Analyzing the Relationship Between Project-Based Learning and Student Activity A: Gender Perspective

Abstract

The objective of this study is to examine how Project-Based Learning (PjBL) and gender differences affect student engagement in learning activities. A quantitative approach was adopted, utilizing a quasi-experimental design characterized by a post-test only control group. The sample consisted of 64 students from the tenth grade at SMAN 1 Lamongan, who were allocated into two groups: one experimental group that implemented PjBL and one control group that adhered to conventional teaching methods. Each group included 17 male and 15 female students. Data were collected through observational methods, and the hypotheses were analyzed using ANOVA. The results demonstrated that 1) PjBL has a significant positive effect on student activeness, 2) gender plays a role in determining the level of student activeness, and 3) female students showed a tendency towards greater activeness compared to male students when involved in the PjBL approach.