TEACHERS’ PRACTICES IN IMPLEMENTING PROJECT-BASED LEARNING IN VOCATIONAL HIGH SCHOOL AT TULUNGAGUNG

TESYA ADINDA KRISWINANSA, 126203201067 (2024) TEACHERS’ PRACTICES IN IMPLEMENTING PROJECT-BASED LEARNING IN VOCATIONAL HIGH SCHOOL AT TULUNGAGUNG. [ Skripsi ]

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Abstract

Kriswinansa, Tesya Adinda. Student Registered Number 126203201067, 2024. “Teachers Practices in Implementing Project-Based Learning in Vocational High School at Tulungagung.” A thesis of English Education Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) of Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. Arina Shofiya, M.Pd. Keywords: Teacher’s Practices, Implementation, Project-Based Learning. One of the suggested learning models in accordance with the recent curriculum is Project-Based Learning. Regulatory support for the implementation of the Kurikulum Merdeka is carried out based on the policy of Minister of Education and Culture No. 5 of 2022 (Graduate Competency Standards in Early Childhood Education, Basic Education Levels and Secondary Education) Some research revealed that the construction of the Project-Based Learning is helpful to the connotation development of Higher Vocational Project-Based curriculum reform, and plays a positive role in promoting the research of teaching quality evaluation of Higher Vocational Project-Based curriculum. In exploring teachers' practices in implementing Project-Based Learning (PjBL), it becomes evident that their approaches significantly impact student engagement and learning outcomes. Teachers are not only as teachers but also as managers of the teaching and learning process. This research is expected to encourage English teachers to apply Project-Based Learning in the teaching and learning process of English in Vocational High School. The purpose of this study are: (1) find out the types of projects carried out by the English teacher in implementing PjBL for students at SMKN 1 Boyolagu, (2) find out the teachers’ difficulties in implementing PjBL for English learning at SMKN 1 Boyolagu, (3) find out the process of implementing PjBL carried out by teachers at SMKN 1 Boyolagu, and (4) the lesson learned by the teacher after implementing PjBL at SMKN 1 Boyolangu. This research uses a qualitative descriptive approach method. The data source of this research was determined using purposive sampling with research informants, namely two English teachers. Data were collected using non-participant observation, interviews, and documentation. Data validation was carried out with a data source triangulation model consisting of data condensation, data display, and conclusion drawing/verifying and checking the validity of the data. The results of this research are: 1) The types of projects carried out by the English teacher in implementing PjBL for students was project exercise. 2) The teachers’ difficulties in implementing PjBL for English learning at SMKN 1 Boyolagu was teachers encounter difficulties in addressing the diverse language proficiency levels of students in their English language classrooms, limitations in accessing adequate resources, including time, materials, and technological support necessary for effective PjBL implementation. Integrating PjBL into existing English language curricula poses challenges in terms of aligning project activities with learning objectives and standards. 3) The process of implementing PjBL carried out by teachers started with preparing questions that can give assignments to students to do some activity. Planning project design that align with curriculum standards and engage students in real-world tasks. Teachers then introduce the project, guiding students through brainstorming sessions to generate ideas and plan their project. Throughout the project, teachers facilitate learning by providing resources, mentoring, and continuous feedback. Finally, students present their completed projects, reflecting on their learning process and outcomes. 4) The lessons learned by the teacher are that they realize the necessity of fostering a collaborative classroom environment, as PjBL emphasizes teamwork and peer learning. Additionally, teachers gain insights into individual student strengths and weaknesses, allowing for more personalized feedback and support. In conclusion, the successful implementation of Project-Based Learning (PjBL) in the English subject at SMKN 1 Boyolangu has proven to be a transformative approach, enhancing both language proficiency and practical skills. The active learning environment not only improves linguistic abilities but also boosts confidence and motivation, preparing students to meet the demands of the modern workforce.

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