Developing a Project-Based Learning Model with Peer Guidance to Improve Student Self-Efficacy in Higher Education
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Objective: Self-efficacy is an important characteristic that affects students’ learning participation and academic achievement in higher education. The purpose of this study was to establish a Project-Based Learning (PjBL) model based on peer tutoring and to investigate initial changes in students’ self-efficacy after the deployment of this model. Conceptually, the study was concerned with the dimensions of level, strength, and generality.
Methods and Materials: The research method used is Research and Development (R&D) with the Dick and Carey development model. A quasi-experimental one-group pretest–posttest design was used for preliminary testing. The participants were 32 students of the Geography Education Study Program who took the Basic Geographic Information Systems (GIS) course. The data were acquired using a self-efficacy questionnaire, expert validation sheets, and classroom observation sheets. Data analysis included descriptive statistics, N-Gain analysis and paired sample t-tests.
Findings: Results indicated that the mean score of self-efficacy increased from 46.40 in pretest to 55.62 in posttest. Pretest and posttest scores were significantly different (paired sample t-test, p < 0.001). The mean N-Gain value was 0.54, which was classified as moderate improvement. Also, the posttest results showed less variance, which means a more homogenous distribution of students’ self-efficacy following the intervention.
Conclusion: The results show preliminary evidence that the peer-tutoring-based PjBL model was related to an increase in students’ self-efficacy after its deployment in the GIS learning context.
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