Analysis Of the Effectiveness of Project-Based Learning in the Optics and Electronics 1 Laboratory on Conceptual Understanding and Problem-Solving Skills Among Physics Education Students at UNTL

Maria Ursula Jawa Mukin; Alfons Bunganaen; Maria Lia Felizarda Freitas; Paulo Alves Cabral

doi:10.30822/magneton.v4i2.5452

Authors

Maria Ursula Jawa Mukin Universitas Katolik Widya Mandira
Alfons Bunganaen Universitas Katolik Widya Mandira
Maria Lia Felizarda Freitas National University of East Timor
Paulo Alves Cabral National University of East Timor

DOI:

https://doi.org/10.30822/magneton.v4i2.5452

Keywords:

Project-Based Learning; conceptual understanding; problem-solving skills; Optics and Electronics; Physics Education

Abstract

This study aims to implement the Project-Based Learning (PjBL) model in the Optics and Electronics 1 laboratory course to improve the conceptual understanding and problem-solving skills of Physics Education students at the University of Timor-Leste (UNTL). The study used a pre-experimental approach with a one-group pretest-posttest design without a control group, conducted over one semester (12 sessions, 6 project cycles). The research subjects were 38 fourth-semester students in the Physics Education Program at UNTL for the 2026 academic year. The instruments consisted of a conceptual understanding test (30 multiple-choice items, reliability ? = 0.84) and a problem-solving skills test (8 essay questions, reliability ? = 0.79), both of which had undergone content and language validation by experts. Analysis utilized normalized N-Gain (Hake, 1998) and a paired t-test. The results showed an increase in conceptual understanding from a mean of 54.21 (SD = 8.34) to 78.63 (SD = 6.92) with an N-Gain = 0.68 (moderate category), and problem-solving ability from 51.84 (SD = 9.17) to 80.47 (SD = 7.28) with N-Gain = 0.72 (high category). A paired t-test revealed significant differences between the pretest and posttest scores for both variables (p < 0.001). Given the lack of a control group in the study design, it is concluded that the implementation of PjBL shows potential in improving both skills, although the generalizability of the results still needs to be strengthened through further studies using a true-experimental design.

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