Enhancing Students’ Self-Efficacy in Understanding Learning Assessment Concepts through Project-Based Learning

Abstract

his study aimed to examine the improvement in students’ self-efficacy in understanding learning assessment concepts following the implementation of Project-Based Learning in the course Assessment of Chemistry Learning Processes and Outcomes. A quantitative approach was employed using a pre-experimental method with a One-Group Pretest–Posttest Design. The participants were 21 students enrolled in the Chemistry Education Study Program at Universitas Jambi, Regular Class A. The research instrument was a self-efficacy questionnaire designed to assess students’ confidence in understanding learning assessment concepts and consisting of 24 items. The data were analyzed using descriptive statistics, a normality test, N-Gain analysis, and a paired-samples t-test. The results showed that the mean self-efficacy score increased from 70.54 on the pretest to 82.99 on the posttest, representing an increase of 12.45 points. The difference scores between the pretest and posttest were normally distributed, with a significance value of 0.185. The mean N-Gain score was 0.429, indicating a moderate level of improvement in students’ self-efficacy. Furthermore, the paired-samples t-test yielded a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between students’ self-efficacy scores before and after the intervention. These findings suggest that the implementation of Project-Based Learning can enhance students’ self-efficacy in understanding learning assessment concepts in the Assessment of Chemistry Learning Processes and Outcomes course.