Pendampingan Penerapan Model Project Based Learning Bagi Guru Di SMPN 51 Kota Palembang

Abstract

Abstrak: Pembelajaran dalam kelas yang masih di dominasi oleh guru melalui ceramah membuat pembelajaran masih rendah keterlibatan peserta didik dalam proses belajar mengajar. Sehingga diperlukan pendampingan penerapan model pembelajaran berbasis projek (PjBL) sebagai salah satu model pembelajaran yang berpusat pada peserta didik. Tujuan pengabdian ialah memberikan pendampingan bagi guru untuk meningkatkan kemampuan penerapan model pembelajaran berbasis projek (PjBL) bagi guru di SMPN 51 Kota Palembang. Metode yang digunakan adalah pendampingan. Hasil pengabdian diperoleh bahwa hasil tes pengetahuan yang dilakukan melalui pretest dan postest terdapat peningkatan pemahaman peserta pada saat pendampingan penerapan pembelajaran berbasis projek (PjBL). Hasil nilai rata-rata dalam pretest yaitu 45.8 serta posttest 88.4 mempunyai selisih senilai 42.60. Dapat disimpulkan bahwa dari 23 guru yang mengikuti kegiatan telah mendapatkan peningkatan mengenai materi PPM. Penilaian proyek didasarkan pada 3 indikator, yaitu: (1) kelengkapan modul ajar; (2) Ketepatan projek sesuai tujuan; dan (3) kesesuaian sintaks projek. Dihitung berdasarkan rata-rata persentase skor maka persentase kemampuan guru dalam penerapan PjBL adalah sebesar 22.6% yang berarti kategori baik.Abstract: Learning in the classroom which is still dominated by teachers through lectures means that learning is still low in student involvement in the teaching and learning process. So assistance is needed in implementing the project-based learning model (PjBL) as a student-centered learning model. The aim of the service is to provide assistance for teachers to improve the ability to implement the project-based learning model (PjBL) for teachers at SMPN 51 Palembang City. The method used is mentoring. The results of the service showed that the results of the knowledge tests carried out through pretest and posttest showed an increase in participants' understanding when assisting in the implementation of project-based learning (PjBL). The average score in the pretest is 45.8 and the posttest is 88.4, which has a difference of 42.60. It can be concluded that the 23 teachers who took part in the activity had received improvements regarding PPM material. Project assessment is based on 3 indicators, namely: (1) completeness of the teaching module; (2) accuracy of the project according to the objectives; and (3) suitability of the project syntax. Calculated based on the average percentage score, the percentage of teacher ability in implementing PjBL is 22.6%, which means the good category.