Project-based learning to improve the conceptual knowledge of students in environmental microbiology topics

Abstract

Students have difficulty mastering conceptual knowledge on the topic of environmental microbiology so learning is needed that can involve students in learning contexts that can enhance their conceptual knowledge. Project-based learning is expected to overcome these learning problems. The approach used in this study is a qualitative approach and this type of research is Classroom Action Research (CAR). The results of the study indicate that the average conceptual knowledge of students has increased in each cycle. Students show a positive response to Project-Based Learning. there are difficulties encountered during the learning process such as, (a) difficulties in assisting all groups at any time with action in the form of implementing team teaching in learning; (b) difficulties in mastering learning material with completion measures in the form of the application of peer tutors; and (c) difficulties in monitoring plans that have been made by students with action in the form of asking students to document each work.