INOVASI PEMBELAJARAN PROJECT BASED LEARNING TEMATIF INTEGRATIF BAGI GURU-GURU SMA MUHAMMADIYAH 2 PONTIANAK
DOI:
https://doi.org/10.29303/abdiinsani.v11i4.1962Keywords:
Project-Based Learning, Thematic, Integrative, Critical Thinking SkillsAbstract
Education is the foundation for shaping a quality and competitive generation. One of the main elements of the learning process is educational innovation, which can refine the quality of learning practices and actively engage students. One such innovation is project-based learning (PjBL). Therefore, this community service activity was organized to provide training for teachers at SMA Muhammadiyah 2 Pontianak in designing innovative learning methods. Through the implementation of PjBL, teachers are expected to develop students' critical thinking skills and prepare them to face real-world challenges. The objective of this community service activity is to conduct training for teachers to enhance their ability to develop integrative thematic project-based learning that focuses on critical thinking skills, thus creating enjoyable and meaningful learning experiences for students. The training methods include delivering material, demonstrations, and interactive discussions. The training is divided into three main sessions: theoretical presentations, practical demonstrations, and a dialogue and Q&A session to deepen participants' understanding of the material presented. The results of the activity showed an improvement in teachers' knowledge, especially through the interactive delivery of theory, demonstrations, and discussions. Teachers not only gained a deep understanding of the PjBL concept but also became more capable of designing and implementing projects in the classroom, despite challenges such as limited time and resources. The increase in the average score from 50 in the pretest to 80 in the posttest reflects an enhanced understanding, with teachers becoming more skilled in designing projects that meet students' needs. Additionally, the understanding of the fundamental differences between PjBL and problem-based learning (PBL) became clearer, with teachers now able to differentiate the focus of these two approaches. The training activity successfully improved teachers' understanding of project-based learning to support the development of 21st-century skills in students. Through the delivery of theory, demonstrations, and discussions, teachers were able to grasp strategies for implementing project-based learning, even with the constraints of time and resources.
Downloads
References
Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. Sage Open, 10(3), 1-15. https://doi.org/10.1177/2158244020938702
Artama, K. K. J., Budasi, I. G., & Ratminingsih, N. M. (2023). Promoting the 21st century skills using project-based learning. Language Circle: Journal of Language and Literature, 17(2), 325–332. https://doi.org/10.15294/lc.v17i2.39096
Bough, A. (2023). Project-based learning in post-primary school in Ireland – A narrative literature review of the transition year programme to understand evolving digital spaces. Irish Educational Studies, 42(4), 749–774. https://doi.org/10.1080/03323315.2023.2261427
Dewi, M. R. (2022). Kelebihan dan kekurangan project-based learning untuk penguatan profil pelajar Pancasila Kurikulum Merdeka. Inovasi Kurikulum, 19(2), 213–226. https://doi.org/10.17509/jik.v19i2.44226
Halimatusyadiyah, N., Anasya, S. W., & Pajri, A. (2022). The effectiveness of the project-based learning model in the independent learning curriculum. Jurnal Kewarganegaraan, 6(2), 3.
Issa, H. B., & Khataibeh, A. (2021). The effect of using project-based learning on improving the critical thinking among upper basic students from teachers’ perspectives. Pegem Eğitim ve Öğretim Dergisi, 11(2), 52–57. https://doi.org/10.14527/pegegog.2021.00
Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: How teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1). https://doi.org/10.1186/s43031-021-00042-x
Ningsih, S. R., Disman, Ahman, E., Suwatno, & Riswanto, A. (2020). Effectiveness of using the project-based learning model in improving creative-thinking ability. Universal Journal of Educational Research, 8(4), 1628–1635. https://doi.org/10.13189/ujer.2020.080456
Novak, A. M., & Krajcik, J. S. (2019). A case study of project-based learning of middle school students exploring water quality. In M. Moallem, W. Hung, & N. Dabbagh (Eds.), The Wiley Handbook of Problem‐Based Learning (pp. 551–572). Wiley. https://doi.org/10.1002/9781119173243.ch24
Novitasari, W., Wiyanarti, E., & Jupri. (2018). The implementation of project-based learning to improve students responsibility in social studies learning. International Journal Pedagogy of Social Studies, 3(2), 19–32.
Saad, A., & Zainudin, S. (2024). A review of teaching and learning approach in implementing project-based learning (PBL) with computational thinking (CT). Interactive Learning Environments, 1–25. https://doi.org/10.1080/10494820.2024.2328280
Sudjimat, D. A., Nyoto, A., & Romlie, M. (2020). Implementation of project-based learning model and workforce character development for the 21st century in vocational high school. International Journal of Instruction, 14(1), 181–198. https://doi.org/10.29333/iji.2021.14111a
Virtue, E. E., & Hinnant-Crawford, B. N. (2019). “We’re doing things that are meaningful”: Student perspectives of project-based learning across the disciplines. Interdisciplinary Journal of Problem-Based Learning, 13(2). https://doi.org/10.7771/1541-5015.1809
Yu, H. (2024). Enhancing creative cognition through project-based learning: An in-depth scholarly exploration. Heliyon, 10(6), e27706. https://doi.org/10.1016/j.heliyon.2024.e27706
Žerovnik, A., & Nančovska Šerbec, I. (2021). Project-based learning in higher education. In C. Vaz de Carvalho & M. Bauters (Eds.), Technology Supported Active Learning: Student-Centered Approaches (pp. 31–57). Springer Singapore. https://doi.org/10.1007/978-981-16-2082-9_3
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in Psychology, 14, 1202728. https://doi.org/10.3389/fpsyg.2023.1202728
