ANALYSIS OF PJOK TEACHERS' STRATEGIES IN THE IMPLEMENTATION OF PROJECT BASED LEARNING MODEL TO INCREASE STUDENT CONFIDENCE

Abstract

The purpose of this study is to analyze Physical Education (PJOK) teachers’ strategies in implementing Project-Based Learning (PjBL) and their relationship to the improvement of students’ self-confidence. The method used was a descriptive qualitative approach with an instrumental case study design at SDN 2 Bayongbong. Data sources consisted of Physical Education (PJOK) teachers and fifth-grade students selected through purposive sampling. Data collection techniques included passive participatory observation, semi-structured in-depth interviews, and document analysis. Data analysis utilized the Miles, Huberman & Saldana model. The research results revealed four main strategies: planning (miniature field projects using recycled materials), implementation (heterogeneous grouping), guidance (observation, gradual scaffolding, and after-school consultations), and evaluation (process assessment, peer assessment, and shared reflection). Heterogeneous grouping was the most dominant strategy because it triggered natural peer modeling. The conclusion of this study is that the implementation of PjBL with the heterogeneous grouping strategy has proven effective in boosting students’ self-confidence, as evidenced by behavioral changes from shyness to boldness in presenting, readiness to face challenges, and a sense of pride.