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All Journal Academy of Education Journal YASIN: Jurnal Pendidikan dan Sosial Budaya International Journal of Educational Research Excellence (IJERE)
Mustamin, Kaso
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Impact of Project-Based Learning on Students' Collaboration Skills in Secondary Schools Mustamin, Kaso; Wahdah, Wahdah; Intiardy, Dermawan; Jumrah, Abrina Maulidnawati; Pattiasina, Petrus Jacob
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.740

Abstract

The objective of this study was to investigate the influence of project-based learning (PBL) on students' collaborative abilities within the context of secondary education. The investigation encompassed three key areas: communication, teamwork, and collaborative problem-solving.The research employed a qualitative methodology with a case study approach. Data were collected through in-depth interviews, observations, and document analysis of students and teachers. The findings indicated that PBL markedly enhanced students' collaborative abilities, particularly in the domains of communication, teamwork, and problem-solving. However, certain obstacles emerged, including time management and the necessity for more efficacious teacher roles as facilitators.In conclusion, the findings of this study indicate that project-based learning (PBL) has a significant impact on students' collaboration skills, particularly in terms of communication, teamwork, and problem-solving abilities. However, the implementation of PBL in secondary education contexts is not without challenges, including the need for effective time management strategies and the strengthening of teachers' capacity as facilitators. PBL is an effective method for enhancing students' collaborative abilities. However, its implementation necessitates the provision of adequate support in the form of effective time management strategies and the enhancement of teachers' capacity to serve as effective facilitators.
Penerapan Pembelajaran Kooperatif Tipe Think Pair Share (TPS) untuk Meningkatkan Aktifitas dan Hasil Belajar Mustamin, Kaso
YASIN Vol 4 No 6 (2024): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v4i6.4410

Abstract

This research is a classroom action research, which was conducted in 2 cycles. The subjects of this study were X2 class students of SMA Negeri 3 Barru, totaling 30 people. The research was conducted in the even semester of the 2022/2023 academic year. This study aims to determine the improvement of learning quality in the form of increased learning activities and biology learning outcomes through the application of Think Pair share (TPS) type cooperative learning. The results showed that the application of cooperative learning type Think Pair share (TPS). can improve the quality of learning in the form of activities and learning outcomes of biology. Student learning activities were measured using activity observation sheets with an average percentage value of 81.33% in cycle I increasing to 98.00% in cycle II or increasing by 16.67%. %. Biology learning outcomes of students as measured by the average score obtained and the percentage of student learning achievement, which is based on the KKTP value of 80. In cycle I the average score was 81.43 and the level of student learning achievement was 73.33% and in cycle II the average score increased to 87.50 or an increase of 6.07 and student learning achievement increased to 100% of students achieved their learning objectives or an increase of 26.67%.
Teachers' Professional Development and Instructional Quality: A Longitudinal Study on Curriculum Reform Implementation in Primary Schools Mustamin, Kaso; Hidayati, Andi; Hidayah; Maq, Mumu Muzayyin; Yusuf
Academy of Education Journal Vol. 16 No. 2 (2025): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v16i2.3088

Abstract

This longitudinal qualitative study investigates the relationship between teachers' professional development (TPD) programs and instructional quality during curriculum reform implementation in Indonesian primary schools. Using a phenomenological approach, this research examines how TPD initiatives influence teaching practices and classroom instruction quality over time. The study employed semi-structured interviews with 12 primary school teachers participating in Indonesia's curriculum reform, conducted at three time points over 18 months. Data were analyzed using inductive thematic analysis to identify patterns and themes related to teachers' experiences with professional development and changes in instructional quality. Findings reveal four major themes: (1) transformative learning experiences through collaborative professional development, (2) gradual improvement in pedagogical content knowledge, (3) enhanced student engagement through differentiated instruction, and (4) persistent systemic barriers to full implementation. The study demonstrates that sustained, school-based TPD programs significantly improve instructional quality when supported by adequate resources and administrative leadership. However, teachers faced challenges including limited materials, time constraints, and insufficient follow-up support. The research contributes to understanding how longitudinal TPD approaches can effectively support curriculum reform implementation in developing country contexts. Implications include recommendations for policymakers to design comprehensive, sustained professional development programs that address both technical and systemic implementation challenges.
Co-Authors Hidayah Hidayati, Andi Intiardy, Dermawan Jumrah, Abrina Maulidnawati Mumu Muzayyin Maq Petrus Jacob Pattiasina Wahdah, Wahdah Yusuf