Pengalaman dan Persepsi Guru Biologi dalam Mengimplementasikan Project Based Learning di SMA Negeri Kabupaten Maros

Abstract

Penelitian ini bertujuan untuk mengetahui  pengalaman serta persepsi guru biologi di SMA Negeri Kabupaten Maros. Penelitian ini menggunakan metode kualitatif deskriptif dengan wawancara antara informan dan peneliti. Panduan yang digunakan ialah panduan observasi serta panduan wawancara yang berisi 20 pertanyaan yang telah divalidasi. Hasil penelitian menunjukkan bahwa sebagian besar guru memiliki pemahaman positif terhadap konsep dan tujuan PjBL, serta mengakui manfaatnya dalam meningkatkan keterlibatan dan kemandirian belajar siswa. Namun, dalam praktiknya, guru menghadapi berbagai tantangan, seperti keterbatasan waktu, sarana dan prasarana, serta kurangnya pelatihan teknis terkait implementasi PjBL. Meskipun demikian, beberapa guru mampu mengadaptasi strategi pembelajaran dan menciptakan proyek yang relevan dengan materi Biologi dan konteks lokal siswa. Temuan ini menunjukkan perlunya dukungan sistematis, baik dari segi kebijakan sekolah maupun pelatihan profesional, agar implementasi PjBL dapat berjalan optimal di lingkungan SMA Negeri.This study aims to determine the experiences and perceptions of biology teachers at Maros District Public High School. This study uses a descriptive qualitative method with interviews between informants and researchers. The informants used in this study are biology teachers at public high schools Maros who implement Project-Based Learning. The guidelines used were observation guidelines and interview guidelines containing 20 validated questions. The results of this study indicate that most teachers have a positive understanding of the concept and objectives of Project Based Learning and acknowledge its benefits in enhancing student engagement and independent learning. However, in practice, teachers face various challenges, such as time constraints, limited facilities and infrastructure, and a lack of technical training related to the implementation of Project Based Learning. Nevertheless, some teachers were able to adapt learning strategies and create projects relevant to Biology content and the local context of students. These findings highlight the need for systematic support, both in terms of school policies and professional training, to ensure the optimal implementation of Project-Based Learning in public high schools