Impact of Multidisciplinary Project Based Learning on Teacher Collaboration Skill

Epong Utami; K Khaerudin; Murni Winarsih

doi:10.58905/jse.v5i2.459

Authors

Epong Utami Universitas Negeri Jakarta, Jakarta, Indonesia
K Khaerudin Universitas Negeri Jakarta, Jakarta, Indonesia
Murni Winarsih Universitas Negeri Jakarta, Jakarta, Indonesia

DOI:

https://doi.org/10.58905/jse.v5i2.459

Keywords:

Project Based learning, Multidisciplinary Project Based Learning, Collaboration, Teacher Collaboration

Abstract

The digital era requires students to be able to improve their 21st century abilities. One approach that can be used is project-based learning. This ability improvement must also be supported by all teachers so that there is a need for teacher collaboration in carrying out project-based learning. This form of collaboration can be done by integrating each subject in accordance with the project theme to not only provide knowledge but also the mentoring process from the planning stage to the assessment at the project exhibition. To realize this, it is necessary to implement multidisciplinary project-based learning. The purpose of this study is to explore the impact of the application of multidisciplinary project-based learning on improving teachers' collaboration skills. This study uses a qualitative research method with 6 respondents of teachers who teach grades 7 and 8 at the School of Human Junior High School. The data collection used is by observation both before and after the implementation of multidisciplinary project-based learning. The results of the observation are then reflected qualitatively with the indicators of collaboration skills observed following Greenstein's (2012) theory, namely (1) actively participating; (2) work productively; (3) be re-sponsible; (4) flexibility and compromise; (5) mutual respect between group members. The results of this study show that there is an improvement in teachers' collaboration skills after the implementation of multidisciplinary project-based learning. 4 out of 5 indicators are categorized as very good and 1 indicator is categorized as good. Significant changes are found in the attitude of responsibility of each member towards the projects implemented.

Downloads

Download data is not yet available.

References

N. Rehman, X. Huang, A. Mahmood, M. A. M. AlGerafi, and S. Javed, “Project-based learning as a catalyst for 21st-Century skills and student engagement in the math classroom,” Heliyon, vol. 10, no. 23, Dec. 2024, doi: 10.1016/j.heliyon.2024.e39988.

E. Dias-Oliveira, R. Pasion, R. Vieira da Cunha, and S. Lima Coelho, “The development of critical thinking, team working, and communication skills in a business school–A project-based learning approach,” Think Skills Creat, vol. 54, Dec. 2024, doi: 10.1016/j.tsc.2024.101680.

L. Mebert et al., “Fostering student engagement through a real-world, collaborative project across disciplines and institutions,” High Educ Pedagog, vol. 5, no. 1, pp. 30–51, Jan. 2020, doi: 10.1080/23752696.2020.1750306.

A. E. Carvalho, S. Blanc, M. Aguiar, and A. C. Torres, “Fostering Diversity and Participation with School Gardens: Examining Possibilities and Challenges under Different National Educational Policies,” Educational Process: International Journal, vol. 13, no. 2, pp. 122–138, 2024, doi: 10.22521/edupij.2024.132.8.

M. Maesala and F. Ronél, “Overcoming the Challenges of Including Learners with Visual Impairments Through Teacher Collaborations,” Educ Sci (Basel), vol. 14, no. 11, Nov. 2024, doi: 10.3390/educsci14111217.

Y. Yan, M. Zuo, and H. Luo, “Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom,” Comput Educ, vol. 222, p. 105153, Dec. 2024, doi: 10.1016/j.compedu.2024.105153.

A. C. Alves, N. Van Hattum-Janssen, and S. Fernandes, “Teacher collaboration in PBL: Setting the example for the students,” in International Symposium on Project Approaches in Engineering Education, University of Minho, 2021, pp. 6–14. doi: 10.5281/zenodo.5093791.

A. P. Susilo, E. Setiawan, and I. M. P. Wibowo, “Behind the scenes: teachers collaboration to facilitate interprofessional education between medical and pharmacy students in Indonesia,” Korean J Med Educ, vol. 36, no. 4, pp. 449–452, Dec. 2024, doi: 10.3946/kjme.2024.317.

L. Greenstein, “Assessing 21st century skills : a guide to evaluating mastery and authentic learning,” USA, 2012. [Online]. Available: https://archive.org/details/assessing21

E. P. Widyoko, Evaluasi Program Pembelajaran. Yogyakarta: Pustaka Pelajar, 2009.

Y. Rahmawati et al., “Engaging university students in multidisciplinary, project-based learning through the Southeast Asia mobility (SAM) program,” in AIP Conference Proceedings, American Institute of Physics Inc., Apr. 2021. doi: 10.1063/5.0041913.

Y. Campos-Roca, “Multidisciplinary Project-Based Learning: Improving Student Motivation for Learning Signal Processing,” IEEE Signal Process Mag, vol. 38, no. 3, pp. 62–72, May 2021, doi: 10.1109/MSP.2021.3053538.