The Role of Project-Based Learning in the Independent Curriculum: A Study of Teacher Perceptions

Abstract

Objectives: to analyze teachers' perceptions of Project-based learning as an effective method in implementing the Independent Curriculum, specifically to (1) identify teachers' understanding of the basic concepts and principles of Project-based learning; (2) analyze the implementation of Project-based learning in the classroom; (3) determine the impact and role of Project-based learning on student motivation and learning outcomes based on teachers' perspectives. Methods: This research is a descriptive quantitative study. The population of this study was all teachers who have implemented the independent curriculum. The sample was taken by purposive sampling, with 102 respondents participating who met the specified criteria. The questionnaire was designed using a Likert scale and divided into three main sections: understanding the concept of project-based learning, its application in the classroom, and the impact and role of project-based learning. Data analysis techniques to obtain descriptive analysis results of the average percentage of strongly agree to strongly disagree. Results: Teachers' perceptions of Project-based learning were very positive, particularly in terms of conceptual understanding and impact on students. Of the 102 teachers, 98.20% of teachers had a strong theoretical understanding of Project-based learning principles, and they were also highly aware of its benefits, such as improved collaboration and motivation skills (both 94.12%) and critical thinking (88.24%). However, a gap was found between theory and practice. The greatest challenge was seen in classroom implementation, particularly in subject integration, which received only 78.43% approval. This figure is the biggest challenge, but the main obstacle does not lie in teachers' understanding, but rather in the practical aspects in the field. Impact: This research provides a strong empirical foundation for policymakers and curriculum developers. In order to overcome implementation barriers and effectively achieve the goals of the Independent Curriculum, teacher training should prioritize practical and collaborative strategies, such as specific guidelines for integrating various subjects, over a sole focus on concepts.