TEACHER EXPERIENCES IN IMPLEMENTING PROJECT-BASED LEARNING (PjBL) IN ELEMENTARY SCHOOLS

This study aims to uncover teachers' experiences implementing Project-Based Learning (PjBL) in elementary schools, including the obstacles encountered, adaptation strategies, and its impact on classroom dynamics, in order to develop recommendations for ongoing training. This research employed a qualitative phenomenological approach with a single case study design, conducted at MIS Daar Al Muhsinin, Batu Bara Regency. The study subjects consisted of two teachers (a lower-grade teacher and a higher-grade teacher) purposively selected based on the criterion of having at least three years of teaching experience. Data were collected through observation and in-depth interviews.The results demonstrate a transformation in the teacher's role from information center to facilitator. Key findings revealed that the implementation of PjBL significantly increased students' active engagement and intrinsic motivation, as evidenced by the emergence of a sense of ownership in the project. In the lower-grade classes, teachers successfully overcame resource limitations through creative use of used materials (asset-based thinking). Meanwhile, in the higher-grade classes, teachers integrated simple technology such as WhatsApp for real-time project monitoring and shifted the assessment paradigm from solely based on test scores to a more holistic assessment of character and collaboration. However, teachers still face challenges in time management and the complexity of integration between subjects, so systemic support in the form of ongoing training and mentoring is a crucial factor for the success of PjBL implementation.