THE INFLUENCE OF PROJECT CITIZEN LEARNING MODEL AND CITIZENSHIP COMPETENCE ON STUDENT PPKN LEARNING OUTCOMES AT SMP PAHLAWAN NASIONAL MEDAN

This study aims to analyze: (1) the influence of Project Citizen learning model is higher compare to Conventional learning model; (2) PPKn learning outcomes of students who have higher nationality competencies compared to students who have low citizenship competencies (3) interactions between Project Citizen learning models and citizenship competencies in influencing student PPKn learning outcomes. Quasi Experimental Design research with factorial 2x2. The instruments used are PPKn learning results test and citizenship competency instrument. Data analysis using two-lane anava. The results showed: There is an influence of Project Citizen learning model on the learning outcomes of PPKn students in grade VII of SMP Pahlawan Nasional Medan. PPKn learning outcomes of students who have higher nationality competencies than students who have low citizenship competencies. There is an interaction between the learning model of Project Citizen and Citizenship Competency towards the learning outcomes of PPKn Students at Pahlwan National Junior High School Medan.

to Mulyasa (Mulyana, 2002, p. 101), that the learning process is said to be effective if all students are at least 75% actively involved, both mentally, physically, and socially. While in terms of results, the quality of learning is said to be good if there is a positive change in behavior from within the student as well as the ability to dig and process information, make decisions, connect variables.
Based on the observations at SMP Pahlawan Nasional Medan that students are less active in teaching and learning activities. Children tend not to be so interested in PPKKn lessons because so far PPKn lessons are consider as lessons that only attach importance to memorization alone, less emphasizing aspects of reasoning to cause low student learning outcomes in PPKN subjects. This can be se from the final grade VII students in the last two years as follows: In accordance with the data obtained, ppkn learning outcomes are still low/have not reached the target of graduation of learning outcomes set by the school. The ongoing learning process also tends to use teacher centered. In this workshop, teachers do more learning activities -teaching in the form of lectures, and students are limited to understanding while taking notes, for those who feel the need. Teachers play a central role in the achievement of learning outcomes and seem to be the only source of knowledge. This condition has a big effect on the next learning process, students are less able to apply the accepted knowledge.
This condition is in line with what is stated by Azis Wahab (Setiawan, Pendidikan Kewarganegaraan, 2017, p. 8)  Budimansyah and Sapriya, (Sapriya, 2012, p. 3). Thus the learning of PKntoday and in the future should be: 1. Have consistency between the ideal objectives and the structure of the curricular program, which refers to the mission and function of establishing a strong and independent citizen personality and has a sense of civic and national responsibility 2. Balanced between the development of moral values and the understanding of the structure, processes and institutions of the state with all its completeness 3. Applying pedagogical and methodological approaches that are not dogmaticindoctrinative, but rather foster a culture of critical, systematic, creative and innovative thinking 4. Integrated with the context of scientific discipline and socio-cultural environment (Winataputra, 2001) From the various challenges presented above, it is necessary to look for strategies that can involve active students in the learning process. Learning that prioritizes competency mastery must be focused onlearners,as well as provide relevant and contextual learning experiences in real life and develop a rich and strong mentality in students. This is where teachers are required to design learning activities that are able to develop a variety of civic competencies both knowledge, attitude and skills (civic knowledge, civic dispositon and civic skills). Activity-centered learning strategies and the creation of a pleasant atmosphere are indispensable for improving civic competence. The learning strategy is to use a project-based learning model (Project Citizen).

B. Method
The research was conducted on the subjects of Pancasila and Citizenship The population in this study is all students of Grade VII SMP Pahlawan Nasional Medan as many as 60 students spread in 2 classes namely VII-A and VII-B. Sampel in this study was taken as a whole population of 54 students consisting of grade VII-A students as many as 30 students and grade VII-B as many as 30 students.
Testing the veracity of a research requires the right data analysis techniques to be used. The data analysis techniques used in this study are inferential statistical techniques. Hypothesis testing in this study was conduct with a two-track variance analysis test (ANAVA) or Two Way Anova with a significant level of 0.05.

Finding
The data in this study was obtained from the results of the dissemination of instruments in the form of student learning test results, citizenship competency questionnaire instrument sheet. The instrument is given to grade VII-A students and grade VII-B students at Smp Pahlawan Nasional Medan. Class VII-A applies the Direct learning model and Class VII-B applies the Contextual Teacher and Learning (CTL) learning model. The results of the study on student learning outcomes and student citizenship competencies were analyzed using SPSS 22.0 software for windows.
Measurement of student learning outcomes using pretest and postest with the same question but different test spread time spans. Measurement of students' citizenship competencies using questionnaire sheet instruments. Pretests, postest and questionnaires were given to each student in two experimental classes, namely grade VII-A which amounted to 30 students and grade VII-B which amounted to 30 students.

Description of Pretest Data
Pretest is done before treatmentis given. Student pretest results are conducted with the aim of knowing the average equality of students' abilities in experimental and control classes. Pretest data is analyzed using spss 20.0 for windowssoftware-assisted descriptive statistics.
The differences in pretest results of students from experimental and control classes can also be seen in the bar diagram provided below:   the value of the α (= 0.05) so that H0 Accepted. Furthermore, in Figure 2 shows that the points of data values are adjacent on one straight line or normal line. Based on the graph above, it can be concluded that the experimental class and control class come from a normally distributed population.
The results of the data homogeneity test in this study were used to test whether a student's pretest score had a homogeneous (equal) data variance. The results of homogeneity calculation are presented in table 2 below.  Table 2 shows that the student's pretest data has a sig value (=0.848) greater than the α (=0.05) so that H0 Accepted. Based on this, it can be concluded, that the experimental class and control class have the same data variance so that each class can get different treatment.
Postest is given after the implementation of treatment or treatment, namely the     Differences in the results of the civic competency questionnaire from the experimental class and control class can also be seen looking at the bar diagram that has been provided below: Graph 5 Average and Standard Deviation of Questionnaires The graph above shows that the average student poll score in the Experiment class was 76.04 and in the control class 62.5. Then in Figure 4.5 show that the experiment class poll bar chart is higher than the control class. Based on the above information, it can be concluded that the experimental class and control class have relatively unequal values, but to test the hypothesis of this study, statistical requirements are conducted tests of normality and homogeneity. The results of the normality test calculation are presented in the following table 5 and 6 graphs. Graph 6 Normality of Questionnaires Based on Table 5 shows that the questionnaire data of students in the Therefore, the data statistical test requirements that have been met are normally distributed sample data. The results of homogeneity calculation are presented in table 6 below.  sig. (=0.001) < α (=0.05), so there is enough evidence to make a decision that Ha rejected and H0 accepted. Thus, the learning outcomes of students who use the citizen project model are higher than the learning outcomes using conventional models.
The second statistical hypothesis test was conducted using a two-track ANAVA.
The results of the second statistical hypothesis test using a two way anova test assisted by SPSS 20.0 For windows software are presented in table 8 below: and sig. (=0.00) < α (=0.05), so there is enough evidence to make a decision that Ha rejected and H0 accepted. Thus, the competence of citizenship taught using the citizen project model is higher than that using conventional learning.
The third statistical hypothesis test was conducted using a two-track ANAVA. The results of the third statistical hypothesis test using a two way anova test assisted by SPSS 20.0 For windows software are presented in table 9 below: 1. At the time of the implementation of this research is still in the atmosphere of the Covid 19 pandemic that requires every school to conduct face-to-face activities by replacing it with online learning (online) as advised by the Government. Thus enabling the encroachment of interaction activities between teachers and students in learning.
2. During the distance learning process, many students have difficulty when doing online learning. That is, internet access is inadequate and if the weather is bad the students have problems with the signal that is disturbed so that in the process of following the learning activities the students become out of focus.
3. In addition, there are some students still accompanied by parents in the distance learning process, because some of these students do not know from the use of WhatsApp Group in the distance learning process.
4. At each meeting there is still very little to implement the steps of Project Citizen's learning model, especially in group discussion sessions. That causes not all groups to have the opportunity to expose the results of their group work.
5. In the collection or submission of assignments submitted, there are still many students who are late to submit them due to various problems, both unsupporting networks and students who still do not understand the problems given by the teacher.
6. The limitations of research that cause the rejection of alternative hypotheses are caused by several things, namely relatively short research time and distance learning.
7. This research sample only comes from 1 School (SMP Pahlawan Nasional Medan) so the results of the study are not necessarily in accordance with other schools or other areas that have different characteristics.

D. Conclusion
Based on the problem formulation, research objectives, and research results as stated in the previous chapter, several conclusions are obtained as follows: