The Obstacles and Strategy of Project Based Learning Implementation in Elementary School

Abstract

This study aims to: 1) examine the challenges teachers encounter in implementing project-based learning in 2013 curriculum, 2) to examine teachers' strategies in integrating project-based learning in 2013 curriculum. This research finds several obstacles faced by teachers and strategies that can be done in the implementation of project-based learning, they are: 1) the obstacle in terms of students' capability can be overcome by familiarizing them to complete projects; 2) the obstacle in terms of indiscipline can be solved by optimizing the teacher's role as supervisor; 3) the time constraint is overcome by some alternative ways; 4) the obstacle in terms of equipment availability is addressed by modifying projects; 5) the obstacle in terms of student's inequality is overcome by forming propori sembang group; 6) the cost issues are resolved by using classroom cash or selecting projects suitable for the available resources. Another positive finding is that teachers should have the confidence and commitment in implementing project-based learning. Based on these results, it can be concluded that most teachers and even experienced teachers will experience difficulties and challenges when trying to implement project-based learning. However, experienced teachers have strategies to overcome obstacles, thus project-based learning can still be implemented.

Learning history through project-based learning

“…This was because some of the students whom had found PBL to be 'repetitive' and 'boring' mentioned that the PBL approach had given them the opportunity to be 'creative' in terms of how they presented their learning to their peers. In other words, they reported that the information they obtained through the PBL approach were 'different from those in the textbook' [21], [25]- [30]. In addition, the students mentioned that PBL gave them the chances to work collaboratively with their friends.…”

“…Most of the concerns brought forward by these researchers were that teachers were reluctant to move from the use of the traditional approaches as they were more comfortable with the idea of having control over the classroom [19], [20]. Research has highlighted that students were in fact the ones who had preferred the use of the traditional approach as they were uncomfortable with the idea of having to obtain knowledge on their own [21]. Even high achiever students were reluctant with the use of PBL as they felt that collaborative learning was a burden for them when they have free riders in their groups [22].…”

“…Even high achiever students were reluctant with the use of PBL as they felt that collaborative learning was a burden for them when they have free riders in their groups [22]. However, in general, researchers have emphasised on the importance of PBL as a centrality to learning for students during lessons and that PBL was not peripheral to the curriculum [13], [16], [21]. This was to say that in order for students to be able to grasp onto the main concept, teachers are required to provide students with problems or questions to 'drive' their minds [16].…”

“…Through the constructive investigation, students will build up on their prior knowledge and it was often during these investigations that students will encounter problems. Hence, unlike the traditional approach, PBL offers students with the opportunities to develop 21st century skills that are required in the working society today [21], [22]. For instance, in order for students to overcome the problems that they will encounter during the investigation phase, the collaborative aspect of PBL allows students to not only work together to come up with a solution but they could also make use of the technological tools to work on the problems together.…”

Research Trends in PjBL (Project-Based Learning) at Indonesian Journal of Biology Education

“…The results showed differences from previous research, namely: research trends in project-based biology learning increased in 2015-2017 and decreased until 2022. This was due to several obstacles in its implementation such as students being less accustomed to completing projects, indiscipline, limited time, and limited equipment so teachers must have confidence and commitment in implementing project-based learning (Cintang, 2019). In addition, Le (2021) stated that teamwork is a difficult thing experienced by students in project work.…”