Abstract
This study examined the effect of 1) learning strategy [project-based learning (PjBL) and problem-based learning (PBL)] on the ability of seaweed product diversification; 2) 21st-century learning skills [critical thinking, communication, collaboration and creativity (4Cs)] on the ability of seaweed product diversification; and 3) the interaction between PjBL, PBL and 4Cs on the ability of seaweed product diversification. This study was a quasi-experiment with a 2 × 4 factorial design, namely two learning strategies (PjBL and PBL) × four types of 21st-century learning skills. The research subjects were college students of a public university (n = 70). Data were analysed using the two-way analysis of variance. The results indicated that (1) there were significant differences in students’ ability to diversify seaweed between groups which were taught with PjBL and the one with PBL, (2) there were differences in the ability of students’ to diversify seaweed between the ones in the groups with different 21st-century learning skills and (3) there was an interaction between learning strategies and 21st-century learning skills towards the ability to diversify seaweed products. This study indicates that the implementation of PjBL brings a better effect compared to the implementation of PBL in fostering 21st-century learning skill.
 
 Keywords: Project-based learning; problem-based learning; 21st-century learning skills.
Highlights
Vocational education learning, especially agricultural technology education learning, needs to provide examples of problem-solving in real life (Kricsfalusy, George & Reed, 2018; Lucas, Spencer & Claxton, 2012)
This study examined the effect of 1) learning strategy [project-based learning (PjBL) and problem-based learning (PBL)] on the ability of seaweed product diversification; 2) 21st-century learning skills [critical thinking, communication, collaboration and creativity (4Cs)] on the ability of seaweed product diversification; and 3) the interaction between PjBL, PBL and 4Cs on the ability of seaweed product diversification
The results indicated that (1) there were significant differences in students’ ability to diversify seaweed between groups which were taught with PjBL and the one with PBL, (2) there were differences in the ability of students’ to diversify seaweed between the ones in the groups with different 21st-century learning skills and (3) there was an interaction between learning strategies and 21st-century learning skills towards the ability to diversify seaweed products
Summary
Vocational education learning, especially agricultural technology education learning, needs to provide examples of problem-solving in real life (Kricsfalusy, George & Reed, 2018; Lucas, Spencer & Claxton, 2012). A few studies have evaluated PjBL in agricultural technology learning (Kibett & Kathuri, 2005; Smith & Rayfield, 2016), as well as PBL (Abbey, Lord, Dowsett & Sullivan, 2017; Parr & Edwards, 2004). These studies tend to study the two approaches separately. There is no research that combines PjBL and PBL strategies in one study, which examines issues related to seaweed products diversification. There are not many scientific publications related to learning strategies in agriculture in Indonesia; so, this research can be regarded as a research pioneer in this field
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