50 

 IJAL 2 (1) (2017) 

 

International Journal of Active Learning 
 

http://journal.unnes.ac.id/nju/index.php/ijal 

 

 

Application of Project Based Learning (PBL) Model for Materials 

of Salt Hydrolysis to Encourage Students' Entrepreneurship 

Behaviour 

 

Carnawi, Sudarmin, Nanik Wijayati 

 

Department of Chemistry, Faculty of Mathematics and Natual Sciences, Universitas Negeri 

Semarang 

 

Info Articles 

___________________ 
History Articles: 

Received 19 February 2017 

Approved 11 March 2017 

Published 1 April 2017 

___________________ 
Keywords: 

etnosains; learning outcomes; 

project based learning; 

entrepreneurial attitude 

_______________________ 

Abstract
 

____________________________________________________________ 

This research aims to understand the influence of the application of PjBL 

model etnosains charged to the  student’s entrepreneurial attitudes and 

learning outcomes  to the matterial Hydrolysis Salt using experimental 

research and quantitative method Sampling was done using simple random 

sampling technique with research design using pretest-posttest control group 

design. Entrepreneur attitude and learning outcome obtained using the 

research instrument which is consist of observation sheet, questionnaire, and 

question sheet. Analysis of the growth of entrepreneurial attitude using score 

analysis with triple observation. Gender influence to entrepreneurial attitude 

analized using uji beda t-test and the analysis of learning outcome using n-gain 

and score analysis. The research results show that (1) attitude entrepreneurial 

students experienced growth all these aspects on experimental group and 

aspects confident on control group; (2) no gender affect attitude entrepreneurial 

students; (3) the value n-gain on theexperimental group is 0,51 and for control 

group is 0.13 the criteria are. While learning outcomes psychomotor 3,45 

criteria it is good to experimental group and 3,10 criteria good for control 

group. 

  

How to Cite 
____________________________________________________________ 
Carnawi, Sudarmin & Wijayati, N. (2017). Application of Project Based Learning (PBL) 
Model for Materials of Salt Hydrolysis to Encourage Students' Entrepreneurship 

Behaviour. International Journal of Active Learning, 2(1), 50-58.  

 

© 2017 Universitas Negeri Semarang 

 
 Address correspondence: 

Gedung D6 Lantai 2 Kampus Sekaran Gunungpati Semarang, 50229 

E-mail: carnawi@students.unnes.ac.id 

p-ISSN 2528-505X 

 



 

Carnawi  et al. / International Journal of Active Learning 2 (1) (2017) 

51 

INTRODUCTION 

 

The 2013 curriculum has several aspects, including attitudes, knowledge, and skills (Kemendikbud, 

2016). Aspects of knowledge includes learning outcomes, as for aspects of attitude and skills which can be 

associated with growing entrepreneurship in students’ attitudes. Behavior-based learning and 

entrepreneurial-based entrepreneurship skills are essential to foster entrepreneurial attitudes and student 

learning outcomes. This is evidenced by the research with the results of classical learning completeness of 

90.63%, N-gain of 0.6 at the level of medium achievement and percentage of student entrepreneurial 

interests 82.81% with ceriteria ‘began to grow’ in MTs Ma'arif NU 1 Brebes (Ria, 2016). 

Implementation of the 2013 curriculum in fact there are still many who have not applied aspects of 

attitude, knowledge and skills. The condition can be seen from the unfinished lessons with entrepreneurial 

attitudes and learning skills based on the culture that surrounds (ethnosains). SMA Negeri 1 Krangkeng 

Indramayu Regency is one of the schools that has not linked between the aspects of knowledge with 

ethnosains and aspects of entrepreneurial attitudes and skills. 

This situation can have an impact on increasing unemployment rate in Indramayu Regency caused 

by lack of entrepreneurial skill owned by Indramayu community. Data from the Central Bureau of 

Statistics Indramayu Regency states the unemployment rate or unemployed 8.01% in 2014 and rose to 

8.51% in 2015. Increase is a problem that must be solved by applying PjBL learning charged with 

ethnosciences to reduce the number of unemployment in Indramayu District (BPS, 2015: 5). 

Etnosains is the knowledge gained by the language and culture of a person who can be tested in 

truth and this can be innovated in science-based learning in the classroom (Abonyi et al., 2014). The 

research of Sudarmin (2014) in the field of ethnochemical research is divided into three ethnoscience 

studies that focus on culture, the environment, and a set of underlying principles to create, build events, 

and to gather individuals or people (Sudarmin, 2014). 

Penerapan etnosains dan kewirausahaan diikuti dengan materi Hidrolisis Garam. Materi Hidrolisis 

Garam sangat penting karena berkaitan dengan etnosains yang ada di sekitar SMA Negrei 1 Krangkeng 

Indramayu. Hidrolisis adalah reaksi penguraian garam oleh air atau reaksi antara kation dan atau  anion 

dari garam dengan air. Garam adalah senyawa elektrolit yang dihasilkan dari reaksi netralisasi antara 

asam dengan basa (Permana, 2009: 132-133). 

Application of ethnosains and entrepreneurship is followed by Salt Hydrolysis material. Salt 

Hydrolysis material is very important because it is associated with ethnosains that exist around SMA 

Negrei 1 Krangkeng Indramayu. Hydrolysis is the reaction of the salt decomposition by water or the 

reaction between the cation and or anion of the salt with water. Salt is an electrolyte compound resulting 

from a neutralization reaction between an acid and a base (Permana, 2009: 132-133). 

Teachers at State Senior High School 1 Krangkeng Indramayu in the lesson have not implemented 

ethnoscience with Salt Hydrolysis materials to foster student entrepreneurial attitude. This is because there 

are still at least references owned by teachers. Nancy's (2013) entrepreneurial attitude covers aspects of 

leadership, confidence, task-oriented, future-oriented, risk-taking, and integrity (Nancy, 2013). 

Etnosains and Salt Hydrolysis would be appropriate to instill entrepreneurial attitudes if it is applied 

using a Learning Based Learning (PjBL) model supported by Student Worksheet (LKS). LKS can make 

students interact with teachers to solve the tasks that are in it, in addition LKS facilitate teachers to 

monitor students’ work (Choo at al., 2011: 519). 

Retha’s research (2014) on PjBL strategy is an effective learning to improve student learning 

outcomes. This is reinforced by the average estimation test showing the cognitive learning outcomes of the 

experimental class which is greater than the control class of 78.51-82.29%. PjBL provides students with 

opportunities to learn and work together to solve problems and then present solutions. The result shows 

that the students are active in defining problems, problem solving, decision-makers, and actors in other 

investigations (Rose and Supreme, 2014). PjBL also gives students the opportunity to work on creating 

authentic projects, building collaboration, presentation, and communication skills (Cho, 2013: 752). 



 

Carnawi  et al. / International Journal of Active Learning 2 (1) (2017) 

52 

PjBL learning model containing ethnosciences is expected to grow entrepreneurial attitude, because 

each project contained in the LKS requires students to be active entrepreneurship. This is because the 

learning model PjBL integrated with ethnosains end product in the form of utilization of traditional salt. 

Therefore, the application of learning model PjBL Hydrolyzed Salt material integrated with ethnosains 

utilization of traditional salt is expected to grow student entrepreneurship attitude and student learning 

outcomes. 

Problems in this research are: 1) how the influence of application of project based learning model 

(PjBL) material Hydrolysis Salt charged with ethnosciences to instill student’s entrepreneur attitude; 2) 

how the influence of sex on student entrepreneur attitude; 3) how is the influence of application of project 

based learning model (PjBL) Hydrolyzed Salt material containing ethnosains to student learning 

outcomes. The purpose of this research is to know: 1) how the influence of application of project based 

learning model (PjBL) material Hydrolysis Salt charged with ethnosciences to instill student entrepreneur 

attitude; 2) how the influence of sex on student entrepreneur attitude; 3) how is the influence of application 

of project based learning model (PjBL) Hydrolyzed Salt material containing ethnosains to student learning 

outcomes. 

 

METHODS 

 

The study was conducted in the grade IX MIPA of State Senior High School 1 Krangkeng 

Indramayu in February as in March of 2017. Research population from IX MIPA grade 1 up to IX MIPA 

5 with 185 students, consisting of 71 men and women 114 People. This study is an experimental study 

using quantitative methods. Quantitative methods are methods with research data in the form of numbers 

and analysis using statistics. Entrepreneurial attitude and learning outcomes are obtained using research 

instruments consisting of observation sheets, questionnaire sheets, and test-test instruments. 

Sampling using simple random sampling technique. The independent variable in this research is the 

learning model. The PjBL learning model is loaded with ethnosciences in the experimental class and 

learning models of lectures and discussions on control classes. The control variables in this study are 

similarities in the teachers, the curriculum, the learning materials, and the learning time. Dependent 

variable is student entrepreneur attitude and student learning outcomes. The research design used pretest-

posttest controle group design (Sugiyono, 2015: 112-113). Data collection methods use ethnosciences and 

entrepreneurial issues, observation sheets, questionnaires, and documentation. Entrepreneurship attitudes 

are obtained through an observation sheet for later known by score analysis (Wikhdah, 2015). 

 

RESULTS AND DISCUSSION 

 

The data of the research conducted in the class consists of four main data types collected include 

cognitive learning outcomes, entrepreneurship observation, psychomotor observation, and questionnaire 

analysis. Data is used to present the following four discussions 

 

The Influence of PJBL Models Loaded Ethnosists on Cognitive Learning Outcomes 

Based on the data analysis, there is a positive effect of learning using the PjBL model containing 

etnosains to students' cognitive learning outcomes. Posttest data is known that the average of cognitive 

learning result of experiment class is bigger than control class, that is 61 and 29 respectively. Hypothesis to 

know whether cognitive learning result by using PjBL model with etnosains loaded on experimental class 

is better than control class is used test Difference of two average right-hand side or two parties. The 

formula used is non parametric t test (Hendikawati, 2015). This is because the experimental class and 

control class have different variance where the count variance is greater than the variance of the table is 

2.3836 and 1.94. The calculation results obtained t-count price of -1.14 while the price of t (0.95) (72) 

amounted to -1.99 <t <1.99 because t count smaller than the table so that Ho different in the rejection 



 

Carnawi  et al. / International Journal of Active Learning 2 (1) (2017) 

53 

region, it can be concluded That there is a difference in learning outcomes between the experimental class 

and the control class. 

Hypothesis test to know the improvement of cognitive learning result or not on application of PjBL 

model charged used normalized gain (N-Gain) test in both experiment and control class. The result of N-

Gain result of students' cognitive learning achievement was 0,51 for experiment class with medium 

criterion and 0,13 for control class with low criterion, adjusted with N-Gain value (Sugiyono, 2015). The 

overall presentation of N-Gain values for the experimental class is low 10.81%, medium 81.08%, and high 

8.11%. The overall presentation of N-Gain values for the control class is low 94.59%, moderate 5.41%, 

and high 0%, the data is the number of 37 students in each class. This can be seen in figure 1. 

The data of the research conducted in the class consists of four main data types collected include 

cognitive learning outcomes, entrepreneurship observation, psychomotor observation, and questionnaire 

analysis. Data is used to present the following four discussions 

 

Learning outcomes 

A) The Influence of PjBL Models Loaded Ethnosists on Cognitive Learning Outcomes 

Based on the data analysis, there is a positive effect of learning using the PjBL model containing 

etnosains to students' cognitive learning outcomes. Posttest data is known that the average of cognitive 

learning result of experiment class is bigger than control class, that is 61 and 29 respectively. Hypothesis to 

know whether cognitive learning result by using PjBL model with etnosains loaded on experimental class 

is better than control class is used test Difference of two average right-hand side or two parties. The 

formula used is non parametric t test (Hendikawati, 2015). This is because the experimental class and 

control class have different variance where the count variance is greater than the variance of the table is 

2.3836 and 1.94. The calculation results obtained t-count price of -1.14 while the price of t (0.95) (72) 

amounted to -1.99 <t <1.99 because t count smaller than the table so that Ho different in the rejection 

region, it can be concluded That there is a difference in learning outcomes between the experimental class 

and the control class. 

Hypothesis test to know the improvement of cognitive learning result or not on application of PjBL 

model charged used normalized gain (N-Gain) test in both experiment and control class. The result of N-

Gain result of students' cognitive learning achievement was 0,51 for experiment class with medium 

criterion and 0,13 for control class with low criterion, adjusted with N-Gain value (Sugiyono, 2015). The 

overall presentation of N-Gain values for the experimental class is low 10.81%, medium 81.08%, and high 

8.11%. The overall presentation of N-Gain values for the control class is low 94.59%, moderate 5.41%, 

and high 0%, the data is the number of 37 students in each class. This can be seen in figure 1. 

 

 

Figure 1. Graphics of Improvement Percentage of Students’ Cognitive Learning results 

 

0

20

40

60

80

100

Low Medium High

P
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Axis Title 

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Series 1 Series 2



 

Carnawi  et al. / International Journal of Active Learning 2 (1) (2017) 

54 

The PjBL model is loaded with ethnosciences capable of attributing the interrelatedness between the 

material learned to the cultures that exist in everyday life, as well as exercising self-confidence, and the 

responsibility of the students towards the group's friends. According to Sultan and Zaki (2015) learning 

PjBL loaded culture can improve students' cognitive learning outcomes in English learning. The results 

showed that the application of chemistry learning with the model of PjBL loaded with ethnosains have a 

positive effect on students' cognitive learning outcomes. 

Fitzsiomons and Turner (2013) studies show that cognitive learning outcomes given the PjBL model 

strategy are significantly better when compared than not using the PjBL model strategy. Previous research 

on the study of ethnochemical loads on improving cognitive learning outcomes was carried out by 

Rosyidah (2013), Nisa (2015), and Mahendrani (2015) with the value of N-Gain cognitive learning 

respectively 0.67 with moderate criteria, 0.65 With moderate criteria, and 0.5 with moderate criteria. 

Research Mursiti (2008) states that learning with chemo-entrepreneurship approach improves learning 

outcomes, this can be seen from the percentage of learning result completeness improvement of 12.5%, 

87.5%, and 100%.  

 

The Influence of the PjBL Model Emphasizes Etnosains on the Growth of Student Entrepreneurship 

Attitudes 

The results of the analysis showed the students' psychomotor learning outcomes better than the 

control class. This is because the instructional model applied to the experimental class is different from the 

control class, ie the learning model of PjBL is charged with ethnosciences. So that the experimental class 

students can master the aspects of entrepreneurial attitudes observed. There are aspects that get the same 

criteria of discipline and hard work. Both classes have a good sense of discipline and hard work in 

learning. This is presented in Table 1. 

 

Table 1. Average of every aspect of students psychomotor learning outcomes. 

Assessed Aspect Average of Each Aspect Criteria 

Experimental Control Experimental Control 

Confidence 3,52 3,05 Very Good Good 

Discipline and Hard-Working 3,30 3,12 Good Good 

Hinest and Independent 3,53 3,14 Very Good Good 

 

The difference between the two classes is in the self-confident and honest and independent aspects. 

The difference occurs because the experimental class in the learning process is required to sell 

entrepreneurial products within the school environment. The experiential self-confidence aspect is better 

because students are shamelessly doing the product in the school environment. So the experiment class 

students are more confident than the control class. As for the honest and independent aspects seen in the 

process of returning the buyer back honestly and receive feedback or criticism from the buyer. 

Psychomotor learning result of experiment class student has better result than control class. In line 

with previous research conducted by Kanigola et al (2013) learning model PjBL can improve students' 

psychomotorics in Lean Six and Six Sigma courses. Another research that is research about learning 

chemo-entrepeneurship approach to psychomotor learning result by Supartono (2013) showed 

experimental class learning to get average value of psychomotor aspect both with percentage of 76,07% 

compared to control class. 

 

The Influence of the PjBL Model Emphasizes Etnosains on the Growth of Student Entrepreneurship 

Attitudes 

The result of the analysis shows the entrepreneur attitude of the experimental class students 

experiencing stronger growth than the control class. However, some aspects of growth are the numbers of 



 

Carnawi  et al. / International Journal of Active Learning 2 (1) (2017) 

55 

self-confidence, leadership aspects, and the aspect of originality, but a stable growth in the self-confidence 

aspect. This both classes have a good confidence in learning. This can be seen in Figures 2, 3 and 4. 

 

Figure 2. Graph showing the gowth of entrepreneurship attitude in the first observation 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 3. Graph showing the gowth of entrepreneurship attitude in the observation 2 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 4. Graph showing the gowth of entrepreneurship attitude in the observation 2 

 

Explanation: 

1. Self-Confidence 4. Leadersh 

1.5

1.55

1.6

1.65

1.7

1.75

1.8

1.85

1.9

1.95

1 2 3 4 5 6

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Experimental Control

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Experimental 

Control 

Experimental 
Control 

Score 



 

Carnawi  et al. / International Journal of Active Learning 2 (1) (2017) 

56 

2. Task and Result-Oriented 

3. Risk Taker 

5. Originality 

6. Future-Oriented 

 

The differences between the two classes are in aspects 2, 3, and 6 that are task-oriented and results, 

risk-takers, and future-oriented. The difference occurs because the experimental class in the learning 

process is required to create entrepreneurial products by utilizing the culture around the school 

environment (ethnosains). Analysis of aspects of entrepreneurial attitude can be seen images 2, 3 and 4. 

The products made are salted eggs, pickled mangoes, and salted fish. Aspects of task-oriented and 

experimental class results are better because the products made by students are planned with the 

LKS.Sehingga the students experimental class orientation tasks and results better than the control class. As 

for the aspect of risk taker and oriented to the future seen in the learning process brave students in making 

decisions in the group and students are able to make the product well. 

Students in the experimental class possess a task-oriented soul, results, risk-takers, and future-

orientation are better than the control class. In line with the research of Priyatno (2016) and Khoerunnisa 

(2016), a study that developed a chemistry learning program with the aim of measuring attitudes of student 

entrepreneurship. Rohayati research (2015) stated that the contribution of project learning to student 

entrepreneur attitude is proved by the difference of observation result between the two experimental classes 

and based on descriptive analysis of entrepreneurship questionnaire data, the average of experimental class 

I is 25,60 included in very good category. Class experiment II of 23.96 included in either category. The 

results of the study show that task-oriented growth and outcomes, risk-takers, and future-oriented are 

evident from project-based presentations and lessons learned. 

 

Influence of Sex on Student Entrepreneur Attitudes 

The influence of sex on entrepreneur attitude was obtained from the questionnaire analysis by using 

different test of t-test using three stages: group statistics, independent sample test, and t-test test 

independent sample test (Sukestiyarno, 2013). Questionnaire was obtained by using purposive sampling 

method that is questionnaire spread not directly by way of drawing. Questionnaires are disseminated in 

the experimental class, which aims to determine the effect of sex on entrepreneurial attitudes after being 

given treatment or application of the PjBL model is charged with ethnosciences. Table test results of 

different t-test for group statistics analysis known the average attitudes of entrepreneur who analyzed from 

the questionnaire, male students of 84.67. While the average attitude of entrepreneurship of female 

students is 81.6. The results show that the average attitudes of entrepreneurship of male students and 

female students are different. In order to see the difference statistically it will be continued with the second 

analysis result that is independent sample test. 

The first stage, the test results of the test bedat-test independent samples F test with the population 

variance of both samples equal to 0.003 with P value or probability value of 0.957. So Ho's conclusion is 

accepted because the probability value is 0.957> of 0.05 (α) means that the variance of entrepreneurship 

attitude of male students is not different from the variance of entrepreneurship attitude of female students 

of experimental class, the second stage of analysis is the analysis of different test result of t-test 

independent samples test Assuming the population variance of the two samples is different. Results t 

arithmetic shows 1.825 with probability value of 0.079. The value of P value is 0.079> from 0.05 (a). This 

indicates the attitude of entrepreneurship among students is not dominant to male students but also to 

female students. The analysis result of each aspect also shows that there is no significant difference of 

gender influence to student entrepreneur attitude. This indicates the attitude of entrepreneurship among 

students in class XI MIPA 3 SMA N 1 Krangkeng not dominant to male students but also to female 

students. The analysis result of each aspect also shows that there is no significant difference of gender 

influence to student entrepreneur attitude. This happens because of equal treatment of both male and 

female students and the second factor of observation is that all classes of XI MIPA get entrepreneurship 



 

Carnawi  et al. / International Journal of Active Learning 2 (1) (2017) 

57 

subjects or entrepreneurship subjects are compulsory subjects for XI MIPA students in SMA N 1 

Krangkeng. 

In line with Narendra's (2012) study on the relationship between gender variables, student job 

variables and parent job variables, to student entrepreneurial interest in the Lubin School of Business, Pace 

University of New York. Result of research indicate there is influence between job, job of parent to 

entrepreneur interest of student. Varaibel sex of the result is no effect on student entrepreneurship attitude. 

Damayanti's research (2013) states that there is no influence of sex on attitudes 

 

CONCLUSION 

 

The result of the research proves that the application of PjBL model containing etnosains can 

cultivate entrepreneurial attitude in all aspects in the experimental class and the confidence aspect in the 

control class. Gender does not affect student entrepreneur attitude, evidenced by different test result t-test 

no difference of value between male and female gender. The value of n-gain experimental class is 0.51 with 

medium criterion, while the control class is 0.13 with medium criterion. Psychomotor learning result of 

experiment class 3,45 with very good criterion, for control class 3,10 with good criterion. 

 

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