Teachers^ Understanding of the Project-Based Learning (PjBL) Model in Elementary Schools Tazkia Aisha Laelly (a), Tia Citra Bayuni (b*), Bramianto Setiawan (c), Awalina Barokah (d), Utari Febriyanti (e), Noviyanti (f), Alya Rasikhah Zahra Rossi (g), Trias Wibiwirutami (h)
abcdefgh) Primary Teacher Education, Faculty of Teacher Training and Tarbiyah, Pelita Bangsa University, Cikarang, Indonesia
Abstract
This study aims to analyze elementary school teachers^ level of understanding of the Project-Based Learning (PjBL) model based on four indicators: conceptual understanding, understanding of PjBL syntax/steps, implementation in elementary schools, and evaluation and assessment. This research employed a descriptive quantitative approach using a survey method involving 52 elementary school teachers. Data were collected through a Likert-scale questionnaire consisting of 20 statements and five open-ended questions and analyzed using descriptive statistics. The findings indicate that teachers^ understanding of PjBL falls within the good to high category across all indicators. The average level of understanding reached 78% for conceptual understanding, 78% for PjBL syntax/steps, 77% for implementation in elementary schools, and 79% for evaluation and assessment. These results suggest that teachers possess an adequate knowledge base of PjBL, with the highest achievement in evaluation and assessment and the lowest in classroom implementation. Approximately 15-21% of respondents reported neutral responses regarding the integration of PjBL into teaching modules and strategies for overcoming implementation challenges. Qualitative findings reveal challenges related to time management, project planning, and group work management. The study highlights the importance of structured and continuous PjBL training to optimize project-based learning implementation in elementary schools.
