MENELAAH PERSEPSI GURU GEOGRAFI TERHADAP PENERAPAN PROJECT BASED LEARNING DALAM KURIKULUM MERDEKA (MGMP KEDIRI, TULUNGAGUNG) - Nurul Safia Rianti; Sugeng Utaya; Purwanto Purwanto; Tuti Mutia (GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan, 2024)
Abstrak: Penelitian ini bertujuan untuk mengetahui persepsi guru Geografi terhadap penerapan project based learning dalam kurikulum merdeka. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan wawancara semi terstruktur. Sumber data diperoleh dari MGMP Kabupaten Tulungagung, dan Kediri. Data penelitian diperoleh melalui hasil wawancara dan dianalisis melalui tahapan reduksi data, penyajian data, dan verifikasi data atau kesimpulan. Hasil penelitian menunjukan 88% guru telah mengikuti pelatihan terkait pembelajaran berbasis proyek dalam Kurikulum Merdeka, 88% guru telah mengimplementasikan project based learning di kelas. 96% hasil wawancara menunjukkan bahwa project based learning dibutuhkan dalam Kurikulum Merdeka terkhusus mata Pelajaran geografi. Guru Geografi memiliki perspektif bahwa project based learning dapat meningkatkan keaktifan siswa, sebagai ruang kolaborasi dan melatih siswa untuk lebih kreatif dan inovatif. Project based learning yang diintegrasikan pada Pembelajaran Geografi melatih siswa untuk menganalisis kemampuan spasial, dan sikap peduli terhadap lingkungan, meskipun dalam pengaplikasiannya guru memperoleh hambatan yaitu kesesuaian antara materi dan alokasi waktu yang cukup lama.Abstract:  This research aims to determine geography teachers' perceptions of the implementation of project-based learning in the independent curriculum. The research method used was descriptive-qualitative with semi-structured interviews. Data sources were obtained from MGMP Tulungagung Regency and Kediri. Research data was obtained through interviews and analyzed through the stages of data reduction, data presentation, and data verification or conclusions. The research results show that 88% of teachers have participated in training related to project-based learning in the Independent Curriculum, and 88% of teachers have implemented project-based learning in the classroom. 96% of interview results show that project-based learning is needed in the Independent Curriculum, especially in geography subjects. Geography teachers have the perspective that project-based learning can increase student activity, create a space for collaboration, and train students to be more creative and innovative. Project-based learning, which is integrated into geography learning, trains students to analyze spatial abilities and care for the environment, although in its application, the teacher encounters obstacles, namely the suitability of the material and the allocation of quite a long time.