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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) FONDATIA Islamika: Jurnal Keislaman dan Ilmu Pendidikan Pelita Eksakta Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Journal On Teacher Education (Jote) Innovative: Journal Of Social Science Research
Suci Fajrina
Study Program Of Biology Education, Department Of Biology, Faculty Of Mathematics And Natural Sciences, Universitas Negeri Padang, Padang, West Sumatra
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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The Feature of Project-Based Learning and Differentiated Instruction Practices in Biology Learning Suci Fajrina; Ria Anggriyani; Fitri Arsih; Muhyiatul Fadilah; Helendra; Zulyusri; Eby Restudila; Asya Kharisma; Ayu Melisa Putri
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.8992

Abstract

This research aims to examine Biology teachers' views on the effectiveness of Project Based Learning (PjBL) in building a conducive learning environment that increases student involvement and socio-cultural awareness in Biology learning in Indonesia. In addition, this research aims to explore the methods used by Biology teachers in implementing differentiation in Biology education in the Indonesian context. The approach was taken with a sequential mixed methods strategy, which ensured comprehensive data collection. and the use of qualitative and quantitative methods starting with distributing questionnaires to 200 Biology teachers, followed by focus group interviews with eight volunteer educators. The results of the study state that Biology educators consider project-based learning as a useful teaching method that contributes to increased student engagement, increased social dynamics in the classroom, cultural appreciation, and effective implementation of strategies for differentiated learning. These findings have implications across multiple domains, including teacher professional development, academic administration, curriculum design, and decision-making processes. Furthermore, the insights gained from this research may extend beyond the boundaries of Biology education, attracting interest from stakeholders in a variety of academic disciplines.
Co-Authors Abdul Razak Ani Murianti Ardi Ardi Asya Kharisma Atifah, Yusni Ayu Melisa Putri Eby Restudila Femel Pajria Femil Adella Fifi Mardayanti Fitri Arsih Heffi Alberida Helendra Helsa Rahmatika Irdawati Irdawati Kurnia Wulansari Lailatil Arifah Leni Parwati Lufri Lufri Moralita Chatri Muhyiatul Fadilah Rahmadhani Fitri Rahmawati Darussyamsu Ria Anggriyani S. Syamsurizal Silvira Ilhami Sinta Wulandari Sri Wahyuni Syamsurizal S Violeta Welly Junengsih Yosi Laila Rahmi Zulyusri, Zulyusri