The Pedagogical and Professional Abilities of Pre-Service Teachers through a Project-Based Research Learning Model

Sumarmi Sumarmi; Alfyananda Kurnia Kurnia Putra; Adellia Wardatus Sholeha; Pratidina Izza Rahmasyah; Muhammad Aliman; Neni Wahyuningtyas; Wan Ibrahim Wan Ahmad

doi:10.35445/alishlah.v17i1.5867

The Pedagogical and Professional Abilities of Pre-Service Teachers through a Project-Based Research Learning Model

Sumarmi Sumarmi, Alfyananda Kurnia Kurnia Putra, Adellia Wardatus Sholeha, Pratidina Izza Rahmasyah, Muhammad Aliman, Neni Wahyuningtyas, Wan Ibrahim Wan Ahmad

Abstract

The Kurikulum Merdeka (Independent Curriculum) policy allows pre-service teachers to engage in two-semester internships, offering extended practical experience in schools. This study aimed to analyze the pedagogical and professional abilities of pre-service teachers in the digital era following the implementation of the Project-Based Research Learning model within the Teaching Assistance program. A mixed-methods approach was employed, combining quantitative and qualitative data. Research instruments included open-ended questionnaires and in-depth interviews. Data were analyzed using descriptive statistical techniques and thematic qualitative analysis. Findings revealed that pre-service teachers demonstrated strong pedagogical and professional competencies in the digital teaching environment after applying the Project-Based Research Learning model. Most participants favored group projects over individual assignments, citing benefits such as: fostering collaboration aligned with gotong royong (mutual cooperation) values, facilitating shared problem-solving, expediting project completion, and reducing individual workload. The study also identified several challenges faced by pre-service teachers during implementation, including classroom management and digital content adaptation, which are discussed in detail. The Project-Based Research Learning model effectively enhances both pedagogical and professional competencies among pre-service teachers in the digital era. Group-based projects are particularly beneficial for collaborative skill development. Future research should further explore strategies to address the challenges encountered during digital teaching practice.

Keywords

Project-Based Research Learning; Pedagogical; Professional Ability; Pre-service teacher

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DOI: https://doi.org/10.35445/alishlah.v17i1.5867