Project Based Learning (PjBL) in mathematics learning to improve active learning
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Abstract
Project Based Learning (PjBL) is a student-centered learning method that utilizes projects or activities as the primary learning approach. In this method, lecturers act as facilitators and motivators, guiding students in conducting observations, research, and presentations. This study explores the implementation of PjBL in mathematics learning oriented toward active learning using a qualitative research approach. Data were collected through classroom observations, in-depth interviews, and student reflections, then analyzed using thematic analysis to identify patterns and challenges in its application. The findings reveal that PjBL fosters student engagement, critical thinking, and collaborative problem-solving. However, several challenges were identified, including planning and preparation, time management, resource availability, collaboration, assessment strategies, and teacher competencies. These findings suggest that successful implementation of PjBL requires structured guidance, sufficient resources, and professional development for educators to optimize active learning in mathematics.
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