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All Journal Jurnal Pendidikan Biologi Indonesia JPPG (Jurnal Pendidikan Profesi Guru)
Iin Hindun
Department of Biology Education, Faculty of Education, Science, and Humanities, Universitas Muhammadiyah Malang, Indonesia
Agriculture, Biological Sciences & Forestry Education Other

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Biology teacher needs for integrating deep learning into project-based learning in Muhammadiyah schools N. Nurwidodo; Iin Hindun; Sri Wahyuni; Hawaree Lambensa
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 2 (2026): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i2.44400

Abstract

Background: Deep learning and project-based learning are both expected to strengthen students’ critical thinking, creativity, and collaboration, yet many teachers still implement project-based learning only at a procedural level. Objectives: This study aimed to analyze biology teachers’ needs for integrating deep learning into project-based learning (DL-PjBL) in Muhammadiyah schools in Batu City, Indonesia. Methods: A descriptive survey design was used with 40 biology teachers selected purposively from 95 teachers across Muhammadiyah elementary, junior high, and senior high schools. Data were collected using questionnaires, interviews, observations, lesson-document reviews, and student-profile data, then analyzed descriptively using quantitative summaries and qualitative interpretation. Results: Students’ critical thinking, creative thinking, and collaboration were generally at low-to-basic levels. Most teachers reported limited understanding of deep learning (80%), only superficial familiarity with project-based learning (75%), limited awareness of DL-PjBL integration (80%), and strong demand for practical guidance on principles, syntax, worksheets, media, and classroom examples (75%–90%). Conclusion: Teachers urgently need a practical DL-PjBL framework that explains the rationale, principles, operational procedures, and expected impacts of the model to support more meaningful, mindful, and joyful learning.
Peningkatan keterampilan presentasi melalui metode guided mini stage presentation dalam PJBL Adhista Dhevy Ichsannanda; Endah Triastutik; Iin Hindun
Jurnal Pendidikan Profesi Guru Vol. 7 No. 2 (2026): Agustus
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v7i2.46561

Abstract

Rendahnya keterampilan presentasi peserta didik sekolah dasar menjadi salah satu kendala dalam pembelajaran, karena sebagian besar peserta didik belum mampu menyampaikan ide secara runtut, percaya diri, dan komunikatif di depan kelas. Penelitian ini bertujuan untuk meningkatkan keterampilan presentasi peserta didik melalui penerapan metode guided mini stage presentation dalam pembelajaran project based learning (PjBL). Penelitian menggunakan pendekatan Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, dengan setiap siklus terdiri atas tahap perencanaan, pelaksanaan, tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 24 peserta didik kelas V-A SD Muhammadiyah 4 Kota Malang. Pengumpulan data dilakukan menggunakan lembar observasi keterampilan presentasi, lembar observasi kepercayaan diri, dan angket kepercayaan diri peserta didik. Data dianalisis menggunakan teknik deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa penerapan metode guided mini stage presentation dalam pembelajaran PjBL mampu meningkatkan keterampilan presentasi peserta didik. Persentase keterampilan presentasi meningkat dari 16,67% pada prasiklus menjadi 46,88% pada siklus I dan mencapai 95,42% pada siklus II. Peningkatan tersebut diikuti oleh meningkatnya kepercayaan diri peserta didik selama proses pembelajaran. Temuan penelitian menunjukkan bahwa latihan presentasi secara bertahap yang disertai bimbingan dan umpan balik efektif dalam meningkatkan keterampilan presentasi sekaligus memperkuat kepercayaan diri peserta didik sekolah dasar.
Co-Authors Adhista Dhevy Ichsannanda Endah Triastutik Hawaree Lambensa N. Nurwidodo Sri Wahyuni