The Perspective of Physical Education Teachers: Challenges within the Project-Based Learning Model
DOI:
https://doi.org/10.17309/tmfv.2025.3.05Keywords:
Project-Based Learning, physical education, teacher, learning modelAbstract
Background. Physical Education (PE) in Indonesia encounters challenges in optimizing learning based on the progress and development of the era. The challenge is also observable through the implementation of the Project-Based Learning (PjBL) model.
Objectives. This study aimed to describe the perspectives and challenges encountered by PE teachers in implementing thePjBL model at various educational levels.
Materials and methods. This descriptive quantitative approach research used structured and unstructured questionnaire instruments, involving 28 PE teachers from elementary, junior high, and senior high schools.
Results. The findings of the study revealed that the perspectives of PE teachers on the PjBL model at the elementary school level obtained a score of 82%, while junior high and senior high schools had scores of 78% and 75%, respectively. For the indicators of understanding, implementation, and execution of the PjBL model in Q1, Q2, and Q3, the results were 93%, 82%, and 68%, respectively. Meanwhile, the encountered challenges by PE teachers in implementing the PjBL model include limited facilities and infrastructure, a lack of teacher understanding regarding the model’s implementation, and insufficient time to carry out projects. Geographic factors also posed a challenge, especially for schools in remote areas.
Conclusions. In conclusion, the perspectives of PE teachers on the PjBL model are generally quite effective, but there are still various problems, so that the experiences provided by the PjBL model cannot be absorbed well by students.
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