The Effectiveness of Mentoring in the Implementation of the Project-based Learning (PjBL) Model in the Independent Curriculum for PAUD Educators

Maryati, Sisilia; Lestari, Gunarti Dwi; Riyanto, Yatim

doi:10.24018/ejedu.2022.3.6.471

Cited by 6 publications

(5 citation statements)

References 23 publications

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“…Education units can also reduce the number of Basic Competency for each subject so that teachers and students can focus more on essential competencies for continuing learning at the next level. The prototype curriculum is a competency-based curriculum to support learning recovery by implementing project-based learning to support character development according to the Pancasila Student Profile (Maryati, et al, 2022).…”

Section: Problem Statementmentioning

confidence: 99%

Professional Competence of Prospective Elementary School Teachers in Designing Lesson Plans Integrating Project-Based Learning Models and TPACK

Fazilla¹,

Bukit²,

Sriadhi³

2023

msd

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During the industrial revolution, the quality of education improved, and this was reflected in competent and professional teachers. Teacher professional competence can be achieved by combining personal, scientific, technological, social, and spiritual skills.. This study aims at assessing prospective teachers' professional abilities in developing lesson plans that are integrated with the Project Based Learning and TPACK models in Microteaching course. This study employs a qualitative approach with a case study research design by involving 10 prospective elementary school teachers enrolled in sixth semester. Data collection was carried out through interviews, observation, and documentation, while data analysis was carried out qualitatively, comprising data reduction, verification, and conclusions. The findings obtained revealed that the professional competence of prospective elementary school teachers was adequate but could be improved. According to the interviews, they were able to develop a scientific mindset in preparing lesson plans with subject mastery based on basic competencies and learning objectives. In fact, four participants were able to develop lesson plans using project-based learning models. In the analysis process, it was also found that these prospective elementary school teachers were able to integrate TPACK, meaning they knew how to link material with the use of technology and were able to teach it in simulation activities carried out in class. However, some of them still struggled to make project-based learning plans, especially in designing projects relevant to teaching materials. Overall, it can be concluded that the professional competence of prospective teacher students was adequate but could be improved, particularly in their capacity to design projects relevant to the material and learning objectives in elementary schools.

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Section: Problem Statementmentioning

confidence: 99%

Professional Competence of Prospective Elementary School Teachers in Designing Lesson Plans Integrating Project-Based Learning Models and TPACK

Fazilla¹,

Bukit²,

Sriadhi³

2023

msd

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“…Temuan ini sejalan dengan berbagai penelitian terkait dengan PjBL dan PBL seperti penelitian yang dilakukan. Pendampingan PjBL ini juga dapat dilanjutkan oleh komunitas beajar di sekolah tersebut sehingga akan lebih efektif efisien (Zuniarti, 2021) (Maryati, 2023).…”

Section: Data Penilaian Produkunclassified

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

Mariyani,

Faisal,

Artati

et al. 2023

JMM

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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.

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“…Sekolah harus mampu memahami murid dalam ide, minat, kebutuhan pembelajaran dan mengindentifikasi karakteristik sekolah baik lingkungan sosial, belajar, budaya, maupun ekonomi dari masyarakat sekitar sekolah karena kurikulum merdeka memberi keluasan bagi sekolah mengatur isi pembelajaran menggunakan lingkungan sekitar untuk dimanfaatkan dan berpusat pada murid. Penerapan kurikulum merdeka sebagai usaha memperbaiki kualitas pendidikan (Maryati et al, 2022) Dari pendapat tersebut dan penjelasan menurut para ahli maka dapat disimpulkan bahwa subjek dari penelitian ini telah memahami konsep dari kurikulum merdeka.…”

Section: Reduksi Data Penarikan Simpulan Atau Verifikasiunclassified

Proyek Penguatan Profil Pelajar Pancasila sebagai Implementasi Kurikulum Merdeka di Lembaga PAUD

Cahyaningrum,

Diana

2023

J. Obs. J. Pendidik. Anak Usia Dini

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Proyek Penguatan Profil pelajar Pancasila merupakan paradigma baru dari kurikulum merdeka. Permasalahan yang muncul berupa membutuhkan pendidik lebih dari satu pada proses proyek, kesulitan penilaian dokumentasi dan mau berpikiran terbuka terhadap perubahan. Selanjutnya, PAUD dianggap hanya untuk baca dan tulis saja padahal penting menerapkan proyek yang berpusat pada anak dan belajar sambil bermain di luar kelas yang membina nilai Pancasila sejak usia dini melalui minat anak. Maka dari itu, Penelitian ini menggunakan metodologi kualitatif jenis studi kasus dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi yang mendeskripsikan bagaimana proyek penguatan profil siswa Pancasila diimplementasikan sebagai kurikulum mandiri di lembaga PAUD. Penelitian ini memanfaatkan metode analisis data model interaktif Miles dan Huberman berupa pengumpulan data, reduksi data, penyajian data, uraian, dan penarikan simpulan. Hasil kajian ini dipraktikkan sebagai model proyek peningkatan profil murid Pancasila. Proyek ini masih dalam pengembangan, namun telah terbukti berhasil dalam tahap perencanaan, pelaksanaan, dan penilaian menunjukan enam dimensi profil Pancasila.

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The Effectiveness of Mentoring in the Implementation of the Project-based Learning (PjBL) Model in the Independent Curriculum for PAUD Educators

Cited by 6 publications

References 23 publications

Professional Competence of Prospective Elementary School Teachers in Designing Lesson Plans Integrating Project-Based Learning Models and TPACK

Professional Competence of Prospective Elementary School Teachers in Designing Lesson Plans Integrating Project-Based Learning Models and TPACK

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

Proyek Penguatan Profil Pelajar Pancasila sebagai Implementasi Kurikulum Merdeka di Lembaga PAUD

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