View of THE IMPLEMENTATION OF PROJECTS BASED LEARNING MODELS TO THE MATERIAL CONSTRUCTING SCIENTIFIC WORK

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Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia Vol. 5, No.1, April 2023

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The Implementation of Projects Based Learning … | 45

Jurnal Disastri:

Pendidikan Bahasa dan Sastra Indonesia Vol 5, No. 1, April 2023

http://ejournal.unhasy.ac.id/index.php/disastri EISSN:2722-3329, PISSN:2716-411X

THE IMPLEMENTATION OF PROJECTS BASED LEARNING MODELS TO THE MATERIAL CONSTRUCTING SCIENTIFIC WORK

Della Syafrita¹, Rasdawita², Hilman Yusra³ Program Studi Pendidikan Bahasa dan Sastra Indonesia

Universitas Jambi

Corresponding Author: [email protected] Abstract

Construct comes from the word construction which means arrangement, in connection with that the word construct is to build, form, or compose. While scientific work is an essay or writing made either individually pr in groups using scientific language with due regard to good and correct writing methodology. This study aims to describe the application of the project based learning model to the material for constructing scientific work in class XI SMK Satria, Jambi city. The data source in this study is the Indonesian teacher and sophomores. The approach used in thid research is a qualitative approach and a descriptive research type. The results of this study showed that the application of the project based learning model used six steps from Widiarso, E (2016:184) namely, (1) determing basic questions, (2) designing project plans, (3) compiling schedules, (4) monitoring participants students and project progress, (5) test results, (6) evaluate experiences. All steps of the project based learning model proposed by Widiarso, E (2016:184) have been carried out in accordance sith the steps that have been stated.

Keywords: Project Based Learning Model, Construct Scientific Work

Article history Received:

06-03-2023 Revised:

08-03-2023 Accepted:

23-03-2023 Published:

07-04-2023

INTRODUCTION

Education is the activity of channeling information in the form of knowledge and character from educators to students. Education is carried out to improve students' abilities such as spiritual and academic abilities. Project-based learning is one of the learning methods used in the scientific approach in the 2013 curriculum. According to Yunus Abidin (2016:

167), the project-based learning model is a learning model that involves students working on learning projects. The project-based learning model is carried out in several steps according to the opinion of Widiarso, E (2016: 184), namely (1) determining basic questions, (2) designing project plans, (3) compiling schedules, (4) monitoring students and project progress , (5) test the results, and (6) evaluate the experience. In the project-based learning model, the teacher's creativity in preparing projects is very necessary. In addition, the distinctive feature of this learning model is that it involves students in the process so that it

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The Implementation of Projects Based Learning … | 46 indirectly makes students become independent (Hilman Yusra, 2022). In learning Indonesian, one of the materials taught is about constructing scientific work in class XI which is in KD 4.15 instructing scientific work by paying attention to content, systematics, and language.

The project-based learning model has been used in Indonesian language learning in class XI at SMK Satria, Jambi City. Researchers are interested in seeing how the application of the project-based learning model in learning Indonesian in class XI SMK Satria, Jambi City.

Therefore, this research was conducted to see how the application of project-based learning models for Indonesian language learning constructs scientific work in class XI at SMK Satria, Jambi City.

Mulyasa (2014: 145) says the project-based learning model aims to make students focus on complex problems by conducting an investigation. In line with this, Saefudin (2014:

58) says that project-based learning is a learning model that is based on a problem to be solved through a project activity. Isriani (2015: 5) says that project-based learning models can provide flexibility to educators in managing learning through projects, whereas according to Fatthurohman (2016: 119) says that project-based learning is a learning model that uses projects to realize learning objectives and student assessments.

Widiarso, E (2016: 184) explains that the project-based learning model is carried out in the following steps:

a. Fundamental question determination

In this step, the teacher is given questions or assignments to students. This question will make students investigate and make an investigation. Questions or assignments are usually related to the real world.

b. Design project planning

Planning is carried out by students and teachers to make students feel involve d in learning activities. Planning includes all matters regarding the project such as steps, rules, and tools and that needed.

c. Schedule

In addition to designing learning carried out by students and teachers, the stages of compiling a project schedule are also carried out jointly by students and teachers. At this stage, the thing that is prepared is the allocation of project time, namely how long the project will be carried out and asking for reasons for this determination.

d. Monitor students and project progress

The teacher is in charge of seeing the activities of students during the project. Seeing whether there are obstacles in completing the project and ensuring that the facilities for making projects for students have been fulfilled. To make this easier, the teacher can create a Rubik's Cube to record student activity as a whole.

e. Test results

After the project has been completed, to measure the achievement of the learning objectives, a results test is carried out. In addition, an assessment is also carried out to see how far the progress of students in understanding the material and as a source of input for teachers in developing future learning strategies.

f. Evaluate experience

After the project has been completed and the results have been tested, the teacher and students reflect both individually and in groups on the activities that have been carried out.

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The Implementation of Projects Based Learning … | 47 Ahmad (2016: 98) defines scientific work as writing that contains scientific matters written by a researcher based on guidelines for writing scientific papers in general and aims to convey written information to readers. Meanwhile, Dalman (2016: 5) defines scientific work as writing that contains ideas for solving a problem that is presented systematically, according to facts, using standard language, and supported by various evidences.Scientific work is prepared in the following steps (Suhartina, 2021: 27):

a. Preparation

At this stage, topics will be selected, objectives considered, forms, readers identified and drafted ideas.

b. Supporting literature study

In order for a scientific work to have scientific value, it must be supported by theory so that the scientific work can convince the reader.

c. Draft

At this stage, in order to keep the writing focused on the topic being discussed, the writer is asked to express general ideas.

d. Revise

In the revising stage, the author is asked to focus on adding, subtracting, deleting, and rearranging the contents of the writing, not changing the contents of the essay.

e. Edit

At this stage, language becomes an aspect that is being improved. It aims to make it easier for readers to read it.

f. Publish

For the final stage in writing a scientific work, namely publishing it in the form of books, journals, reports, and others.

Relevant research aims to support and become the basis for research that will be carried out in accordance with the results obtained from searches that have been carried out by previous researchers. There are several studies conducted by several researchers and discussing topics that are aligned with the research that will be carried out are as follows:

1. Research conducted by Devita Febrianti, Gede Gunatama, and Made Sutama Ganesha University of Education in 2020 with the title ““Penerapan ModeI Pembelajaran Project Based Learning dalam Merancang Proposal Karya Ilmiah pada Siswa Kelas XI Kuliner 2 SMK Nusa Dua Gerokgak”. It can be concluded that the Indonesian language teacher should be able to maintain learning to design scientific work proposals using the Project Based Learning (PjBL) learning model because this learning model can help students think, discuss, and write well.

This research and previous research have similarities, namely they both use a project- based learning model during the learning process, while the difference is that this research was conducted at SMK Satria, Jambi City, while previous research was at SMK Nusa Dua Geregak.

2. Research conducted by I Ketut Turyantana Ganesha University of Education in 2013 with the title “Penerapan ModeI Pembelajaran Berbasis Proyek untuk Meningkatkan Aktivitas dan Tercapainya Ketuntasan Hasil Belajar Menulis Karya Ilmiah Siswa Kelas XI IPS 1 SMA Saraswati Seririt”. It can be concluded that the application of the project- based learning model can improve student learning outcomes so that the level of completeness of student learning outcomes is achieved in students' scientific writing activities in class XI IPS 1 SMA Saraswati Seririt. The similarity of this research with previous research is in the learning mode where both of these studies use a project-

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The Implementation of Projects Based Learning … | 48 based learning model in scientific work material, while the difference lies in the approach and type of research where this research uses a qualitative approach and type of descriptive research, while this research previously used this type of classroom action research (CAR).

METHOD

The implementation of this research was carried out at SMK Satria, Jambi City. This study uses a qualitative approach, with a descriptive research type. This study uses two types of data, namely primary data and secondary data. Notes and recordings of inte rviews with the Indonesian teacher of class XI at the school constituted the primary data in this study, while the secondary data in this study were in the form of photographs that support information for research purposes. Indonesian language students and educators for class XI at SMK Satria Jambi City are the source of data in this study.

This study uses data collection techniques in the form of observation, interviews, project-based learning model indicators, and documentation. Observations were made at the beginning before the research was carried out. In this observation the researcher made observations of teachers and students. The researcher recorded all the events that occurred based on the results of observations of both the activities of the students, the character of the students, and other situations that were carried out. In addition, researchers also observed the application of project-based learning models carried out by Indonesian language teachers, especially in material for constructing scientific work. Interviews were conducted by researchers in order to obtain concrete data or information through direct communication between researchers and informants, the informants here were Indonesian language educators who teach in class XI TKR, with the aim that the data obtained is accurate and precise. The structured interview technique was chosen by the researcher as the interview technique in this study, the researcher himself had prepared several questions to be asked to the resource person, namely the teacher. Next is the indicator of the project- based learning model that is used when the researcher becomes an observer when the project-based learning process on the material constructing scientific work is being carried out. Documentation is in the form of photos when learning activities take place.

This study uses analytical techniques according to Sugiyonno (2016: 337), namely, data reduction, data presentation, and drawing conclusions. In data reduction there are two kinds of classification and grouping. Where all the data that has been obtained will be sorted and then grouped according to its grouping. Then the relevant data is separated with the aim of making it easier for researchers to analyze the data. The next stage is presenting the data by classifying the data that has been obtained systematically so that it makes it easier for researchers to draw conclusions. Drawing conclusions is the last stage of the researcher by making a formulation regarding the principles of logic and making it into research findings RESULTS AND DISCUSSION

A. Learning Activities with Project-Based Learning Models in Preliminary Activities Before heading to class, the teacher prepares teaching materials to be used such as teacher books and student attendance lists, as well as teachers prepare learning media such as laptops, power points, and infocus. After everything is complete then the teacher enters the class to start learning. When the teacher will enter the class the teacher greets the students. After taking the students' attendance sheet, the teacher then does ice breaking and brain gymnastics so that students can focus when learning has been carried out. Furthermore, the teacher conducts an apperception of learning that has been studied

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The Implementation of Projects Based Learning … | 49 at the previous meeting, namely about language structure, steps, and systematics of scientific work with the aim of knowing whether all students have understood the material before entering the next material. After reviewing the previous meeting's learning material, then the teacher conveys the learning objectives at the ongoing meeting.

The preliminary learning activities are true according to the results of the interviews with the students, which are attached to the results of the interviews between the researchers and the students.

“Ibuk selalu membuka pembelajan dengan salam pas masuk kelas, abis tu berdoa sudah berdoa langsung absen. Abis tu ibuk langsung ajak kami semua ice breaking buk biar kami biso lebih fokus gitu pas agek belajar. Sudah tu barulah ibuk jelasin lagi materi pertemuan sebelumnyo, sudah jelasin lagi dan kami semuo faham barulah ibuk sampaikan tujuan pembelajarannyo buk.”

B. Learning Activities with Project-Based Learning Models in Core Activities 1. Learning Activity Determination of Fundamental Questions

The core activity in project-based learning activities at the initial meeting is determining basic questions. Before entering the first step, the teacher re-explains material about scientific work, namely steps, systematics and language. In the preliminary activities the teacher only briefly reviews what is in scientific work, but in this core activity the teacher explains more so that in making assignments later students understand more about what their assignments are. After reviewing the learning material that was studied last week, the teacher then explained the new learning material at the ongoing meeting. After explaining the learning material, the teacher then carried out the activity of asking students, namely ““Apakah ananda pernah membuat karya ilmiah ataupun makalah?”, then students answer “Pernah bu”.

After explaining the learning material and carrying out question and answer activities, the educators then divide students into study groups with a counting system and then sit down according to the numbers the students get. After sitting in groups the teacher explains what the project descriptions will be done by students with their groups at the next meeting.

2. Learning Activities to Design Project Planning

The core activity in project-based learning activities at the second meeting is designing project planning. At this second meeting the students sat in groups and first each group discussed the systematics of language, and the steps for compiling scientific work. Before the teacher gives a theme to each group, first each group discusses again about the steps for making a scientific work. After that, each group leader will come forward to choose a theme provided by the teacher and each gr oup will get a different theme. After getting the theme, the teacher instructs students to take parts in completing the scientific work. With the aim that not only one student does the work, but all students jointly work on the assigned scientific work pro ject.

This learning activity was carried out and in accordance with the results of interviews with researchers and students.

“Ado buk, pas kami udah dapat tema yang di pilih ke depan, abis tu ibuk nyo bagi tau ke kami semuo untuk ambek bagian dalam penyelesaian proyek karya ilmiah ni buk.”

3. Learning Activities Arrange a Schedule

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The Implementation of Projects Based Learning … | 50 The core activity in project-based learning activities at the second meeting besides designing project planning is preparing a schedule. After each group gets a theme and the teacher has instructed each student to work together with their group, then the preparation of a project schedule is carried out jo intly by students and teachers. Based on the results of student and teacher discussions the project creation activity was carried out on January 25 2023 and the task collection activity was set for Friday January 27 2023. After obtaining an agreement regarding the project submission schedule, students and their groups continued completing the project given by the teacher.

4. Learning Activities Monitor Students and Project Progress

The core activity in this section at the third meeting is to see student activities and project progress. Learning activities monitoring students are carried out in almost every ongoing learning process. It can be said that the teacher is a mentor, facilitating students, as well as monitoring the activities carried out and guiding students when working on projects. In learning activities monitoring students and project progress, the teacher checks all projects that have been completed by each group and are collected at the teacher's desk. After that, the teacher also checked the projects that each student had worked on in their respective workbooks, because in the second meeting after each group got a theme, they began to work on and discuss scientific work and write down the results of their discussions in their respective workbooks. . Therefore, before group representatives present their projects, the teacher needs to check the projects made in their respective workbooks. This activity is in accordance with the results of interviews with students.

“Ibuk selalu mantau kami terus buk tiap pertemuan pas kami ngerjoin proyek karya ilmiah ni buk. Jadi kalo kami dak tau biso langsung nanyo samo ibuk nyo langsung buk terus gek di arahin ibuk nyo buk.”

5. Learning Activities Test Results

The core activity in project-based learning activities at the third meeting is to test the results. In this learning activity the teacher chooses randomly for the group to present the results of the project that has been done. The group that was randomly selected by the teacher immediately presented their project results in front of the class while the other groups listened to what was presented.

“Pas nak presentasi tu ibuk milih kelompok secara acak buk sudah tu barulah kelompok yang di pilih tu maju ke depan buat presentasi hasil proyek nyo buk.”.

6. Learning Activities Evaluate Experience

The core activity in the next project-based learning activity is evaluating experiences. In this last activity, student project assignments are collected. After submitting project assignments, the teacher appreciates all students who have presented the results of their projects. The initial appreciation given by the teacher was asking students to applaud for completing project assignments on time. After that the teacher said that each group would get a gift from the mother but after the activity concluded learning had taken place. Activities evaluating experiences are appropriate and carried out based on the results of interviews with students.

“Awalnyo ibuk mintak mengumpulin hasil proyek buk, abis tu ibuk kasih apresiasi tepuk tangan untuk kami semuo karno la selesaikan proyek nyo sesuai jadwal waktu yang

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The Implementation of Projects Based Learning … | 51 udah ditentukan buk. Abis tu ibuk bilang tiap kelompok dapat hadiah dari ibuk terus hadiah nyo di bagiin pas kami sudah menyimpulkan materi pembelajaran buk.”

C. Learning Activities with Project-Based Learning Models in Closing Activities In the learning activities in closing activities, students are asked to conclude learning outcomes. Furthermore, the teacher completes students' opinions about the material constructing scientific work. After concluding the learning material obtained, the teacher then gives appreciation in the form of prizes to each group that has worked on the project to completion. Then, the lesson is closed with the teacher saying the wrong word and information about the material to be studied next. Closing activities according to learning carried out and contained in the interview guidelines of researchers and students.

“Ibuk tu pas nutup pembelajaran selalu mintak kami menyimpulkan duluan materi pembelajaran yang udah dilaksanakan buk. Abis menyimpulkan pendapat dari kami barulah ibuk tu menguatkan simpulan kami buk melengkapi gitu lah buk. Sudah menyimpulkan materi pembelajaran ibuk tu kasih kami hadiah terus buk pas kami udah menyelisaikan proyek kami buk. Sudah bagikan hadiah barulah ibuk keluar kelas dengan mengucapkan salam buk.”

D. Discussion

The results showed that the project-based learning model in class XI TKR SMK Satria Jambi City on the material of constructing scientific work had been carried out with the final assignment in the form of a project for making a scientific work, namely a scientific paper whose theme was in accordance with the student's major. In determining a project assignment, the teacher must first make a learning plan (RPP) and must pay attention to lesson plans in the form of lesson plans for basic competencies 4.15, namely constructing a scientific work by paying attention to content, systematics, and la nguage as well as indicators of competency achievement which are divided into 3, namely GPA 4.15.1, namely planning to write a scientific paper, GPA 4.15.2, namely compiling scientific work by paying attention to content, systematics, and language, and GPA 4.15.3, namely presenting orally scientific work that has been made by paying attention to content, systematics, and language .

In learning to construct scientific work, the teacher uses a project-based learning model. Fatthurohman (2016: 119) says that project-based learning is a learning model that uses projects to realize student learning objectives and assessments. In project- based learning, it is certain that the steps put forward by Widiarso, E (2016: 184), namely (1) determine basic questions, (2) make project designs, (3) make schedules, (4) see student activities in project implementation, (5) calculating results, and (6) evaluating.

In the implementation of the project-based learning model on material constructing scientific work, it is divided into 3 meetings, namely Friday, Wednesday and Friday. Where in the first meeting using the first step, namely determining the basic questions. At the second meeting using the second and third steps, namely designing project planning and preparing schedules. Whereas in the third meeting using the fourth, fifth, and sixth steps, namely monitoring students and project progress, testing results, and evaluating experiences.

At the first meeting, project-based learning activities before entering the core, the teacher first re-explains material about the steps, systematics, and language in scientific work. After that then go to the first step, namely the determination of fundamental questions. In this activity the teacher asks students “Apakah ananda pernah membuat

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The Implementation of Projects Based Learning … | 52 karya ilmiah ataupun proposal dan makalah?” and then the students answered “Pernah bu”. After explaining the learning material again and asking a number of questions to the students, the educator then asked the students to sit in groups by counting as a way of determining their study groups. Students are divided into 4 study groups and in each study group there are 5 students and 4 students in the group.

The learning activities at this second meeting took two steps, namely designing project plans and making schedules. The first learning activity carried out was to design a project plan where students sat in groups and discussed in advance about the material that had been recorded in the previous meeting and bothered the teacher to provide themes to students. After the teacher has finished preparing several themes, then the group leader is invited to come forward to take one of the themes prepared by the teacher. After the students get the theme, then the students and their groups discuss the themes that have been obtained. Then each student takes part in completing assignments, such as there are introductory, discussion, or closing sections with the aim that the project given by the teacher can be completed properly and on time.

The learning activity in the second meeting after designing the project plan is setting the schedule. The purpose of this activity is to determine the project collection schedule that has been given to students. Students and teachers discuss together to determine the project collection schedule, then students present the results of the project in class. After discussing, the teacher finally determined the project submission schedule to be collected on Friday, January 27, 2023.

There are three steps in the learning activities at this third meeting, namely monitoring students and project developments, testing results, and evaluating experiences. The first learning activity carried out by educators is monitoring students and project progress. In this activity, the teacher does not only conduct the third meeting, but at each meeting the teacher always monitors each group in working on the project that has been given. With the aim that each group does not understand the project being given, or if there are groups that are having problems working on the project, they can ask the teacher so that they get a way out of the problems that the group has. Therefore the activity of monitoring students in every learning activity is always carried out by the teacher. Even at the third meeting, the teacher continued to monitor each group, namely by checking printed scientific papers and those made in the assignments of each student.

Because at the second meeting when each group got the theme given by the teacher, then the teacher asked each group member to discuss and take part in project work and make it in the assignment book. Therefore the teacher also monitors whether all students are also working on their assignment books apart from the projects that have been printed.

Learning activities in the third meeting after supervising students and project developments are testing the results. This learning activity begins with each group submitting projects that have been printed in front of the class. After that the teacher randomly selects a group to present in front of the class. The group chosen at random by the teacher prepares to present the project that has been done. When the group chosen by the teacher presented the results of their project, the other groups listened to the project results presented in front of the class.

Learning activities in the third meeting after supervising students and project progress, as well as testing the results is assessing experience. This learning activity is carried out after each group has presented the results of their project in front of their friends. Each student also sat on their respective benches and did not sit in groups anymore. The teacher in this learning activity gives appreciation to all students who have

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The Implementation of Projects Based Learning … | 53 presented their project results in front of the class.

After that the educator asked the students to conclude the learning outcomes material that had been obtained. After several students have concluded the material obtained, then the teacher concludes the learning material and reinforces the answers that have been submitted by students. After concluding the learning material, the teacher distributes prizes to each group that has completed their project on time.

Based on the results of observations that have been carried out, the application of this project-based learning model can really train students to form their own knowledge and can exchange ideas with each other during the process of working on projects given by the teacher. The application of this project-based learning model can also increase cooperation between members of the study group. In the learning process it can be seen when each study group starts designing project plans, where each group member exchanges ideas so that they can complete the project given by the teacher in a timely manner. Therefore the application of this project-based learning model is very suitable for use by educators when students are asked to work on projects in groups.

CONCLUSION

Based on the results and discussion, it can be concluded that the research on the application of project-based learning models to material constructing scientific works in class XI at SMK Satria, Jambi City, shows that the implementation has gone according to the steps of the project-based learning model developed by Widiarso, E (2016: 184) through six steps, namely determining fundamental questions, designing project plans, compiling schedules, monitoring students and project progress, testing results, and evaluating experiences. The results of observations obtained by researchers from the application of this project-based learning model have been carried out and are running according to the stages of the project-based learning model.

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