Model Pembelajaran berbasis Proyek Investigatif dalam Pembelajaran Statistika: Kajian Konseptual melalui Studi Kepustakaan

Abstract

Statistics learning is often implemented through conventional approaches that emphasize formulas, computational procedures, and routine problem solving, resulting in students’ limited understanding of data in real-life contexts. This condition highlights the need for a learning model that can develop statistical literacy, statistical reasoning, and data-based critical thinking skills. This study aims to examine and formulate the design of an investigative project-based learning model for statistics learning. This study employed a library research method with a qualitative approach. The data were obtained from books, journal articles, academic documents, and relevant literature related to statistics learning, investigative projects, statistical literacy, statistical thinking, and constructivist learning. The data were analyzed using content analysis through the processes of identification, classification, interpretation, and synthesis of the literature. The findings indicate that the investigative project-based learning model is relevant for statistics learning because it positions students as active subjects in the process of data investigation. This model can be designed through five main stages: problem formulation, investigation planning, data collection, data analysis and interpretation, and communication of results. The model is also aligned with constructivist learning principles and modern recommendations for statistics education, which emphasize the use of real data, active learning, conceptual understanding, technology integration, and continuous assessment. Therefore, the investigative project-based learning model can serve as an alternative design for statistics learning that is contextual, meaningful, and relevant to the needs of twenty-first-century education.