PROJECT BASED LEARNING TERBARU
Kleil, et al (2009) definesproject-based learning (project-based learning) as "the instructionalstrategy of empowering learners to pursue knowledge on Reviews their owncontent and demonstrate Reviews their new understandings through a variety of presentationmodes". Meanwhile, Intel Corporation (2007) provides a definition of theproject-based learning as "an instructional models that Involves studentsin investigations of compelling problems that culminate in authenticproducts". A more complete definition of the project-based learning can befound in the opinion of Barell, Baron, and Grant which gives the sense of aProject Based Learning "using authentic, real-world project, based on ahighly motivating and engaging question, task, or dilema to teach studentsacademic content in the context of working cooperatively to solve the dilema"(in Bender, 2018).
Referring to some of theabove definition, it is understood that the Project Based Learning is alearning strategy that uses the project / activity as a means of learning toachieve competency attitudes, knowledge and skills. The emphasis lies on thelearning activities of learners to solve the dilema by applying the skills ofresearching, analyzing, creating, learning to present their products based onreal experience. This strategy allows pesera students to work independently andin groups in mengkostruksikan authentic products sourced from the real problemsin everyday life .
===========================================
===========================================
Therefore, Project BasedLearning is a learning strategy that uses problems as a first step inintegrating new knowledge based on real experience. Project Based Learning isbeing systematically involving learners in the learning attitudes, knowledgeand skills through investigation in the design of the product. Project BasedLearning is an innovative learning strategy, which emphasizes contextuallearning through activities complex. Implementation of project-based learninggives students the opportunity to think critically and develop their creativitythrough the development of initiatives to produce tangible products such asgoods or services.
In Project Based Learning,learners are actively engaged in solving problems assigned by the teacher inthe form of a project. Learners actively manage their learning with real-life workthat produces real products. Project Based Learning can reduce competition inthe classroom and directing learners more collaborative than working alone. Inaddition, Project Based Learning can also be done through working independentlyconstruct their learning through knowledge and new skills, and make it happenin real products.
2. Principle is theprinciple of Project Based Learning
As already diurakan abovethat means learning to achieve competence in the use of Project Based Learningproject tasks as a learning strategy. The students work in the real, to solveproblems in the real world that can produce a solution in the form of a productor the work of a real or realistic. The underlying principle is a project-basedlearning:
a) Learner-centered learningwhich involves tasks in real life to enrich learning.
b) The task of the projectemphasizes on research activities based on a theme or topic which has beendetermined in the study.
c) Investigations orexperiments done authentically and produce real products that have beenanalyzed and developed based on themes / topics are arranged in the form ofproducts (reports or works). Products, statements or results which are thencommunicated to the work of comments and feedback for improvement next project.
3 Benefits of Project BasedLearning
Project-based learning is aninstructional strategy that focuses on learners in masalah-solving activitiesand other meaningful tasks. Implementation of Project Based Learning canprovide opportunities for students to work on a given task construct teacherwhose top can produce works of learners. Benefits of Project Based Learning areas follows:
a) Acquire new knowledge andskills in learning
b) Improve the ability oflearners in duduk perkara solving.
c) Creating a more activelearners in solving complex problems with real products results in the form ofgoods or services.
d) Develop and enhance theskills of students in managing resources / materials / tools to accomplish thetask.
e) Enhance collaboration oflearners especially on Project Based Learning which is a group.
Effective project-basedlearning, according to Klein, et al (2009) should have the followingcharacteristics:
• Leads students toinvestigate important ideas and questions
• Is framed around aninquiry process
• Is differentiatedAccording to student needs and interests
• Is driven by theproduction and presentation of independent student rather than teacher deliveryof information
• Requires the use ofcreative thinking, critical thinking, and information skills to investigate,draw
• conclusions about, andcreate content
• Connects to the real worldand authentic problems and issues
4. Step-by-step Project-BasedLearning
In Project Based Learning,learners are given tu¬gas to develop a theme / topic in the learning by doingproject activities realistic. In addition, the implementation of project-basedlearning is to encourage the growth of creativity, independence,responsibility, self-confidence, as well as critical thinking and analyticallearners.
Step Project Based Learningis as follows:
a) determination of project
In this step, the studentsdetermine the theme / topic of projects based on project assignments given bythe teacher. Learners are given the opportunity to select / define whichprojects the group will be doing either independently or with a note not to deviatefrom the task set by the teacher.
b) The design steps ofproject completion
Learners design measuresactivity completion of the project from start to finish along with itsmanagement. This project contains the design activity rules in the implementationof the project tasks, the selection of activities that can support the tasks ofthe project, the integration of a variety of possible completion of projecttasks, resource planning / materials / tools that can support the completion ofproject tasks, and cooperation among group members.
c) Preparation of projectimplementation schedule
Students under the guidanceof teachers to schedule all the activities that have been designed. How longthe project should be completed step by step.
d. Completion of the projectwith the facilitation and monitoring of teacher
This step is a step in theimplementation of the project design has been made. Activities that can bedone in the project activity of which is to a) read, b) researching, c)observation, d) interviews, e) recording, f) works of art, g) visited theproject object, or h) internet access. The teacher is responsible formonitoring the activities of learners in the process of doing the task ofproject start up to completion of the project. In the monitoring activity, theteacher made rubric that will be able to record the activity of learners incompleting project tasks.
e. Preparation of reportsand presentation / publication of results of the project
The results of the projectin the form of a product, whether it be paper products, works of art, ortechnology work / craft presented and / or published to other learners andteachers or community in the form of exhibits learning products.
f. Evaluation process andresults of the project
Teachers and learners at theend of the learning process to reflect on the activities and results of theproject tasks. The process of reflection on project assignments can be doneindividually or in groups. In the evaluation phase, the learners theopportunity to express his experience of completing project tasks developedduring the discussion to improve the performance of project tasks completed. Atthis stage also conducted feedback on the process and products have beenproduced.
Reading Material
Barrows,H.S. 1996. “Problem-based learning in medicine andbeyond: A brief overview” Dalam Bringing problem-based learning to highereducation: Theory and Practice (hal tiga-12). San Francisco: Jossey-Bass.
Delisle, R. (1997). How to Use Problem_Based Learning Inthe Classroom. Alexandria, Virginia USA: ASCD.
Gijselaers,W.H. 1996. “Connecting problem-basedpractices with educational theory.” Dalam Bringing dilema-based learning tohigher education: Theory and Practice (hal 13-21). San Francisco: Jossey-Bass.
Nur,M. 2018. Pembelajaran Berdasarkan Masalah.surabaya: PSMS Unesa.
TimSertifikasi Unesa. 2018. Modul PembelajaranInovatif. Surabaya: PLPG Unesa.
Arend, R.I. 2018. Learning to Teach, 5th Ed.boston: McGraw-Hill Company, Inc.
Baldwin,A.L. 1967. Theories of Child Development.New York: John Wiley & Sons.
Carin, A.A. & Sund, R.B. 1975. Teaching Science trough Discovery, 3rd Ed. Columbus:Charles E. Merrill Publishing Company.
Carin, A.A. 1993. Teaching Science Through Discovery. (7th. Ed. ) New York: Maxwell Macmillan International.
Muller, U., Carpendale, J.I.M., Smith, L. 2018. The Cambridge Companion to PIAGET.cambridge University Press.
Nur, M. 1998.Teori-teori Perkembangan. Surabaya: Institut Keguruan dan IlmuPendidikan.
Nur, M. &Wikandari, P.R. 2018. Pengajaran Berpusat Kepada Siswa Dan PendekatanKonstruktivis Dalam Pengajaran. Surabaya : Universitas Negeri SurabayaUniversity Press.
Osborne,R.J. & Wittrock, M.C. 1985. Learning Science: A Generative Process, Science Education, 64, 4: 489-503.
Sund, R.B. & Trowbridge, L.W. 1973. Teaching Science by Inquiry in the Secondary School, 3rd Ed.columbus: Charles E. Merrill Publishing Company.
Sutherland, P. 1992. CognitiveDevelopment Today: Piaget and his Critics. London: Paul Chapman PublishingLtd.
