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Bandung Conference Series: Early Childhood Teacher Education
Published by Universitas Islam Bandung
ISSN : -     EISSN : 28282507     DOI : https://doi.org/10.29313/bcsecte.v2i2
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
Bandung Conference Series: Early Childhood Teacher Education (BCSECTE) menerbitkan artikel penelitian akademik tentang kajian teoritis dan terapan serta berfokus pada Pendidikan Guru Paud dengan ruang lingkup sebagai berikut: Anak Usia dini (5-6 tahun), Bahasa Ekspresif, Bercerita, Berpikir logis dan strategi, Bola Bowling Rainbow, Cooking class, Diklat mahir, Disiplin, Gambar berseri, Gerak, Kelompok Bermain, Kemandirian, Kepala Sekolah, Kepercayaan Diri Anak, Kompetensi Guru PAUD dan TK, Pedagogik, Konstruksi Origami, Lagu, Loncat Jejak Kaki, makanan sehat, Media Barang Bekas, Motorik Kasar, Otot Kaki Anak, Membaca, menulis, berhitung, Pembelajaran Paud, penanaman adab, Pendidikan Karakter, Pengasuhan orang tua, Pengelolaan Kelas, Pengembangan Kreativitas, pengenalan dan hafalan Al-Quran, Perkembangan anak, Permainan, Senam. Prosiding ini diterbitkan oleh UPT Publikasi Ilmiah Unisba. Artikel yang dikirimkan ke prosiding ini akan diproses secara online dan menggunakan double blind review minimal oleh dua orang mitra bebestari yang ahli dalam bidangnya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1 Documents
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Search results for , issue "81-88" : 1 Documents clear
Penerapan Pembelajaran Berbasis Proyek di TPQ Ar-Rahman Arlin Nurpani; Masnipal; Arif Hakim
Bandung Conference Series: Early Childhood Teacher Education 81-88
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.24103

Abstract

Abstract. Project-Based Learning (PjBL) is a learning strategy that requires students to play an active role in completing projects, thereby providing a meaningful learning experience. Although it is widely implemented in formal educational institutions, research on its application in non-formal Islamic educational institutions, particularly Al-Qur’an Education Centers (TPQs), remains limited. This study aims to describe the implementation of project-based learning at the Ar-Rahman TPQ, covering planning, implementation, evaluation, as well as supporting and inhibiting factors. This study employs a qualitative approach using a descriptive method. The research subjects consisted of three teachers at TPQ Ar-Rahman. Data were collected through observation, interviews, and documentation, then analyzed through the stages of data reduction, data presentation, and drawing conclusions. The research findings indicate that instructional planning was carried out through the development of lesson plans, the setting of learning objectives, the selection of project themes, and the preparation of learning media and materials. The implementation of instruction followed the stages of Project-Based Learning, actively involving students in project activities. Evaluation was conducted through observation, documentation, and assessment of student progress, which showed that the majority fell into the “Beginning to Develop” (MB) category, while some reached the “Developing as Expected” (BSH) category. Supporting factors included student enthusiasm and the readiness of learning media and tools, while obstacles included time constraints and differences in student characteristics. The implementation of project-based learning at TPQ Ar-Rahman has succeeded in creating a participatory and meaningful learning experience. Abstrak. Project-Based Learning (PjBL) merupakan strategi pembelajaran yang menuntut peserta didik berperan aktif dalam penyelesaian proyek sehingga menghadirkan pengalaman belajar yang bermakna. Meskipun banyak diterapkan pada lembaga pendidikan formal, kajian mengenai penerapannya di lembaga pendidikan Islam nonformal, khususnya Taman Pendidikan Al-Qur’an (TPQ), masih terbatas. Penelitian ini bertujuan untuk mendeskripsikan penerapan pembelajaran berbasis proyek di TPQ Ar-Rahman yang meliputi perencanaan, pelaksanaan, evaluasi, serta faktor pendukung dan penghambat. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian terdiri atas tiga orang guru TPQ Ar-Rahman. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui tahap reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran dilakukan melalui penyusunan RPPH, penetapan tujuan pembelajaran, pemilihan tema proyek, serta persiapan media dan alat pembelajaran. Pelaksanaan pembelajaran berlangsung sesuai tahapan Project-Based Learning dengan melibatkan peserta didik secara aktif dalam kegiatan proyek. Evaluasi dilakukan melalui observasi, dokumentasi, dan penilaian perkembangan peserta didik yang menunjukkan sebagian besar berada pada kategori Mulai Berkembang (MB) dan beberapa mencapai kategori Berkembang Sesuai Harapan (BSH). Faktor pendukung meliputi antusiasme peserta didik serta kesiapan media dan alat pembelajaran, sedangkan hambatan meliputi keterbatasan waktu dan perbedaan karakteristik peserta didik. Penerapan pembelajaran berbasis proyek di TPQ Ar-Rahman mampu menciptakan pembelajaran yang partisipatif dan bermakna.

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