Teacher experience in implementing project based learning at MI Muhammadiyah Karanganyar

Abstract

The teacher has a fairly important role in making the knowledge taught acceptable to students well. In teaching, the teacher must master the components contained in the learning process and be skilled in implementing them. One of these components is the learning method. Teachers teaching in a monotonous way can affect students' critical thinking skills, reduce children's learning enthusiasm, and lead to learning dominated by the teacher so that students are less active and become passive; it is very difficult to detect the extent of understanding of all students, students easily forget what has been delivered, and it does not stimulate students to read. One method that can be used by teachers is project-based learning. The project-based learning method is a learning method in which educators act as facilitators and the learning that teachers do can produce quality learning, because learning can produce success for students in terms of cognitive, affective, and psychomotor. This study aims to determine the experience of teachers in implementing project-based learning at MI Muhammadiyah Karanganyar. This study uses qualitative research using a phenomenological approach. Data collection techniques are by way of observation, interviews, and documentation. There are three stages in data analysis, namely data reduction, data presentation, and drawing conclusions. So, the results of this study show researchers were able to find out about the teacher's experience in using the PjBL method in learning, as well as the constraints experienced by the teacher when using the PjBL method.