The Difficulties of High School Mathematics Teachers in Bengkulu City in Implementing Project-Based Learning Dewi Rahimah (a), Tria Utari (a*), Anny Sovia(b)
a)Faculty of Teacher Training and Education, University of Bengkulu
Jalan WR Supratman, Kota Bengkulu 38371A, Indonesia
*triautari[at]unib.ac.id
b)Faculty of Mathematics and Natural Sciences, State University of Jakarta
Jalan Rawamangun Muka, Jakarta Timur 13220, Indonesia
Abstract
Project-based learning is one of the teaching models developed to implement the independent curriculum. The purpose of this research study is to investigate mathematics teachers^ difficulties in implementing project-based learning. The findings of this research study can help provide a broad picture of the difficulties experienced by teachers in applying student-centred learning to the teaching of mathematics in high schools. This study involves a case study methodology with a qualitative approach. Visnovska and Cobb^s (2015) data adaptation analysis and Remillard^s (2018) study data collection are combined in this research process. The research study^s findings indicated that, of the 42 high school mathematics teachers in Bengkulu City who participated, (a) 52.38% of the teachers had problems implementing project-based learning- (b) The teachers^ difficulties in implementing project-based learning were related to learning matters, time allocation, learning media, and students- and (c) Project-based learning difficulties often and always made 38% of the teachers less motivated to do so and obstructed 45% of the teachers from implementing it.
Keywords: The independent curriculum, Student-centred learning, Project-based learning
