Project-Based Learning (PjBL) & Problem-Based Learning (PBL) Yoga Permana Wijaya

Mengapa PjBL & PBL ? Perubahan begitu cepat Penuh Ketidakpastian & Bergejolak Hyper Competition, Ilmu pengetahuan bergerak cepat. Double setiap 2,5 Tahun Volatility, Uncertainty, Complexity, Ambiguity

Tantangan Pendidikan Abad 21 Speed Of Change Continous Improvement Mempersiapkan Peserta Didik Yang Harus Senantiasa Berubah Project Creating & Problem Solving

Perubahan Paradigma SPICES S Teacher-centered Information gathering Discipline-based School-based Standard Apprenticeship-based Student-centered P Problem-based I Integrated C Community-based E Elective S Systematic

Skill Di Abad Ke 21

21 St Century Theme Solve complex problems Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy

Learning & Innovation Skill Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media & Technology Skill Information Literacy Media Literacy ICT Literacy

Life and Career Skill Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Definisi PjBL & PBL PjBL PBL PjBl (project-based learning) adalah model pembelajaran yang mengorganisir pembelajaran disekitar proyek. Proyek adalah tugas yang kompleks, berdasarkan pertanyaan menantang atau masalah, yang melibatkan siswa dalam desain, pemecahan masalah, pengambilan keputusan, atau kegiatan investigasi; memberikan siswa kesempatan untuk bekerja relatif otonom selama jangka waktu yang diperpanjang; dan berujung pada produk yang realistis atau presentasi. PBL (Problem-based learning) merupakan model pembelajaran yang berpusat pada siswa dimana siswa secara aktif belajar melalui pemecahan masalah. Yang menjadi esensi dari PBL adalah siswa dituntut belajar mengenai strategi berfikir sekaligus belajar materi pelajaran, melalui pemecahan masalah yang sesuai dengan permasalah kehidupan nyata (real world problems).

Karakteristik PjBL & PBL meaningful activity situated learning open-ended generative tasks collaborative decision-making and problem-solving changed role of the instructor

Ciri-ciri PjBL & PBL berpusat pada siswa (student centered learning); dilakukan dalam kelompok kecil, (6-10 orang); guru sebagai fasilitator; permasalah dunia nyata merangsang proses kognitif; pembelajaran berdasarkan fokus yang dibangun dan ditentukan oleh kelompok ; pengetahuan baru diperoleh melalui diri pribadi siswa (self directed learning).

Objectives of PjBL & PBL Knowledge Theoretical Clinical Skills Scientific reasoning Critical appraisal, Information literacy Self directed, lifelong learning. Attitudes value of teamwork interpersonal skills the importance of psycho-social issues.

Sintaks PjBL & PBL PjBL PBL 1) menentukan pertanyaan dasar (Essential question); 1) Mengorientasi peserta didik pada masalah; 2) membuat desain proyek (Designing Project Plan); 2) Mengorganisasikan kegiatan pembelajaran; 3) menyusun penjadwalan (Creating Schedule); 3) Membimbing Penyelidikan Mandiri; 4) memonitor kemajuan proyek (Monitor the progress); 4) Mengembangkan dan Menyajikan Karya; 5) penilaian hasil (Assess the outcome); 5) Analisis dan Evaluasi. 6) evaluasi pengalaman (Evaluate the experiment).

Tahapan PjBL

Tahapan PBL

Perbedaan PjBl & PBL PjBL PBL Artefak Pemecahan Masalah Permasalahan Kompleks Permasalahan lebih sederhana Ada refleksi setelah evaluasi - Problem-Based Product emphasis Process emphasis Project-Based

Manfaat PjBL & PBL bagi siswa Meningkatkan motivasi siswa dalam belajar; Membangun keterampilan berfikir kritis, mendengarkan, menulis, dan berkomunikasi; Meningkatkan retensi dari sebuah informasi; Mendukung model belajar sepanjang hayat; Mendemonstrasikan kekuatan dalam bekerja sama;

Bloom’s Taxonomy

Bloom’s Versi 2.0

Kelemahan PjBL & PBL siswa harus memiliki pengetahuan kerja istilah, fakta, dan statistik, serta arah, sebelum mereka dapat membuat proyek/mengatasi masalah tersebut Information Overloads Tingkat Stres lebih tinggi bagi guru maupun siswa Siswa lebih sedikit menguasai basic science Lebih mahal Lebih banyak memakan waktu Sulit di implementasikan apabila jumlah siswa terlalu banyak atau siswa kurang antusias dan miskin ide

Kendala PjBL & PBL Terlalu banyak membutuhkan pekerjaan Biaya yang lebih mahal Beberapa guru sulit untuk berubah Persepsi siswa masih kurang dewasa untuk melakukan PjBL/PBL Kurang menguasai basic science

Assesment PjBL & PBL To Assess Product Method Knowledge Interrelationships among facts, concepts (Relational understanding) Concept maps Unit products Written/oral responses Traditional tests Expert map-based scheme Rubrics SOLO taxonomy (Structure of Observed Learning Outcomes) Scoring guides Skills Critical thinking Creative thinking Effective collaboration Versatile communication Unit products and/or performances Observation Self-ratings Peer ratings SOLO taxonomy Self-reports Likert scales Dispositions Intentional learning Problem logs Content analysis

Kesimpulan Project-based learning dan problem-based learning memiliki beberapa kesamaan karakteristik. Keduanya adalah strategi pembelajaran yang dimaksudkan untuk melibatkan pebelajar di dalam tugas-tugas otentik dan dunia nyata agar dapat memperluas belajar mereka. Pebelajar diberi tugas proyek atau problem yang open-ended dengan lebih dari satu pendekatan atau jawaban, yang mensimulasikan situasi profesional. Kedua pendekatan ini juga didefinisikan sebagai student-centered, dan menempatkan peranan guru sebagai fasilitator. Pebelajar dilibatkan dalam project- atau problem- based learning yang secara umum bekerja di dalam kelompok secara kolaboratif, dan didorong mencari berbagai sumber informasi yang berhubungan dengan proyek atau problem yang dikerjakan. Pendekatan ini menekankan pengukuran hasil belajar otentik dan dengan basis unjuk kerja (performance-based assessment).

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