STUDI LITERATUR : KESULITAN DALAM PENGAPLIKASIAN MODEL PEMBELAJARAN PROJECT BASED LEARNING (PjBL) OLEH GURU SMK

Abstrak

Vocational High Schools (SMK) as vocational education institutions demand that their students have competencies that align with the needs of the industry. This requirement can be supported by the role of teachers in the learning process. The role of teachers is crucial because learning activities must be carefully organized to achieve learning objectives, which should be complemented by the teachers' own competencies. One of the most important competencies that teachers must possess is pedagogical competence, as with pedagogical competence, teachers can manage learning by considering media and learning models that are appropriate for learning objectives and student characteristics. One learning model that is considered suitable for the characteristics of learning in SMK is Project Based Learning (PjBL). Essentially, PjBL aims to equip students with skills for independent and group learning, while supporting student engagement in learning and practical skills. Initial observations at an SMK in Jakarta indicate that there are still teachers who implement the PjBL model but report difficulties in applying it. Therefore, the author is interested in researching how the implementation of the PjBL model is carried out by SMK teachers. This study aims to understand how the PjBL model is applied and the difficulties experienced by teachers. This research is a literature study aimed at analyzing findings from journals, articles, and previous studies. The method used in this research is qualitative with a descriptive approach by delving into, identifying, and describing findings from previous research. The results show that the application of the PjBL model by teachers is still not optimal. Many factors contribute to teachers' difficulties in implementing the PjBL model, including inadequate understanding of appropriate learning steps, inadequate school facilities to support project sustainability, limited time allocation for project completion, lack of training on PjBL model application, and inadequate understanding in selecting projects suitable for project-based learning models.