PENDAMPINGAN PENYUSUNAN MODUL AJAR BAHASA INGGRIS SMK BERMUATAN PROJECT BASED LEARNING

Authors

  • Praditya Putri Utami Program Studi Pendidikan Bahasa Inggris, Universitas Singaperbangsa Karawang
  • Evi Karlina Ambarwati Program Studi Pendidikan Bahasa Inggris, Universitas Singaperbangsa Karawang
  • Indah Purnama Dewi Program Studi Pendidikan Bahasa Inggris, Universitas Singaperbangsa Karawang
  • Nina Puspitaloka Program Studi Pendidikan Bahasa Inggris, Universitas Singaperbangsa Karawang
  • Audry Adiananta Program Studi Pendidikan Bahasa Inggris, Universitas Singaperbangsa Karawang
  • Intan Akhna Khatami Program Studi Pendidikan Bahasa Inggris, Universitas Singaperbangsa Karawang

DOI:

https://doi.org/10.29303/abdiinsani.v10i4.1227

Keywords:

Teacher, Lesson Plan, Project Based Learning (PJBL), Vocation High School

Abstract

The development of technology and education today has grown very rapidly that education needs to instill students' ability to solve problems, one of which is project-based learning (PjBL). However, there are still some difficulties in implementing project-based learning including teachers’ lack of skills and understanding to implement this model. Therefore, this community service program aims to provide knowledge of the principle of project based learning as well as train teachers to design lesson plans which resonates project based learning. The training activities were carried out at SMK Negeri 1 Cikampek on August 14, 2023. The participants of this training were 95 vocational English teachers in Karawang, West Java. In the implementation of training activities, there are several stages that are passed, namely the preparation, implementation and evaluation stages. The implementation of the training activities began with a presentation of material regarding an overview of the implementation of PjBL in the preparation of vocational English teaching modules followed by a demonstration of examples of English projects in various classroom contexts and the practice of preparing teaching modules. The activity went well with two points of achievement, namely understanding or knowledge and products in the form of an effective and efficient teaching module framework. Based on the results of the training that has been carried out, the emphasis in the practice of preparing project-based teaching modules is still not optimal as there are several groups that have not completed the preparation of teaching modules due to limited time constraints.

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References

Aditama, M. G., Shofyana, M. H., Muslim, R. I., Pamungkas, I., & Susiati, S. (2022). Peningkatan Kompetensi Guru dalam Project Based Learning melalui Temu Pendidik Daerah. Buletin KKN Pendidikan, 4(1), 90–98. https://doi.org/10.23917/bkkndik.v4i1.18215

Aldabbus, S. (2018). Project-Based learning: Implementation and Challanges. International Journal of Education, Learning and Development, 6(3), 71–79.

Fadillah, S. (2021). Workshop Model Pembelajaran Project-Based Learning Berbasis Penggunaan ICT bagi Guru SMAN 2 Kampar Kiri Tengah, Jurnal Pengabdian Pada Masyarakat, 6(3). https://doi.org/10.30653/002.202163.704

Farrow, J., Kavanagh, S., & Samudra, P. (2022). Exploring Relationships between Professional Development and Teachers’ Enactments of Projectâ€Based Learning. Education Sciences, 12(4). https://doi.org/10.3390/educsci12040282

Fitriza, Z., Yerimadesi, Y., Aini, F. Q., Mawardi, M., Fitri, L., Julianti, N., Julianti, N., & Rivaldo, I. (2022a). Training on the Preparation of Problem Based Learning and Project Based Learning Materials for Chemistry Teachers in the 5th Region of West Sumatera. Pelita Eksakta, 5(1), 8. https://doi.org/10.24036/pelitaeksakta/vol5-iss1/175

Aditama, M. G., Shofyana, M. H., Muslim, R. I., Pamungkas, I., Susiati, S. (2022). Peningkatan Kompetensi Guru dalam Project Based Learning melalui Temu Pendidik Daerah. Buletin KKN Pendidikan, 4(1). https://doi.org/10.23917/bkkndik.v4i1

Aditama, M. G., Shofyana, M. H., Muslim, R. I., Pamungkas, I., & Susiati, S. (2022). Peningkatan Kompetensi Guru dalam Project Based Learning melalui Temu Pendidik Daerah. Buletin KKN Pendidikan, 4(1), 90–98. https://doi.org/10.23917/bkkndik.v4i1.18215

Aldabbus, S. (2018). Project-Based learning: Implementation and Challanges. International Journal of Education, Learning and Development, 6(3), 71–79.

Fadillah, S. (2021). Workshop Model Pembelajaran Project-Based Learning Berbasis Penggunaan ICT bagi Guru SMAN 2 Kampar Kiri Tengah, Jurnal Pengabdian Pada Masyarakat, 6(3). https://doi.org/10.30653/002.202163.704

Farrow, J., Kavanagh, S., & Samudra, P. (2022). Exploring Relationships between Professional Development and Teachers’ Enactments of Projectâ€Based Learning. Education Sciences, 12(4). https://doi.org/10.3390/educsci12040282

Fitriza, Z., Yerimadesi, Y., Aini, F. Q., Mawardi, M., Fitri, L., Julianti, N., Julianti, N., & Rivaldo, I. (2022a). Training on the Preparation of Problem Based Learning and Project Based Learning Materials for Chemistry Teachers in the 5th Region of West Sumatera. Pelita Eksakta, 5(1), 8. https://doi.org/10.24036/pelitaeksakta/vol5-iss1/175

Aditama, M. G., Shofyana, M. H., Muslim, R. I., Pamungkas, I., Susiati, S. (2022). Peningkatan Kompetensi Guru dalam Project Based Learning melalui Temu Pendidik Daerah. Buletin KKN Pendidikan, 4(1). https://doi.org/10.23917/bkkndik.v4i1

Published

2023-12-07

How to Cite

Utami, P. P., Ambarwati, E. K., Dewi, I. P., Puspitaloka, N., Adiananta, A., & Khatami, I. A. (2023). PENDAMPINGAN PENYUSUNAN MODUL AJAR BAHASA INGGRIS SMK BERMUATAN PROJECT BASED LEARNING. Jurnal Abdi Insani, 10(4), 2692–2698. https://doi.org/10.29303/abdiinsani.v10i4.1227

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