The Application Of Deep Learning In Project-Based Learning: Strategies And Pedagogical Implications

Rita Purwanti; Kastam Syamsi

doi:10.55927/eajmr.v4i7.302

Authors

Rita Purwanti State University of Yogyakarta
Kastam Syamsi State University of Yogyakarta

DOI:

https://doi.org/10.55927/eajmr.v4i7.302

Keywords:

PBL Strategy, Teacher Role, Project Design, Holistic Assessment

Abstract

This study aims to examine the implementation strategy of project-based learning (PBL) in facilitating Deep Learning at the SMA/SMK level in Yogyakarta using a descriptive qualitative approach. purposive sampling the research participants include: five teachers from the SMA/SMK education level who have experience implementing PBL for at least the last 2 years and twenty-five learners who have participated in project-based learning under the guidance of the participating teachers. Through interviews, observations, and document analysis, it was found that PBL significantly improved conceptual understanding and 21st century skills (critical thinking, problem solving, collaboration, communication, creativity), as well as learning motivation. Key strategies included formulating authentic questions, learner autonomy, teacher facilitation, team collaboration, and self-reflection. PBL serves as a pedagogical philosophy that empowers students to become true learners, emphasizing a shift in the teacher's role to facilitator, robust project design, and holistic assessment to equip them to deal with future complexities.

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