The Effectiveness of Deep Learning-Based PjBL on Students' Reasoning Ability and Motivation in the Science Curriculum Analysis Course

Erna Helena Marsaulina Tampubolon; Febrina Lumbantobing

doi:10.24114/eq2rwx03

Authors

Erna Helena Marsaulina Tampubolon University of HKBP Nommensen
Febrina Lumbantobing University of HKBP Nommensen

DOI:

https://doi.org/10.24114/eq2rwx03

Abstract

This study aims to identify the effectiveness of learning using Deep Learning-based PjBL on students' reasoning ability and motivation, specifically in the curriculum analysis course material. This course studies the concepts, components, and documentation of the curriculum, aiming for students, especially those in the Science Education study program at HKBP Nommensen University Medan, to be able to analyze the relationship between learning objectives, learning outcomes, materials, learning processes, concepts, assessment components, and student characteristics. The method used in this quantitative research is a quasi-experimental method with a posttest-only control group design approach. Hypothesis testing used the t-test and MANOVA test to determine the effectiveness of Deep Learning-based PjBL on students' reasoning ability and motivation in the Science curriculum analysis material. The results obtained in this study showed a significant result of 0.003 < 0.005 with a t-count value of 3.102 > t-table 2.005, indicating that students who received Deep Learning-based PjBL learning had better reasoning abilities compared to students who received conventional learning. Similarly, for a significant value of 0.047 < 0.05 with a t-count value = 2.030 > t-table = 2.005, it can be concluded that the effect of Deep Learning-based PjBL on learning motivation is in the medium category

References

Ambarita J, Purnamasari U, Siahaya A. Deep learning as a pathway to pedagogical transformation in Indonesia. Jurnal Penelitian Kebijakan Pendidikan. 2025;18(1).

Anwar M, Sodik H. Kerangka konseptual Pembelajaran Mendalam (Deep Learning) dan implementasinya dalam pendidikan di Indonesia. Tafhim Al-'Ilmi. 2025;17(1):69–95.

Darussyamsu R, Lufri, Ahda Y, Alberida H, Ambiyar, Samsudin S. The effectiveness of Project-Based Learning Model with RAHMA Syntax to improve prospective biology teachers’ critical thinking skills. Jurnal Pendidikan IPA Indonesia. 2024;13(4).

Handayani, E. S., Fernando, F., Gaspersz, S., Ridwan, Ahmadin, & Kusumarini, E. (2025). Implementasi pembelajaran mendalam (deep learning) dalam meningkatkan efektivitas kurikulum berdampak di sekolah. Edu Research, 6(2).

Hasan H, Jalinus N, Abdullah R, Ambiyar, Fadhilah, Putri TTA. The impact of the project-based learning (PBL) on the motivation of first-year students at Universitas Negeri Medan. Journal of Computer Science, Information Technology and Telecommunication Engineering. 2024;5(1).

Hikmawati, Taufik M, 'Ardhuha J, Muliadi I, Rahayu S, Doyan A, Faresta RA. The effect of Project-Based Learning model with hybrid mode on higher order thinking skills and social attitudes of prospective physics teacher students. Jurnal Pendidikan Sains Indonesia. 2026.

Ismail, S., Jusuf, N. F. A., Zakaria, P., Achmad, N., & Rif’at, N. (2024). Effect of Project-Based Learning Model on Students’ Higher-Order Thinking Skills. Mosharafa: Jurnal Pendidikan Matematika, 13(1), 187–198.

Khairina, F., Humaira, J., Alim, J. A., & Anggriani, M. D. (2025). Tantangan adaptasi mahasiswa PGSD dari Kurikulum Merdeka ke kurikulum berbasis deep learning. Jurnal Pendidikan Tambusai, 9(3), 29856–29862

Köpeczi-Bócz T. The impact of a combination of flipped classroom and project-based learning on the learning motivation of university students. Education Sciences. 2024;14(3):240. Kementerian Pendidikan Dasar dan Menengah Republik Indonesia. Naskah Akademik Pembelajaran Mendalam Menuju Pendidikan Bermutu untuk Semua. Jakarta: Pusat Kurikulum dan Pembelajaran; 2025.

Loyens SMM, van Meerten JE, Schaap L, Wijnia L. Situating higher-order, critical, and critical-analytic thinking in problem- and project-based learning environments: A systematic review. Educational Psychology Review. 2023;35:39.

Martawijaya, M. A., Rahmadhanningsih, S., Swandi, A., Hasyim, M., & Sujiono, E. H. (2023). The effect of applying the Ethno-STEM-project-based learning model on students' higher-order thinking skill and misconception of physics topics related to Lake Tempe, Indonesia. Jurnal Pendidikan IPA Indonesia.

Ratri SY, Wagiran, Riyadi A, Firdaus FM, Delosa J. Deep Learning (Pembelajaran Mendalam) dalam pendidikan Indonesia: tinjauan sistematis teori dan praktik. Jurnal Ilmu Pendidikan dan Pembelajaran. 2026;4(2):176–191.

Supriyanto, A., Purwaningrum, D., & Parmin. (2024). Upaya peningkatan motivasi dan hasil belajar menggunakan model pembelajaran Project Based Learning (PjBL) pada pembelajaran IPA. Prosiding Seminar Nasional Pendidikan dan Penelitian Tindakan Kelas.

Surya, Y. F., Sumianto, Witarsa, R., & Putra, M. J. A. (2022). Meningkatkan hasil belajar IPA siswa sekolah dasar melalui Project-Based Learning: Peran mediasi motivasi belajar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 7(2).

Taufik, Nurtamam ME, Dewanto, Santosa TA. The effectiveness of Deep Learning based PjBL on student’s scientific and critical thinking skills at Indonesia. Jurnal Penelitian Pendidikan IPA. 2025;11(9).

Walihah, Z., Gunada, I. W., Sutrio, S., & Ayub, S. (2023). Pengaruh model Project Based Learning terhadap kemampuan Higher Order Thinking peserta didik. Empiricism Journal, 4(2), 348–355.