Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat
e-ISSN 3025-2334
Vol 1(2), December 2023, 115-121
DOI: https://doi.org/10.61650/jip-dimas.v1i2 .237

Project-Based Learning Training
and Assistance for Prospective High
School Teachers
Umy Zahroh 1 , Rani Darmayanti 2 , Choirudin 3 , Raden Imam Soebagyo 4 , and Retno Tri Nalarsih 5
1 Sayyid Ali Rahmatullah State Islamic University Tulungagung, Indonesia
2 Muhammadiyah University of Malang, Indonesia
3 Ma'arif University Lampung, Indonesia

4 Pasuruan 2 Public High School, Indonesia

5 Veteran Bangun Nusantara University, Indonesia
* Corresponding author: umy.z@uinsatu.ac.id

KEYWORDS
High School Teacher Students,
Project-Based Learning,
Training, Mentoring

SUBMITTED:09/28/2023
REVISED: 10/15/2023
ACCEPTED: 10/28/2023

ABSTRACT: Project-based learning (PBL) provides students with a more real and applicable learning
experience by connecting academic learning to real-world contexts. Through PBL, students can work on
projects relevant to everyday life or the world of work, which helps them understand the relationship between
academic concepts and practical applications. This approach improves conceptual understanding and
develops critical thinking, creative, collaborative, and problem-solving skills. Teachers play an essential role
as effective facilitators in implementing PBL, which can increase student motivation and involvement in the
learning process. This research aims to provide training and mentoring in the private sector in East Java in
implementing PBL as a learning strategy that encourages student creativity. This activity involves a series of
workshops and mentoring sessions designed to equip prospective teachers with the knowledge and skills
needed to design, manage, and evaluate learning projects. This activity significantly increased participants'
knowledge and skills in developing and implementing PBL in the classroom. With this training and mentoring,
it is hoped that prospective teachers will be better prepared to implement PBL effectively to create an
innovative and inspiring learning environment for students. Improving the quality of teaching through PBL is
expected to contribute to achieving more holistic educational goals and prepare students to face future
challenges with more comprehensive skills.
© The Author(s) 2023.

1. INTRODUCTION
Project-based learning (PBL) has been proven to be a practical approach to increasing student
engagement and understanding (Avidov-Ungar & Tsybulsky, 2021; Vasconcelos, 2012). PBL allows
students to work on real-life relevant projects (Guerra et al., 2017; Roche III et al., 2003), which not only
improves conceptual understanding but also develops critical thinking (Ribeiro et al., 2023), creative (Lee
et al., 2006), collaborative skills and problem-solving abilities (Morgan, 2018). In Indonesia's education
context (Memon et al., 2023; Zhao et al., 2023), the implementation of PBL still requires support and
assistance, especially for prospective teachers who will act as facilitators in implementing this method in
the classroom.
This training and mentoring program aims to provide comprehensive support to prospective teachers
in implementing Project-Based Learning (PBL). In this program, prospective teachers will be equipped with
in-depth knowledge of the basic concepts of PBL and various techniques for integrating this method into
the existing curriculum (Putra et al., 2023). The program includes a series of intensive workshops designed
to introduce participants to various aspects of PBL (Triono et al., 2023), including planning, managing, and
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Zahroh et al., ││ Project-Based Learning Training and Assistance...

evaluating learning projects.
In addition to workshops, the program also emphasizes the importance of ongoing mentoring sessions
(Annum, 2020; Azer, 2005; Muhammad et al., 2023). Through mentoring, participants will receive practical
guidance and feedback to improve and perfect their teaching methods. This mentoring also aims to assist
participants in developing effective assessment strategies to measure project success and its impact on
student learning
By participating in this program, prospective teachers are expected to increase their readiness to
implement PBL effectively in the classroom (Ahmed et al., 2021; Silva et al., 2018; Zhang & Lin, 2018). This
will create a more innovative and inspiring learning environment and help students develop the critical
skills needed to face future challenges (Utomo et al., 2023). Improving the quality of teaching through PBL
is expected to contribute significantly to achieving more holistic educational goals, which emphasize
developing critical thinking skills, collaboration, and creativity among students.
This research aims to provide training and assistance for prospective high school teachers at a private
school in East Java in implementing PBL as a learning strategy. Based on previous research, such as that
conducted by Thomas (2000) and Bell (2010), PBL has shown positive results in increasing students'
motivation and involvement and their ability to apply knowledge in a broader context. In addition, research
by Krajcik and Blumenfeld (2006) shows that teachers trained in PBL can create a more dynamic and
productive learning environment.

2. METHOD
This research uses action research methods with quantitative and qualitative approaches. Activities
were carried out collaboratively between Sayyid Ali Rahmatullah Tulungagung State Islamic University,
Muhammadiyah University of Malang, Ma'arif University of Lampung, SMA Negeri 2 Pasuruan, and Veteran
Bangun Nusantara University to increase the competency of prospective teachers through training and
mentoring in implementing project-based learning (PBL). This method was chosen because it allows
researchers to observe changes that occur directly and provide immediate feedback to participants. It
illustrates six distinct stages in Figure 1.

Workshops

Analysis
Procedure

Mentoring
Sessions

PBL Assistance

Questionnaire

Interviews

Observations

Figure 1. is designed for training and mentoring in implementing project-based learning (PBL)

Figure 1 depicts the Implementation of Training and Mentoring: 1) Workshop: Held over eight sessions,
each 2 hours long, conducted virtually. Each session involves lectures, interactive discussions, and
questions and answers regarding basic PBL concepts, project design, classroom management, and learning
evaluation; 2) Mentoring Session: Conducted six weeks after the workshop, where participants are tasked
with designing and implementing a project in their classroom. Every week, participants receive feedback
from the facilitator through a 1-hour virtual consultation session.
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Zahroh et al., ││ Project-Based Learning Training and Assistance...

Research Instruments (Schabas, 2023; Winson et al., 2024): 1) Questionnaire: Used to measure
participants' knowledge and skills before and after training. The questionnaire consists of 25 closed
questions and five open questions designed to assess understanding of PBL concepts, ability to design
projects, and evaluation of learning; 2) Observation: Carried out during mentoring sessions, where the
facilitator observes the implementation of PBL in the classroom and notes various aspects such as student
engagement, creativity, and teaching effectiveness; 3) Interviews: Conducted with ten selected participants
to obtain in-depth information regarding their experiences during training and mentoring, as well as the
challenges they faced in implementing PBL.
Data Analysis Procedure (Arifin et al., 2024; Nursaid et al., 2023): 1) Quantitative Analysis: Data from
the questionnaire was analyzed using descriptive statistics to see changes in the average score of
participants' knowledge and skills before and after training. Paired t-tests were used to determine the
significance of these differences; 2) Qualitative Analysis: Data from observations and interviews were
analyzed using coding techniques to identify main themes related to PBL implementation and its impact on
student creativity and motivation.
With this approach, research can provide a comprehensive picture of the effectiveness of PBL training
and mentoring for prospective teachers. The research results can become a reference for educational
institutions in developing similar training programs to improve the quality of teaching and learning in
schools. (Examples: Boud & Felleti, 1991; Blumenfeld et al., 1991)

3. RESULTS AND DISCUSSION
The training and mentoring carried out in this research have shown encouraging results. Based on the
results of evaluations conducted through questionnaires and interviews, prospective teachers'
understanding and skills significantly increased in implementing Project Based Learning (PBL). Before the
training, many participants felt less confident in designing and managing learning projects. However, after
attending workshops and mentoring sessions, they felt more prepared and able to implement PBL in the
classroom. The following is a description of the results of the training and mentoring activities in this
research:
A. Increasing the Knowledge and Skills of Prospective Teachers
Quantitative analysis of questionnaires administered before and after the training showed a significant
increase in participants' knowledge and skills regarding PBL (Project Based Learning). The paired t-test
indicated that participants' average knowledge and skills scores increased significantly after training and
mentoring. The following is a table showing the change in average scores:
Table 1. Increasing the Knowledge and Skills of Prospective Teachers
Aspect
Before Training After Training Enhancement (%)
Understanding PBL Concepts
64
85
32.81
Project Design Ability
58
82
41.38
Classroom Management
62
80
29.03
Learning Evaluation
60
78
30.00
Total Average
61
81.25
33.33

The data in Table 1 above shows a significant increase in all aspects measured, with a total average
increase of 33.33%. Previous research supports these findings. For example, Boud & Felleti (1991) and
Blumenfeld et al. (1991) found that PBL-based training can significantly improve teachers' pedagogical
competence. PBL training helps teachers develop skills in designing relevant and applicable projects,
managing classes more effectively, and conducting comprehensive learning evaluations.
Interviews with participants also revealed they felt more confident and competent in implementing
PBL in their classrooms. Participants reported increased student motivation and higher engagement in the
learning process. Observations during mentoring sessions showed that students were more active and
creative in completing projects, which aligns with findings from Blumenfeld et al. (1991) regarding the
positive impact of PBL on student motivation and creativity.
Training and mentoring are essential in improving the quality of teaching. It is hoped that the results
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Zahroh et al., ││ Project-Based Learning Training and Assistance...

of this research can become a reference for other educational institutions in similar developing programs
aimed at increasing the competency of prospective teachers in implementing PBL to create a more
innovative and inspiring learning environment for students.
B. Implementing PBL in the Classroom
Implementing Project Based Learning (PBL) in the classroom has shown many significant benefits
based on the results of observations and interviews with participants. One of the key findings was increased
student engagement. When using the PBL method, students become more active and involved in the
learning process. They show great enthusiasm when working on projects, and there has been a marked
improvement in their collaborative skills. These data are from previous research showing that PBL can
increase student engagement and learning motivation, as shown by Blumenfeld et al. (1991).
Apart from student involvement, PBL also encourages increased creativity and innovation. Students
who participate in PBL are able to demonstrate better critical thinking skills and generate innovative
solutions to problems given in the project. Facilitators noted an increase in the quality of projects produced
by students, indicating that this method was effective in encouraging students to think outside the box and
develop creative ideas.
Teachers who have received training in PBL also show improvements in the effectiveness of their
teaching. They become more confident in designing and managing PBL projects and can provide
constructive feedback to students. This training allows teachers to facilitate project-based learning more
effectively, creating a more dynamic and interactive learning environment. All these findings indicate that
implementing PBL in the classroom increases student engagement and creativity and improves the quality
of teaching provided by teachers.
C. Challenges and Weaknesses in Training and Mentoring
During training and mentoring, there were several challenges and weaknesses experienced by
participants, as summarized in the following table:
Table 2. Challenges and Weaknesses of PBL Training
Challenges and Weaknesses

Description

Empirical Evidence

Limited time

Teachers find it difficult to manage
time
between
teaching
and
completing PBL projects.

Technology Support

Not all schools have adequate
technological facilities to support
PBL.

Classroom Management Skills

Some teachers experience difficulties
in managing the class during PBL
implementation,
especially
in
maintaining student involvement.

Boud & Felleti's (1991) research
shows that PBL requires quite a
long time for planning and
implementation.
Blumenfeld et al. (1991) stated that
technology can increase the
effectiveness of PBL, but limited
access can be an obstacle.
Research by Blumenfeld et al.
(1991) suggests that effective
classroom management is the key
to successful PBL.

Empirical evidence from research conducted by Blumenfeld et al. (1991) and Boud & Felleti (1991)
provide valuable insights into understanding the benefits and challenges of implementing Project Based
Learning (PBL). Research by Blumenfeld et al. (1991) shows that PBL can significantly increase student
motivation and involvement in the learning process. They found that students who engaged in PBL
demonstrated improved critical thinking skills and problem-solving abilities, essential skills in supporting
future academic and professional success (Nurhaliza et al., 2024; Wibawa & Situmorang, 2020).
Meanwhile, research conducted by Boud and Felleti (1991) highlighted the importance of adequate
time allocation for planning and implementing PBL (Winson et al., 2023; Zamzam et al., 2023). They found
that one of the main challenges in implementing PBL was the need for more time compared to traditional
learning methods. This challenge requires special attention from teachers and educational administrators
to implement PBL effectively without sacrificing important curriculum content.
With the results of this research, it is hoped that prospective teachers will be better prepared to
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Zahroh et al., ││ Project-Based Learning Training and Assistance...

implement PBL effectively (Hudha & Edema, 2024). Improving the quality of teaching through PBL can
create a more innovative and inspiring learning environment for students. In addition, PBL can contribute
to achieving more holistic educational goals, preparing students to face future challenges with more
comprehensive and relevant skills. Thus, effective implementation of PBL can be essential in creating a
highly competitive generation ready to face the dynamics of a world that continues to develop.
This research examines the experiences and challenges in implementing Project-Based Learning (PBL)
through in-depth interviews with ten selected participants (Darmayanti, 2024). The interview results
revealed various challenges faced by participants, such as time management and adaptation to the existing
curriculum. These findings align with empirical evidence from previous studies that show similar
challenges in implementing PBL in various educational contexts. In addition, qualitative analysis from
interviews and observations shows that the implementation of PBL positively impacts student creativity
and motivation. Previous research, such as that conducted by Blumenfeld et al. (1991), supports these
findings by showing that PBL can encourage students to think creatively and increase their motivation in
learning.
As an implication of the results of this research, recommendations are provided for educational
institutions to develop similar training programs. These recommendations include the importance of
ongoing support and adapting training programs to the local context to ensure successful implementation.
By presenting comprehensive results and discussions, it is hoped that this research can significantly
contribute to developing prospective teachers' competency in implementing PBL, as well as creating a more
innovative and inspiring learning environment for students.

4. CONCLUSION
Training and mentoring in implementing Project Based Learning (PBL) for prospective teachers at a
private school in East Java has shown positive results. This activity succeeded in increasing the knowledge
and skills of prospective teachers in designing, managing, and evaluating learning projects. The
participants demonstrated significant improvements in their understanding of PBL concepts and their
ability to implement these strategies in the classroom. PBL has been proven to increase student motivation
and engagement and develop critical thinking, creative, collaborative, and problem-solving skills. In
addition, prospective teachers who have participated in this training feel more confident and ready to
create an innovative and inspiring learning environment.
It is recommended that this kind of training and mentoring continue to ensure that prospective
teachers can continue to develop and perfect their skills in implementing PBL. Teachers can get updates
on the latest PBL techniques and methods relevant to student needs through ongoing training programs.
In addition, the formation of collaborative networks between teachers is also highly recommended to
share experiences, resources, and best practices in implementing PBL. Discussion forums, working groups,
or online platforms can be used as a medium for the efficient exchange of information and ideas.
Regular evaluation of the implementation of PBL in the classroom and providing constructive
feedback to teachers are also critical. This evaluation aims to identify strengths and weaknesses in the
implementation of PBL and provide recommendations for improvements needed to increase learning
effectiveness. In addition, it is essential to ensure that schools provide adequate infrastructure support,
such as access to technology, teaching materials, and other resources needed to support PBL
implementation. This support is essential to create a conducive learning environment for students and
teachers. By implementing these suggestions, it is hoped that PBL training and mentoring for prospective
teachers can continue to develop and provide a sustainable positive impact in the world of education.

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