Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal International Journal of Community Service Learning Journal of Education Action Research
Ni Nyoman Rediani
Universitas Musamus Merauke, Merauke, Indonesia
Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Project-Based Learning Based on the Local Wisdom of the Malind Tribe: Learning Innovation to Realize Future Learning in Border Schools Ni Nyoman Rediani; Herrio Tekdi Nainggolan; Bernadetha Rizki Kaize; Yusri
International Journal of Community Service Learning Vol. 10 No. 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijcsl.v10i1.104300

Abstract

The low ability of teachers to determine projects in PjBL learning and the lack of understanding of teachers related to PjBL learning. This community service is carried out to increase teacher capacity in designing and implementing context-based project-based learning (PjBL) aligned with the Independent Curriculum. This community service activity was carried out at YPPK St. Fransiskus Xaverius Elementary School. The number of training participants was 20 people. The activity was carried out through several stages: preparation, training, workshops, and mentoring. In the preparation stage, the implementation team identified teacher needs and problems through field surveys and the preparation of activity administration tools. The survey results showed that most teachers experienced difficulties in designing learning projects and did not understand the basic syntax of the PjBL model. The training and workshop stages focused on strengthening teachers' conceptual understanding and practical skills in developing project-based teaching tools, with the result that around 80% of participants were able to develop learning tools that aligned with learning outcomes and integrated local cultural values of the Malind Tribe. Meanwhile, the mentoring phase significantly improved the quality of teaching materials and teachers' confidence in implementing PjBL in the classroom. The results of this activity demonstrate that training and mentoring are crucial for improving teachers' knowledge, skills, and productivity in border areas.  
Project-Based Learning Model to Improve Understanding of Science Concepts in Fifth-Grade Elementary School Students Ni Nyoman Rediani; Komang Widiani
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.102939

Abstract

Students' conceptual understanding in several schools in Indonesia is still relatively low. Given this condition, this study aims to analyze the Project-Based Learning (PjBL) model to improve fifth-grade students' understanding of science concepts, particularly changes in natural phenomena. The study used a Classroom Action Research (CAR) approach, implemented in several cycles: planning, implementation, observation, and reflection. The subjects of this study were 24 fifth-grade elementary school students, 13 female and 11 male. Data were collected through tests, observations, and documentation, then analyzed quantitatively to assess the effectiveness of the actions. The research data obtained through observations and tests were then processed using a quantitative analysis model. The completion criteria were determined based on the Minimum Completion Criteria (KKM) ≥ 70, with a classical success indicator if at least 75% of students achieved that score. The study's results indicate that implementing PjBL effectively improves students' conceptual understanding. The percentage of classical completion increased from 25% in the pre-cycle to 41.67% in the first cycle, and reached 87.5% in the second cycle. This increase indicates that students' active involvement in contextual projects can deepen conceptual understanding, increase learning motivation, foster collaboration, and develop critical thinking skills. Therefore, PjBL can be used as an effective alternative learning model to improve the quality of understanding of science concepts in elementary schools.
Co-Authors Bernadetha Rizki Kaize Herrio Tekdi Nainggolan Komang Widiani Yusri