Implementing project based learning in english learning

teaching : insight from merdeka curriculum At Junior High School

in Siantar/Simalungun

Nabila Fani Hartika, Jihan Fadillah, Sari Bastian Sidauruk, M. Dimas

Khalik, Ibnu Zulpichai
English Language Education, Semester 3, Universitas Simalungun,
Siantar
e-mail: universitassimalungun.ac.id

Abstract.
This study examines the implementation of Project Based Learning (PjBL) in junior
high schools that adopt the 'Independent Curriculum' in Siantar and Simalungun
districts. This analysis examines the benefits and challenges faced by educators and
students. Teachers emphasized that PjBL is also important and enhances critical
thinking, creativity, collaboration, and solving real-life problems. Although many
students like this method, they also face time management and cooperative efforts in
addition to working on complex assignments. Educators also grapple with scarce
resources, lack of technology, and the need for additional professional development
to improve PjBL.
Key strategies for beneficial Project Based Learning (PjBL) are matching tasks to
student interests, implementing technology tools, and dividing tasks into feasible
portions. PjBL, although requiring greater time and assets, is considered superior to
previous syllabuses because of its focus on in-depth education and competency
enhancement. The proposals submitted support improved facilities, consistent
educator development, participatory parent involvement, and student exhibitions.
These results emphasize the capacity of PjBL to foster more interactive and
significant educational journeys, with adequate support and teamwork.
Introduction
Initiated by the Indonesia Ministry of Education, Culture, Research, and Technology
in 2022. This curriculum is intended to produce a shift away from a very rigid structure and a
more student-focused approach to learning the Merdeka Curriculum is the new development
in education was need for skills which are socially necessary in the current century for
creativity, critical thinking, communication, and collaboration. Prominent techniques in this
curriculum involve the use of Project-Based Learning (PjBL), an instructional approach
whose objective is to blend the learning concepts with practical projects. Project-Based
learning (PJBL) or project Based Learning is learning method that focuses on implementing
real projects to arcive certain learning outcomes.
 Implementation is the process of appllying the results of a plan into real action
to arcieve the desired goals. Implementation turns strategies anad plans into actions
that produce result (George H. Watson & Groh, S. E, 2001)
Dewey, and educator and philosopher, argured that education should involve
direct experience and practice rather than just theory. He believed that effective
learning occurs when students are involved in relevant and challenging projects that
connect theory to real-life practice ( John Dewey, 1938)
As a result, implementation concerns the extent to which the direction that has
been programmed is truly satisfactory ( Taufik and Isril, 2013:136 )
States that implementation is ageneral process of administrative action that
can be researched at a spesific program level ( Mulyadi, 2015:47 )
Interprets implementation as actions carried out by either individuals/officials
or goverment or privat groups which are directed at archieving the goals outlined in
the policy ( Tahir, 2014:55 )
Project based learning in concept Gilbahar and Tinmaz (2006) is a model
that can organize projects in learning. Project based learning provides opportunities
for a actively involved in completing projects independently and working together in
teams and intergrating problems real aand practical.
The goals to be achieved for students are very diverse, for example
thinking skills, social skills, psychomotor skills, and skills process. According to (
Zhou, 2005 ), this learning curriculum aims to improve qualities in imagination and
creativity; acquire human values, developing one's potential, developing critical
thinking, and develop a committed and responsible personality. The current
curriculum requires students to have cognitive skills and abilities. in the real world,
and have noble character and be more active. Transition from teacher as information
sources become facilitators of learning carried out by students constructing their own
knowledge through the habit of producing products learn it. Because learning leads
to independent learning of students constructing their own knowledge is still very low.
Project Based Learning (PjBL) according to ( Umamah & Andi, 2015) as a
project-based learning which is a learning approach Innovative places great
emphasis on contextual learning through activities that complex. The focus of
learning lies on core concepts and principles from a scientific discipline, involving
learners in problem solving learning, giving students the opportunity to construct
autonomously own knowledge by producing real products. ( Mihardi, Harahap, &
Sani, 2013) explains that project learning is synonymous with learning based on
science as done by scientists. Students involved in the project as a whole will
choose a topic, decide on an approach, carry out experiment, draw conclusions and
communicate the results of the project carried out. Short, Harold, Lundsgaard,
Morten FV., Krajcik (2008) stated that learning Project-based as science-based
learning has several features fundamentals, where the current learning process can
go through
 several stages begin from the stages of asking, appreciating, analyzing,
associating and concluding. (Keller, 2000) explains the motivation components
contained in the ARCS model, namely, Attention (A) Attention, Relevance (R),
Confidence (C) Trust, and Satisfaction (S) satisfaction. A learner will be motivated for
a job if there is attention to arousing and maintaining curiosity and interest, there is
relevance with student needs, there is confidence to develop positive expectations,
and satisfaction or satisfaction, which provides extrinsic and intrinsic reinforcement
for try. According to ( Beyhan, 2010) via Student project learning can freely cover
scientific disciplines
PBL is a learning method where students are exposed to health problems that
exist in real life, which are then used as triggers for learning. PBL is seen as more
effective than the conventional curriculum which only relies on lectures and
practicums
(Trianto, 2010: 94-95) states that the aim of PBL is to help students develop
thinking skills and problem-solving skills, learn to act as authentic adults and become
independent learners.
Project based learning is a learning model that organizes classes in a project
(Thomas, 2000, p. 1). According to the NYC Department of Education (2009),
PjBL is a learning strategy where students must build their own content knowledge
and demonstrate new understanding through various forms of representation
(George Lucas Educational Foundation, 2005) defines a dynamic learning
approach where students actively explore real-world problems, provide challenges,
and gain deeper knowledge (p. 1). Based on several definitions by experts, it can be
concluded that PjBL is a student-centered learning model to build and apply
concepts from the resulting project by exploring and solving real-world problems
independently. Student independence in learning to complete the tasks they face is
the goal of PjBL. However, independence in learning needs to be trained by teachers
to students so that they are accustomed to learning when using PjBL. Elementary
and junior high school students still need guidance in completing project
assignments, even high school students. Teacher guidance is needed to direct
students so that the learning process can run according to the learning flow. Project-
based learning is a learning model that uses problems as a first step in collecting
and integrating new knowledge based on their experiences in real activities. Through
PjBL, the inquiry process begins by raising guiding questions and guiding students in
a collaborative project that integrates various subjects (materials) in the curriculum.
PjBL is an in-depth investigation of a real-world topic, this will be valuable for
students' attention and effort (Kemdikbud, 2014, p. 33)
Johnson & Lamb (2007) stated that: project based learning focuses on
creating a product or an artifact by using problem-based and inquiry-based learning
depending on the depth of the driving question. There is a relationship between
problem based learning (PBL) and inquiry based learning (IBL) in PjBL. PBL focuses
on solving real-world, and inquiry learning focuses on problem-solving skills, while
PjBL focuses on creating projects or products in building concepts. The similarities
between PjBL and PBL according to George Lucas Educational Foundation
(2014) and Williams & Williams (in Mills & Treagust, 2003) are summarized and
illustrated as follows: Figure 1 Similarities between PBL and PjBL PjBL and PBL are
student-centered learning, teachers as facilitators, and students working in groups.
In addition, there are also differences between PBL and PjBL. Perrenet, et al (in
Mills and Treagust, 2003, p. 8) stated that the differences between
PjBL and PBL are:
1. Projects worked on by students take relatively long time to complete compared to
PBL implementation.
2. PjBL emphasizes the application of knowledge, while in PBL students are
emphasized to acquire knowledge.
3. PjBL usually combines several disciplines (subjects), while PBL is more often in
one subject or can also be several disciplines.
4. Time management and management in obtaining information sources in PjBL are
much more important than in PBL
5. Self-direction in PjBL is also more prominent than in PBL.
Active learning activities and involving projects are not all called PjBL. Several
criteria must be met to be able to determine a learning as a form of PjBL. The five
criteria for learning to be PjBL are centrality, directing questions, constructivist
investigation, autonomy, and realistic (Thomas, 2000; Kemdikbud, 2014):
1. The project is central, not peripheral to the curriculum. This criterion has two
corollaries. First, the project is the curriculum. In PjBL, the project is the core of the
teaching strategy, students are involved and learn the core concepts of the material
through the project. Second, centrality means that if students learn something
outside the curriculum, then it is not categorized as PjBL.
2. PjBL projects are focused on questions or problems that encourage students to
learn the core concepts and principles of the subject. The definition of the project for
students must be made in such a way that there is a relationship between the activity
and the conceptual knowledge that underlies it. Projects are usually carried out by
asking questions that are not yet certain of the answer (ill-defined problems).
Projects in PjBL can be designed thematically, or a combination of topics from two
or more subjects.
3. Projects engage students in constructivist inquiry. An inquiry can be a design
process, decision-making, problem-finding, problem-solving, discovery, or model-
building process. The core activities of the project must involve the transformation
and construction of knowledge (new knowledge or skills) on the part of the students.
If the core activities of the project do not represent a “level of difficulty” for the
students, or can be done by applying information or skills that are already learned,
the project in question is nothing more than an exercise, and not a PjBL project.
4. Projects are student-driven to some significant degree. The core of the project is
not teacher-centered, in the form of a text of rules or already in the form of an
assignment package. For example, laboratory assignments and learning booklets
are not examples of PjBL. PjBL emphasizes independence, choice, non-rigid work
time, and student responsibility more than traditional projects and traditional learning.
5. Projects are realistic, not school-like. Project characteristics provide authenticity to
students. These characteristics may include the topic, the task, the role played by
students, the context in which the project work is carried out, the product produced,
or the criteria by which the products or performance are assessed. PjBL involves
real-life challenges, focuses on authentic (not simulated) questions or problems, and
the solutions have the potential to be applied in the real field.
The stages of PjBL were developed by two experts, The George Lucas
Education Foundation and Dopplet. The syntax of PjBL (Kemdikbud, 2014, p. 34) is:
Phase 1: Determining basic questions (start with essential questions) Learning
begins with essential questions, namely questions that can assign students to carry
out an activity. Questions are arranged by taking topics that are in accordance with
real-world realities and begin with an in-depth investigation. Questions
that are arranged should not be easy to answer and can lead students to create
projects. Such questions are generally open-ended (divergent), provocative,
challenging, require high-order thinking skills, and are related to students' lives.
Teachers try to make the topics raised relevant to students. Phase 2: Designing a
project Planning is done collaboratively between teachers and students. In this way,
students are expected to feel "ownership" of the project. Planning contains rules of
the game, selection of activities that can support answering important questions, by
integrating various possible materials, and knowing the tools and materials that can
be accessed to help complete the project. Phase 3: Creating a schedule Teachers
and students collaboratively create a schedule of activities in completing the project.
Activities at this stage include: making a schedule to complete the project, (2)
determining the final time for completing the project, (3) leading students to plan new
methods, (4) guiding students when they create methods that are not related to the
project, and (5) asking students to provide an explanation (reason) for how to choose
the time. The agreed schedule must be mutually agreed upon so that teachers can
monitor learning progress and project work outside the classroom. Phase 4:
Monitoring the students and progress of project The teacher is responsible for
monitoring student activities while completing the project. Monitoring is done by
facilitating students in each process. In other words, the teacher acts as a mentor for
student activities. To facilitate the monitoring process, a rubric is created that can
record all important activities. Phase 5: Assess the outcome,Assessment is carried
out to help teachers measure the achievement of competency standards, play a role
in evaluating the progress of each student, provide feedback on the level of
understanding that has been achieved by students, help teachers in developing the
next learning strategy. Phase 6: Evaluation of Experience, At the end of the learning
process, teachers and students reflect on the activities and results of the project that
has been carried out. The reflection process is carried out both individually and in
groups. At this stage students are asked to express their feelings and experiences
while completing the project. Teachers and students develop discussions in order to
improve performance during the learning process, so that in the end a new inquiry is
found to answer the problems raised in the first stage of learning.
RESERCH METHOD
1. Research Approach
The method used in this study is a qualitative method because this method
allows the researcher to explore the application of Project-Based Learning (PjBL) in
English learning in junior high schools in Pematang Siantar such as junior high
school 2 Negeri Pematang Siantar, junior high school 1 Negeri Pematang Siantar,
junior high school 4 state pematang siantar and junior high school Taman Siswa
(TAMSIS) in depth. Through this approach, researchers can obtain rich and detailed
data on how teachers are implementing PjBL, the challenges they face, and their
impact on student skill development. The research design we used was to conduct a
survey to junior high schools in Pematang Siantar, because we wanted this research
to be in accordance with real conditions in the field. With the survey of the place, we
as researchers can get to know more about the characteristics of the research
subject and its environment, namely the application of PjBL in English language
learning. The data collection technique we use is interviews, where we prepare a
number of questions in the same order to each participant, namely the teacher. This
interview was conducted at a junior high school in Pematang Siantar, before the
interview, of course, we asked permission from the principal and deputy principal,
and we conducted this interview in the teacher's room in the schools. We started this
interview starting on October 11, 2024 at SMP 2 Negeri Pematang Siantar, SMP 1
Negeri Pematang Siantar, SMP 4 Negeri Pematang Siantar, and SMP Taman Siswa.
We interviewed 10 English teachers.
Finding and Discussion
INTERVIEW QUESTIONS RESPONDENT'S ANSWER
1. when implementing PjBL in this Teacher 1: "The problem is limited
school, what are the difficulties facilities. Not all classes have projectors
that are often found in or computers, so it's a bit difficult to
teaching using PjBL?. display the results of student projects to
the fullest."

Teacher 2: “The time to like is not

enough. The tight study schedule
makes it difficult for us to allocate more
time for projects that sometimes require
several meetings”.

Teacher 3: “Many students are still not

independent. In fact, PjBL needs
students who can take the initiative on
their own, but most of them are still
confused and need a lot of direction”

Teacher 4: “Students often have

difficulty bringing or finding materials for
projects, especially if the materials are
not easy to find or quite expensive. So,
the project sometimes cannot be
maximized”

Teacher 5: “There are students who do

not understand the material, so when
making a project, they have difficulty
applying the knowledge that has been
taught. Finally, the project results were
not suitable.”

Teacher 6: “Cooperation in groups is

also still a problem. Some students are
not used to working in teams, so they
often have a hard time completing
projects together.”

Teacher 7: "Personally, I have a bit of

difficulty following the technology used
for the project. As a senior teacher, I
feel a bit of a gap, so I like to be
confused about using digital devices."

Teacher 8: "Sometimes, students lack

enthusiasm because they don't
understand the purpose of the project.
Some of them even prefer the usual
learning method, so we need to make
extra effort to get them enthusiastic
about the project."

Teacher 9: "I myself feel that there is a

lack of training for this PjBL. It seems
that more training is needed so that we
can guide students well."

Teacher 10: "Support from parents is

also lacking. There are parents who
don't understand the importance of
PjBL, so they are a bit reluctant to help
their children work on projects at
home."

Conclusion: Conclusion:
The implementation of Project-Based
Learning (PjBL) in schools still faces
many challenges. Limited facilities, such
as the lack of projectors or computers,
make it difficult to showcase student
 projects effectively. Tight study
schedules also pose a problem, as
projects often require multiple sessions
to complete.
Many students are not yet accustomed
to working independently, struggle to
understand the material, or find it
difficult to collaborate in groups. On the
other hand, teachers face challenges
such as keeping up with technological
advancements, lack of adequate
training for PjBL, and the extra effort
required to motivate students who are
less enthusiastic.
These issues are further compounded
by the lack of parental support, as some
parents do not fully understand the
importance of PjBL. This highlights the
need for adequate resources, additional
training for teachers, effective strategies
to motivate students, and better
collaboration with parents to ensure the
success of PjBL.

2. How to determine a relevant and Teacher 1: in my opinion, it’s important

interesting project topic for to understand the interest of students
student so that they are more first, the if the topic is accordance with
motivated to learn and that they like, such like a music, sport or
enthusiastic about learning social media, of course they are more
exited to do it.

Teacher 2: I usually try to relate to the

daily lives of students, for example
making project about the surrounding
environtment or local culture

Teacher 3: "I often invite students to

discuss first. Ask them what topics are
interesting to them. If they choose it
themselves, they usually become more
enthusiastic about completing the
project."

Teacher 4: "Following the trend is very

important! If it's crowded now about the
environment or technology, I try to raise
it. Students usually like the current, so
they are more excited."

Teacher 5: "The topic must match the

student's ability. Don't be too easy, but
also don't be too difficult. For example,
making a short video about their hobby,
it's quite challenging but still doable."

Teacher 6: "I often put technology into

projects. For example, they can make
vlogs or podcasts. Because students
are now very familiar with gadgets, so
they enjoy working on them more."

Teacher 7: "I mix creativity with their

subject knowledge. For instance, asking
them to create a short story, vlog, or
comic in English combines fun with
learning."

Teacher 8: "Simple and achievable

projects work better. If the topic feels
too complicated or abstract, students
might lose interest. It’s important to
keep it manageable but still
challenging."

Teacher 9: "I involve technology

wherever possible. For example,
students can create digital
presentations, podcasts, or videos on
topics they enjoy. They’re more excited
when they can use their gadgets."

Teacher 10: "Sometimes I align the

project with their daily life, like asking
them to document their routines in
English or interview family members
about a specific topic. It makes learning
feel natural."

Conclusion:
To determine a relevant and interesting
project topic, teachers should consider
students' interests, involve them in the
decision-making process, and connect
the project to real-life issues, trends, or
future goals. Keeping the project
manageable, fun, and integrating
technology are also key strategies to
keep students motivated and
enthusiastic about learning.
3. What the implementation of PjBL Teacher 1: “Students seem to enjoy it
students have difficulties or look more because they get to work on real
more enjoyable in this new projects. They like being active and
curriculum creating something rather than just
listening to lectures.”

Teacher 2: “Some students struggle at

first, especially with managing their time
and responsibilities, but once they
understand the process, they find it
enjoyable and rewarding.”

Teacher 3: “The hands-on nature of

PjBL makes learning more fun for
students, but a few of them still face
challenges in group work, like
coordinating with their teammates.”

Teacher 4: “Students love the creative

freedom they get in PjBL. However,
some students find it hard to stay
focused, especially when the project
takes longer to complete.”

Teacher 5: “I’ve noticed that students

who are usually quiet in class become
more active and engaged during
projects. For them, it’s a refreshing
change.”

Teacher 6: “Some students struggle

with understanding instructions or the
goals of the project. They get
overwhelmed at first but enjoy it once
they get support from their peers or
me.”

Teacher 7: “Students enjoy using

technology for projects, like making
videos or presentations. But for those
who don’t have access to gadgets at
home, it can be a bit frustrating.”

Teacher 8: “PjBL brings a new level of

excitement to learning, but there are
students who prefer traditional methods
because they feel more structured and
less overwhelming.”

Teacher 9: “Overall, students seem to

 have more fun with PjBL because it
feels less like schoolwork and more like
a challenge. But those who struggle
with teamwork sometimes find it
stressful.”

Teacher 10: “Students enjoy it more

because they can express their
creativity and apply what they learn in
real-life contexts. Still, some need extra
guidance, especially when the projects
are too complex.”

Conclusion: While many students

enjoy PjBL for its hands-on, creative,
and collaborative approach, some still
face difficulties, particularly with time
management, teamwork, or lack of
access to resources. Overall, PjBL
tends to make learning more engaging
and enjoyable, especially with proper
guidance and support.
4. How do the student prepare to Teacher 1: “Students usually start by
participate in PjBL learning? understanding the project goals. I guide
them to read the instructions carefully
and identify what they need to do step
by step.”

Teacher 2: “I encourage them to

brainstorm ideas and discuss them in
groups. This helps them organize their
thoughts and share responsibilities
before starting the project.”

Teacher 3: “Some students prepare by

doing research online or in the library to
gather information related to the project
topic. This helps them feel more
confident.”

Teacher 4: “Students need to gather the

materials or resources required for the
project. Sometimes I give them a
checklist to ensure they’re ready before
we begin.”

Teacher 5: “They often plan their time

by setting deadlines for different tasks. I
help them break the project into smaller
parts so they don’t feel overwhelmed.”
 Teacher 6: “Practicing teamwork is key.
I usually ask them to do smaller group
activities first so they’re comfortable
working together during the main
project.”

Teacher 7: ‘’Students prepare by

asking questions and clarifying any
confusion they have about the project.
This step is important to avoid mistakes
later on.”

Teacher 8: “Many students like to

visualize the end result, so I ask them
to sketch or map out what they want
their final project to look like.”

Teacher 9: “They prepare by assigning

roles in their groups, like who will
handle research, design, or
presentation. This helps them stay
organized.”

Teacher 10: “I notice that some

students practice their skills
beforehand, like rehearsing their
presentation or testing out tools they’ll
use, such as video editing apps.”

Conclusion: Students prepare for PjBL

by understanding the project goals,
conducting research, gathering
materials, and organizing tasks within
their groups. They also practice
teamwork, clarify questions, and plan
their time to ensure they’re ready to
participate actively in the learning
process. With proper preparation and
teacher guidance, students can start
their projects confidently.
5. When projecting, what is teacher 1: “I evaluate the final product
evaluated from the project? to see if it meets the project
requirements and objectives, like the
quality of their presentation or report.”

Teacher 2: “The process is just as

important as the result. I assess how
well students plan, collaborate, and
follow the steps throughout the project.”
Teacher 3: “Creativity is key. I look at
how students bring unique ideas or
approaches to their projects, even if the
outcome isn’t perfect.”

Teacher 4: “I focus on their problem-

solving skills. If they encounter
challenges, I evaluate how they handle
them and find solutions.”

Teacher 5: “Language use is important

in my English class. I check how
effectively students use English in their
project, whether it’s writing, speaking, or
presenting.”

Teacher 6: “Collaboration is a big part

of PjBL. I observe how students work
together as a team, divide tasks, and
support each other.”

Teacher 7: “I also assess their ability to

meet deadlines and manage their time
effectively. It shows their responsibility
and commitment.”
Teacher 8: “Reflection is something I
evaluate too. After the project, I ask
students to share what they learned
and how they can improve in the
future.”

Teacher 9: “I consider how well they

use resources, like technology or
research materials, to enhance the
quality of their project.”

Teacher 10: “The connection to real-

world problems is important. I evaluate
how relevant and practical their project
is to everyday life or current issues.”

Conclusion:
In PjBL, teachers evaluate not only the
final product but also the process,
including creativity, teamwork, problem-
solving, and time management. Other
aspects such as language use,
resource utilization, and reflection are
also assessed to ensure students gain
 valuable skills and meaningful learning
from the project.

6. Compared to the previous Teacher 1: “This curriculum is better

curriculum, is the curriculum that because it encourages students to think
implement this PjBL better the critically and work on real-life projects,
previous curriculum? unlike the previous curriculum, which
was more focused on memorization.”

Teacher 2: “I feel it’s more effective

because students are more engaged
and motivated to learn. They enjoy the
hands-on activities in PjBL, which were
missing before.”

Teacher 3: “The new curriculum allows

students to be creative and
independent. The old curriculum felt
more rigid and didn’t give students
enough opportunities to express
themselves.”

Teacher 4: “While PjBL has its

challenges, it’s a step forward because
it prepares students for 21st-century
skills, such as collaboration and
communication, which the previous
curriculum didn’t emphasize as much.”

Teacher 5: “I think it’s better because it

aligns more with real-world situations,
but it can be harder to implement in
schools with limited resources
compared to the simpler previous
curriculum.”

Teacher 6: “The new curriculum

promotes deeper learning through
projects. The old one was more about
surface-level understanding and didn’t
encourage students to explore topics in
depth.”

Teacher 7: “For me, this curriculum is

better because it makes learning
meaningful and practical. Students are
not just studying for tests, but they’re
also gaining life skills.”

Teacher 8: “Some aspects of the old

 curriculum were easier to manage
because it was more structured.
However, this new curriculum is more
beneficial for students’ long-term
growth.”

Teacher 9: “The previous curriculum

was good for teaching basic concepts,
but this one is better for developing
problem-solving and critical thinking
skills.”

Teacher 10: “I think the new curriculum

is more modern and relevant, but it
requires more preparation and creativity
from teachers, which can be
challenging.”

Conclusion:
Overall, most teachers believe the
curriculum with PjBL is better than the
previous one because it promotes
critical thinking, creativity, and real-world
application. However, it does require
more resources, effort, and adaptability
from both students and teachers.
7. What is the special strategy that Teacher 1: “I encourage students to
this PjBL mother/father is ask questions and challenge
effective in improving students’ assumptions during the project. This
critical and creative thinking skill? helps them think critically and consider
different perspectives.”

Teacher 2: “Brainstorming sessions are

key. I let students share as many ideas
as possible without judgment, which
fosters creativity and problem-solving
skills.”

Teacher 3: “I use real-world problems

as the basis for projects. Students have
to analyze the issues and come up with
practical, innovative solutions.”

Teacher 4: “Giving students choices in

their projects helps them take
ownership. When they choose topics
they’re passionate about, they naturally
think deeper and more creatively.”
Teacher 5: “I encourage collaboration
in diverse groups. Students learn to
think critically by discussing and
debating ideas with their peers.”

Teacher 6: “Reflection activities are

important. After the project, I ask
students to analyze what they did well
and what they could improve, which
sharpens their critical thinking.”

Teacher 7: “I include ‘what-if’ scenarios

in projects. For example, I ask students
to imagine alternative outcomes or
solutions, which enhances creative
thinking.”

Teacher 8: “I integrate technology, like

video editing or presentation tools, into
projects. Using these tools requires
students to think creatively while solving
technical challenges.”

Teacher 9: “I use guiding questions

during the project process. Questions
like ‘Why do you think this solution
works?’ or ‘What other possibilities can
you think of?’ push them to think
critically.”

Teacher 10: “I give them freedom to

experiment and even fail. When
students know it’s okay to make
mistakes, they take more risks and think
outside the box.”

Conclusion:
The most effective strategies for
improving students' critical and creative
thinking skills in PjBL include
encouraging questioning, brainstorming,
collaboration, and reflection. Allowing
choice, integrating real-world problems,
and using technology also play a
significant role. Giving students the
freedom to experiment and learn from
mistakes is crucial for fostering both
critical analysis and creativity.
CONCLUSION AND SUGESTION
Conclusion
The implementation of Project-Based Learning (PjBL) in schools is a positive step
toward enhancing students' skills such as critical thinking, creativity, collaboration,
and real-world problem-solving. However, it comes with challenges that need
addressing:
1. Difficulties in Implementation: Teachers highlighted issues such as limited
facilities, time constraints, students' lack of independence, and difficulties in
group collaboration. Teachers also pointed out their struggles with keeping up
with technology and a lack of training for PjBL.
2. Student Engagement: While many students enjoy PjBL for its hands-on
approach, some find it challenging, especially in areas like teamwork and
understanding complex instructions. Engaging students with relatable,
manageable, and interesting project topics can improve their motivation.
3. Evaluation Focus: Teachers evaluate both the process and outcomes of
projects, emphasizing creativity, teamwork, problem-solving, language use,
and the connection to real-life problems.
4. Curriculum Comparison: The PjBL curriculum is seen as better than the
previous one, as it promotes deeper learning and prepares students for
modern challenges. However, its success depends on adequate resources
and teacher readiness.
5. Strategies for Improvement: Encouraging student-led choices, integrating
technology, and fostering critical discussions are effective ways to boost
students' critical and creative thinking skills.

Suggestions
1. Provide Adequate Resources: Schools should ensure access to facilities
such as projectors, computers, and internet connectivity to support PjBL
implementation.
2. Teacher Training: Regular workshops and training sessions on PjBL
methodologies and technology integration can empower teachers to
implement this approach effectively.
3. Student Preparation: Teachers can prepare students for PjBL by breaking
projects into smaller, manageable steps and fostering teamwork through mini-
group activities before starting major projects.
4. Parental Involvement: Schools can educate parents on the benefits of PjBL
and involve them in supporting students at home.
5. Time Management: Allocate sufficient time within the curriculum for PjBL
activities, ensuring projects don’t feel rushed.
 6. Flexibility in Projects: Projects should be designed to be relevant,
achievable, and adjustable based on available resources and students' skill
levels.
7. Continuous Feedback: Provide students with regular feedback during
projects to guide their progress and encourage reflection for improvement.
8. Incentivize Creativity: Create opportunities for students to showcase their
projects to peers, parents, and the community, fostering a sense of
accomplishment and recognition.
By addressing these areas, PjBL can become a more effective and engaging
learning model for both teachers and students.
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