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Utami, Epong
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Impact of Multidisciplinary Project Based Learning on Teacher Collaboration Skill Utami, Epong; K Khaerudin; Murni Winarsih
Journal of Science and Education (JSE) Vol. 5 No. 2 (2025): Journal of Science and Education (JSE)
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v5i2.459

Abstract

The digital era requires students to be able to improve their 21st century abilities. One approach that can be used is project-based learning. This ability improvement must also be supported by all teachers so that there is a need for teacher collaboration in carrying out project-based learning. This form of collaboration can be done by integrating each subject in accordance with the project theme to not only provide knowledge but also the mentoring process from the planning stage to the assessment at the project exhibition. To realize this, it is necessary to implement multidisciplinary project-based learning. The purpose of this study is to explore the impact of the application of multidisciplinary project-based learning on improving teachers' collaboration skills. This study uses a qualitative research method with 6 respondents of teachers who teach grades 7 and 8 at the School of Human Junior High School. The data collection used is by observation both before and after the implementation of multidisciplinary project-based learning. The results of the observation are then reflected qualitatively with the indicators of collaboration skills observed following Greenstein's (2012) theory, namely (1) actively participating; (2) work productively; (3) be re-sponsible; (4) flexibility and compromise; (5) mutual respect between group members. The results of this study show that there is an improvement in teachers' collaboration skills after the implementation of multidisciplinary project-based learning. 4 out of 5 indicators are categorized as very good and 1 indicator is categorized as good. Significant changes are found in the attitude of responsibility of each member towards the projects implemented.
Dampak Integrated Project Based Blended learning (IPjB2L) Dalam Meningkatkan Self Regulated Learning: a Systematic Review Utami, Epong; Khaerudin, Khaerudin; Winarsih, Murni
PROSIDING SENADIKA : Seminar Nasional Akademik Vol 1 No 1 (2024): PROSIDING SEMINAR NASIONAL AKADEMIK (SENADIKA) 2024
Publisher : PROSIDING SENADIKA : Seminar Nasional Akademik

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Abstract

Adanya perkembangan teknologi dan informasi yang meningkat mempengarui cara belajar dan mengajar guru. Project based learning memungkinkan siswa belajar dalam memahami kondisi nyata sehingga akan membantu siswa dalam memahami materi secara aplikatif yang dekat dengan kehidupannya. Tujuan dalam penelitian yaitu untuk mengetahui dampak integrated project based blended learning terhadap peningaktan self regulated learning siswa. Metode yang digunakan dalam penulisan ini menggunakan metode systematic literature review (SLR) dengan menggunakan metode PRISMA (preferred reposting items for systematic review & meta-analysis) yang menganalisis artikel dari rentang tahun 2020-2024. Hasil penelitian, dari 695 artikel dari rentang tahun 2020-2024 dilakukan penyesuaian dengan kata kunci, memiliki file pdf atau open acces, dibidang pendidikan, penelitian ditujukan untuk siswa sekolah menengah tinggi, dan spesifik pada hasil self regulated learning didapatkan 6 artikel yang layak untuk disintesis, hasil sintesis ini menunjukan integrated project based blended learning dapat meningkatkan kemampuan self regulated learning pada siswa. Kemampuan self regulated learning dalam proses pembelajaran membantu siswa dalam meregulasi dirinya baik dari segi kognisi, motivasi, maupun perilaku siswa. Self regulated learning juga dapat meningkatkan hasil pembelajaaran baik secara kognitif, psikomotrik, maupun sikap.
Co-Authors K Khaerudin Khaerudin Khaerudin Murni Winarsih