THE INFLUENCE OF PROJECT BASED LEARNING ON UNDERSTANDING LEARNING EVALUATION AND THE ABILITY TO COMPOSE HOTS WRITTING TEST

Abstract

Education is a vital foundation for shaping the future of individuals and advancing society. An effective learning process plays a crucial role in ensuring learners' understanding and mastery of educational content. This study aimed to examine the influence of Project-Based Learning (PjBL) on students' understanding of learning evaluation and their ability to develop Higher Order Thinking Skills (HOTS) written tests. A quantitative research approach was employed using a quasi-experimental 2 x 2 pretest-posttest nonequivalent control group design. The collected data were analyzed both descriptively and using 2 x 2 factorial MANOVA. Hypothesis testing was conducted at a 5% significance level with the assistance of SPSS 21.0 software. The findings indicated that Project-Based Learning significantly enhances students’ comprehension of learning evaluation and their competence in constructing HOTS-based written tests. Students exposed to Project-Based Learning outperformed those in conventional learning settings in both understanding of evaluation concepts and the quality of HOTS test construction. These results suggest that Project-Based Learning can serve as an effective alternative for improving the quality of learning evaluation instruction.