Implementation of Project Based Learning through the Gallery Walk Strategy to Improve Students' Learning Activeness in Civics Education (PPKn) for Grade X Senior High School
DOI:
https://doi.org/10.62509/ji.v6i2.443Keywords:
Gallery Walk, learning activeness, Civics Education, classroom action researchAbstract
Students' learning activeness in Civics Education (PPKn) is a key indicator of meaningful learning, yet classroom observation at SMA Negeri 3 Kota Tangerang Selatan showed that class X.1 students were still passive in asking and answering questions, expressing opinions, and participating in group discussion. This classroom action research aimed to describe changes in students' learning activeness in PPKn when Project Based Learning (PjBL) was implemented through the Gallery Walk strategy. The study used a classroom action research design following the Kemmis and McTaggart model, implemented in two cycles (planning, acting, observing, reflecting) with 34 students of class X.1 as subjects. Data were collected through observation and documentation, then analyzed descriptively using percentage scoring referring to Diedrich's eight learning-activity indicators. The results showed that the average learning-activeness percentage increased from 58.82% (Fairly Active) in the pre-cycle to 70.40% (Active) in Cycle I, and to 82.90% (Very Active) in Cycle II, exceeding the 80% success indicator. It is concluded that PjBL implemented through the Gallery Walk strategy was accompanied by an increase in students' learning activeness in PPKn in this class. The single-class design without a comparison group means these findings are descriptive and do not establish causal effectiveness.
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