PERSEPSI GURU TERHADAP FGD DALAM PEMANFAATAN MODEL PEMBELAJARAN PJBL BERBANTUAN REFLECTIVE PRACTICE
Kata Kunci:
FGD, kualitas pembelajaran, pengembangan profesionalismen, persepsi, reflective practiceAbstrak
Kegiatan Focus Group Discussion (FGD) merupakan salah satu metode yang digunakan dalam program Pengabdian kepada Masyarakat (P2M) untuk memfasilitasi pertukaran pengetahuan dan gagasan antara akademisi dan praktisi dalam rangka pengembangan profesionalisme guru. Paper ini bertujuan untuk mendeskripsikan perssepsi guru terhadap efektivitas FGD dalam mendukung peningkatakan mutu pembelajaran di SMAN 1 Sukasada. Metode pengambilan data yang digunakan adalah survei yang melibatkan 20 orang guru dari berbagai mata pelajaran. Instrumen penelitian menggunakan kuesioner dengan pernyataan tertutup dengan skala Likert 1-5 dari sangat setuju sampai dengan tidak setuju. Adapun efektivitas diukur dari 4 dimensi yaitu, kemenarikan, kebermanfaatan, peningkatan pengetahuan tentang model PjBL, dan peningkatan pengetahuan tentang Reflective Practice. Hasil analisis data menunjukkan rerata keseluruhan 4,54 yang berarti bahwa guru berpersepsi sangat positif terhadap efektivitas kegiatan FGD. Berdasarkan persentase, 63,33% guru menyatakan kegiatan FGD sangat menarik, 56,6% guru menegaskan kegiatan sangat bermanfaat, 55% guru mempersepsi kegiatan FGD sangat membantu meningkatkan pengetahuan tentang PjBL dan 56,67% mendeskripsikan sangat membantu peningkatan pengetahuan tentang Reflective Practice. Hasil di atas mengindikasikan bahwa FGD merupakan ajang berbagi antara akademisi dan praktisi yang sangat menarik dan bermanfaat sebagai upaya untuk meningkatkan kualitas pembelajaran sekaligus sebagai upaya pengembangan profesionalisme guru berkelanjutan.
Referensi
Allison, S. & Harbour, M. (2009)
The coaching toolkit Sage (London & Thousand Oaks CA www.sagepub.co.uk)
Anggraini, E. R., & Herlina, R. (2021). Using storytellling to enhance students’ interests in reading (A case study at tenth grade students of a vocational school in a regency). Journal of English Education Program (JEEP), 8(1), 22–34. https://jurnal.unigal.ac.id/index.php/jeep
Aninas, V. A., & Suryani, K. (2024). Strengthening of Profil Pelajar Pancasila in the Dimension of Gotong Royong in the Digital Era through Project Based Learning at MAN 2 Lamongan. Advanced Journal of Education and Religion, 1(3), 240–250.
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10-20.
Bachtiar, F., & Arif, M. (2024). Conducting a focus group discussion in qualitative research. Innovation of Vocational Technology Education Journal, 20(1), 1–8. https://journal.unimma.ac.id/index.php/ITEJ/article/view/11466
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39-43.
Cirocki, A., & Widodo, H. P. (2019). Reflective practice in English language teaching in Indonesia: Shared practices from two teacher educators. Iranian Journal of Language Teaching Research, 7(3), 15–35.
Condliffe, B. (2017). Project-Based Learning: A Literature Review. Lucas Education Research.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute.
Diasti, K., & Kuswandono, P. (2020). “Thriving through reflecting”: Current perspective on teacher professional development research in Asia context. JET (Journal of English Teaching), 6(3), 220–231. https://doi.org/10.33541/jet.v6i3.1981
Domenici, V. (2022). STEAM project-based learning activities at the Science Museum as an effective training for future chemistry teachers. Educ. Sci, 12(30), 1-32. https://doi.org/10.3390/educsci12010030
Eliyah, & Dwi Agustin. (2022). Mekanisme Aplikasi Padlet Sebagai Media Pembelajaran Berbasis Android Pada Masa COVID-19. Widya Accarya, 13(2), 120-126. https://doi.org/10.46650/wa.13.2.1253.120-126
Farrell, T. S. C. (2018). Reflective Language Teaching: Practical Applications for TESOL Teachers. Bloomsbury Publishing.
Farrow, J., Kavanagh, S.S., & Samudra, P. (2022). Exploring relationships between professional development and teachers’ enactments of project-based learning. Educ. Sci., 12(282), 1-17. https://doi.org/10.3390/educsci12040282
Grossman, P., Dean, C. G. P., Kavanagh, S. S., & Herrmann, Z. (2019). Preparing teachers for project-based teaching. Phi Delta Kappan, 100(7), 43–48. https://doi.org/10.1177/0031721719841338
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586.
https://doi.org/10.1016/j.ijer.2020.101586
Haatainen, O., & Aksela, M. (2021). Project-based learning in integrated science education: Active teachers’ perceptions and practices. LUMAT: International Journal on Math, Science and Technology Education, 9(1), 149–173. https://doi.org/10.31129/LUMAT.9.1.1392
Habók, A., & Nagy, J. (2016). In-service teachers’ perceptions of project-based learning. SpringerPlus, 5(1), 1–14. https://doi.org/10.1186/s40064-016-1725-4
Halimatusyadiyah, N., Anasya, S. W., & Pajri, A. (2022). The Effectiveness Of The Project Based Learning Model In The Independent Learning Curriculum. Jurnal Kewarganegaraan, 6(2), 4836-4844.
Hamka, H., Setyosari, P., Cahyono, B.Y, & Sulton, S. (2021). Investigating the impact of student interest and perception on English phonology learning in Indonesia. Eurasian Journal of Educational Research, 96(96), 153–169. https://doi.org/10.14689/ejer.2021.96.10
Holm, M. (2018). Project-based instruction: A review of the literature on effectiveness in prekindergarten through 12th grade classrooms. Educational Research Review, 26, 88-99.
Hudson, P. (2013). Mentoring as Professional Development: 'Growth for Both' Mentor and Mentee. Professional Development in Education, 39(5), 771-783. https://doi.org/10.1080/19415257.2012.749415
Huynh, H. T. (2022). Promoting professional development in language teaching through reflective practice. Vietnam Journal of Education, 6(1), 62–68
Imansyah, I., Utama, I. M. P., & Sumarni, B. (2018). An Analysis on the EFL Teachers’ perception about authentic assessment. Voices of English Language Education Society, 2(2), 98–104.
Ismuwardani, Z., Nuryatin, A., & Doyin, M. (2019). Implementation of Project Based Learning Model to Increased Creativity and Self-Reliance of Students on Poetry Writing Skills. Journal of Primary Education, 8(1), 51–58. https://journal.unnes.ac.id/sju/index.php/jpe/article/view/25229
Kartini, F. S., Widodo, A., Winarno, N., & Astuti, L. (2021). Promoting Student ’ s Problem - Solving Skills through STEM Project - Based Learning in Earth Layer and Disasters Topic. Journal of Science Learning, 4(August 2020). https://doi.org/10.17509/jsl.v4i3.27555
Khairunnisa, S., & Hardinata, V. (2024). Persepsi Siswa terhadap Penggunaan Padlet pada Pembelajaran Bahasa Indonesia. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 7(4), 3464-3470.
Kilic, I. & Ozel, M. (2022). Teachers’ and students’ views about the applicability of the project-based learning approach in science courses in Turkey. South African Journal of Education, 42(3), 1-9. https://doi.org/10.15700/saje.v42n3a2103
Kimsesiz, F. (2017). The effect of project based learning in teaching EFL vocabulary to young learners of English: The case of pre-school children. International Journal of Languages’ Education, 1(Volume 5 Issue 4), 426–439. https://doi.org/10.18298/ijlet.2168
Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project- based learning. www.ascd.org/memberbooks
Lestari, I., & Ilhami, A. (2022). Penerapan Model Project Based Learning Untuk Meningkatkan Keterampilan Berpikir Kreatif Siswa Smp: Systematic Review. LENSA (Lentera Sains): Jurnal Pendidikan IPA, 12(2), 135–144. https://doi.org/10.24929/lensa.v12i2.238
Lisnani, L., & Emmanuel, G. (2020). Analisis penggunaan aplikasi KAHOOT dalam pembelajaran IPA. JIPI (Jurnal IPA dan Pembelajaran IPA), 4(2), 155-167.
DOI: https://doi.org/10.24815/jipi.v4i2.16018
Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: how teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1), 1-17.
Minayeva, Y., Sugralina, L., Salkeeva, L., Omasheva, A., Erzyamkina, V., & Puchaikina, S. (2023). Project-based learning: Teachers’ perception & learners’ preparedness. In M. Koc, O. T. Ozturk & M. L. Ciddi (Eds.), Proceedings of ICRES 2023-- International Conference on Research in Education and Science (pp. 506-515), Cappadocia, Turkiye. ISTES Organization.
Mirici, S. & Uzel, N. (2019). Viewpoints and self-efficacy of teachers participated in project training towards project-based learning. International Online Journal of Education and Teaching (IOJET), 6(4), 1037-1056.
Muhajir, M., Tambak, S., Sukenti, D., Husti, I., Zamsiswaya, Z., Sawaluddin, S., Syarif, M., & Harahap, M. (2024). Development of Madrasa teacher leadership competency: Involving project-based learning methods in students-centered learning. Pegem Journal of Education and Instruction, 14(3), 243-255.
https://doi.org/10.47750/pegegog.14.03.23
Noer, M. (2020). Pengertian pelatihan dan pengembangan karyawan dan jenis-jenisnya. Diakses dari https://presenta.co.id/artikel/pelatihan-dan-pengembangan-karyawan/ (18 Juli 2021).
Nurkamto, J., & Sarosa, T. (2020). Engaging EFL teachers in reflective practice as a way to pursue sustained professional development. International Journal of Pedagogy and Teacher Education, 4(1), 45–57.
Nyumba, T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20–32. https://doi.org/10.1111/2041-210X.12860
Padmadewi, N.N., Artini, L.P., Ratminingsih, N.M., Suhardiana, I P. A., Zamzam, A., & Juniarta, P.A,K. (2023). Designing Project-Based Learning in research proposal writing: Its effect, problems, and scaffolding utilized. Studies in English Language and Education, 10(2), 841-862.
https://doi.org/10.24815/siele.v10i2.27408
Rachmawati Prasetiani, D., & Sukirman, S. (2024). Analisis Penggunaan Kahoot! dalam Meningkatkan Keterlibatan, Efektivitas Pembelajaran, dan Pengalaman Belajar Siswa di Sekolah Menengah Kejuruan. Journal on Education, 6(4), 20783-20794. https://doi.org/10.31004/joe.v6i4.6185
Ramadhan, E. H., & Hindun, H. (2023). Penerapan Model Pembelajaran Berbasis Proyek untuk Membantu Siswa Berpikir Kreatif. Protasis: Jurnal Bahasa, Sastra, Budaya, Dan Pengajarannya, 2(2), 43–54. https://doi.org/10.55606/protasis.v2i2.98
Rosidah, Dwihartanti, M., & Wijayanti, N.S. (2018). Evaluasi Pendidikan dan Pelatihan (Diklat) Guru SMK di Daerah Istimewa Yogyakarta. Jurnal Efisiensi-Kajian Ilmu Administrasi, 15(2), 33-42.
Sah, F., Sasikirana, H. N., & Pujiani, T. (2024). The Role of Project-Based Learning in Developing 21 st Century Skills in EFL Classes. Publisher: Yayasan Corolla Education Center, 4, 257–272.
Setiyaningsih, S., & Wiryanto, W. (2022). Peran guru sebagai aplikator profil pelajar Pancasila dalam kurikulum Merdeka Belajar. Jurnal Ilmiah Mandala Education, 8(4), 3041–3052. https://doi.org/10.58258/jime.v8i4.4095
Sukarismanti, S., Subyantoro, S., Pristiwati, R., & Samsudin, S. (2024). Tren dan dampak penggunaan Kahoot!! dalam pembelajaran bahasa Indonesia: A systematic literature review. Jurnal Genre (Bahasa, Sastra, dan Pembelajarannya), 6(1), 208-220.
Solissa, E. M., Rakhmawati, E., Maulinda, R., Syamsuri, S., & Putri, I. D. A. (2024). Analisis Implementasi Metode Pembelajaran Berbasis Proyek dalam Meningkatkan Prestasi Belajar di Sekolah Dasar. Al-Madrasah Jurnal Pendidikan Madrasah Ibtidaiyah, 8(2), 558. https://doi.org/10.35931/am.v8i2.3284
Stewart, D. W., & Shamdasani, P. N. (2014). Focus groups: Theory and practice (3rd ed.). Sage Publications.
Taliak, J., Al Farisi, T., Sinta, R. A., Aziz, A., & Fauziyah, N. L. (2024). Evaluasi Efektivitas Metode Pembelajaran Berbasis Proyek dalam Mengembangkan Kreativitas Siswa. Journal of Education Research, 5(1), 583–589. https://doi.org/10.37985/jer.v5i1.876
Tempera, T., & Tinoca, L. (2023) Project-based learning in initial teacher education: The practice of three higher education institution in Portugal. CEPS Journal, 13(2), 57-77. https://doi.org/10.26529/cepsj.1141
Trisnawati, T., Manalu, M., & Amini, M. (2022). Hubungan Kinerja dan Keterampilan TIK Guru terhadap Hasil Belajar dan Literasi Digital Siswa Kelas Tinggi Sekolah Dasar. Jurnal Basicedu, 6(6), 9440–9449. https://doi.org/10.31004/basicedu.v6i6.4089
Utari, D., & Afendi, A. R. (2022). Implementation of Pancasila Student Profile in Elementary School Education with Project-Based Learning Approach. EduLine: Journal of Education and Learning Innovation, 2(4), 456–464. https://doi.org/10.35877/454ri.eduline1280
Vega, V., & Terada, Y. (2020). Project-Based Learning Research Review. Edutopia.
Wang, S. (2023). Study of Junior High School English Reading Teaching on Project-based Learning. Journal of Education and Educational Research, 3(2), 218–223. https://doi.org/10.54097/jeer.v3i2.9308
Yang, D., Skelcer, S., & Gao, F. (2021). An investigation of teacher experiences in learning the project-based learning approach. Journal of Education and Learning (EduLearn), 15(4), 490-504. https://doi.org/10.11591/edulearn.v15i4.20302
Yanuar, R. N., Suhada, I., & Maryanti, S. (2023). Pengaruh Pembelajaran Menggunakan Model Project Based Learning berbantu Padlet terhadap Keterampilan Berpikir Kreatif Siswa. Jurnal Inovasi Pendidikan, 1(2), 242-250.
https://doi.org/10.26555/jg.v6i1.9281
Zacharia, B., Nair, S., Bharadwaj, S., & Philip, J. (2021). Focus group discussion as a tool to assess patient-based outcomes. Journal of Patient Experience, 8, 1–6. https://doi.org/10.1177/23743735211034276
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2025 Ni Made Ratminingsih, I Gede Budasi, Made Hery Santosa, Putu Ayu Prabawati Sudana, Luh Gede Eka Wahyuni
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
