CURRICULUM MATERIAN AND MEDIA DEVELOPMENT

PROJECT BASED LEARNING

LECTURER
Kade Restika Dewi, S.PD., M.PD.
Complied By:
Liana Ayu Handayani (202026)
I Kadek Juniantara (203031)

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN AGAMA HINDU AMLAPURA

ENGLISH EDUCATION DEPARTMENT
2022/2023
 PREFACE
First of all, thanks to the presence of God Almighty for the help of Ida Sang Hyang Widhi Wasa, the
author finished writing a paper entitled "Project Based Learning" at the time that had been calculated.
The purpose of writing this paper is to fulfill the assignment given by Mrs. Kade Restika Dewi, S.PD.,
M.PD. as a lecturer in the Curriculum Material And Media Development course.
In preparing this paper, the author actually encountered many challenges and obstacles, but with the
help of many parties these obstacles could be overcome. The author also realizes that there are still
many mistakes in the process of writing this paper.
Therefore, the authors would like to thank all those who have helped in the process of writing this
paper. Hopefully Ida Sang Hyang Widhi Wasa's replies all help and bless you all. The author realizes
that this paper is still not perfect both in terms of structure and content. So the writer hopes that the
criticism from the readers can help the writer in perfecting the next paper. Hopefully this paper can
help readers to increase knowledge about Project Based Learning.

Amlapura, 21 Desember 2022

Author
 TABLE OF CONTENT
Preface............................................................................................................................................
Table of Content............................................................................................................................
Chapter 1 Introduction................................................................................................................
1.1 Background..............................................................................................................................
1.2 Formulation of the problem.......................................................................................................
1.3 Purpose of the paper.................................................................................................................

Chapter II Discussion...................................................................................................................

2.1 The Definition of Project Based Learning................................................................................

2.2 Project Based Learning Objectives...........................................................................................

2.3 Project Based Learning Syntax Learning Model.....................................................................

2.4 Example of Project Based Learning.........................................................................................

2.5 Advantages and Disadvantages of Project Based Learning.....................................................

2.6 Guidance Guidelines in Project Based Learning......................................................................

Chapter III Closing......................................................................................................................

3.1 Conclusion................................................................................................................................

Bibliography...................................................................................................................................
 CHAPTER 1
INTRODUCTION
1.1 Background
Project Based Learning ( PJBL ) or Project Based Learning is one of the student centered
learning models suggested by the 2013 Curriculum, even the Merdeka Learning curriculum, which
uses real projects or activities as the core of learning. In project-based learning, students will explore,
assess, interpret, synthesize, and process other information to produce various forms of learning that
are very close to real work in the field.
PjBL learning needs to raise real problems that occur in society, because the purpose of PjBL is to
connect the knowledge gained by students in class to be applied in the real world by making solutions
to existing problems – where students also play a role as professions in the world real people, such as
doctors, environmental researchers, energy experts, engineers, etc. In addition, PjBL must be able to
provide value/value/benefits to the surrounding community/real world, where this is the main essence
of educational goals.
The learning activities experienced by students will be very meaningful in their lives, where they will
always remember the important points in the learning they are doing. In addition, learning streams
using scientific methods such as those in PjBL will provide skills on how to become lifelong learning
for students, and this knowledge will be very useful to be able to survive in competition in the
knowledge-based economy era.

1.2 Formula of the problem

1. What is mean of Project Based Learning?

2. What is Project Based Learning Objectives?

3. What is Project Based Learning Syntax Learning Model?

4. How Example of Project Based Learning?

5. What are the Advantages and Disadvantages of Project Based Learning?

6. What are the Guidance Guidelines in Project Based Learning?

1.3 Purpose of the paper

1. To know about meaning of Project Based Learning?

2. To Know about PjBL Objectives?

3. To Know PjBL Syntax learning model

4. To know example of PjBL

5. To know about Advantages and Disadvantages of PjBL

6. To know about Guidance Guidelines in PjBL

 CHAPTER II
DISCUSSION

2.1 The Definition of Project Based Learning

Project based learning (PjBL) is a learning model that makes students the subject or center of
learning, emphasizing the learning process which has the final result in the form of a product. That is,
students are given the freedom to determine their own learning activities, work on learning projects
collaboratively until results are obtained in the form of a product. That is why the success of this
learning is strongly influenced by the activeness of students.
PjBL learning needs to raise real problems that occur in society, because the purpose of PjBL is to
connect the knowledge gained by students in class to be applied in the real world by making solutions
to existing problems – where students also play a role as professions in the world real people, such as
doctors, environmental researchers, energy experts, engineers, etc. In addition, PjBL must be able to
provide value/value/benefits to the surrounding community/real world, where this is the main essence
of educational goals.
The learning activities experienced by students will be very meaningful in their lives, where they will
always remember the important points in the learning they are doing. In addition, learning streams
using scientific methods such as those in PjBL will provide skills on how to become lifelong learning
for students, and this knowledge will be very useful to be able to survive in competition in the
knowledge-based economy era.
Definition of Project Based Learning According to Experts
Experts may have different interpretations of meaning, but the basic gist remains the same. Project
based learning is a learning model in the form of real tasks such as project work, groups, and depth to
gain meaningful learning experiences.
The definition of project based learning according to experts is as follows:
 According to Goodman and Stivers, namely a teaching approach that is built on learning
activities and real tasks that provide challenges for students related to everyday life to be
solved in groups.
 According to Made Wena, that is a learning model that provides opportunities for educators to
manage learning in class by involving project work.
 According to Grant, that is a learner-centered learning model to carry out an in-depth
investigation of a topic.
 The definition of project based learning according to Saefudin (2014, p. 58) is a learning
method that uses problems as a first step, then collects and integrates new knowledge
according to experience in the form of real activities or activities.
 The definition of project-based learning according to Fathurrohman (2016, p. 119) is learning
that uses real work results, projects or real activities as a learning tool in order to achieve
competence in knowledge, attitudes, and skills in learning.

2.2 Project Based Learning Objectives

With the implementation of a learning model, it certainly contains the goals to be achieved.
The objectives of project based learning are as follows.
 Train the proactive attitude of students in solving a problem.
  Sharpen students' ability to describe a problem in class.
 Increasing the activeness of students in class in solving complex problems until real results
are obtained.
 To hone students' skills in utilizing tools and materials in class to support their learning
activities.
 Train the collaborative nature of students.

2.3 Project Based Learning Syntax Learning Model

Learning syntax is a stage or phase that must be done in learning. With syntax, the flow of
learning activities becomes clear and structured. The syntax of the project based learning learning
model is as follows.

1. Prepare Questions or Project Task Assignments

Ask questions to students to be able to encourage students to carry out an activity or project. Ask
questions related to Basic Competency (KD) and exist in real life and everyday life.
What the teacher can do is to set up a meeting with the project plan in class. During the meeting, only
focus on finding problems. For example, in Geography lessons in KD environment, look for problems
regarding pollution, global warming, or environmentally friendly waste management.

2. Design a Plan for the Project

This planning must be collaborative between the teacher as a teacher and students. This planning is
done so that all parties feel ownership of the project.
In planning, what is discussed is about the supporting activities to be carried out, the tools and
materials needed, and the rules of the game for completing the project.

3. Arrange the Project Completion Implementation Schedule

After designing the plan, draw up a schedule. In this stage, the activities carried out are:
 Create a project completion timeline
 Make project completion deadlines
 Plan new ways of solving with students
 Guiding students when making things that are less related to the project
 Students are asked to explain the reasons for choosing the new method

4. Monitoring Students and the Progress of their Projects

The teacher as a teacher is responsible for monitoring and following the activities of students while
they complete the project. The process of monitoring student project progress can be done using a
special rubric. The Rubik is useful for recording all important activities.
The task of students is to check their own work. Whether the task is in accordance with the stage of
project development or not.
Doing this will allow them to continue to make improvements. In the end, a project was obtained that
was in accordance with the assignment criteria given from the start.

5. Test Results
Testing the results of projects carried out by students can be done through presentations or project
presentations. The teacher as a teacher will measure the competency achievement of his students at
this stage.
At this stage, teachers and students can both see where the weaknesses and strengths of the projects
they produce. The teacher will discuss the feasibility of projects that have been made by students.
Students from other groups can also provide input to study together.
 6. Experience Evaluation
The teacher's task of guiding the project presentation process and responding to student project results
has been completed. Finally, it's time for teachers and students to evaluate, namely by reflecting and
making conclusions.
Reflection is carried out by each student individually or in groups at the end of the completion of this
project. Students will simultaneously express their feelings and experiences while carrying out and
completing their project assignments. In this stage, the teacher and students develop discussions to
answer the problems at the start.

2.4 Example of Project Based Learning

Subject: Grade 9 Science
Basic competencies
3.10 Applying the concept of biotechnology and its role in human life
4.10 Making one of the conventional biotechnology products in the surrounding environment
Topic: Biotechnology
Time allocation: 45 days or 1.5 months
 Fundamental question determination
Students are given an overview of biotechnology in life, then asked to write down their curiosity in
the form of a question. For example, "can we make a tape?"

 Develop a project planning design

The teacher and the students began to make initial plans regarding efforts to make tape a conventional
biotechnology product. The rules for working on projects must be prepared collaboratively between
students and teachers, for example the materials used, the length of time it takes to work on them, and
projects carried out individually or in groups.

 Create an activity schedule

The schedule is arranged by students so that the project can be completed on time.

An example of a project based learning project timeline:

 Timetable Activity Plan
1-3 November Mr / Ms send assignments.

4-7 November Students understand the framework of the project and start planning.

8-10 November Discussion session.

Students Working on Projects. For example:

11-18 November  Studying the role of biotechnology in life and how to make it, namely tape.
 Studying the mechanism of fermentation on tape.
 Literature study from various sources, both textbooks, journals, websites, and
so on about how to make tape.

19-21 November You supervise the implementation of the project.

Students enter the stage of project completion. Like:

22-29 November  Make a tape based on the guidelines that have been obtained.
 Record or document every process that is carried out when making a tape.
 Test the resulting tape by tasting it.
 Make a tape production report.

The project collection stage, such as:

30 November
 Discuss the review in general with the teacher.
 Presenting the results of making the tape.
 Submit a report on the results of the tape making.
December 1-12 You do an assessment.
December 13-15 Mr / Ms input the value.

2.5 Advantages and Disadvantages of Project Based Learning

Each model, method, or other learning design certainly has its own advantages and
disadvantages. Likewise with the project based learning method . As a general description , project
based learning is a universal (all-in-one/all-in-one) model that involves contextual learning ,
investigation/ inquiry , and problem solving which will have a very good impact on the overall
competency of students (attitudes, knowledge, and skills).
Unfortunately this lesson requires a lot of preparation time and students also need a long time
to do it. Not to mention that there will be costs incurred in the project implementation process. For
more details, here is a description of the advantages and disadvantages of the project-based learning
model .
The Advantages are as follows:
 This model is integrated with the curriculum so it does not require any additions in its
implementation.
 Students engage in real-world activities and practice authentic strategies in a disciplined
manner.
 Students work collaboratively to solve problems that are important to them.
 Integrated technology as a tool for discovery, collaboration, and communication in achieving
important learning goals in new ways.
 Increase teacher cooperation in designing and implementing projects that cross geographic
boundaries or even jump time zones

The Disadvantages are as follows:

 Requires more complex equipment, so a teaching team is needed.
 The time needed is longer, so the teacher must be able to condition the class to remain
conducive.
 Differences in topics given by the teacher can lead to students not understanding the whole
topic.
 The project will be hampered if the students are passive and have difficulty collecting data.

2.6 Guidance Guidelines in Project Based Learning

One of the main obstacles of project-based learning is that students get confused and
experience difficulties in experiments, gathering information, or other stages of project work.
Therefore, teacher guidance is the main key to deal with it. Various management, evaluation, and
mentoring strategies are also needed to ensure that project-based learning can run as it should.

According to Isriani and Puspitasari (2015, pp. 132-134) in guiding students in project based
learning , there are several things that need to be considered and used as a basis for action, namely
as follows.

1. Authenticity
That is, we must ensure the authenticity and validity of the learning that occurs in project work. This
can be done with several strategies as follows.
 Encourage and guide students to understand the meaningfulness of the tasks being done.
 Design student assignments according to their abilities so that they are able to complete
them on time.
 Encourage and guide students to be able to produce something from the tasks they do.

2. Adherence to Academic Values

Adherence to academic values can ensure students learn optimally and have value based on directed
learning methods. This can be done with the following strategies.
 Encouraging and directing students to be able to apply various knowledge/disciplines in
completing the tasks being done.
 Designing and developing tasks that can challenge students to use various methods in
solving problems.
 Encourage and guide students to be able to think at a higher level (HOTS) and solve
problems ( Problem Solving ).
 3. Learning in the Real World
The real world context which is always project-based this century is one of the main advantages of
Project Based Learning . Therefore, ensuring students learn in the real world is a must. This can be
done with the following strategy.
 Encourage and guide students to be able to work in the context of real problems that exist in
society.
 Encourage and direct students to be able to work in organizational situations that use high
technology.
 Direct and encourage students to be able to manage their personal skills.

4. Active independently
Project based learning is student-centered learning. Therefore the activeness and independence of
each student is something that must be maintained. This can be done with the following strategy.
 Encourage and direct students to complete their assignments according to the schedule they
have made.
 Encouraging and directing students to conduct research using various methods, media, and
various sources.
 Direct and encourage students to be able to communicate with other people, either through
presentations or other media.

5. Relations with Members

In project based learning which involves experimentation and literature study, students must be
more aware of the sources put forward by experts. Strategies that can be implemented to improve
relationships with experts are as follows.
 Encourage and direct students to be able to learn from others who represent relevant
knowledge.
 Encourage and direct students to work in discussions with other people / friends in solving
problems.
 Direct and encourage students to invite/ask external parties to be involved in assessing their
performance.

6. Relations with Expert

In project based learning which involves experimentation and literature study, students must be
more aware of the sources put forward by experts. Strategies that can be implemented to improve
relationships with experts are as follows.
 Encourage and direct students to be able to learn from others who represent relevant
knowledge.
 Encourage and direct students to work in discussions with other people / friends in solving
problems.
 Direct and encourage students to invite/ask external parties to be involved in assessing their
performance.

7. Assessment
Assessment can not only be done at the final evaluation. We also have to ensure that students can
assess the results of their own work, so that the projects they are working on end up with better
results. Efforts to implement it can be done with the following strategy.
  Encourage and direct students to be able to self-evaluate their performance in carrying out
their duties.
 Direct and encourage students to invite external parties to be involved in developing work
standards related to their duties.
 Encourage and direct students to assess their performance.

CLOSING

3.1 Conclusion

It can be concluded that the project based learning learning model is a student-centered
learning model and departs from a problem background to work on a real project or activity that will
make students experience various contextual constraints so they have to carry out
investigations/inquiry and problem solving to be able to complete the project so that they can
achieve competency attitudes, knowledge and skills in accordance with the learning objectives.
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