Analysis of Constraints and Solutions in Implementing the Project Based Learning (PJBL) Model in Biology Learning in Class XI Binjai State 1 High School

Umama Zuhra; Oenih May  Sarah; Aisyah  Fania; Halim  Simatupang; Widya  Arwita

doi:10.55927/ajns.v3i1.9915

Authors

Umama Zuhra Medan State University
Oenih May Sarah Medan State University
Aisyah Fania Medan State University
Halim Simatupang Medan State University
Widya Arwita Medan State University

DOI:

https://doi.org/10.55927/ajns.v3i1.9915

Keywords:

PjBL, Biology Learning, Misconception, Critical Thinking, Motivation

Abstract

This study aims to identify solutions for challenges encountered in biology education, particularly regarding the limitations of the PjBL model and student misconceptions. The research methodology involved interviews with two biology teachers to gather data on their experiences with implementing the PjBL model. The findings indicate that student misunderstandings stem from a lack of creativity and engagement in learning, hindering their ability to comprehend, absorb, and respond to educational content and challenges. To address this, educators should design learning experiences that motivate students to be active, collaborate in groups, engage directly with learning, and encounter authentic learning situations to enhance meaning. Additionally, not all content can be effectively covered using the PjBL model. To address this challenge, educators should experiment with various teaching models to identify the most suitable approach for each topic. The PjBL model offers significant opportunities for students to explore their creativity, with teachers serving as facilitators to guide student activities during project implementation. Project-based learning can serve as a conduit for students to develop 21st-century skills by bridging the gap between abstract knowledge and practical application.

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