Transcript Project-Based Learning - Universitas Hasanuddin

Pembelajaran Berbasis Proyek/Produk
(Project-Based Learning)
Learning
In
Action!
Obstacles
“The biggest obstacle
to school change
is our memories.”
-- Dr. Allen Glenn
Pendahuluan
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Pendidikan Abad 21  mahasiswa selain menguasai
pengetahuan dasar (membaca, menulis, berhitung) juga
harus menguasai pengetahuan/ketrampilan2 lain yang
diperlukan di Abad 21 :
 personal and social responsibility
 planning, critical thinking, reasoning, and creativity
 strong communication skills, both for interpersonal and
presentation needs
 cross-cultural understanding
 visualizing and decision-making
 knowing how and when to use technology and
choosing the most appropriate tool for the task
Pendahuluan
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Pembelajaran berbasis proyek membawa para pembelajar ke
permasalahan di kehidupan nyata (real-life context).
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Learning outcomes :
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Knowledge and understanding
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Key facts, concepts, principles and techniques
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Theories relevant to specialist engineering disciplines
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Grasp of science, mathematics and technology as relevant to discipline
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Business and management techniques as relevant to engineering
Intellectual abilities
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Problem solving
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Data gathering, analysis and interpretation
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Abilities in design and experimentation
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Evaluative skills in relation to design, processes and products
Practical skills
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Use of tools, techniques, equipment and relevant software
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Laboratory and workshop skills
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Ability to develop, promote and apply safe systems of work
General transferable skills
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Communication and presentation
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Use of ICT
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Time and resource management
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Multidisciplinary teamwork
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Creativity and innovative thinking
Definisi
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A method of teaching in which students aquire new knowledge and
skills in the course of designing, planning and producing some
product or performance. (Simkins, 2001)
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A systematic teaching method that engages students in learning
knowledge and skills through an extended inquiry process structured
around complex, authentic questions and carefully designed products
and tasks. (The Buck Institute of Education, 2006)
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Is a model that organizes learning around projects, based on
challenging questions or problems, that involve students in design,
problem-solving, decision making, or investigative activities; give
students the opportunity to work relatively autonomously over
extended periods of time; and culminate in realistic products or
presentations. (Thomas, J.W. 2000)
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Adalah metode pembelajaran dimana mahasiswa menerima
pengetahuan dan ketrampilan baru melalui suatu tahapan
pembelajaran yang sistematis untuk pada akhirnya dapat
menghasilkan suatu produk, prototipe atau model.
Definisi

A method of teaching in which students aquire new knowledge and
skills in the course of designing, planning and producing some
product or performance. (Simkins, 2001)

A systematic teaching method that engages students in learning
knowledge and skills through an extended inquiry process structured
around complex, authentic questions and carefully designed products
and tasks. (The Buck Institute of Education, 2006)

Is a model that organizes learning around projects, based on
challenging questions or problems, that involve students in design,
problem-solving, decision making, or investigative activities; give
students the opportunity to work relatively autonomously over
extended periods of time; and culminate in realistic products or
presentations. (Thomas, J.W. 2000)

Adalah metode pembelajaran dimana mahasiswa menerima
pengetahuan dan ketrampilan baru melalui suatu tahapan
pembelajaran yang sistematis untuk pada akhirnya dapat
menghasilkan suatu produk, prototipe atau model.
Karakteristik
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Projects are central, not peripheral to the curriculum.
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Projects are focused on questions or problems that
"drive" students to encounter (and struggle with) the
central concepts and principles of a discipline.
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Projects involve students in a constructive investigation.
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Projects are student-driven to some significant degree.
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Projects are realistic, not school-like.
Mengapa Menggunakan PjBL
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PjBL sesuai untuk tujuan pendidikan yang mempunyai
pengetahuan dan ketrampilan yang, antara lain :
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Higher order cognitive skills – critical analysis, synthesis, evaluation
Application of theoretical knowledge to practical situations
Problem solving skills
Abilities in self-directed study and autonomous learning
Groupwork, teamwork and interpersonal skills
Time management skills
Decision making skills
Practical workshop and laboratory skills
Business and enterprise skills
Presentation skills Information management skills
Mengapa Menggunakan PjBL
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Kelemahan/Hambatan pada mahasiswa :
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Krajcik et al (1998) mendapatkan bahwa mahasiswa mendapatkan
kesulitan dalam hal :
 generating meaningful scientific questions,
 managing complexity and time,
 transforming data, and
 developing a logical argument to support claims.
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Menurut Thomas, JW. (2002), kesulitan mahasiswa berhubungan dengan :
 initiating inquiry,
 directing investigations,
 managing time, and
 using technology productively.
Mengapa Menggunakan PjBL
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Hal-hal yang perlu diperhatikan terhadap mahasiswa:
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Expectations about learning and teaching – their views and beliefs
about what formal learning involves, the role of lecturers/students,
etc
Motivation – willingness to engage with the learning process and
what they hope to get out of it
Abilities – subject-based knowledge and skills, and also generic
skills (eg communication, problem solving, teamworking, time
management)
Learning styles – individual preferences to learn in particular ways
Bagaimana Menjalankan PjBL
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Question
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Plan
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Schedule
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Monitor
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Assess
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Evaluate
Question
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Start with the Essential question.
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Take a real-world topic and begin
an in-depth investigation.
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Make sure it is relevant for your
students.
Plan
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Plan which content standards will be
addressed while answering the
question.
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Involve students in the questioning,
planning, and project-building process.
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Teacher and students brainstorm
activities that support the inquiry.
Schedule
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Teacher and students design a
timeline for project components.
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Set benchmarks.
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Keep it simple and age-appropriate.
Monitor
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Facilitate the process.
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Mentor the process.
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Utilize rubrics.
Assess
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Make the assessment authentic.
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Know authentic assessment will
require more time and effort from
the teacher.
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Vary the type of assessment used.
Evaluate
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Take time to reflect, individually
and as a group.
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Share feelings and experiences.
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Discuss what worked well.
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Discuss what needs change.
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Share ideas that will lead to new
inquiries, thus new projects.
References
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Anonimous, 2003. A Guide to Learning Engineering
Through Projects.University of Nottingham.
http://www.pble.ac.uk
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Anonimous, 2006. Handbook of Project Based Learning.
The Buck Institute of Education,
http://www.bie.org/pbl/pblhandbook/index.php
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The George Lucas Educational Foundation, 2003 :
http://www.edutopia.org/teachingmodules/PBL/index.php
Thomas, J.W., 2000. A Review of Research of ProjectBased Learning. http://www.autodesk.com/foundation/
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