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All Journal Jurnal Pengabdian Magister Pendidikan IPA Jurnal Pendidikan Sosial dan Konseling
Adriyadi, Rudy
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Arts Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Penerapan Model Pembelajaran Berbasis Proyek Sebagai Solusi Keterbatasan Sarana Dan Kompetensi Guru Di Sekolah Wilayah Suburban Studi Kasus Smkn 1 Cileungsi Siregar, Julinda; Hidayanti, Leny; Lestari, Rina Diana; Atiyani; Adriyadi, Rudy; Naryani, Ani; Pratiwi, Rizka Juniarti
Jurnal Pengabdian Magister Pendidikan IPA Vol 8 No 3 (2025): Juli-September 2025
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v8i3.13147

Abstract

This study aims to analyze the implementation of the Project-Based Learning (PjBL) model as a solution to limited resources and teacher competencies in suburban schools, using a case study of SMK Negeri 1 Cileungsi. The background of this research stems from the challenges faced by schools in suburban areas, where limited facilities and varying levels of teacher competence often hinder the implementation of effective and innovative learning. The research employed a descriptive qualitative approach, with data collected through observations, interviews, and the analysis of learning documents. The results indicate that the implementation of the PjBL model can enhance students’ active engagement in the learning process, strengthen collaboration among learners, and foster critical and creative thinking skills, despite resource limitations. Furthermore, teachers demonstrated improved pedagogical competence through direct experience in designing and implementing project-based learning activities. The successful implementation of this model is strongly influenced by collaboration among educators, support from school management, and teachers’ readiness to adopt project-based learning strategies. Therefore, this study recommends the implementation of PjBL as a strategic alternative to address limited educational resources in suburban areas. The practical implications of this research are expected to serve as a reference for other schools facing similar conditions, enabling them to create learning environments that are more contextual, innovative, and oriented toward 21st-century competencies.
Implementasi Pembelajaran Berbasis Masalah untuk Mengembangkan Kompetensi Abad 21 dalam Mata Pelajaran Matematika ., Nurholipah; lestari, Rina Diana; Mas'udah, Hikmah; Adriyadi, Rudy
Jurnal Pendidikan Sosial Dan Konseling Vol. 3 No. 3 (2025): Oktober - Desember
Publisher : CV. ITTC INDONESIA

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Abstract

This study aimed to analyze the implementation of Problem-Based Learning (PBL) in mathematics and its effect on developing 21st-century competencies among students. A mixed-method approach, combining quantitative and qualitative designs, was employed. The quantitative approach used a one-group pretest-posttest quasi-experimental design to measure changes in students’ 4C competencies (critical thinking, creativity, collaboration, communication), while the qualitative approach explored the learning process, student interactions, motivation, attitudes, and teacher experiences. Data were collected through pretests and posttests, observations, semi-structured interviews, and documentation of lesson plans and student worksheets. The findings revealed that PBL significantly enhanced students’ 21st-century competencies, with an average score of 86.6%. Student learning activities increased across group discussions, contextual problem-solving, critical thinking, creativity, collaboration, and communication. Motivation and positive attitudes, including responsibility, discipline, and honesty, also improved. PBL enables students to explore mathematical concepts through real-life problems, think creatively, collaborate in groups, and communicate solutions effectively. Challenges included time constraints and variations in students’ abilities, which required differentiation and time management strategies. The study confirmed that PBL was an effective strategy to integrate cognitive, affective, and social aspects while preparing students for 21st-century challenges. Implications for teachers included enhancing their ability to design contextual problems, facilitate discussions, and utilize digital media effectively. The study demonstrated that PBL not only strengthened students’ mathematical understanding but also fostered higher-order thinking skills, collaborative behaviors, and reflective attitudes, contributing to the development of competent, adaptive, and innovative learners.
Co-Authors ., Nurholipah Atiyani Hidayanti, Leny Lestari, Rina Diana Mas'udah, Hikmah Naryani, Ani Pratiwi, Rizka Juniarti Siregar, Julinda