Disadvantages Of Project Based Learning

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Project-Based Learning offers a wide range of benefits in teaching and learning activities. Project-Based Learning offers as highlighted by Thomas (2000), Boos & Krauss (2007), and Fragoulis (2009), project-based learning can increase students’ learning motivation, increase students’ academic achievement, increase cooperation/collaboration ability, increase the ability to communicate, increase students’ skill in managing learning resources improving library research skill), create fun learning, increase students’ attitudes toward learning, increase students’ creativity, lowers students’ anxiety level in the learning process, increase resource management skills, and increase problem solving ability.
Project-based learning increases students’
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So, a well educated teacher will be able to change a bad method and a bad material to be the good one. In this case, one of the purposes of this study is trying to identify the difficulties faced by teacher in implementing project-based learning. Therefore, it is essential to know the teacher difficulties in teaching and learning by using project-based learning.
There are several common difficulties in implementing PjBL in teaching and learning process. Marx et al. (1997) delineates teachers' enactment problems as follows:
a. Time. Projects often take longer time than anticipated. In addition, difficulties that teachers experience in incorporating Project-Based Science into district guidelines are exacerbated by the time necessary to implement in-depth approaches such as Project-Based Learning. In anticipating the time problem, the teachers should be guided by a good lesson plan. According to Thomas (2000) the time should effectively used to allow students to pursue their own investigations or to cover the state-prescribed curriculum.
b. Classroom management. In order for students to work productively, teachers must balance the need to allow students to work on their own with the need to maintain order. To provide the students with a good instruction, the teacher should manage the class by arranging seats based on their own
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PBL requires much time that must be provided to solve complex problems. So, it will lead to a lack of time available for the material/content and the organization and administration of project based learning can be time-consuming (Helle et al. 2006; Kemdikbud, 2013a).
b. Many instructors/teachers feel comfortable with traditional classroom, where they play a central role in the classroom (Kemdikbud, 2013a). This is a difficult transition, especially for instructors/teachers who have little or no control of the technology. Moreover, teachers’ content knowledge, students’ lack of experience in project based learning and their preferences for traditional-structured approach that emphasize passive learning (Helle et al. 2006).
c. Applying project based learning in the classroom may be intimidating for some experienced teachers and will be even worse for beginners (Kemdikbud, 2013a).
d. The amount of equipment to be provided, so that the demand for electricity increases (Kemdikbud,
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