The Implementation of Project-Based Learning (PjBL) in The Independent Curriculum for English Subject in Grade XI at SMA Negeri 1 Demon Pagong
DOI:
https://doi.org/10.61231/v95s7k51Keywords:
Project-Based Learning (PjBL), Independent Curriculum, English Subject, Project-Based Learning, Grade XI StudentsAbstract
This study examines the implementation of Project-Based Learning (PjBL) in the Independent Curriculum for Grade XI English classes at SMA Negeri 1 Demon Pagong. A descriptive qualitative approach was employed, involving classroom observations and interviews with the English teacher. The data were analyzed through data reduction, data display, and conclusion drawing and verification. The findings indicate that PjBL was implemented through project planning, scheduling, implementation, monitoring, presentation, and evaluation. Classroom observations revealed that project activities encouraged students to participate in discussions, collaborate with peers, express ideas, and present project outcomes in English. Students’ responses were generally positive, as they appeared more engaged and motivated during project activities. However, the implementation faced several challenges, including limited instructional time, unequal student participation, inadequate learning resources, and differences in English proficiency.
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