities that students carry out from the interaction process. It is stated that the learning
method is a method used by teachers to establish relationships / interactions with students.

3.2. Students’ perception of the term motivation and learning interest

The results of the data analysis, perceptions of students about project-based learning
model on indicators of motivation / growing interest in learning of students (see Table 4).
Table 4. Students’ perception in the term of motivation and learning interest
Ideal Score Interval Frequency % Category
> 13 32 50.79 Very high
10 to 13 31 49.21 High
7 to 10 0 0 Moderate
<7 0 0 Low

Table 4 shows that there are 32 students (50.79%) in the very high category, 31
students (49.21%) in the high category and no students who are in the medium and low
categories.
From the analysis of each question item of this indicator it can be seen that the lowest
mean score was 3.21, which is in question item 9 with the question: "I don't feel tired in
doing every assignment given by the teachers ". With these findings, this statement implies
that students still feel tired in doing their Very Bad on work. This is influenced by the length
of the meeting duration for each one-time meeting. And the number of each Very Bad on
competency that must be achieved. However, of the 4 question items, there are weaknesses
in question number 9 that can be overcome with questionable items 6-8, that students remain
motivated, increase interest in learning and are enthusiastic in implementing project-based
learning models in mathematics subjects.
Data obtained from questionnaires given to 63 respondents on indicators of
motivation interest to learn the students showed that the tendency of the average score
(mean) of 13.37 (83.53%) lies in the class interval > 13 in the category are very high.
From the findings that have been explained, that students strongly agree with the
application of the project-based learning model in mathematics in the aspect of motivation /
increasing student interest in learning. This indicator itself is a development of the analysis
of student characteristics in the planning process of the learning model. So that in its
application, it can be known or can be determined by the learning model used which can
motivate / increase student interest in learning. And with this project-based learning model,
it has been proven that students can be motivated / increase their interest in learning.
114 Nasution, Ahmad, & Mohamed, Pre service teachers’ perception on the implementation …

3.3. Students’ perception of the term of understanding subject matter

The results of data analysis on students' perceptions about project-based learning
models on the competency indicators of understanding the subject matter (see Table 5).
Table 5. Students’ perception understanding subject matter
Ideal Score Interval Frequency % Category
> 16.25 37 58.73 Very good
12.5 to 16.25 24 38.10 Good
8.75 to 12.5 2 3.17 Bad
< 8.75 0 0 Very Bad

Table 5 show that, there are 37 students (58.73%) who are in the very good category,
24 students (38.10%) are in the good category and there are no students who are in the
sufficient and poor category.
From the analysis of each question item of the competency indicator in understanding
the subject matter which consists of 5 questions. Obtained the lowest average score (mean)
of 3.32, which is in question item number 13 with the question: "From the application of the
project-based learning model, I have come to understand the meaning of each line in the
mathematical picture". This question item has a role as a form of deepening students in
understanding the material from mathematics subjects. Overall, the existing data on the
indicators of material understanding, students can be said to understand and understand the
content of mathematical subject matter by applying the mathematics learning model. This is
supported by data analysis on this indicator, there are no students who disagree and disagree
with the application of the project-based learning model in mathematics.
Data obtained from questionnaires given to 63 respondents to the indicators of
competence to understand the subject matter shows that the propensity score average (mean)
of 17.10 (83.48%) lies in the class interval > 16.25 excellent category.
From the findings that have been explained, that students strongly agree with the
application of the project-based learning model in mathematics in the aspects of
understanding the subject matter. This indicator is intended to measure the extent to which
students understand understanding of the material considering the purpose of implementing
a project-based learning model is to provide a memorable learning experience for students.
As the definition stated that Project Based Learning is a method that foster abstract,
intellectual tasks to explore complex issues (Alacapinar, 2008). PBL is a learning approach
that pays attention to understanding the subject matter. So that students are required to
explore, assess, interpret and synthesize learning information in meaningful ways
(McDonald, 2008).

3.4. Students’ perception of the term of critical, effective and efficient thinking
competencies
The results of data analysis on students' perceptions about project-based learning
models on the indicators of competency in critical thinking, effective and efficient (see Table
6).
Volume 10, No 1, February 2021, pp. 109-120 115

Table 6. Student perception in terms of critical, effective and

efficient thinking competencies
Ideal Score Interval Frequency % Category
> 16.25 31 49.21 Very good
12.5 to 16.25 32 50.79 Good
8.75 to 12.5 0 0 Bad
< 8.75 0 0 Very Bad

Table 6 shows that there are 31 students (49.21%) who are in the very good category,
32 students (50.79%) are in the good category and there are no students who are in the
sufficient and poor category.
From the analysis of each question item of the competency indicator to think
critically, effectively and efficiently which consists of 5 questions. Obtained the lowest
average score (mean) of 3.11, which is in the item question number 19 with the question:
"The project-based learning model made me find new ideas to work on math picture
assignments ". This statement means that students have not been able to find renewable ideas
by doing math assignments. Even though the project-based learning model in its application
requires students to develop student ideas to find new knowledge in dealing with the work
they face. However, the other four statements have shown good results, namely students are
able to think creatively, can find solutions to any existing problems, can apply their drawing
assignments into existing assignment exercises and can explore the potential that exists in
students.
Data obtained from questionnaires given to 63 respondents to the indicators of
competence critical thinking, effective and efficient show that the propensity score average
(mean) of 16.52 (82.62%) lies in the class interval > 16.25 in the excellent category.
From the findings that have been explained, that students strongly agree with the
application of the project-based learning model in mathematics subjects in the competency
aspects of critical, effective and efficient thinking. So that in its application, the project-
based learning model has achieved self-development potential. This shows that the problems
given by educators as a source of learning can train students to think and develop their
potential and personality (Harisman et al., 2020; Hidayat & Sariningsih, 2020; Putra et al.,
2020; Widodo et al., 2020).

3.5. Students’ perception of the term of time management

The results of data analysis on student perceptions about project-based learning
models on indicators of time management competence are good (see Table 7).
Table 7. Student perceptions in terms of time management
Ideal Score Interval Frequency % Category
> 9.75 35 55.56 Very good
7.5 to 9.75 19 30.16 Good
5.25 to 7.5 9 14.29 Bad
< 5.25 0 0 Very Bad
116 Nasution, Ahmad, & Mohamed, Pre service teachers’ perception on the implementation …

Table 7 shows that there are 35 students (55.56%) who are in the very good category,
19 students (30.16%) are in the good category, 9 students (14.29%) are in the sufficient
category and there are no students who are in the poor category.
From the analysis of each question item on the indicator of time management
competence Good which consists of 3 questions. The lowest mean score was 2.98, which is
in the item question number 21 with the question: "I fill my spare time at home by doing
math assignments". This statement has the lowest average score among the statements in the
questionnaire regarding the application of the project-based learning model. This can happen
because of the duration of the class meeting the students feel that they have had Bad, because
in one face-to-face duration the duration lasts 10 Very Bad for hours. This means that from
morning class hours to completion, students are faced with one subject. This is what makes
students sometimes feel bored and bored. Therefore, the teachers applies a project-based
learning model to overcome this problem. Given this learning model, students are given the
freedom to think and learn while adhering to the learning objectives.
Data obtained from questionnaires given to 63 respondents at the time of
management competency indicators demonstrated that the tendency of the average score
(mean) of 9.49 (79.10%) lies in the class interval 7.5 – 9.75 in both categories.
From the findings that have been explained, it shows that students agree with the
application of the project-based learning model in mathematics for the competency aspects
of time management Good. The data show that students only agree and do not really agree,
this is because the duration of studying at school is too long and students tend to feel bored.
From this indicator, it can be measured that students work on mathematics only during class
meetings. So, in this aspect needs more attention when considering that the project-based
learning model has the goal of making students more independent in doing tasks including
managing study time students with good (Scarbrough, Bresnen, et al., 2004).

3.6. Students’ perception of the term learning outcomes

The results of data analysis on student perceptions about project-based learning
models on indicators of student learning outcomes (see Table 8).
Table 8. Students’ perception in the term of learning outcomes
Ideal Score Interval Frequency % Category
> 9.75 39 61.90 Very good
7.5 to 9.75 20 31.75 Good
5.25 to 7.5 4 6.35 Bad
< 5.25 0 0 Very Bad

Table 8 show that there are 39 students (61.90%) who are in the very good category,
20 students (31.75%) are in the good category, 4 students (6.35%) are in the sufficient
category and there are no students who are in the poor category.
From the analysis of each question item of the indicators of student learning
outcomes which consist of 3 questions. Obtained the lowest average score (mean) of 3.22,
which is in question item 23 with the question: "I am satisfied with my score results". From
this statement, there were 4 students who disagreed with the results of their learning scores.
However, from the results of the evaluation conducted by the teachers, the overall student
learning competency achievement has met the complete limit, namely with a minimum score
of 75.
Volume 10, No 1, February 2021, pp. 109-120 117

Data obtained from questionnaires given to 63 respondents on indicators of learning

outcomes of students who demonstrated that the tendency of the average score (mean) of
9.92 (82.67%) lies in the class interval > 9.75 in the excellent category.
From the findings that have been explained, that students strongly agree with the
application of project-based learning models in mathematics as seen from the aspect of good
student learning outcomes. This is also corroborated by the results of the teacher competency
evaluation. That all students reach the minimum completeness limit of 75. So that in its
application the project-based learning model has been said to be successful and has achieved
the learning objectives.

3.7. Students’ perception of the term of Suitability of Learning Model Application with
Subject Characteristics
The results of data analysis on student perceptions about project-based learning
models on indicators of suitability of the application of learning models with subject
characteristics (see Table 9).
Table 9. Student perceptions in terms of suitability of learning model application
with subject characteristics
Ideal Score Interval Frequency % Category
> 16.25 33 52.38 Very high
12.5 to 16.25 30 47.62% High
8.75 to 12.5 0 0 Moderate
< 8.75 0 0 Low

Table 9 shows that there are 33 students (52.38%) who are in the very high category,
30 students (47.62%) are in the high category and there are no students who are in the
medium and low categories.
From the analysis of each question item on the indicator of the suitability of the
application of the learning model with the characteristics of the subject which consists of 5
questions. The lowest mean score was 3.29, which is in question item number 27 with the
question: "The application of project-based learning models makes mathematics more
interesting". And item number 28 with the question: "The picture I am working on making
my math assignment more real". From these two statements, it can be seen that students
think that using a project-based learning model has not been able to make mathematics more
interesting and make it real. However, that statement is on a small scale. So that it does not
really affect the application of project-based learning models in mathematics subjects.
Data obtained from questionnaires given to 63 respondents in conformity indicator
learning model application with the characteristics of the subjects showed that the tendency
of the average score (mean) amounted to 16.81 (84.05%) lies in the class interval > 16.25 in
very high category.
From the findings of the data that have been explained, that students strongly agree
with the application of the project-based learning model in mathematics on the aspects of
the suitability of the characteristics of the learning model with the subjects (Gary, 2015). So
that the project-based learning model on the subject has achieved success. The learning
model is successful if it includes 3 stages, namely, planning, implementation and evaluation.
The third phase of the project-based learning model in the eyes of subjects of mathematics
has gone Good and get a positive response from students (Scarbrough, Swan, et al., 2004).
118 Nasution, Ahmad, & Mohamed, Pre service teachers’ perception on the implementation …

4. CONCLUSION
The results of this study indicate that: (1) the students' perceptions of the interaction
aspects of students and lecturers are in the very good category with a mean score of 85.32%.
(2) Students' perceptions on the aspect of motivation / increasing student interest in learning
are in the very high category with an average score of 85.53%. (3) Students' perceptions on
the competency aspect of understanding subject matter are in the very good category with
an average score of 85.48%. (4) Students' perceptions of the competency aspects of critical,
effective and efficient thinking are in the category of strongly agree with a mean score of
82.62%. (5) Students' perceptions of the aspects of good time management competence are
in the good category with an average score of 79.10%. (6) Students' perceptions on aspects
of good student learning outcomes are in the very good category with a mean score of
82.67%. (7) Students' perceptions on the conformity aspect of the learning model with
subject characteristics are in the very high category with a mean score of 84.05%.

ACKNOWLEDGMENTS
The authors would like to express my special thanks to University of Muhammadiyah
North Sumatra, University of Muhammadiyah Purwokerto and University of Sultan Idris for
supporting the facilities and finances to accomplish this paper.

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