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All Journal Research and Development in Education (RaDEn)
Lise Chamisijatin
Department of Biology Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Indonesia
Education

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Student competencies in intracurricular learning through project-based learning in Muhammadiyah junior high school Lise Chamisijatin; Siti Zaenab
Research and Development in Education (RaDEn) Vol. 4 No. 1 (2024): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v4i1.32558

Abstract

This research provides an overview of the application of the Project-based Learning (PjBL) model in intracurricular learning in forming student competencies. The objectives of this research are: (1) Describe the implementation of the PjBL model in intracurricular learning which can improve student competence in a Muhammadiyah junior high school in East Java, (2) Describe the competency achieved by students by implementing the PjBL model in intracurricular learning in a school Muhammadiyah junior high school in East Java, (3) Describe the school's obstacles and solutions in implementing the PjBL model in intracurricular learning at a Muhammadiyah junior high school in East Java. The research method used is descriptive research with a qualitative approach. The instruments in this research include in-depth interviews, observation and documentation studies. This research provides important information regarding the successful implementation of PjBL. All teaching modules have mentioned the implementation of PjBL, but only one teaching module clearly describes the PjBL-based learning steps. The average implementation of the PjBL model is 63% (sufficient category). Most students responded very well to the learning process carried out by the teacher. The range of student scores is 70 to 90. There are several problems and solutions taken by the school in an effort to make the implementation of PjBL successful. The research findings can be an illustration of examples or variations of good practice in implementing the PjBL model in intracurricular learning in implementing the independent curriculum in an effort to build student competency.
Integrating project-based and experiential learning for lower secondary competencies: A mixed-methods study Siti Zaenab; Lise Chamisijatin; S. Sukarsono; Diani Fatmawati
Research and Development in Education (RaDEn) Vol. 5 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v5i2.42884

Abstract

Project-Based Learning (PjBL) is widely promoted for fostering higher-order thinking, collaboration, and problem-solving, yet its application in lower secondary schools often encounters issues of fluctuating motivation and uneven engagement. This study examined the effectiveness of a PjBL model explicitly structured through Experiential Learning phases in enhancing Grade 8 students’ cognitive, affective, and psychomotor competencies at SMP Muhammadiyah 02 Batu, Indonesia, and explored its implementation across six subjects and students’ perceptions of their learning. Using a mixed-methods Concurrent Triangulation design, 12 teachers joined a professional development workshop before six “model teachers” designed and implemented PjBL units aligned with Kolb’s cycle (experiencing–reflecting–thinking–acting). Data were obtained from teacher knowledge tests, student pre- and post-tests, attitude and skill ratings, student perception and experience questionnaires, and systematic classroom observations, and were analyzed descriptively and thematically. Teacher understanding improved (mean score 8.0 to 9.0/10), and students’ knowledge increased in Science, Social Studies, Mathematics, Indonesian Language, and Arts & Culture, with skills averaging 73–80 and most attitudes rated A or B. Students strongly agreed that PjBL improved collaboration but reported limited consistent reading of project materials. Overall, the integrated model enhanced multiple competence dimensions and was positively received, though stronger support for self-regulated learning and more rigorous future research designs is recommended.
Co-Authors Diani Fatmawati S. Sukarsono Siti Zaenab Siti Zaenab