Abstract
This study aimed to assess the effectiveness of integrating a project focused on traditional natural pesticides into science learning and its impact on student performance.The investigation adopted a pre-experimental research design, utilizing a pretest-posttest non-control group approach.A total of 18 junior high school students participated in the science project, which centered on exploring the utilization of traditional natural pesticides.To evaluate student performance in the project, multiple assessment methods, including performance evaluations and portfolio analysis, were employed.Subsequently, the collected data underwent analysis using the N-gain method, a commonly applied statistical tool to measure student learning gains.The outcomes of the study exhibited consistent improvements in student performance across two consecutive projects.The average performance scores recorded were 61.6 and 78.2, indicating an observable positive trend in student achievement.Although the N-gain values for student performance in the project demonstrated modest increases, registering scores of 0.269, it was evident that the implementation of the traditional natural pesticides project contributed to the amelioration of student performance on carried out the project.Overall, these findings underscore the potential educational benefits derived from integrating real-world, practical projects like traditional natural pesticides into science learning curricula.Such experiential and hands-on learning approaches can foster engagement and deep understanding, leading to meaningful enhancements in student performance and learning outcomes.By exploring and adopting innovative teaching methodologies, educators can effectively cultivate a more impactful and unique educational experience for students.