Abstract
<p>The present articles introduces the Fuzzy Delphi Method results obtained in the study on designing Project-based Learning (PjBL) activities for art and design courses using Fuzzy Delphi Method (FDM) as a decision-making.This method bases on qualified experts that assures the validity of the collected information. In particular, the confirmation of elements is based on experts opinion and consensus. The consensus survey constructed based on the emergent themes the experts raised from the conducted interview. For this purpose of the study, 22 experts in Project-based learning involved in the interview and responses the consensus survey. The experts participated in this study involves local and international perspectives that contribute to the best idea and practises by their respective's institution. The selection of decision-making will reflect the e-Porfolio users which purposely design for art and design courses. As resulted, the Fuzzy Delphi will interpret the decision-making made by experts to suggest best practices of the pedagogical strategy infused in e-Portfolio system.</p><p style="margin: 0px; font-family: Times;"> </p>
Highlights
In 21st century skills, project-based learning is one of the significant approach in teaching and learning
The selection of decision-making will reflect the e-Porfolio users which purposely design for art and design courses
Among the weaknesses of the Delphi method (Siraj, 2008), 1) Reliability of the data depends on expertise; if the researcher fails to deliver real experts mean the study will lose credibility, 2) Experiments are repeated on a sample and this will cause boredom to the sample, 3) A small number of experts are not able to resolve all the issues studied and 4) Less chance of getting a response from the emotional aspect
Summary
In 21st century skills, project-based learning is one of the significant approach in teaching and learning. Project-based learning or PjBL is moving away from the traditional practices and focus on the individual strength and capability. PjBL in holistic view to incorporate students with real-context, authenticity and complexity surround the learning nature. Behaviorism was dominance as a fundamental in instructional design has been dispute by the proponent of constructivism theory which promoting a different view on constructing knowledge and understanding (Wills, 1998). Instructional design based constructivist principles are underlying the learning domain involving ill-structured problem. Students are encouraging to explore and discover a large amount of an evidence or information rather than single-piece of an answer
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