Electronic Theses and Dissertation

Program studi pendidikan Biologi telah menerapkan model Project-Based Learning (PjBL), baik pada mata kuliah pendidikan maupun non pendidikan. Tujuan penelitian ini untuk mengetahui persepsi mahasiswa terhadap mata kuliah pendidikan dan non pendidikan berbasis Project-Based Learning (PjBL) di program studi Pendidikan Biologi. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan teknik survei melalui kuesioner online menggunakan fasilitas Google Form. Populasi dalam penelitian ini adalah seluruh mahasiswa/i angkatan 2021 dan 2022 sejumlah 124 orang dengan jumlah sampel sebanyak 106 mahasiswa yang ditetapkan secara purposive sampling. Parameter dalam penelitian ini adalah persepsi mahasiswa dan instrumen yang digunakan menggunakan angket dengan skala 1-4. Data dianalisis menggunakan persentase untuk mengetahui persepsi mahasiswa dan faktor-faktor yang mempengaruhi baik pada mata kuliah pendidikan maupun non pendidikan berbasis PjBL. Hasil penelitian menunjukkan bahwa secara umum persepsi mahasiswa terhadap penerapan PjBL baik pada mata kuliah pendidikan dan non pendidikan berada dalam kategori Cukup sebesar 49,06% pada mata kuliah pendidikan dan 58,49% pada mata kuliah non pendidikan. Selain itu, pada mata kuliah pendidikan faktor tertinggi terlihat pada interaksi mahasiswa dengan dosen sebesar 68,58% dan pada mata kuliah non pendidikan faktor tertinggi terlihat pada hasil belajar mahasiswa sebesar 68,99%.
Kata kunci: Persepsi, Project Based Learning, Mata Kuliah Pendidikan, Mata Kuliah Non Pendidikan, Pendidikan Biologi

The Biology Education study program has implemented the Project-Based Learning (PjBL) model, both in education and non education courses. The purpose of this study was to determine students' perceptions of Education and non education courses based on Project-Based Learning (PjBL) in the Biology Education study program. The study used a descriptive quantitative approach with a survey technique through an online questionnaire using the Google Form facility. The population in this study were all students in the 2021 and 2022 intakes totaling 124 people with a sample size of 106 students determined by purposive sampling. The parameters in this study were student perceptions and the instruments used were questionnaires with a scale of 1-4. Data were analyzed using percentages to determine student perceptions and the factors that influenced both education and noneducation courses based on PjBL. The results showed that in general, student perceptions of the implementation of PjBL in both education and non education courses were in the Sufficient category of 49.06% in education courses and 58.49% in non education courses. In addition, in educational courses, the highest factor is seen in student interaction with lecturers at 68.58% and in non educational courses, the highest factor is seen in student learning outcomes at 68.99%. Keywords: Perception, Project Based Learning, Courses Education, Non Educational Courses, Biology Education.