Understanding and applying of physical education teachers regarding the project based learning model and 4C skills
DOI:
https://doi.org/10.47197/retos.v63.107062Keywords:
Project based learning , 4C skill , 5.0 society, physical educationAbstract
Introduction: 21st century is important to ensure that the development of science has reached a good level, by equipping students to learn and innovate.
Objective: identify how physical education teachers implement and understand the PjBL learning model and 4C skills.
Methodology: research uses quantitative research with a descriptive approach and the sampling technique is proportional random sampling. Subjects of this research included 35 physical education teachers, consisting of 16 in elementary schools, 12 in middle schools, and 7 in high schools. Researchers collected data through structured questionnaires and unstructured questionnaires.
Results: study shows that most physical education teachers in East Java still have difficulty in implementing project based learning and 4C skills. As many as 40% of teachers rarely apply PjBL in learning, and 14.3% do not understand the concept. In addition, 34.3% of teachers have not integrated 4C skills in learning, with 22.9% of them not having an understanding of these skills. In the context of basketball, 57.2% of teachers have not implemented PjBL, and 51.5% have not integrated 4C skills in the learning process.
Discussion: although most physical education teachers understand the project-based learning (PjBL) model and 4C skills, their implementation is still limited. Teachers face difficulties in applying the 4C and PjBL concepts effectively, which affects students' ability to develop creative, collaborative, and critical thinking skills.
Conclusions: need to improve the understanding and application of the PjBL model and 4C skills in physical education to support the development of students' cognitive and skills as a whole.
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