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All Journal Takuana: Jurnal Pendidikan, Sains, dan Humaniora Journal of Education, Cultural, and Politics
Khanza Sabina Maharani
Universitas Negeri Padang
Arts Humanities Education Social Sciences

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Analisis Kesulitan Guru dalam Perencanaan, Pelaksanaan, dan Evaluasi Metode Projek pada Pembelajaran Pendidikan Pancasila di SMKN 4 Padang Khanza Sabina Maharani; Al Rafni; Hasrul Hasrul; Monica Tiara
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 1 (2026): Takuana (April-June)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i1.440

Abstract

This study aims to analyze teachers’ difficulties and their strategies in implementing the project method in Pancasila Education at SMKN 4 Padang. Using a descriptive qualitative approach, data were collected through interviews and classroom observations involving teachers and school management.  The findings reveal that teachers encounter challenges across three main stages: planning, implementation, and evaluation. In the planning stage, difficulties arise in translating learning outcomes into concrete project activities, designing instructional plans, and aligning them with limited time and resources. During implementation, challenges include time management, low student engagement, classroom dynamics, and limited facilities. In the evaluation stage, teachers face difficulties in developing appropriate assessment instruments, identifying individual contributions in group work, and conducting follow-up on learning outcomes. These findings indicate that the implementation of the project method requires not only teacher competence but also adaptive strategies and strong institutional support to ensure effective and meaningful learning.
Kesulitan guru mengimplementasikan metode proyek dalam pembelajaran PPKn di Sekolah Menengah Kejuruan Khanza Sabina Maharani; Al Rafni; Hasrul Hasrul; Monica Tiara
Journal of Education, Cultural and Politics Vol. 6 No. 1 (2026): Fifteenth Edition
Publisher : Departemen Pendidikan Kewarganegaraan dan Ilmu Hukum Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jecco.v6i1.949

Abstract

This study aims to analyze the difficulties faced by teachers in implementing the project method and efforts to overcome these difficulties in implementing the project method in Pancasila Education learning at SMKN 4 Padang. This study uses a qualitative approach with a descriptive research design and was conducted at SMKN 4 Padang, located on Jl. Raya Padang - Indarung, Cangkeh Nan XX, Lubuk Begalung, Padang City, West Sumatra. Informants were selected using a purposive sampling technique, which involves self-identification of informants based on certain considerations or criteria in accordance with the research objectives. The research informants consisted of 21 people: the principal, curriculum representatives, facility and infrastructure representatives, Pancasila Education teachers of grades 10, 11, and 12, and five students of grades 10, 11, and 12. Data were collected through observation, interviews, and documentation studies. Data validity was tested using source triangulation techniques, while data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions which were carried out continuously from the data collection process until the research was completed, so that it could answer the research problem formulation precisely and in depth. The results of the study indicate that teachers face various difficulties in implementing the project method in Pancasila Education learning at SMKN 4 Padang. Difficulties in the planning stage lie in the teachers' ability to translate general learning outcomes into concrete projects, develop project learning plans, and design the division of tasks and activity stages that are appropriate to time, student abilities, and facility conditions. Teachers' efforts to overcome difficulties in evaluating the project method include simplifying and adjusting assessment instruments to be relevant and easy to understand, combining process and outcome assessments, and strengthening individual assessments for group equality. Teachers also manage time efficiently, increasing consultation and feedback.
Co-Authors Al Rafni Hasrul Piliang Monica Tiara