THE IMPLEMENTATION OF PROJECT-BASED LEARNING TO ENCOURAGE LEARNER AUTONOMY
Project-based learning adalah metode yang dapat memaksimalkan peran siswa dengan menerapkan pendekatan yang terpusat pada siswa dengan menggunakan proyek. Dengan memaksimalkan peran siswa akan mendorong kemandirian mereka. Kemandirian siswa adalah kemampuan penting yang dapat menunjang proses belajar mengajar. Oleh karena itu, penelitian ini bertujuan untuk meneliti bagaimana project-based learning dapat mendorong kemandirian siswa dalam proses belajar mengajar dan bagaimana persepsi siswa terkait penggunaan metode tersebut untuk mendorong kemandirian mereka. Penelitian ini menggunakan kualitatif desain terhadap siswa kelas sepuluh di salah satu sekolah menengah atas di Kediri. Observasi, kuesioner dan interview digunakan untuk mengumpulkan data. Data dianalisis secara kualitatif melalui penyusunan dan pembiasaan, pengkodean dan pengurangan, dan penafsiran serta perepresentasian data. Hasil penelitian menunjukkan bahwa pada tiap langkah pelaksanaan project-based learning menerapkan kemandirian siswa yang mencakup self-instruction, self-direction, self-access dan individualized instruction. Selain itu, hasil kedua menunjukkan bahwa siswa berasumsi kemandirian dapat terdorong melalui project-based learning dengan memberikan siswa kesempatan dan kebebasan untuk mengendalikan pembelajaran mereka.
Project-based learning is a method that could maximize students’ role by implementing student-centered approach using a project. By maximizing students’ role, it will promote their learner autonomy. Learner autonomy is an important ability to support teaching-learning process. Therefore, this research is aimed to investigate how project-based learning could encourage learner autonomy and how the students’ perceptions toward the implementation of project-based learning to encourage learner autonomy. This study applies a qualitative research design at tenth graders in one of Senior high school in Kediri. An observation checklist, fieldnotes, questionnaire, and semi-structured interview were used to collect the data. The data were analyzed qualitatively through familiarizing and organizing, coding and reducing, also interpreting and representing step. The results show that in each step in implementing project-based learning, learner autonomy that covered by self-instruction, self-direction, self-access, and individualized instruction were implemented. Furthermore, the second results present that students assume learner autonomy can be promoted through project-based learning by giving the students larger opportunities to engage and freedom in learning.