Project Based Learning Model in Improving Learning Outcomes

Abstract

1. Traditional teacher-centered learning on equality education still cannot have the expected impact on learning outcomes. This situation is less favorable when equality education needs to provide quality educational services. This study aims to describe and analyze the implementation of the project-based learning (PjBL) learning model in equality education at the Pemalang Learning Activity Studio (SKB). This study uses a descriptive qualitative approach with participants including four learners, two tutors, and the head of SKB as supporting informants. Data collection techniques include interviews, observations, and documentation studies which are then applied source triangulation as data validity. The data analysis is carried out through data collection, data reduction, data presentation, which is closed with the drawing of conclusions. The results of the study showed that the implementation of the PjBL learning model consisting of essential questions, project planning and making schedules, implementation and monitoring, assessment, and evaluation had a positive impact on the learning outcomes obtained by the learning community. However, there are challenges in the process which include limited learning hours, differences in understanding of learning residents, and lack of supporting facilities. Tutors address this by making the implementation more flexible and choosing projects that are relevant to the learning citizen's life.