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All Journal Hasta Wiyata Asian Journal of Science Education
Cahapay, Michael B.
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Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

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Experiments Gone Wrong? Lived Experience of Filipino Teachers in Remote Science Education amid COVID-19 Crisis Cahapay, Michael B.; Labrador, Mark Gil P.
Asian Journal of Science Education Vol 3, No 2: October, 2021
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/ajse.v3i2.20981

Abstract

The COVID-19 crisis moved teachers to engage in a sort of emergency instructional experiment to redesign how science could and should be taught. The lived experience of the teachers as implementers in the ground can be a source of practical insights in the continuous improvement of remote science education. Thus, the purpose of this phenomenology research is to analyze the lived experience of teachers in remote science education in the wake of continuing COVID-19 crisis. Through online interview procedures, eight purposively sampled secondary science teachers from public schools in Mindanao, Philippines were involved in this study. Using data analysis framework consistent with the descriptive approach in phenomenology, the responses of the participants were examined in stages. The results revealed four themes: (1) presenting difficult concepts in remote science teaching; (2) encountering challenges in the delivery of remote science teaching; (3) adjusting instructional practices in remote science teaching; and (4) drawing types of support to improve remote science teaching. These themes form the phenomenon of remote science education from the perspective of the teachers in the context of a crisis. Several practical recommendations to improve current remote science instruction are discussed at the end of this paper.
Tantangan Implementasi PjBL pada Pembelajaran Bahasa Indonesia di Kelas Inklusif Sekolah Dasar Yuriananta, Renda; Cahapay, Michael B.; Zakkiya, Erviana Khoiruz; Azzahroh, Fatimah; Masitoh, Miftakhul Karima; Zahroh, Najwati; Kurniawati, Siti Yusmia
Hasta Wiyata Vol. 9 No. 2 (2026): Jurnal Hasta Wiyata
Publisher : University of Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.hastawiyata.2026.009.02.13

Abstract

Penelitian ini bertujuan untuk menganalisis tantangan implementasi Project Based Learning (PjBL) pada pembelajaran Bahasa Indonesia di kelas inklusif sekolah dasar. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian guru kelas dan siswa kelas II SDN Sumbersari 2 Kota Malang. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi PjBL telah diterapkan melalui kegiatan membuat poster sederhana sebagai bentuk pembelajaran berbasis proyek. Penerapan model ini mampu meningkatkan keterlibatan siswa, kreativitas, serta pengalaman belajar kontekstual. Namun, pelaksanaannya masih menghadapi berbagai tantangan, seperti rendahnya konsentrasi siswa, keberagaman karakteristik peserta didik, keterbatasan waktu, pengelolaan kelas inklusif, kurang optimalnya penerapan pembelajaran berdiferensiasi, serta pemanfaatan media pembelajaran yang belum maksimal. Guru memiliki peran penting sebagai fasilitator, pembimbing, dan pengelola kelas dalam menyesuaikan strategi pembelajaran agar lebih adaptif terhadap kebutuhan siswa. Oleh karena itu, implementasi PjBL pada pembelajaran Bahasa Indonesia di kelas inklusif memerlukan strategi pembelajaran yang fleksibel, interaktif, dan berbasis diferensiasi agar seluruh siswa dapat terlibat aktif dan memperoleh kesempatan belajar yang setara.
Co-Authors AZZAHROH, FATIMAH Kurniawati, Siti Yusmia Labrador, Mark Gil P. Masitoh, Miftakhul Karima Renda Yuriananta Zahroh, Najwati Zakkiya, Erviana Khoiruz