Project-Based Learning Model for Stimulating the Mastery of the Concept of Evolution for Biology Teacher Candidates

Lack of knowledge of the concept of evolution causes the benefits and drawbacks of evolution in society to the growing ambiguity surrounding the idea of evolution that has evolved in the community. Proper and relevant learning is required for the achieved learning outcomes to nurture relevant thinking abilities and prevent confusion, hence minimizing the disadvantages and benefits. Through project-based learning, this study attempted to measure the concept mastery of biology teacher candidates in the area of evolution. This descriptive qualitative-quantitative study with a post test design used a quasi-experiment. Sixty-six college students were used as research subjects in this study. Then separated into two groups. One class served as an experimental group (project-based learning), while the other was a control group (non-project-based learning group). The quantitative data came from the T-test analysis of the concept mastery test, while the qualitative data came from the percentage of concept mastery category. The results revealed that there were disparities in the utilization of project-based learning, as indicated by a 0.000 (0.05) value. As a result, there was a statistically significant difference between the project-based learning and the non-project-based learning groups in the post test.