Angelica Putri Larasati. Learning Experience Through Project-Based Learning to Strengthen the Pre-Service Teachers’ Professionalism. Thesis. Department of English education, Muhammadiyah University of Ponorogo. Advisor 1 Dr. Ana Maghfiroh, M.Pd., BI. Advisor 2 Dwiana Binti Yulianti, M.Pd.
Teacher professionalism is a fundamental element in improving the quality of education, particularly in preparing pre-service teachers to meet the demands of 21st-century learning. Higher education institutions are required to provide learning experiences that not only emphasize theoretical understanding but also facilitate the development of professional skills, attitudes, and professional identity. However, learning in teacher education programs often remains dominated by theoretical instruction with limited opportunities for authentic teaching practice. Project-Based Learning (PjBL) has been widely recognized as a learner-centered approach that bridges theory and practice through authentic tasks, collaboration, and reflection. Therefore, this study aims to explore learnin g experiences through Project-Based Learning in strengthening the professionalism of pre-service teachers.
This study employed a qualitative case study design within an interpretivist paradigm. The research was conducted at Universitas Muhammadiyah Ponorogo as the primary research site, with additional comparative participants from Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo. The participants consisted of 36 pre-service teachers from the English Education program. The data sources included open-ended questionnaires and semi-structured interviews. Data were collected using questionnaire guidelines and interview protocols as research instruments. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing to ensure systematic and credible qualitative analysis.
The results of the study indicate that Project-Based Learning provides meaningful learning experiences that significantly contribute to strengthening pre-service teachers’ professionalism. Four main learning experiences emerged, namely experiential learning through authentic teaching-related projects, collaborative learning, reflective learning, and academic literacy development. The stages of project planning, project implementation, and presentation and reflection were identified as the most influential phases in supporting professional growth. These experiences contributed to the development of professional skills, professional attitudes, pedagogical readiness, teaching confidence, and professional identity. In conclusion, Project-Based Learning plays an important role in strengthening pre-service teachers’ professionalism by providing holistic and contextualized learning experiences that bridge theory and practice. It is recommended that lecturers and teacher educators continue implementing Project-Based Learning with clear guidance, continuous feedback, and structured reflection activities.