IMPLEMENTASI MODEL PEMBELAJARAN BEHAVIORISTIK DAN KONSTRUKTIVISTIK  DALAM PROJECT-BASED LEARNING: STUDI KASUS

Lukmanul Hakim; M. Rasyid Ridlo

doi:10.51878/educational.v6i2.10633

Authors

Lukmanul Hakim Program Studi Administrasi Pendidikan Universitas Pendidikan Mandalika
M. Rasyid Ridlo Program Studi Administrasi Pendidikan Universitas Pendidikan Mandalika

DOI:

https://doi.org/10.51878/educational.v6i2.10633

Keywords:

Model Pembelajaran, Behavioristik, Konstruktivistik, Project-Based Learning (PjBL), Kemandirian Belajar

Abstract

ABSTRACT

This study examines the implementation of behaviorist and constructivist learning models within the Project-Based Learning (PjBL) framework and their contribution to student learning independence. A descriptive qualitative case study was conducted at SMA Negeri 1 Pringgabaya, utilizing observation, in-depth interviews with teachers, and analysis of learning documents. The research focused on Indonesian Language subjects applying a behaviorist approach and Chemistry subjects applying a constructivist approach. The findings reveal that in the Indonesian Language subject, the behaviorist model within PjBL effectively instilled discipline and basic skills through stimulus-response-reinforcement, as seen in structured news production projects. However, this approach was less effective in developing deep conceptual understanding. Conversely, in the Chemistry subject, the constructivist model within PjBL successfully fostered critical thinking and creativity through independent experimentation, such as ice cream making based on freezing point depression concepts. Nevertheless, this approach showed weaknesses in reinforcement and continuous evaluation aspects. This study concludes that a complementary integration of behaviorist principles (structure and reinforcement) and constructivist principles (self-discovery) within PjBL can create a more balanced learning environment, effectively support learning independence, and holistically optimize students' cognitive and affective development.

ABSTRAK

Penelitian ini mengkaji implementasi model pembelajaran behavioristik dan konstruktivistik dalam kerangka Project-Based Learning (PjBL) dan kontribusinya terhadap kemandirian belajar peserta didik. Studi kasus kualitatif deskriptif dilakukan di SMA Negeri 1 Pringgabaya dengan melibatkan observasi, wawancara mendalam dengan guru, dan analisis dokumen pembelajaran. Fokus penelitian pada mata pelajaran Bahasa Indonesia yang menerapkan pendekatan behavioristik dan mata pelajaran Kimia yang menerapkan pendekatan konstruktivistik. Temuan penelitian menunjukkan bahwa pada mata pelajaran Bahasa Indonesia, model behavioristik dalam PjBL efektif membentuk disiplin dan keterampilan dasar melalui stimulus-respon-penguatan, seperti dalam proyek pembuatan berita yang terstruktur. Namun, pendekatan ini kurang mengembangkan pemahaman konseptual mendalam. Di sisi lain, pada mata pelajaran Kimia, model konstruktivistik dalam PjBL berhasil mengembangkan kemampuan berpikir kritis dan kreativitas melalui eksperimen mandiri seperti pembuatan es krim berdasarkan konsep penurunan titik beku. Kendati demikian, pendekatan ini menunjukkan kelemahan dalam aspek penguatan dan evaluasi berkelanjutan. Studi ini menyimpulkan bahwa integrasi komplementer antara prinsip behavioristik (struktur dan penguatan) dan konstruktivistik (penemuan mandiri) dalam PjBL dapat menciptakan lingkungan pembelajaran yang lebih seimbang, efektif mendukung kemandirian belajar, serta mengoptimalkan perkembangan kognitif dan afektif peserta didik secara holistik.

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