Efektivitas Model Project Based Learning dalam Meningkatkan Kemampuan Visual Thinking Peserta Didik SMP

Abstract

The ability to think visually is essential for comprehending geometric concepts and solving spatial problems in mathematics, yet many students struggle with this skill, especially in the context of three-dimensional geometry. This study addresses the urgent need for innovative instructional approaches by examining the effectiveness of the Project Based Learning (PBL) model in enhancing students’ visual thinking abilities. The research employed an experimental design with a one-shot case study approach, involving 32 eighth-grade students at a public junior high school in Tasikmalaya, Indonesia. Participants engaged in PBL activities focused on constructing models of geometric solids, collaboratively planning, executing, and presenting projects over a series of lessons. Data on visual thinking ability were collected through a validated and reliable test instrument encompassing four key indicators: identifying and recognizing, imagining, demonstrating and explaining, and representation. Descriptive and inferential analyses revealed that the average student score exceeded the established minimum mastery criteria, with 80% of students achieving proficiency. The one-sample t-test confirmed a statistically significant improvement in visual thinking skills following PBL implementation. Notably, students demonstrated substantial progress in identifying, representing, and communicating geometric concepts, although some continued to experience difficulties with imaginative tasks. The findings affirm that Project Based Learning is an effective strategy for fostering visual thinking in mathematics education and recommend its broader integration into curriculum and teaching practice to support students’ conceptual understanding and higher-order thinking skills.