Project-Based Learning: Tantangan dan Solusi Pembelajaran Abad 21 Era 5.0

Retnita Ernayani Lubis (Universitas Islam Sumatera Utara)

Education & Learning
Vol. 6 No. 2 (2026): Agustus

The development of Society 5.0 and the growing demands of 21st-century skills require learning to move beyond the mastery of subject matter toward the development of critical thinking, creativity, collaboration, communication, and problem-solving skills. Project-Based Learning (PjBL) is considered relevant to these demands because it provides students with opportunities to learn through inquiry, problem-solving, collaboration, product development, and reflection. However, its implementation in schools continues to face various challenges. This article aims to analyze the challenges of implementing PjBL in 21st-century learning within the Society 5.0 era and to identify strategies for strengthening its implementation. This study employed a narrative review approach by examining relevant literature on PjBL, 21st-century skills, Society 5.0, learning implementation, implementation challenges, and strengthening strategies. The literature was obtained through searches of Google Scholar, Garuda, and relevant scientific journal websites, with particular attention given to publications from 2021 to 2026. The literature was analyzed thematically by grouping findings according to the challenges and strategies associated with PjBL implementation. The results indicate that the main challenges in implementing PjBL include project planning and time management, teachers' competency and readiness, limited facilities and learning resources, and the complexity of assessment. Strategies for addressing these challenges include adjusting the scope and design of projects to school conditions, developing teachers' competencies continuously, utilizing available resources, and designing assessments that consider both the learning process and final products. This review concludes that the effective implementation of PjBL is not determined solely by the characteristics of the learning model but also by teacher readiness, school support, resource availability, and the alignment of projects with students' characteristics and learning needs.