Teachers’ Needs for Collaborative Project-Based Learning Model Innovation in Strengthening Deep Learning for Senior High School Students in Central Java, Indonesia
DOI:
https://doi.org/10.17507/tpls.1605.21Keywords:
teachers’ needs, learning innovation, Javanese language, collaborative projects, deep learningAbstract
This study aims to identify teachers’ needs regarding the innovation of a collaborative project-based learning model for enhancing deep learning among senior high school students in Central Java, Indonesia. A survey was conducted using a questionnaire based on six components of the learning model: syntax, social system, reaction principles, support systems, instructional impact, and accompanying impact. Data were collected from Javanese language teachers in senior high schools across Central Java. The results show that teachers expressed a high need for clarity in instructional steps, interaction strategies, and the effectiveness of achieving learning objectives in the components of syntax, social system, reaction principles, and instructional impact. However, there was significant variation in responses regarding support systems and accompanying impacts, highlighting challenges related to the availability of facilities, institutional support, and the internalization of values such as learning autonomy, motivation, and social skills. These findings suggest that Javanese language teachers require a learning model that not only focuses on instructional outcomes but also considers the need for adequate support resources and accompanying impacts to foster deep learning. The study emphasizes the importance of developing a collaborative, project-based learning design that incorporates local Javanese cultural values, improves teacher competence, and ensures sufficient facilities and infrastructure to support effective teaching.
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