Project Based Learning

Group Members :
1. Frizka Kinanti Ayuza (22080304009)
2. Vinny Rahmawati (22080304054)
3. Layyinatul Afida (22080304037)
4. Rain Arthaty (22080304046)
5. Rizki Aulia Pangestu (22080304051)

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 FOREWORD

Praise and gratitude we say the presence of Allah SWT. Due to the abundance of His grace and
guidance, we were able to complete this thesis with the aim of fulfilling the assignment for the
Learning Theory course entitled "Project Base Learning". The author realizes that this paper is
not perfect. Because in many ways it is still a collection of various quotations taken from the
sources of the books used. For this reason, the compiler is happy to accept criticism from readers
for improvement.
Finally, the authors hope that this paper will be useful and do not forget to thank all those who
have helped in compiling this paper

Surabaya, 13 April 2023

composer

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 LIST OF CONTENTS
TITLE PAGE.........................................................................................................1
....................................................................................................................................
FOREWORD..........................................................................................................2
LIST OF CONTENTS...........................................................................................3
CHAPTER I INTRODUCTION...........................................................................4
1.1 Background............................................................................................4
1.2 Problem Formulation.............................................................................5
1.3 Purpose of Writing.................................................................................5
CHAPTER II DISCUSSION.................................................................................6
2.1 Understanding the learning model of Project Based Learning..............6
2.2 Characteristics of the Project Based Learning learning model..............7
2.3 The steps of the Project Based Learning Learning Model.....................8
2.4 Obstacles in implementing PBL.............................................................9
2.5 The advantages and disadvantages of PBL..........................................10
2.6 The role of the Project Based Learning learning model for teachers...11
2.7 The role of the student's Project Based Learning learning model........11
2.8 Assessment of the Project Based Learning learning model.................12
2.9 Implementation of Project Based Learning in Vocational High Schools on the
competence of Accounting and Finance Institution expertise...................13

CHAPTER III CLOSING

3.1 Conclusion............................................................................................14
3.2 Suggestions..........................................................................................14

BIBLIOGRAPHY................................................................................................15

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 CHAPTER I

INTRODUCTION

1.1 Background
The rapid development accompanied by the development of science and technology has
resulted in the performance of a professional and higher quality education. The future of a
country is largely determined by how that country treats its education system, quality
education is expected to support the achievement of the next generation of young people who
are intelligent, skilled and broad-minded who are able to compete in the coming global era.
Because in essence the function of education is to develop abilities and improve the quality
of human life.

In Government Regulation Number 19 of 2005 article 19 paragraph 1 concerning National

Education Standards it is also stated that the learning process in education units is carried out
interactively, inspiring, fun, challenging, motivating students to participate actively and
provide sufficient space for initiative, creativity, independence in accordance with the
talents, interests and physical and psychological development of students.

Therefore this paper will discuss the Project Based Learning model, which is a systematic
learning that engages students in theoretical learning and designing products and
assignments. Project-based learning has enormous potential to make learning experiences
more interesting and useful. For students. In project-based learning students are encouraged
to be more active in learning and the teacher is only a facilitator, evaluating the work
products of students which are displayed in the results of the projects being worked on.

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1.2 Problem Formulation

1. What’s the meaning of Project Based Learning model?

2. What are the characteristics of Project Based Learning model?
3. What are the steps of Project Based Learning model?
4. What are the obstacles in implementing the Project Based Learning model?
5. What are the advantages and disadvantages of the Project Based Learning model?
6. What is the role of Project Based Learning model for teachers
7. What is the role of Project Based Learning model for students
8. How is the assessment of the Project Based Learning model
9. What are the examples of materials that are applied in Project Based Learning

1.3 Purpose of Writing

1. Knowing the meaning of the Project Based Learning learning model

2. Knowing the characteristics of the Project Based Learning learning model.
3. Knowing the steps of the Project Based Learning Learning Model
4. Knowing the obstacles in implementing the Project Based Learning learning model
5. Knowing the advantages and disadvantages of the Project Based Learning learning
model.
6. Knowing how the role of the Project Based Learning learning model is for teachers
7. Knowing how the role of the Project Based Learning learning model is for students
8. Knowing how to assess the Project Based Learning learning model.
9. Knowing examples of material applied in Projects Based Learning

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 CHAPTER II

DISCUSSION

2.1 Understanding the learning model of Project Based Learning

Education in the 21st century deals with new problems that exist in the real world. Problem-
Based Learning Model (Problem Based Learning) relates to the use of intelligence from within
individuals who are in a group of people, or the environment to solve problems that are
meaningful, relevant, and contextual. The following is a definition of the Problem Based
Learning Model based on the opinions of several experts.

1. Boud and Feletti in Rusman (2010) argue that the Problem Based Learning Model is the
most significant innovation in education.
2. Margetson in Rusman (2010) says that the Problem Based Learning Model helps to enhance
the development of lifelong learning skills in an open, reflective, critical, and active
learning mindset, as well as facilitating the success of problem solving, communication,
work groups, and interpersonal skills better than other models.
3. “Problem Based Learning (PBL) is a method of learning in which learners first counter a
problem followed by a systematic, learned centered inquiry and reflection process”. This
means that Problem Based Learning (PBL) is a learning method where students meet a
problem that is systematically arranged, student-centered discovery and reflection processes
(Teacher and Educational Development, 2002).
4. According to Jodion Siburian, et al in Utami (2011), Problem Based Learning is a learning
model associated with contextual learning. Learning means being faced with a problem,
which then through problem solving, through this problem students learn more basic skills.
5. Muslimin in Utami (2011) says that problem-based learning is a model for teaching students
to develop thinking skills and problem-solving skills, learn authentic adult roles and become
independent learners. Problem-based learning is not designed to help teachers provide as
much information as possible to students, but problem-based learning is developed to help
students develop thinking skills, problem-solving and intellectual skills, learn the various
roles of adults through their involvement in real experiences and become learning
independent.

Based on several expert opinions, it can be concluded that the Problem Based Learning Model
is a learning model that begins with giving problems to students where these problems are
experienced or are the daily experiences of students. Furthermore, students complete the
problem to find new knowledge. This Problem-Based Learning Model is an innovative
learning model that can provide active learning conditions to students.

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2.2 Characteristics of the Project Based Learning learning model

The most important feature of the Project Based Learning learning model is the emergence of
problems at the beginning of learning, various problem-based teaching developments have
provided that teaching model. There are several characteristics of problem-based learning,
Arends (1997) identified 5 characteristics as follows:

A. Submit a question or problem

Problem-based learning not only organizes around certain academic principles or skills,
but also organizes teaching with questions and problems that are both socially important
and personally meaningful to students. Asking questions in this learning model is not
just an ordinary statement, but has certain characteristics, namely:
1. Authentic, that is, the problem must be rooted in the real life of students
2. Clear, namely the problem is formulated clearly, does not create new problems.
3. Easy to understand, the problems given are adjusted to the level of development of
students.
4. Extensive and appropriate learning objectives
5. Useful, namely the problem is beneficial for students.
B. Focusing on the interrelationships between disciplines
Problem-based learning is centered on certain subjects such as science, social studies,
mathematics. However, the problems to be investigated have actually been selected so
that in solving them students can review problems from various subjects.
C. Authentic inquiry
Problem-based learning requires students to carry out authentic investigations to find real
solutions to real problems. Students must analyze and define problems, develop
hypotheses and make predictions, collect and analyze information, conduct experiments
(if needed), make inferences and formulate conclusions. Of course, the method of
investigation used depends on the problem being studied.
D. Producing products/work and displaying them
Problem-based learning leads students to produce products in the form of real work or
artifacts and demonstrations that explain or represent the forms of problem solving they
find. Products made can be in the form of transcripts, reports, physical models, videos or
computer programs. Real work is planned by students to be demonstrated to other
students about what they have learned. Problem-based learning is characterized by
students working with one another in pairs or small groups. Working together is
expected to motivate students to continuously engage in complex tasks and increase
opportunities to share inquiry and dialogue and to develop social skills and thinking
skills.
E. Cooperation PBL is characterized by students working together with one another, either
in pairs or small groups. This collaboration provides motivation to continuously increase
dialogue, develop ideas to develop social and thinking skills

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2.3 The steps of the Project Based Learning Learning Model

Project-Based Learning (PBL) is a teaching and learning approach in which students engage in
complex, multifaceted projects that require the to collaborate, think critically, and apply what
they have learned. The following are the steps of the PBL model :

1. Start with a driving question or problem

Identify a real-world problem or question that is relevant to the students' lives or interests.
The driving question should be open-ended and require students to use critical thinking
skills.
2. Plan the project
Collaborate with students to plan the project, including setting goals and developing a
timeline. This is an opportunity to discuss the skills and knowledge needed to complete
the project successfully.
3. Conduct research
Students should gather information and conduct research to address the driving question
or problem. This step may involve reading, interviewing experts, conducting
experiments, and other forms of inquiry.
4. Create a product
Based on the research, students should create a product that demonstrates their
understanding of the topic. This may include a presentation, a written report, a video, or
other types of media.
5. Receive feedback
Students should receive feedback on their work from both the teacher and their peers.
This feedback should be constructive and help students improve their understanding and
skills.
6. Present the project
Students should present their final product to an authentic audience. This could include
other students, teachers, community members, or experts in the field.
7. Reflect on the learning
After completing the project, students should reflect on what they have learned and how
they have grown throughout the process. This can help students see the value of their
work and develop a deeper understanding of the topic.

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2.4 Obstacles in implementing the Project Based Learning learning model

While Project-Based Learning (PBL) can be a highly effective teaching and learning approach,
there are also several obstacles that can make it challenging to implement. Here are some
common obstacles that teachers and schools may encounter when implementing PBL:

1. Time constraints
PBL requires a significant amount of time for planning, implementing, and assessing
student projects. Teachers may find it difficult to fit PBL into their already busy
schedules.
2. Resource constraints
PBL often requires specialized resources and materials, such as technology or equipment,
which may not be available to all students or schools.
3. Assessment challenges
Traditional forms of assessment, such as standardized tests, may not be well-suited for
evaluating PBL projects, which can make it difficult to measure student learning and
progress.
4. Student resistance
Some students may resist PBL because it requires them to take more responsibility for
their own learning, work collaboratively with others, and engage in open-ended inquiry,
which can be unfamiliar or uncomfortable for some students.
5. Teacher resistance
Teachers who are accustomed to more traditional forms of teaching may be resistant to
the shift towards PBL, or may lack the necessary training or support to implement it
effectively.
6. Lack of alignment with standards
PBL may not always align with specific academic standards or curriculum requirements,
which can make it difficult to justify its use in some contexts.
7. Equity concerns
PBL may disproportionately benefit students who have access to more resources or
support, or who are already successful academically, which can exacerbate existing
inequalities.

To overcome these obstacles, it is important for schools and teachers to carefully plan and
implement PBL, provide adequate support and resources, and ensure that PBL projects are
aligned with academic standards and designed to be accessible and equitable for all students.

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2.5 The advantages and disadvantages of the Project Based Learning learning model
According to Shoimin (2014), the advantages and disadvantages of the quantum learning
learning model are as follows:

A. Advantages

1. Can guide students towards the same thinking in the same channel of thought.
2. Because quantum learning involves more students, during the learning process students'
attention can be focused on things that are considered important by the teacher so that
important things can be observed carefully.
3. Because the movement and process are shown, it does not require a lot of information.
4. The learning process becomes more comfortable and enjoyable.
5. Students are encouraged to actively observe, adjust between theory and reality and can
try to do it themselves.
6. Because the quantum learning learning model requires the creativity of a teacher to
stimulate students' innate desire to learn, indirectly teachers get used to thinking
creatively every day.
7. Lessons given by the teacher are easily accepted or understood by students.

B. Disadvantages

1. This model requires readiness and careful planning besides requiring quite a long time
which may be forced to take other hours or study hours.
2. Facilities such as adequate equipment, space, and costs are not always available properly.
3. Because in this method there is a celebration to honor a student's efforts, whether in the
form of applause, finger snaps, singing, etc. that can disturb other classes.
4. It takes a lot of time to prepare.
5. This model requires special teacher skills because without this support, the learning
process will not be effective.
6. In order to learn with this learning model to get good things requires accuracy and
patience. However, sometimes thoroughness and patience are neglected so that what is
expected is not achieved as it should.

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2.6 The role of the Project Based Learning learning model for teachers
The Problem Based Learning model is characterized by the use of real life problems as
something students must learn. With the Problem Based Learning model, students are expected
to gain more experience than memorized knowledge. Starting from knowledge in solving
problems, critical thinking, working in groups, interpersonal and communication, as well as
searching and processing information.

So it can be concluded, that in Problem Based Learning the learning prioritizes the learning
process, where the teacher's task must focus on helping students, achieve self-direction skills.
The teacher in this model acts as a problem presenter, questioner, holding dialogues, helping to
find problems, and providing learning facilities. In addition, teachers provide support that can
enhance students' inquiry and intellectual growth. This model can only occur if the teacher can
create an open classroom environment and guide the exchange of ideas. Or it can be concluded
that the teacher's task or role in project based learning is as a facilitator for their students

2.7 The role of the student's Project Based Learning learning model
The role of students in the PBL model is as a learning subject, meaning that students are active in
carrying out learning activities. Therefore, we need a habit of learning independently.

a. Use the ability to ask and think.

b. Do your own research.
c. Learn new ideas and concepts.
d. Learn to manage time well.
e. Doing learning activities alone or in groups.
f. Apply learning through action.
g. Conducting social interactions (interviews, surveys, observations).
h. More activities on group work.

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2.8 Assessment of the Project Based Learning learning model
The project-based learning model also conducts a series of assessments of the process and final results of
student learning. Assessment is carried out on projects that require strict monitoring or monitoring
requires authentic assessment that prioritizes process assessment but does not ignore the final assessment.
Project-based learning assessment can use assessment techniques developed by the Center for
Educational Assessment, Ministry of Education and Culture, namely project assessment or product
appraisal

1. Project Assessment
Project appraisal is an evaluation activity of a task that must be completed within a certain
period/time. The task is in the form of an investigation starting from planning, data collection,
organizing, processing and presenting data
In project appraisal there are at least 3 things that need to be considered, namely:
a. Management ability, namely the ability of students to choose topics, find information and manage
the time of data collection and report writing.
b. Relevance or suitability to the subject, taking into account
Stages of knowledge, understanding and skills in learning.
c. Authenticity means that the projects carried out by students must be the result of their work,
taking into account the teacher's contribution in the form of guidance and support for student
projects.
Project Appraisal Techniques
Project assessment is carried out starting from planning, the work process, to the final project results. For
this reason, the teacher needs to determine the things or stages that need to be assessed, such as preparing
designs, collecting data, analyzing data, and preparing written reports. Assignment reports or research
results can also be presented in the form of posters. The implementation of the assessment can use
assessment tools/instruments in the form of checklists or rating scales.

2. Product Rating
Product assessment is an assessment of the manufacturing process and quality of a product. Product
assessment includes assessing the ability of students to make technological and artistic products, such as:
food, clothing, works of art (sculptures, paintings, drawings), items made of wood , ceramics, plastics,
and metals.
Product development includes three stages and each stage needs to be assessed, namely:
a) The preparatory stage includes: assessing students' abilities and planning, exploring, and
developing ideas, and designing products.
b) The product (process) manufacturing stage includes: assessing students' abilities in selecting and
using materials, tools, and techniques.
c) The product assessment stage (appraisal) includes: product evaluation produced by students
according to the established criteria.
Product Appraisal Techniques
Product assessment usually uses a holistic or analytical way.
a) The holistic way, which is based on the overall impression of the product, is usually carried out at
the appraisal stage.

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 b) The analytical method, which is based on product aspects, is usually carried out against all
criteria contained in all stages of the development process.
2.9 Implementation of Project Based Learning in Vocational High Schools on the
competence of Accounting and Finance Institution expertise
The Project-Based Learning Model implemented in Vocational High Schools on the
competence of Accounting and Finance Institution expertise leads to three configurations of
models. The first configuration, the Project-Based Learning model that places project work as a
vehicle for developing technical skills and the dominance of the teacher's role in the process of
completing project work is very large. The second configuration is the Project-Based Learning
model that places project work as a vehicle for bringing theoretical and practical, contextual
learning closer, but teacher control in the project completion process is still quite high. The third
configuration is the Project-Based Learning model that places project work as a vehicle for
integrating teoretic-practical learning, learning contextual problem solving, collaborative, and
giving great autonomy to students in making decisions on project work completion.

Learning materials that can use the Project Based Learning method are in a combination
of subjects between Creative Products and Entrepreneurship, Practicum Accounting for Service
Companies, Trade, and Manufacturing, and Indonesian. The stages of implementing the Project
Based Learning method, are for example as follows: The teacher gives a project where the
project about making a small business begins with the submission of a proposal. In this project,
students are expected to be able to make and market food products as creatively as possible.
Then students will compile simple financial statements at the end of the period. In completing
this project, the teacher has a fairly high level of control over the students.

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 CHAPTER III
CLOSING
3.1 Conclusion

Based on the discussion in the previous chapter, it can be concluded that the learning model does not
develop by itself, but has a certain theoretical basis. One of the learning theories that underlies the Project
Based Learning (PBL) learning model is Piaget's constructivist learning theory which relies on the idea
that students build their own knowledge in the context of their own experiences and are assisted by
questions from the teacher, problems or challenges posed to students, and etc.

As for some of the obstacles in the implementation of the Project-Based Learning method, among others,
Project-Based learning requires a lot of time to be provided to solve complex problems and many
students' parents feel disadvantaged, because it increases the cost of entering a new system. One of the
advantages of implementing Project-Based Learning is that it can increase students' learning motivation to
learn, encourage their ability to do important work, and they need to be valued. obtained by students in
carrying out project-based learning.

3.2 Suggestions
Thus the paper we made, hopefully useful and increase the knowledge of readers. We apologize
if there are spelling errors in writing words and sentences that are not clear, understandable, and
straightforward. Because we are just ordinary people who do not escape mistakes and we also
really hope for suggestions and criticisms from readers for the perfection of this paper. So many
conclusions from us hopefully can be accepted in our hearts and we thank you profusely.

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 BIBLIOGRAPHY
Sunismi, Werdiningsih Dyah, Sri. 2022. Project Based Learning. Malang: CV Literasi Nusantara
Abadi
Suryani Esti. 2017. Best Practice: Innovation Learning Through Project Based Learning Model.
Yogyakarta:Deepublish
Hotimah, Husnul. (2020). Penerapan Metode Pembelajaran Problem Based Learning Dalam
Meningkatkan Kemampuan Bercerita Pada Siswa Sekolah Dasar. Jurnal Edukasi,VII (3),5-11
Yuli Rachmawati, Nurul., Rosy, Brillian. (2021). Pengaruh Model Pembelajaran Problem Based
Learning (PBL) terhadap Kemampuan Berpikir Kritis dan Pemecahan Masalah pada Mata
Pelajaran Administrasi Umum Kelas X OTKP di SMK Negeri 10 Surabaya. Jurnal Pendidikan
Administrasi Perkantoran (JPAP), 9, Nomor 2
Kamdi, Sane. (2010). Implementation of Project Based Learning in Vocational High Schools.
Journal of Education and Learning (JPP). Vol 17, No 1, 9.

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