Slide 1Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
(LKPP)
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Menjelaskan metode Pembelajaran Berbasis Proyek.
Menentukan, apakah mata kuliah yang saudara ampu dapat menerapkan
metode ini.
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
(LKPP)
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Pembelajaran berbasis proyek (project based learning/PjBL)
merupakan salah satu metode pembelajaran yang menekankan pada
pemberian kesempatan kepada mahasiswa untuk menghasilkan suatu
karya melalui pengembangan pengetahuan, sikap, nilai dan
ketrampilan sosial yang berguna bagi kehidupannya di masyarakat.
Karya yang dihasilkan dapat berupa suatu rancangan, model,
prototipe atau produk yang nyata yang dapat diterapkan di
masyarakat.
PjBL banyak diterapkan di bidang keteknikan (engineering), namun
demikian dari beberapa referensi, metode ini juga telah diterapkan
di beberapa bidang studi yang lain. PjBL sebaiknya diterapkan pada
mata kuliah – mata kuliah yang berada di dalam kelompok Mata Kuliah
Keahlian Berkarya (MKB ).
Outcomes dari PjBL adalah :
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Apa yang dimaksud PjBL ?
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. (Anonimous, 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, 2000)
Dari definisi-definisi di atas dapat disimpulkan bahwa PjBL adalah
metode pembelajaran dimana mahasiswa menerima pengetahuan dan
ketrampilan baru melalui suatu tahapan pembelajaran yang sistematis
untuk pada akhirnya dapat menghasilkan suatu rancangan, model,
prototipe atau produk.
Definisi PjBL
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Batu Sandungan PjBL
Model - Model PjBL
Berdasarkan prinsip PjBL, Krajcik, et al (1999), Frank and Barzilai
(2006) menyarankan Project Based Sciences (PBS) dan Project Based
Technology (PBT), yaitu :
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
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Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Teacher is
Perubahan Budaya Belajar
Integrasi Hard Skills dan Soft Skills dalam pembelajaran
40 % faktor yang memberikan kontribusi keberhasilan dalam dunia
kerja adalah soft skills.
Build a great project management team
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
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Panduan Penerapan Metode Pembelajaran Berbasis Proyek
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Dengan mengikuti model CDIO : Conceive, Design, Implement, Operate,
(Pee and Leong, 2005), tingkat pemahaman mahasiswa yang dapat
dicapai dengan PjBL adalah :
Stages
C (Pahami)
Generate project ideas Research on project ideas Combining ideas
Identify the project Presentation and defending idea
Creative thinking Critical thinking Synthesis
D (Rancang)
Synthesis Critical thinking Creative thinking Part-whole analysis
Resourcefulness
I (Implementasikan)
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Short time frame
Level of Complexity
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Short time frame
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Team solution
Several weeks or months
Level of Complexity # 3
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
More than one term long
Level of Complexity # 4
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Penyiapan PjBL
Peran Fasilitator:
Dosen tidak lagi sebagai orang bijak di atas mimbar (teacher is a
sage on the stage) yang berfungsi sebagai penyedia fakta, tetapi
lebih sebagai fasilitator lingkungan pembelajaran yang membangun
komunitas pembelajaran (teacher is a guide on my side).
Konsep ini memberikan ‘respect’, baik kepada dosen maupun mahasiswa
sebagai individu dengan pemahaman, minat dan pengetahuan yang sama,
yang bergabung dalam suatu wadah untuk berbagi pengetahuan dalam
satu proses pembelajaran.
Bahan dan Sumber Pembelajaran:
Bahan dan sumber yang perlu disiapkan meliputi, antara lain: (1)
modul-modul pembelajaran yang disiapkan oleh dosen, (2) textbook,
dan (3) bahan-bahan bacaan dari internet.
Sarana dan Prasarana:
Sarana dan prasarana yang dibutuhkan, antara lain adalah: (1) ruang
kuliah, (2) ruangan atau di luar ruangan yang dirancang sedemikian
rupa sehingga peserta dapat berdiskusi dalam kelompoknya tanpa
mengganggu kelompok yang lain, (3) fasilitas internet yang handal
dan (4) laboratorium, studio dan/atau bengkel.
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Panduan Penerapan Metode Pembelajaran Berbasis Proyek
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Yang perlu dilakukan oleh dosen dan mahasiswa :
DOSEN
MAHASISWA
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
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Panduan Penerapan Metode Pembelajaran Berbasis Proyek
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Evaluasi dan penilaian (assesment) dalam PjBL dapat dilakukan
dengan beberapa cara, namun demikian perlu diperhatikan bahwa
dengan PjBL, mahasiswa akan menghasilkan suatu produk yang
merupakan hasil akhir pembelajarannya. Oleh karena itu diperlukan
metode evaluasi dan penilaian yang konstruktif dan objektif.
Ada beberapa ragam/alat evaluasi, namun demikian evaluasi dalam
bentuk pilihan berganda atau pilihan benar-salah mungkin kurang
tepat diterapkan dalam PjBL, (Anonimous, 2007)
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
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Panduan Penerapan Metode Pembelajaran Berbasis Proyek
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Penilaian terhadap mahasiswa atau kelompok mahasiswa sebaiknya
mencakup aspek-aspek : (1) knowledge, (2) skill, dan (3)
attitude.
Kriteria berikut ini dapat digunakan dalam penilaian suatu hasil
karya mahasiswa :
Criteria Weight (e.g)
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Biaya yang cukup besar (biasanya ditanggung oleh mahasiswa),
Diperlukan tingkat pengetahuan mahasiswa yang lebih advance,
Ada kemungkinan proyek yang dikerjakan tidak dapat diselesaikan
pada waktunya atau bahkan gagal.
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
(LKPP)
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
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Batu Sandungan Penerapan PjBL
Ada beberapa batu sandungan (obstacle) yang mungkin akan terjadi
dalam penerapan PjBL, antara lain :.
Komitmen Lembaga:
Penerapan PjBL adalah suatu perubahan paradigma pembelajaran yang
membutuhkan komitmen yang kuat dari institusi pelaksana. Komitment
tersebut antara lain dalam penyediaan sarana dan prasarana
pendidikan, seperti media pembelajaran, jaringan internet yang
handal, buku-buku (textbook) yang memadai, jurnal-jurnal ilmiah
yang uptodate, ruang kelas yang memadai serta insentif yang cukup
bagi fasilitator karena dengan metode ini, waktu dosen akan lebih
banyak tersita dibandingkan dengan ketika mereka menerapkan metode
pembelajaran konvensional.
Resistensi Dosen dan Mahasiswa:
Dosen-dosen yang selama ini sebagai penyedia fakta yang tidak
terbiasa dengan metode SCL akan kesulitan dalam mengelola kelas dan
menerapkan PjBL, juga bagi mereka yang belum memahami ICT dan
jarang memperbaharui pengetahuannya, baik dengan membaca textbook,
jurnal-jurnal, maupun browsing di internet.
Di lain pihak, mahasiswa yang selama ini bersifat pasif, selalu
mengharapkan “catatan” dari dosen, malas membaca textbook,
jurnal-jurnal, maupun browsing di internet juga akan menjadi batu
sandungan dalam penerapan PjBL.
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
(LKPP)
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
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Anonimous, 2007. Assesment - Project Based Learning. Houghton
Mifflin Colleg Division,
http://college.hmco.com/education/resources/res_project/students/c2007/tc/assess.html
--------------, 2006. Handbook of Project Based Learning. The Buck
Institute of Education,
http://www.bie.org/pbl/pblhandbook/index.php
--------------, 2005. Teaching Method of the Future : E-Learning
and Project Based Learning. Board of European Student Technology
(BEST) Symposium on Education, Aalborg, 21 – 28 August 2005.
--------------, 2003. A Guide to Learning Engineering Through
Projects.University of Nottingham. http://www.pble.ac.uk
Brodeur, D.R., 2004. Problem-Based Learning in Professional
Education. AAHE - Massachusetts Institute of Technology.
[email protected]
Frank, M. and A. Barzilai, 2006. Project-Based Technology:
Instructional Strategy for Developing Technological Literacy.
Journal of Technology Education Vol. 18 No. 1, Fall 2006.
Krajcik, J., C. Czerniak, and C. Berger, 1999. Teaching science: A
projectbased approach. New York: McGraw-Hill College.
Pee, S. H. and H. Liong, 2005. Implementing Project Based Learning
Using CDIO Conceps. 1st Annual CDIO Conference – Queen’s
University, Ontario, Canada.
Simkins, M. 2005. Project Based Learning with Multimedia.
http://pblmm.k12.ca.us
The George Lucas Educational Foundation, 2003 :
http://www.edutopia.org/teachingmodules/PBL/index.php
Thomas, J.W., 2000. A Review of Research of Project-Based Learning.
http://www.autodesk.com/foundation/
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
(LKPP)
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
A Creative Thinking Scale Derived From Portfolio Elements
Technology Projects*
*Sumber : Barak, M and Y. Doppelt, 2000. Using Portfolios to
Enhance Creative Thinking. The Journal of Technology Studies.
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
(LKPP)
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
A Creative Thinking Scale Derived From Portfolio Elements
Technology Projects (cont…)
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
(LKPP)
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
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Overview:
Esoterica, Inc. has developed some powerful mathematical modeling
tools. To help market the tools, a series of application notes
(reports) must be developed to demonstrate the capabilities of
these tools. Each team has been assigned the task of developing an
application note (report).
Learning Objectives or Student Outcomes:
By the end of this lesson or activity, student teams will be able
to plan, develop, and write an application note (report) to
demonstrate the capabilities of mathematical marketing tools.
Length of Lesson:
Approximately 8 weeks
Assignment(s) to Ensure Student Preparation:
Although there are no specific assignments to ensure student
preparation, knowledge gained in prior and concurrent related
courses, such as mathematics, will be drawn upon.
*©2002, Jeff Froyd
These materials may be duplicated for educational purposes if
properly credited.
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
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Panduan Penerapan Metode Pembelajaran Berbasis Proyek
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Team Size/Composition:
Teams of 4 work best; if necessary, a few teams of 3 or 5 students
may be formed.
How is positive interdependence ensured?
Each team works together to develop one project proposal, one
progress report, one final report, and one application note.
How is individual accountability ensured?
Individual accountability may be ensured through the completion of
peer assessments or through making individual members of the team
responsible for completing different portions of the team
assignments.
Components of Assessment:
Project grades will be based upon the each team’s deliverables (the
proposal, the progress report, the final report and the application
note) and on any peer assessments that are conducted.
Team Skills Needed for Success:
All team members must have the ability to communicate, cooperate
and collaborate; they must also feel free to share their own ideas
and to give and receive constructive feedback.
How Are These Skills Emphasized?
These skills are emphasized by the need for the entire team to work
together to complete one final product—the application note—and all
of the steps leading up to that product.
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
(LKPP)
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Batu Sandungan PjBL
Modeling Project (lanjutan………)
Instructions to Students:
1 Project Description
Esoterica, Inc. has developed some powerful mathematical modeling
tools. To help market the tools, a series of application notes
(reports) must be developed to demonstrate the capabilities of
these tools. Each team has been assigned the task of developing an
application note (report).
2 Developing the Application Note
The application note will contain :
a description of a physical process;
a description of quantity or quantities which change over
time;
a description of an apparatus to measure the selected quantity
(quantities);
two or more mathematical models, e.g., differential equations,
functions, which predict the measured behavior of the quantity
(quantities); and
graphs showing how well the models predict the behavior and a
comparison of two or more examples of the physical process.
At least one of the mathematical models should be based on physical
principles: Newton’s laws of motion, conservation of mass,
conservation of charge, etc. That is, you should explain why one
particular form of the model was chosen. Additional models may be
constructed solely through empirical methods, for example, curve
fitting.
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
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Panduan Penerapan Metode Pembelajaran Berbasis Proyek
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To stimulate your thinking consider the following examples :
Example 1: Measure the position of bouncing balls as functions of
time and estimate velocity, acceleration, and coefficient of
restitution as a result of the measurements. The coefficients of
restitution for many different types of balls, e.g., golf balls,
soccer balls, basketballs, may be compared.
Example 2: Measure rate of heat transfer from a flask containing
vinegar and sodium bicarbonate. Rates of heat transfer for flasks
of different shapes may be compared.
Example 3: Count the number of popcorn kernels in a package of
microwave popcorn that have popped as a function of time. The
curves for different brands could be compared.
Example 4: Measure the mass of growing crystals as a function of
time. The curves for different compounds may be compared.
Example 5: Measure the mass of wood that has burned as a function
of time. Burning rate for different types of wood may be
compared.
Example 6: Measure the number of cars that pass a point on a road
as a function of time. Curves for various roads or different times
of day may be compared.
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
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Panduan Penerapan Metode Pembelajaran Berbasis Proyek
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Batu Sandungan PjBL
Modeling Project (lanjutan………)
Esoterica, Inc. believes the originality and creativity of your
application, e.g., nature of the physical process, approach to
measuring the selected quantity or quantities, uniqueness of the
model proposed, will encourage sales of its mathematical modeling
tools. Therefore, your application note cannot use any of the
examples that have been provided. In addition, several teams of
employees prepared application notes in 1995-96. Systems on which
application notes were based should not be duplicated.
3 Project Tools
Here are some of the tools which could be used in preparing your
application note: Mathlab, Excel, ultrasonic ranging equipment in
the physics laboratory, audio input and processing capabilities of
your notebook computer, and chemistry laboratory equipment.
4 Project Deliverables
Proposal: A one-page proposal that describes the physical process,
the quantity (quantities) to be measured as functions of time, and
the proposed measuring scheme. Proposals will be reviewed and
returned. If the proposal is unacceptable, a second proposal must
be submitted.
Progress Report: Progress reports, including submission of project
notebook and brief oral presentation.
Final Report
Application Note
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Batu Sandungan PjBL
Modeling Project (lanjutan………)
5 Review Criteria
Factors that will be used in determining the quality of the
application note include the following :
Creativity. Esoterica, Inc. believes originality and uniqueness of
the application will stimulate sales.
Thoroughness and organization of your project notebook. Esoterica,
Inc. is interested in patents that may be derived from your work.
Patents must have documentation supporting dates of discovery.
Entries in a bound project notebook must be dated and signed by the
person making the entry.
Scientific soundness of your measurement technique and model
development.
Mathematical creativity and depth of your model selection and
analysis.
Presentation quality. Appearance, organization, and validity of the
application note will impact sales.
Punctuality. Final application notes must be ready by the deadline
or Esoterica, Inc. may be overtaken by the competition.
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
(LKPP)
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Batu Sandungan PjBL
Modeling Project (lanjutan………)
Contributions to the team effort. Each team member will be asked to
assess the contributions of each member of the team. These
assessments will be used in awarding competency blocks to each
member of the team. Not all team members will receive the same
number of competency blocks. The number of competency blocks that
each team receives will depend on the assessment of member's
contributions by the faculty and the members of the team.
Team effectiveness. Esoterica believes that its employees should
becomemore effective team members. Therefore, your ability to
improve team maintenance and team effectiveness will impact the
number of competency blocks earned. Ways in which team maintenance
will be assessed include direct observation, records in the project
notebook, and performance during oral presentations.
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
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Panduan Penerapan Metode Pembelajaran Berbasis Proyek
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Mata Kuliah : An introduction to engineering design and problem
solving
Learning outcomes. The student will be able to :
Analyse a problem, break it down into constituent parts and
recognise the knowledge required for a novel solution.
Employ an interdisciplinary approach to describing the solution to
electromechanical design problems.
Demonstrate the ability to plan and control the progress of group
work.
Tackle engineering problems by ‘thinking and describing’.
*Sumber : Penlington, R. 2003 : A Project for Group Working with
Foundation Year Students in Engineering In A Guide to Learning
Engineering Through Projects.University of Nottingham.
http://www.pble.ac.uk .
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
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Panduan Penerapan Metode Pembelajaran Berbasis Proyek
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(lanjutan …)
Week
Investigate motion transmitted through gears, cams and levers
2
Report back on gears, cams and levers, reflect on progress in log.
Move onto servo motors
Review meetings with each group – explore their understanding of
the previous specific task, specifically their understanding of
torque and power.
Investigate servo motors, characteristics, uses and
limitations
3
Report back on servo motors, group reflection, continued
development of log.
Review meetings with each group – explore their understanding of
the previous specific task, introduce the groups to the detailed
task – ‘a walking device’
Investigate ‘walking motion devices’
Monitor group discussions.
5
Report on initial designs, reflect on ‘practical issues’ of the
design
Review meetings on initial designs – probe the practical issues,
loadings etc. of the designs and also build issues
Universitas Hasanuddin Lembaga Kajian dan Pengembangan Pendidikan
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(lanjutan …)
Week
7
8 – 11
Review meetings ‘will you complete the performance test?’
13 – 14
Testing, rebuild?
15 - 16
Submit log ‘as is’
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan
Hasil karya mahasiswa PjBL sesuai dengan aktivitas di atas.
Both walkers completed the final task of a three metre course with
obsticles to both pass over and around but when the learning
experience of the groups is considered then the process of
developing the walker in Figure 2 was a better demonstration of
design development and problem solving.
The walker in Figure 1 did not evolve through a learning process,
it functionally mirrors commercially available devices and only
incorporated minor advances upon the initial design outline. As the
project assessment scheme recognised but only placed a low
weighting upon the practicing of practical build skills then the
competent tool users of this group did not have an advantage.
The group responsible for the walker in Figure 2 did not approach
the task with one design in mind, they had early outlines of two
device types but established that their practical skills with tools
and materials would limit their ability to produce a sound light
weight rigid structure. Therefore they needed a self supporting
device which would reserve a large portion of the motor output for
overcoming friction etc. in their less ‘crafted’ device.
(lanjutan …)
Panduan Penerapan Metode Pembelajaran Berbasis Proyek
Pendahuluan