Enhancing project-based learning: A handoff-structured model for balanced roles

More governments have supported the development of their knowledge through strategies and policies to improve higher education, innovation and research. In Latin America, the incorporation of technological systems for the construction of innovative learning environments is still incipient. The objective of the research is to characterize the scope of the Project-Based Learning (PBL) methodology in the professional training of teachers in an e-learning learning environment. A learning environment was designed in the virtual platform Blackboard, based on the systematization of five phases based on the PBL methodology, the methodological design of the instrumental case study was used with a sample of 60 students from different parts of Latin America (92% Mexico, 3% Colombia and 5% Ecuador), the data collection instruments that were used were ad hoc questionnaires and digital evaluation rubrics. The qualitative analysis of content shows a high frequency in the thematic categories of: linking of theoretical-methodological concepts, collaboration and teamwork skills, digital resources, programs and on-line platforms. It is concluded that impact of PBL methodology in Postgraduate courses favors the motivation of teachers in innovating their educational practice, as well as the generation of a high commitment in the collaborative work focused on the resolution of problems in social-educational contexts in students of a Master's program in Education with private funding, and emphasis on educational innovation training.

This study aims to develop a Project Based Learning (PjBL) based Islamic Education (PAI) module in Vocational High Schools (SMK) in Gowa, South Sulawesi, focusing on enhancing student engagement and learning outcomes. The identified problem is the low student engagement in PAI learning caused by conventional teaching methods. The method used in this research is a literature review, which examines various sources related to PjBL and PAI. The results indicate that the application of PjBL can significantly improve students' learning outcomes, as well as enhance their social skills and character. Several previous studies have shown an increase in learning outcomes and student motivation after the implementation of PjBL. Thus, the development of a PAI module based on PjBL is expected to provide an innovative solution to improve the quality of learning in SMK. The conclusion of this research is that PjBL is an effective approach in PAI learning, which can enhance student engagement and learning outcomes, as well as contribute positively to character education among SMK students.

The purpose of this study was to determine the impact of the Video Maker-Based PjBL Model on the Motivation and Learning Outcomes of Junior High School Mathematics Students. The role of Mathematics teachers in using the PjBL (Project Based Learning) Model based on the use of Video Maker shows the importance of real context according to the situation in the environment by students themselves in thinking deeply to identify problems in learning so that the concepts received by students are more meaningful. This research is in the form of a quantitative experiment with the research subjects of VIII grade students at SMPN 1 Gumukmas-Jember, school year 2023/2024. The main objective in this study is to improve students' Learning Motivation and Mathematics learning outcomes (cognitive) of students. The data in this study are quantitative data obtained from tests of students' knowledge and understanding through questionnaire tests. The results of the t test and F test of the success of this study show: (1) the effect of the PjBL (Project Based Learning) Model Based on the Use of Video Maker on increasing student Learning Motivation is 5.469, (2) the effect of the PjBL (Project Based Learning) Model Based on the Use of Video Maker on increasing student learning outcomes is 8.007, and (3) the effect of the PjBL (Project Based Learning) Model Based on the Use of Video Maker on increasing student Learning Motivation and student Learning Outcomes together is 9.471. This means that the application of the PjBL (Project Based Learning) Model Based on the Use of Video Maker in increasing students' Learning Motivation and Learning Outcomes has a significant effect

The purpose of this study was to determine the effectiveness of problem based learning (PBL) and Project Based Learning (PjBL) models with the help of Kahoot media on student learning outcomes. The sampling technique used was cluster random sampling. Three classes were obtained, namely X ELIN as the experimental class 1, X RPL 2 as the experimental class 2, and X RPL 2 as the control class. Data collection techniques using observation, tests and documentation. The results showed (1) there were differences in student learning outcomes who received the Kahoot-assisted problem-based learning (PBL) learning model, Kahoot-assisted Project Based Learning (PjBL) and conventional classes; (2) the learning outcomes of students who received the problem based learning (PBL) learning model with the help of kahoot were better than the class that received the conventional learning model; (3) the learning outcomes of students who received the project-based learning (PjBL) assisted kahoot learning model were better than the class that received the conventional learning model; (4) the learning outcomes of students who get the Problem Based Learning (PBL) learning model with the help of kahoot and Project Based Learning (PjBL) with the help of kahoot achieve mastery individually and classically. Based on decision making through significant values, it turns out that > ie, 4.852 > 3.156, then is rejected. It can be concluded that there are differences in student learning outcomes. Judging from the average value of student learning outcomes in the experimental class I was 77.29, while the average learning outcome for the experimental class II was 77.39, and the average student learning outcome in the control class was 67.96, which means that the student learning outcomes in the control class the experiment was better than the control class students' learning outcomes.Keywords: Problem Based Learning (PBL), Project Based Learning (PjBL), Kahoot, and Learning Outcomes

This study aims to increase student activity and learning outcomes in thematic learning on the theme of our friend's environment in class V SD Negeri 101911 Sidodadi. This research is a Class Action Research (CAR) using the Kemmis and Mc model. Taggart. This research is descriptive qualitative by using a qualitative approach which is strengthened by a quantitative approach.The results showed that there was an increase in activity and student learning outcomes in thematic learning by using project based learning learning models. The results of the research using the project based learning model were carried out well, as evidenced by the results of teacher observations in cycle I obtaining a percentage of 62.5% (good enough), cycle II increased to 80.3% (good), and cycle III increased to 91, 0% (very good). The results of observations of student learning activities in cycle I obtained a percentage of 32.2% (less active), experienced an increase in cycle II and cycle III, namely 57.9% (quite active) and 70.8% (active). In the learning outcomes of students in the first cycle classically only reached 49.1% of the criteria were not good. In cycle II, classical learning outcomes increased to 66.2% with good enough criteria. In cycle III, student learning outcomes classically experienced an increase again, namely, reaching 77.5% with good criteria. Thus the learning model of project based learning in thematic learning on the theme of our friend's environment in class V SD Negeri 101911 Sidodai can increase student activity and learning outcomes.

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> In the research presented in this article, a procedure for determining student workload has been designed, tested, and validated. This procedure also makes it possible to analyze how different teaching variables are affected by workload and to visualize the learning environment generated in the course. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> When the project-based learning (PBL) methodology is used in a course, if the students’ workload is not properly planned and controlled, important variables in the educational environment, such as the teaching organization and the students’ approach to learning, can be affected. The PBL methodology may even become unfeasible as it affects the other courses with which it shares year and semester. This justifies the need to know the student workload of a subject. The previous research has presented procedures for establishing student workload. However, they use questionnaires with a high number of questions. A questionnaire with many questions affects the reliability of students’ answers. The questionnaire presented in this article reduces the number of questions without affecting the results obtained and it is easily applicable to other courses. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research Questions:</i> The questions to be answered in this research are: 1) is the workload of the students, when using the PBL methodology in a course, in line with the one established in the syllabus? and 2) is the learning environment created in the course as expected? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</i> The methodology used to obtain the necessary data is based on students completing weekly surveys, two critical incident questionnaires (CIQs), and a final survey. The aim was always to minimize the number of questions to be answered, ensuring that the data collected provided a true picture of the workload and the educational environment. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> The analysis of the data obtained by applying the procedure provides mechanisms to control the workload, ensure involvement and motivation, improve students’ academic results and show the learning environment created in the course. The implementation of this method, during three academic years, has allowed to test its effectiveness, validate some of the initial hypotheses, and confirm the conclusions of some previous studies.

Context This paper explores the implementation of project-based learning (PjBL) within a freshman engineering applied physics course. PjBL offers a dynamic approach, engaging students in real-world problem-solving scenarios that enhance their understanding of theoretical concepts. With a growing emphasis on experiential learning in STEM education, this study investigates the efficacy of PjBL in fostering both conceptual understanding and practical skills among freshman engineering students. While existing research suggests PjBL promotes deeper learning outcomes and better retention, further exploration within the context of applied physics is warranted. Purpose This study investigates the comparative effects of projectbased learning (PjBL) and traditional lecture-based instruction on student learning outcomes in a freshman engineering applied physics course. The hypothesis is that PjBL will lead to superior learning outcomes compared to traditional instruction and other conventional methods. This study aims to gain insights into the potential benefits of adopting PjBL in engineering education and its implications for enhancing student success in applied physics courses. Approach Sixty-three students enrolled in a freshman engineering applied physics course participated in this study. Students experienced a variety of pedagogical methods, including PjBL. PjBL activities promoted active engagement, problem-solving skills (abilities to apply theoretical knowledge in structured scenarios and adapt to complex situations), and real-world application of theoretical concepts. Pre- and post-assessment tests measured baseline knowledge and learning outcomes, while student feedback surveys assessed perceptions of learning experiences, engagement levels, and satisfaction with the teaching methods. Results Quantitative data from pre- and post-assessment scores were analyzed to identify significant differences in learning gains across pedagogical methods. Qualitative data from student surveys were analyzed thematically to uncover common perceptions and experiences. Post-implementation assessments revealed higher levels of conceptual understanding, problemsolving proficiency, and critical thinking skills among students engaged in PjBL activities compared to those in traditional lecture-based instruction. ConclusionThe implementation of PjBL in the freshman engineering applied physics course led to significant improvements in student learning outcomes. Post-implementation assessments revealed higher levels of conceptual understanding, problem-solving proficiency, and critical thinking skills among students who engaged in PjBL activities compared to those who experienced traditional lecture-based instruction. These findings align with existing research suggesting that PjBL enhances student engagement, promotes deeper learning, and better prepares students for real-world applications in STEM education. Keywords— Project Based Learning, Traditional Lecture Based Instructions, Other Pedagogical Methods, Freshman Engineering

Several studies have proposed Project-Based Learning (PBL) as one of the most effective methodologies to achieve competency-based education. The objective of this work was to test the PBL methodology in a group of university to meet competencies. This test was applied to 25 students group divided into teams that were tasked with developing a prototype for a different part of a unit operation. The final product was the demonstration of the operation of the prototypes individually and together. In the first part, students were asked to make a design proposal. Once the design was accepted, the construction of the equipment with commonly used materials was prepared. Subsequently, the performance and characteristics of the assembled prototypes were presented to an evaluation committee. Based on the results obtained, it can be concluded that the PBL methodology proposed in this work contributed to the development of competence by students. We believe that the use of the PBL methodology could enrich the learning of Engineering students, as well as bring it closer to real scenarios.

Purpose – The purpose of this paper is to study the effectiveness of Project Based Learning (PBL) in comparison to the prevailing English language pedagogy. Design/methodology/approach – The pre-test/post-test experimental design with one control and one treatment group was used to complete the study that was carried out for 12 weeks. In all, 140 female students enrolled in Grade-XI at a public college in Karachi, Pakistan, were randomly divided into the two groups to compare the traditional pedagogy with the proposed PBL method. The participants in the experiment and control groups were taught the same prescribed curriculum using the PBL and traditional pedagogy, respectively. Findings – The study shows PBL to be a better instructional method as compared to the existing traditional pedagogy for teaching compulsory English at public colleges. The participants in the experiment group who were taught through PBL performed better on different curriculum areas as established through the pre- and post-test scores; and they were also found better motivated towards the English course. The data analyses and interpretation suggests that PBL can easily replace the conventional pedagogy and can improve compulsory English teaching – learning practices and outcomes at public colleges in Pakistan. Research limitations/implications – One major limitation was that the PBL methodology was to focus around the curriculum content; and, finally, assess students on the lines as they need preparation for the state-held end of year examinations which serve as the qualification for admission to undergraduate study at universities. The present study was carried out at just one institution comprising female only population; hence the results need validation at other institutions having male or mixed populations. The study cultivated a culture among language teachers for experimenting with different pedagogies, consequently, alongside PBL other language pedagogies may be tried to improve teaching- and learning of compulsory English. The study demonstrated that there is an interest in teachers and learners both for improving current practices and culture. Also, the required resources and that enable this desired change are available within the existing academic set up. Practical implications – This study attempts to solve a serious problem faced by teachers and learners pursuing English course at colleges. It tests out a pedagogy that teachers may adopt within the existing setups. Social implications – The students graduating from tertiary education institutes in Pakistan desperately need good language and communication skills for further education and career. Due to ineffective language teaching, these students are unable to develop the needed language skills, and consequently miss out on different opportunities. Originality/value – This paper is among the foremost experimental study undertaken to reform language teaching at public colleges in Pakistan. It proposes a practical solution to replace the traditional pedagogy and enables teachers and students to engage in teaching learning of English more meaningfully.

This research was motivated by the low science process skills (KPS) and student learning outcomes on the topic of fluids at the high school level. The main purpose of this study is to examine the impact of the implementation of the Project-Based Learning (PjBL) model on improving PPP and student learning outcomes. The type of research used is quasi-experiment, involving two groups, namely an experimental class that applies PjBL and a control class that uses direct learning methods. The study population was high school students with a randomly selected sample. Data were collected through objective tests and essays to measure KPS and student learning outcomes, then analyzed using descriptive statistical analysis and Multivariate Analysis of Covariance (MANCOVA). The results show that the implementation of PjBL has a significant positive impact on improving PPP and student learning outcomes compared to direct learning methods. The conclusion of this study is that the PjBL model is an effective pedagogical approach in improving students' science process skills and learning outcomes on fluid topics. The implications of this study show that PjBL can be a recommended learning strategy to improve the quality of science education in high school.

In this research, namely, the learning outcomes of class III students at SD Negeri No. 165 inpres Al-Qamar who have not reached the minimum completion standards set. This research aims to improve the learning process and outcomes by applying the Project Based Learning (PjBL) learning model. This research uses a qualitative approach and the type of research is classroom action research (PTK). This research was carried out in 2 cycles, each cycle consisting of 4 stages which included planning, implementation, observation and reflection. To determine the percentage level of student learning processes and outcomes, researchers used observation sheets and evaluation tests in each cycle. The subjects in this research were teachers and students of class III of SD Negeri No. 165 inpres Al-Qamar in the 2022/2023 academic year. The data analysis technique used is a qualitative data analysis technique. Based on data obtained from research results, applying the Project Based Learning (PjBL) learning model can improve the learning process and student learning outcomes in class III of SD Negeri No. 165 inpres Al-Qamar.

This study is motivated by teaching practices that tend to be monotonous and lack variation in classroom management, which negatively affect student motivation and learning outcomes, particularly in the subject of Islamic Religious and Character Education (PAI and BP). The aim of this research is to describe the implementation of Project Based Learning (PjBL) within the Merdeka Curriculum, analyze the learning outcomes achieved, and examine the influence of the PjBL model on the learning outcomes of sixth-grade students at SDN 02 Pariangan. The research method used was quantitative with a correlational approach, involving a sample of 29 students. The results of simple linear regression analysis show a positive and significant relationship between pre-test and post-test scores (R = 0.807; significance = 0.000). The coefficient of determination (R²) was 0.651, indicating that 65.1% of the variation in students’ post-PjBL learning outcomes was influenced by their initial condition. In addition, the paired samples t-test showed a significant difference between pre-test and post-test scores (mean difference = -3.966; significance = 0.000), with a significant increase in post-test scores. These findings demonstrate that the implementation of PjBL within the Merdeka Curriculum has a positive impact on improving students’ learning outcomes in PAI and BP. The conclusion of this study is that PjBL is effective in enhancing learning achievement, encouraging active engagement, and fostering deeper understanding of the subject matter. The implications of this study suggest the need to adopt contextual and collaborative learning models such as PjBL in PAI and BP instruction at the elementary school level.

This research serves to determine the effectiveness of the Project Based Learning (Pjbl) model on student learning outcomes at SMAN 2 Kayuagung. This type of research is qualitative research, namely analyzing the effectiveness of the Project Based Learning (Pjbl) model on student learning outcomes at SMAN 2 Kayuagung. With a sample of 10 students at SMAN 2 Kayuagung. Data was taken using qualitative techniques, namely observation, questionnaires and interviews. After that, analyze to get a percentage of student learning outcomes at SMAN 2 Kayuagung. Data analysis uses the Likert Scale technique and the final results obtained in the research on the effectiveness of the Project Based Learning (Pjbl) model on student learning outcomes at SMAN 2 Kayuagung are EFFECTIVE for implementing the Project Based Learning model to improve student learning outcomes at SMAN 2 Kayuagung. The effectiveness of the Project Based Learning (Pjbl) model on student learning outcomes at SMAN 2 Kayuagung is so great that the author hopes that the principal or teachers will always use and develop learning variations so that students can achieve satisfactory learning outcomes.&#x0D; &#x0D; Abstrak&#x0D; Penelitian ini berfungsi untuk mengetahui Efektivitas Model Project Based Learning (Pjbl) terhadap hasil belajar siswa di SMAN 2 Kayuagung. Jenis penelitian ini yaitu penelitian kualitatif yaitu menganalisis Efektivitas model Project Based Learning (Pjbl) terhadap hasil belajar siswa di SMAN 2 Kayuagung. Dengan sampel yaitu 10 peserta didik di SMAN 2 Kayuagung. Data diambil dengan menggunakan teknik kualitatif yaitu Observasi, kuesioner dan wawancara. Setelah itu analisis untuk mendapatkan persentasi tentang Hasil belajar peserta didik di SMAN 2 Kayuagung. Analisis data memakai teknik Skala Likert dan Hasil akhir yang didapat dalam penelitian Efektivitas model Project Based Learning (Pjbl) terhadap hasil belajar siswa di SMAN 2 Kayuagung yaitu EFEKTIF untuk penerapan model Project Based Learning guna meningkatkan hasil belajar siswa di SMAN 2 Kayuagung. Efektivitas Model Project Based Learning (Pjbl) terhadap hasil belajar siswa di SMAN 2 Kayuagung sangat besar sehingga penulis berharap kepala sekolah atau guru-guru Selalu menggunakan serta mengembangkan variasi pembelajaran agar siswa bisa mencapai hasil belajar yang memuaskan.

This study aims to determine the student learning outcomes and learning activities of students who are taught with a project -based learning models in the subject matter in a static fluid at Class XI Semester II in Madrasah Aliyah Negeri I Medan TP 2013/2014 . This research is quasi-experimental . The study population was all students inclass XI Science Semester II Aliyah Negeri I Field which consists of 6 classes . Sampling was done by cluster random sampling , a class XI IPA1selected as the experimental class and the class as a class XI IPA 2 control . The instrument used is the achievement test in the form of multiple-choice and observation sheets that have done test requirements . Experimental class treatment given to the model project based learning and class room control with conventional learning models . Data on average 45.7 pretest experimental class and control class average of 43.8 . pretest data testing showed that the ability of both classes of students at the beginning of the second class of the same . After completion of the study , the data obtained posttest with an average grade of 70.2 experimental and control class average of 65.4 . Normality and homogeneity test showed that the two classes are normally distributed and homogeneous , then test the hypothesis that the data obtained post test tcount >t table(4.002>2.015) then His accepted that there is a significant difference due to the influence model of project -based learning on learning outcomes of students in the subject matter fluid static at class XI Semester II in Madrasah Aliyah Negeri I Medan TP 2013/2014 . During the learning process , the average data of student learning activities in classes taught project -based learning modelis 77.5 % with the active category . Keywords : project-based learning model, student learning outcomes

Project-based learning has importantly helped to transform engineering education over the last decades, as it has been increasingly applied worldwide, as a fundamental methodology for shifting to student-centered engineering programmes. To enlighten the transition from Industry 4.0 to Society 5.0, and from Engineering Education 4.0 to Engineering Education 5.0, project-based learning (PBL) methodologies should also evolve. In terms of focus and topics selected for the PBL experiences, it is necessary to put forward the relevance of global challenges and to nurture a compromise for sustainability and ethical behaviour, while bringing students as close as possible to real multifaceted engineering problems. As regards connections with other educational methodologies, PBL and service learning (SL) are bound to hybridization and may benefit from innovative approaches, like the use of flipped classrooms, the promotion of gamification or the support of online resources and e-/b-/m-learning tools and methods. Complete PBL experiences will also synergize with and contribute to open-source engineering movements, like the “makers” movement, and will benefit from open software and hardware tools for increased educational equity. This chapter analyses and discusses trends in PBL methodologies, in connection with these new industrial and educational paradigms.