The Effect of PjBL and Contextual Approach on Elementary Students’ Learning Outcomes in Light Properties

This study aims to determine the differences in the influence of the Project Based Learning (PjBL) model and the contextual approach on elementary school students’ learning outcomes in the topic of light properties. The study employed a quantitative approach with a quasi-experimental design using the Nonequivalent Control Group Design. The research involved two groups: an experimental class taught using the Project Based Learning (PjBL) model and a control class taught using the contextual approach. Both groups were administered pretests and posttests to identify changes in students’ learning outcomes before and after the treatment. The study was conducted during the even semester of the 2025/2026 academic year at SD Negeri 2 Ngliron and SD Negeri 3 Ngliron using a saturated sampling technique. Data collection techniques included tests, observations, and documentation. The data were analyzed using descriptive and inferential statistics through normality tests, homogeneity tests, Independent Samples t-tests, and N-Gain tests. The findings revealed that the implementation of the Project Based Learning (PjBL) model had a more positive and significant effect on fifth-grade students’ learning outcomes in the topic of light properties compared to the contextual approach. This was indicated by the higher average posttest score of the experimental class (87.40) compared to the control class (77.45). The hypothesis testing showed a significance value of 0.000 < 0.05, indicating a significant difference between the two groups. Furthermore, the implementation of PjBL encouraged students to become more active through project activities, experiments, and group discussions, resulting in more meaningful and student-centered science learning.