Resiliensi Guru Honorer dalam Menerapkan Project-Based Learning di Sekolah dengan Fasilitas Terbatas: Sebuah Studi Fenomenologi

Siti Dahmayanti

doi:10.30999/mugu.v2i1.4104

Authors

Siti Dahmayanti UIN Sunan Gunung Djati Bandung, Indonesia

DOI:

https://doi.org/10.30999/mugu.v2i1.4104

Keywords:

Resiliensi Guru, Guru Honorer, PjBL, Fasilitas Sekolah, Fenomenologi

Abstract

Implementasi Project-Based Learning (PjBL) di sekolah dengan fasilitas terbatas menghadirkan tantangan yang lebih kompleks bagi guru honorer karena mereka tidak hanya menghadapi keterbatasan sarana pembelajaran, tetapi juga tekanan struktural yang berkaitan dengan kesejahteraan dan status pekerjaan. Meskipun demikian, sebagian guru tetap mampu mempertahankan praktik pembelajaran inovatif melalui berbagai strategi adaptif. Penelitian ini bertujuan mengungkap pengalaman hidup guru honorer dalam menerapkan PjBL di tengah keterbatasan fasilitas serta menganalisis sumber-sumber resiliensi yang mendukung keberlangsungan praktik tersebut. Penelitian menggunakan pendekatan kualitatif dengan desain fenomenologi. Data dikumpulkan melalui wawancara mendalam dan observasi terhadap lima guru honorer yang dipilih secara purposive, kemudian dianalisis menggunakan Interpretative Phenomenological Analysis (IPA). Hasil penelitian menunjukkan bahwa resiliensi guru terbentuk melalui interaksi antara tekanan struktural, kreativitas pedagogis, keyakinan spiritual, dan dukungan sosial. Guru mengembangkan strategi bricolage dengan memanfaatkan sumber daya lokal dan bahan sederhana untuk mempertahankan implementasi PjBL tanpa mengurangi tujuan pembelajaran. Selain itu, keberhasilan pembelajaran dimaknai tidak hanya dari pencapaian akademik, tetapi juga dari berkembangnya karakter, kepercayaan diri, kemampuan bekerja sama, dan kemandirian peserta didik. Penelitian ini memperluas pemahaman mengenai resiliensi guru sebagai proses adaptif yang mendukung implementasi PjBL pada sekolah dengan sumber daya terbatas serta memberikan implikasi bagi pengembangan kebijakan dan program pendampingan guru honorer.

References

Alase, A. (2017). The interpretative phenomenological analysis (IPA): A guide to a good qualitative research approach. International Journal of Education and Literacy Studies, 5(2), 9–19. https://doi.org/10.7575/aiac.ijels.v.5n.2p.9

Alhazmi, A. A., & Kaufmann, A. (2022). Phenomenological qualitative methods applied to the analysis of cross-cultural experience in novel educational social contexts. Frontiers in Psychology, 13, 785134. https://doi.org/10.3389/fpsyg.2022.785134

Al-Qaryouti, I. A., Romanowski, M. H., & Bedir, G. (2025). Spiritual intelligence as a foundation for Islamic educational psychology: A conceptual analysis. Journal of Innovation and Creativity, 5(1), 627–641.

Barnová, S., Gabrhelová, G., & Letovancová, E. (2024). Teacher resilience and its relationship to coping strategies and self-efficacy. Behavioral Sciences, 14(2), 112. https://doi.org/10.3390/bs14020112

Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), 1802–1811. https://doi.org/10.1177/1049732316654870

Byrne, T. (2025). The risks of phenomenology in qualitative research: Methods and concepts. International Journal of Qualitative Methods, 24, 16094069251407098. https://doi.org/10.1177/10778004251407098

Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545–547. https://doi.org/10.1188/14.ONF.545-547

Creely, E. (2018). Understanding things from within: A Husserlian phenomenological approach to doing educational research and inquiring about learning. International Journal of Research & Method in Education, 41(1), 104–122. https://doi.org/10.1080/1743727X.2016.1182482

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.

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

Dave-Ugwu, P. O., Chukwnwogor, E. O., Onah, E. A., Anieke, G. C., & Ali, S. C. (2025). Exploring teachers' creativity in improvisation of instructional materials in the teaching and learning of chemistry: Implication for the 21st century learners. International Journal of Research and Innovation in Social Science, 9(1), 1234–1247. https://doi.org/10.47772/IJRISS.2025.9101095

DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: A balance of relationship and rigour. Family Medicine and Community Health, 7(2), e000057. https://doi.org/10.1136/fmch-2018-000057

Demirkuş, N. (2025). Self-discipline in Islamic Sufism and moral education in modern educational systems: A comparative analysis. International Journal of Science and Research Archive, 17(3), 108–121. https://doi.org/10.30574/ijsra.2025.17.3.3202

Deutscher, R., Reeve, E., Wilson, R., & Lindgren, R. (2021). Project-based learning leads to gains in science and other subjects in middle school and benefits all learners. Lucas Education Research.

Duke, N. K., Halvorsen, A. L., Strachan, S. L., Kim, J., & Konstantopoulos, S. (2020). Putting PjBL to the test: The impact of project-based learning on second graders' social studies and literacy learning and motivation in low-SES school settings. American Educational Research Journal, 57(4), 1547–1581. https://doi.org/10.3102/0002831219841505

Espeland, Å., & Boylan, M. (2016). Improvisation in teaching and education: Roots and applications. Cogent Education, 3(1), 1204142. https://doi.org/10.1080/2331186X.2016.1204142

Garay Abad, L., & Hattie, J. (2025). The impact of teaching materials on instructional design and teacher development. Frontiers in Education, 10, 1577721. https://doi.org/10.3389/feduc.2025.1577721

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, 101586. https://doi.org/10.1016/j.ijer.2020.101586

Hennink, M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science & Medicine, 292, 114523. https://doi.org/10.1016/j.socscimed.2021.114523

Huang, Y., Zhang, L., & Liu, Y. (2024). The relationship between professional learning communities and teacher resilience: The mediating role of teacher identity and positive emotions. Humanities and Social Sciences Communications, 11, 1234. https://doi.org/10.1057/s41599-024-03800-0

Krajcik, J. S., Delen, I., & Megowan-Romanowicz, C. (2022). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (3rd ed., pp. 438–458). Cambridge University Press.

Lim, W. M. (2024). What is qualitative research? An overview and guidelines. Journal of Business Research, 163, 113925. https://doi.org/10.1177/14413582241264619

Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2022). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 50(3), 445–465. https://doi.org/10.1177/1741143220910438

Lu, J., Chen, J., Li, Z., & Li, X. (2024). A systematic review of teacher resilience: A perspective of the job demands and resources model. Teaching and Teacher Education, 151, 104742. https://doi.org/10.1016/j.tate.2024.104742

Memon, N. A., Abdalla, M., & Chown, D. (2024). Laying foundations for Islamic teacher education. Education Sciences, 14(10), 1046. https://doi.org/10.3390/educsci14101046

Memon, N. A., Chown, D., & Alkouatli, C. (2021). Descriptions and enactments of Islamic pedagogy: Reflections of alumni from an Islamic teacher education programme. British Journal of Religious Education, 43(4), 456–470. https://doi.org/10.1080/01416200.2020.1858927

Morales, M. P., González, N., & Castro, M. (2025). Understanding teacher resilience: Keys to well-being and performance in Chilean elementary education. Behavioral Sciences, 15(3), 292. https://doi.org/10.3390/bs15030292

Mota, F. B., Cabral, B. P., Braga, L. A. M., & Lopes, R. M. (2025). Mapping the global research on project-based learning: A bibliometric and network analysis. Frontiers in Education, 10, 1522694. https://doi.org/10.3389/feduc.2025.1522694

Mukhopadhyay, R., & Ali, R. (2021). Contract teachers: Issues, concerns and the way forward. Economic and Political Weekly, 56(12), 47–54.

Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education, 8(2), 90–97. https://doi.org/10.1007/s40037-019-0509-2

Nguyen, D. T. (2025). Project-based learning (PjBL) as an experiential pedagogical methodology in interdisciplinary education: A review of the literature. International Journal of Education in Mathematics, Science, and Technology, 13(4), 1016–1039. https://doi.org/10.46328/ijemst.3895

Noble, H., & Heale, R. (2019). Triangulation in research, with examples. Evidence-Based Nursing, 22(3), 67–68. https://doi.org/10.1136/ebnurs-2019-103145

Olibie, E. I., Nwabunwanne, C., & Ezenwanne, D. N. (2015). Teachers' improvisation of instructional materials for Nigerian home economics curriculum delivery: Challenges and strategies. Journal of Education and Practice, 6(27), 78–87.

Ozor, P. E., Okeke, E. N., & Okafor, O. E. (2024). Improvisation of instructional materials in the teaching of home economics for sustainable knowledge-based economy. International Policy Brief, 9(1), 45–58.

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y

Priyohutomo, A., Kurniawan, R., & Suryanto, S. (2024). Challenges of implementing project-based learning and 21st century skills in physical education. Journal of Physical Education and Sport, 24(3), 567–578.

Ratnasari, D., Widiati, U., & Suryati, N. (2023). Precarity in the lives of contract teachers: A qualitative study from Odisha, India. Frontiers in Education, 8, 1043557. https://doi.org/10.3389/feduc.2023.1043557

Sisamud, A., Meesuk, P., & Nguyen, T. T. (2025). Project-based learning system on the metaverse for promoting self-directed learning and innovation. International Journal of Educational Technology in Higher Education, 22, 12. https://doi.org/10.1186/s41239-025-00423-1

Siswanto, J., Susantini, E., & Jatmiko, B. (2025). Project-based learning for vocational education: Enhancing digital marketing competencies and team spirit. Cogent Education, 12(1), 2498092. https://doi.org/10.1080/2331186X.2025.2498092

Smith, J. A., & Niles, B. L. (2020). Understanding experience: A guide to the method of Interpretative Phenomenological Analysis. Counselling Psychology Quarterly, 33(2), 119–139. https://doi.org/10.1080/09515070.2020.1769207

Smith, J. A., Flowers, P., & Larkin, M. (2022). Interpretative phenomenological analysis: Theory, method and research (2nd ed.). SAGE Publications.

Song, Y., Chen, X., Hao, T., Liu, Z., & Lan, Z. (2025). Exploring the effectiveness of online project-based learning integrated with critical thinking instruction. Computer Assisted Language Learning, 38(1-2), 234–256. https://doi.org/10.1080/09588221.2023.2185186

Stacey, M., Wilson, R., Fitzgerald, S., McGrath-Champ, S., & Gavin, M. (2022). Teachers, fixed-term contracts and school leadership: Toeing the line and jumping through hoops. Journal of Educational Administration and History, 54(1), 54–68. https://doi.org/10.1080/00220620.2021.1906633

Suastra, I. W., Jatmiko, B., Ristiati, N. P., & Yasmini, L. P. B. (2019). The effectiveness of problem-based learning-physics module with authentic assessment for enhancing students' conceptual understanding and critical thinking. Journal of Baltic Science Education, 18(6), 934–948.

Taufikin. (2025). Transformative pedagogy model for character education in Islamic boarding schools: Integrating digital literacy and entrepreneurship. MAHAROT: Journal of Islamic Education, 9(1), 89–128.

Tuffour, I. (2017). A critical overview of interpretative phenomenological analysis: A contemporary qualitative research approach. Journal of Healthcare Communications, 2(4), 52. https://doi.org/10.4172/2472-1654.100093

Ustundag, M., & Akar-Vural, R. (2025). Primary school teachers' resilience: Factors and strategies. Athens Journal of Education, 12(4), 661–678. https://doi.org/10.30958/aje.12-4-6

Versfeld, P., Fataar, A., & Du Plessis, A. (2023). Teacher resilience in challenging school contexts: The role of social support. South African Journal of Education, 43(2), 1–11. https://doi.org/10.15700/saje.v43n2a2098

Zhang, L., & Ma, Y. (2023). The impact of project-based learning on student engagement and learning outcomes in STEM education. Educational Technology Research and Development, 71(4), 1567–1589. https://doi.org/10.1007/s11423-023-10234-5

Zhang, Y., Wang, J., & Liu, X. (2025). Innovation in medical education: Implementing project-based learning in clinical training. Medical Education Online, 30(1), 2301234. https://doi.org/10.1080/10872981.2025.2301234.