Project Based Learning Models on Village Government Course

Abstract

Abstract. This study aims to determine how the stages of developing a project-based learning model that can improve students' scientific thinking skills and how the project-based learning model is valid, effective and practical. This study uses a research and development approach through four stages, including the define stage, design stage, development stage and dissemination stage. The research subjects were all students participating in the Village Government course and lecturers who in charge for the course in the second semester of 2019/2020. Data collection techniques were conducted through: Focus Group Discussion (FGD), interviews, documentation and questionnaires. The data analysis technique used was descriptive analysis technique. The results showed that the development stages of project-based learning tools were carried out which refers to the 4 D model including define, design, develop, and disseminate. At the define stage carried out through a preliminary study, it was found that the learning results in the Village Government course were not as optimal as expected due to the use of learning tools that were not quite appropriate, and the learning model was still conventional. Front-end analysis based on observations found that the learning approach used by lecturers who administered courses so far was still dominated by teacher-centered approaches, and generally used more conventional and less constructive lecture methods. Furthermore, the design development stage has been carried out, and then the learning tools are valid, effective and practical. Furthermore, the design development stage has been carried out, and then the learning tools are valid, effective and practical. It is called valid because the average score of the learning tools based on the experts’ assessment is 3.08. It is called practical because the PPA Model received positive responses from three lecturers with an average percentage of 87.51%. The four aspects meet the criteria for practicality with an average percentage above 80%. Overall, the PPA Model and its tools received a positive response from the lecturers (89.24%). Furthermore, it is called effective because the students' scientific thinking ability of the two classes, namely the experimental class, the average KBI of students is classified as very good (3.38), while in the control class the average of students' scientific thinking ability is 2.77 and classified as good. This means that this learning tool is effectively used in the Village Government course to improve students' scientific thinking skills.  

Keywords: Model; project based learning; village administration.