Pengembangan Model Project-Based Learning Terintegrasi Problem Solving (EAFIER) Pada Mata Kuliah Metodologi Penelitian Calon Guru Sekolah Dasar
DOI:
https://doi.org/10.30605/proximal.v9i4.9869Keywords:
Project-Based Learning, Problem Solving, EAFIER, Metodologi Penelitian, Validitas IsiAbstract
Project-based learning requires an explicit problem-solving structure to help students move beyond product completion toward responsible academic decision-making. This study describes the design of a Project-Based Learning (PjBL) model integrated with problem solving through the EAFIER sequence for a fourth-semester Research Methodology course in a Primary School Teacher Education (PGSD) program, and examines the self-evaluation results and content validity of the model and its supporting instruments. Following the Plomp and Nieveen development model, this study reports the prototyping phase, comprising syntax formulation through focus group discussions, self-evaluation by seven internal raters, and validation by two experts. Data were analysed descriptively using score percentages, Aiken’s V, and inter-rater agreement. The EAFIER sequence combines PjBL steps with Yimer and Ellerton’s five-phase problem-solving model into Engagement, Analysis, Formulation, Implementation, Evaluation, and Reflection. Self-evaluation across six model components yielded 478 of 508 points (94.09%), with an aggregate Aiken’s V of 0.921. Expert validation of 88 items across seven objects yielded 682 of 704 points (96.88%), with an aggregate Aiken’s V of 0.958 and 75.0% exact agreement between validators. These findings support the feasibility of the design and its initial content validity, although the number of validators was limited. Revisions concern time allocation, interaction norms, project-task specifications, and nurturant-effect indicators. The practicality and effectiveness of the model require further classroom implementation.
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