Implementation of Project-Based Learning (PjBL) Assisted by E-Learning through Lesson Study Activities to Improve the Quality of Learning in Physics Learning Planning Courses

Abstract

This study aims to improve the quality of learning in physics learning planning courses through the implementation of Project-Based Learning (PjBL) assisted by E-Learning through Lesson Study activities. This was qualitative research through the stages of Lesson Study activities. Subjects in this study were the 5th-semester students who program 11 physics learning planning subjects in the 2018-2019 academic year in the Department of Physics Education, University of Papua. The research data were obtained through the learning outcomes of student tests. The instrument was given after the submission of each topic of study, observation sheet of student activities, interview guidelines, documentation in the form of video recordings during open class implementation, and student response questionnaire. Data were analyzed through Rasch modeling with the help of the Winstep application to analyze student responses after learning. Lesson Study activities consist of three phases of activities, namely Plan, Do, and See. In the Planning stage, discussions with the team of lecturers were held to develop the Chapter Design and Lesson Plan. In the Do stage, the model lecturer was based on the tools that have been prepared. In the See stage, the reflection was carried to find out weaknesses and strengths during learning, which was then followed up on further learning. The results showed that student-learning outcomes increased student responses to good learning, and the learning atmosphere seemed very fun. Therefore, it could be concluded that the implementation of PjBL assisted E-Learning through Lesson Study activities can improve the quality of learning in physics learning planning subjects.