The Implementation of VAK-Based PjBL in Enhancing Fifth-Grade Students Engagement with Data Presentation Material: Indonesia

Zherin Rosita; Lilik Sri Hariani; Dwi Ma’rifatika

doi:10.58737/jpled.v6i3.1578

Authors

Zherin Rosita Universitas PGRI Kanjuruhan Malang
Lilik Sri Hariani Universitas PGRI Kanjuruhan Malang
Dwi Ma’rifatika SDN Gadang 2 Malang

DOI:

https://doi.org/10.58737/jpled.v6i3.1578

Keywords:

PjBL, VAK, Math, Data

Abstract

This study investigates the implementation of Project-Based Learning (PjBL) integrated with VAK (Visual, Auditory, Kinesthetic) learning styles to enhance student engagement in fifth-grade mathematics at SDN Gadang 2 Malang. Prior to the intervention, classroom observations revealed passive learning behaviors, low motivation, and instruction dominated by lectures with minimal use of concrete media. A Classroom Action Research design was employed across two cycles, involving 17 fifth-grade students during the second semester of the 2025/2026 academic year. Data were gathered through structured engagement observation sheets and written evaluations. In Cycle I, students created single bar charts through a ball-toss game activity. In Cycle II, the learning was enhanced through double bar chart construction and a mini expo/gallery walk. Results demonstrate a significant improvement in mean engagement scores from 14.24 (moderate category) in Cycle I to 17.71 (high category) in Cycle II, representing a 24.4% increase. Mean evaluation scores rose from 84.59 to 94.35 (11.5% increase), with all 17 students achieving the minimum passing grade in Cycle II. These findings confirm that PjBL integrated with VAK learning styles effectively enhances student engagement and learning outcomes in data presentation.

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