Misconceptions of Project-Based Learning among Indonesian Language Teachers: An Explanatory Sequential Mixed-Methods Study in West Sumatra Senior High Schools

Olin Nita; Nelvia Susmita; Eva Fitriani; Dedi Jasrial

doi:10.35445/alishlah.v18i2.9552

Misconceptions of Project-Based Learning among Indonesian Language Teachers: An Explanatory Sequential Mixed-Methods Study in West Sumatra Senior High Schools

Olin Nita, Nelvia Susmita, Eva Fitriani, Dedi Jasrial

Abstract

Many studies have demonstrated the effectiveness of project-based learning (PjBL) in language teaching. However, limited research has examined teachers’ misconceptions during the implementation of this learning model in classroom practice. This present study aims to investigate the levels, types, and parts of PjBL categorized as misconceptions held by Indonesian language teachers in some senior high schools. This explanatory sequential mixed-method design involved 35 teachers who were selected purposively. These teachers taught the Indonesian language subject in some schools in a city in West Sumatra Province, Indonesia. The data were obtained by distributing a set of questionnaires and conducting semi-structured interviews face-to-face. The data were then analyzed quantitatively using descriptive statistics, while the qualitative data were analyzed using the thematic analysis method. The results revealed that many teachers interpreted PjBL as merely assigning project tasks rather than facilitating a structured learning process. Misconceptions were particularly evident in the project planning and reflection stages, where teachers showed limited understanding of how to guide students in inquiry, collaboration, and reflective learning. Interview data further revealed that these misconceptions were related to teachers’ limited conceptual understanding of the core principles and student-centered nature of PjBL. These findings highlight the importance of strengthening teachers’ pedagogical understanding of PjBL and provide empirical insights into how misconceptions may influence the effectiveness of PjBL implementation in language classrooms.

Keywords

project-based learning; teacher misconceptions; teacher cognition; Indonesian language education; secondary education

Full Text:

PDF

References

Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SAGE Open, 10(3), 1–15. https://doi.org/10.1177/2158244020938702

Arifatin, F. W. (2023). Project-based learning to enhance students creative thinking skill on language learning. Linguists: Journal of Linguistics and Language Teaching, 9(2), 2355–2069. https://doi.org/10.29300/ling.v9i2.12194

Ary, D., Jacobs, L. C., & Sorensen, C. K. (2010). Introduction to research in education (8th ed.). Wadsworth: Cengage Learning.

Asberger, J., Thomm, E., & Bauer, J. (2021). On predictors of misconceptions about educational topics: A case of topic specificity. PLoS ONE, 16(12), 1–17. https://doi.org/10.1371/journal.pone.0259878

Ayu Wulandari, M., Senen, A., Savira Wardani, D., & Ruqoyyah, S. (2025). Transforming education through project-based learning (PjBL): Enhancing students’ learning outcomes and critical thinking. Jurnal Profesi Pendidikan, 4(1), 200–215. https://doi.org/10.22460/jpp.v4i1.27655

Bhandari, B. L. (2021). English language teachers’ understanding of project-based learning. Butwal Campus Journal, 4(1–2), 61–76. https://doi.org/10.3126/bcj.v4i1-2.45007

Borg, S. (2006). Teacher cognition and language education: Research and practice. Conti-nuum.

Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications Ltd.

Chikita, Wijayanto, Z., Maknun, F. K., & Damarsari, R. (2023). Applying project-based learning (PjBL) to improve students’ Indonesian language learning creativity in Yogyakarta. Proceedings of International Conference on Teacher Profession Education Yogyakarta, 29 July 2023, July, 1964–1972. https://seminar.ustjogja.ac.id/index.php/ICoTPE/article/download/878/711

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications Ltd. https://doi.org/10.1016/j.math.2010.09.003

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

Eliwarti, E., & Aruan, R. (2018). A survey on the teaching of writing at senior high schools in Riau Province. International Journal of Educational Best Practices, 2(2), 63. https://doi.org/10.31258/ijebp.v2n2.p63-74

Ferecbeyli, N. (2024). Project-based learning in language teaching. Euroglobal Journal of Linguistics and Language Education, 2(3), 3–10. https://doi.org/10.69760/egjlle.2505009

Ferrero, M., Konstantinidis, E., & Vadillo, M. A. (2020). An attempt to correct erroneous ideas among teacher education students: The effectiveness of refutation texts. Frontiers in Psychology, 11(October), 1–7. https://doi.org/10.3389/fpsyg.2020.577738

Gao, L. X., & Zhang, L. J. (2020). Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over COVID-19. Frontiers in Psychology, 11(September), 1–14. https://doi.org/10.3389/fpsyg.2020.549653

Ghosheh Wahbeh, D., Najjar, E. A., Sartawi, A. F., Abuzant, M., & Daher, W. (2021). The role of project-based language learning in developing students’ life skills. Sustainability (Switzerland), 13(12), 1–14. https://doi.org/10.3390/su13126518

Griful-Freixenet, J., Struyven, K., & Vantieghem, W. (2020). Toward more inclusive education: An empirical test of the universal design for learning conceptual model among preservice teachers. Journal of Teacher Education, 72(3), 381-395. https://doi.org/10.1177/0022487120965525

Gunawan, H. S., Maylia, E. C., Amelia, A. P., & Anasta, N. D. C. (2025). Project-based learning (PBL) model in improving critical thinking of elementary school students in Indonesian language learning. Jurnal Review Pendidikan Dasar: Jurnal Kajian Pendidikan Dan Hasil Penelitian, 11(1), 2025. https://doi.org/10.26740/jrpd.v11n1.p86-100

Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102(November), 1–13. https://doi.org/10.1016/j.ijer.2020.101586

Hafeez, M. (2021). Project-based versus traditional lecture teaching methods. EDUTEC : Journal of Education And Technology, 4(4), 544–559. https://doi.org/10.29062/edu.v4i4.220

Hamdi, Z., Sururuddin, M., & Yunida, L. (2025). Implementing project-based learning to enhance students’ creativity in Indonesian language learning at elementary school. Journal of Innovation and Research in Primary Education, 4(4), 3660–3670. https://doi.org/10.56916/jirpe.v4i4.2494

Harmer, N., & Stokes, A. (2014). The benefits and challenges of project-based learning. Plymouth University.

Ikanubun, L. E., & Pau, A. M. (2025). Project-based learning in Indonesian language: Systematic literature review. Inovasi Kurikulum, 21(2), 749–766. https://doi.org/10.17509/jik.v21i2.81328

Irmawati, D., Widiati, U., & Cahyono, B. (2017). How Do Indonesian Professional English Teachers Develop Their Pedagogical Competence in Teaching Implementation? Arab World English Journal, 8(2), 293–307. https://doi.org/10.24093/awej/vol8no2.21

Jasrial, D., Syarif, H., & Zainil, Y. (2023). English teachers’ voices on curriculum change and implementation of the Merdeka curriculum in rural junior high schools in Indonesia. Linguists : Journal of Linguistics and Language Teaching, 9(2), 178. https://doi.org/10.29300/ling.v9i2.2630

Khasanah, L. N., Maksum, M. N. R., & Zahid, N. N. B. (2025). The implementation of project-based learning to enhance collaborative skills in senior high school. SUHUF (International Journal of Islamic Studies), 37(1), 113–122. https://doi.org/10.23917/suhuf.v37i1.10189

Krajcik, J., & Blumenfeld, P. (2006). Project-based learning. In The Cambridge Handbook of the Learning Sciences (pp. 317–333). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.020

Listiana, D., Puspita, A. M. I., Setyowati, R. R. N., Istiq’faroh, N., & Gunansyah, G. (2025). Implementation of the project-based learning model to enhance collaborative skills of elementary school students. Journal of Innovation and Research in Primary Education, 4(2), 179–186. https://doi.org/10.56916/jirpe.v4i2.1218

Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: how teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1). https://doi.org/10.1186/s43031-021-00042-x

Marni, S., Nisja, I., Sartika, R., Islahuddin, & Ardi, Y. (2022). How does local content text based sharing reading literacy model affect the Indonesian language course in Indonesian senior high school? Jurnal Gramatika, 8(2), 267–280. https://doi.org/10.22202/jg.2022.v8i2.6247

Mohamad, A., & Tamer, Y. (2021). A review of literature on Project-Based Learning inside language education. Turkish Online Journal of English Language Teaching (TOJELT), 6(2), 79–105. https://orcid.org/0000-0003-0400-0246

O’Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K-12 curriculum intervention research. Review of Educational Research, 78(1), 33–84. https://doi.org/10.3102/0034654307313793

Oktavia, G. F., Nazurty, N., & Sastrawati, E. (2025). Improving speaking skills through project based learning in Indonesian language subjects for Class V. B students at SD Negeri 151/IV, Jambi City. Journal of Innovation and Research in Primary Education, 4(2), 211–217. https://doi.org/10.56916/jirpe.v4i2.1235

Rahayu, K. G. A., Ardana, I. M., & Suarni, N. K. (2024). Improving students’ reading comprehension ability and learning activeness using project-based learning model assisted by visual media. Jurnal Pedagogi Dan Pembelajaran, 7(1), 146–154. https://doi.org/10.23887/jp2.v7i1.73888

Rahim, I., Daeng, K., & Rosvita, I. (2025). The use of YouTube on students’ interest and achievement in learning. DEIKTIS: Jurnal Pendidikan Bahasa Dan Sastra, 15(7), 394–399. https://doi.org/10.6007/ijarbss/v15-i7/25867

Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A. M., & Javed, S. (2024). Project-based learning as a catalyst for 21st-Century skills and student engagement in the math classroom. Heliyon, 10(23), e39988. https://doi.org/10.1016/j.heliyon.2024.e39988

Sánchez-García, R., & Reyes-de-Cózar, S. (2025). Enhancing project-based learning: A framework for optimizing structural design and implementation—A systematic review with a sustainable focus. Sustainability (Switzerland), 17(11), 1–24. https://doi.org/10.3390/su17114978

Shaban Aldabbus. (2018). Project-based learning: implementation & challenges. International Journal of Education, Learning and Development, 6(3), 71–79. www.eajournals.org

Shiu, W. H. C. (2024). Teacher learning in Hong Kong: primary English language teachers’ cognitions about online teaching to survive or thrive during COVID-19. Teachers and Teaching: Theory and Practice, 30(7–8), 1097–1125. https://doi.org/10.1080/13540602.2024.2328017

Sulistyowardani, M., Mambu, J. E., & Pattiwael, A. S. (2020). Indonesian EFL teachers ’ cognitions and practices related to social justice. Indonesian Journal of Applied Linguistics, 10(2), 420–433. https://doi.org/10.17509/ijal.v10i2.28614

Tanila, M., Sulastini, S., & Agustina, I. W. (2024). Vocational high school teachers’ perception of project-based learning method in English language teaching: A case study. Stairs (English Language Education Journal), 5(1), 76–90. https://doi.org/10.21009/stairs.5.1.7

Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation. https://doi.org/10.1080/00206814.2019.1702592

Wulandari, T., & Nawangsari, N. A. F. (2024). Project-based learning in the Merdeka curriculum in terms of primary school students’ learning outcomes. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 5(2), 31–42. https://doi.org/10.62775/edukasia.v5i2.793

Yamin, M., Halim, A., & Muhayyang, M. (2023). The implementation steps of project-based learning in English language teaching at Islamic boarding school. Celebes Journal of Language Studies, 3(1), 57–74. https://doi.org/10.51629/cjls.v3i1.126

Yang, D., Skelcher, S., & Gao, F. (2021). An investigation of teacher experiences in learning the project-based learning approach. Journal of Education and Learning (EduLearn), 15(4), 490–504. https://doi.org/10.11591/edulearn.v15i4.20302

Yasa, R. S. I. G., & Asril, N. M. (2023). Teacher skills in developing project based learning (PjBL) learning tools in elementary schools. Mimbar PGSD Undiksha, 11(3), 454–461. https://doi.org/10.23887/jjpgsd.v11i3.63921

Yates, T. B., & Marek, E. A. (2021). Teachers teahcing misconceptions: A study of factors contributing to high school biology students’ acquisition of biological evolution-related misconceptions (Vol. 32, Issue 3).

Zaenab, S., Chamisijatin, L., Wahyudi, M. D. R., & Pratama, D. C. (2024). Characteristics of project-based learning models on the project to strengthening the Pancasila student profiles at Muhammadiyah school. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 8(2), 260–279. https://doi.org/10.36312/esaintika.v8i2.1820

Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: a meta-analysis study. Frontiers in Psychology, 14(July), 1–14. https://doi.org/10.3389/fpsyg.2023.1202728

DOI: https://doi.org/10.35445/alishlah.v18i2.9552