Implementation of project-based learning e-modules supported by Google Sites to improve students' conceptual understanding of global warming materials

The results of learning mathematics at SMPN 4 Sumbang are still low. This is caused by the factors of students who are less active, lazy, and easily bored, while teachers who have difficulty learning students, but students who do not like to learn mathematics. Therefore it is necessary to improve learning outcomes so that researchers apply the PjBL (Project Based Learning) model to enhance the process skills and mathematics learning outcomes of flat side space material. The research objective to be achieved is to find out whether the PjBL learning model can improve the learning process and the learning outcomes of mathematics in flat side space. This research is a Classroom Action Research. Learning tools, namely syllabus, lesson plans, teaching materials, and worksheets. While the research instrument is the description test and observation sheet. The subjects of the research were the students of class VIII C of SMP N 4 Sumbang with 22 students. The study was conducted in February through June 2017. The subject and time of the study were chosen because the researcher taught in the class, and the implementation time was adjusted to the lesson schedule. The research procedure begins with a discussion of the problem, planning of the action, implementing the action and observation, as well as analysis and reflection. The results of research that can answer the problem formulation achieve research objectives and prove research hypotheses about the application of the PjBL learning model can improve the process skills and learning outcomes of mathematics material in the scope of class VIII C students of SMP N 4 Sumbang 2016/2017 school year. This situation is proven by the results of the first cycle of highly competent students as much as 18%, cycle II as much as 45% and cycles III as much as 55%. Student learning outcomes on average 63.64 in the first cycle, 68.73 in the second cycle, and increased again to 75.27 at the end of the third cycle. From these results, it was agreed by the teacher to develop the PjBL learning model in the material that would be presented later to improve student learning outcomes. In contrast, students appreciate enhancing the learning process when learning and better prepare themselves before the learning process begins.

The aim of this study is to explore the effectiveness of Project-Based Learning (PjBL) in enhancing understanding of physics concepts and collaborative skills among students in an online learning environment using Zoom. Employing a qualitative case study approach, the study population comprises students from the physics program at Universitas Jambi, divided into two groups of five members each, involved in creating X-ray replicas. Research instruments include project guidelines, X-ray replica evaluations, and reflective interviews. Thematic qualitative analysis was conducted to identify patterns and relationships from student interviews and reflections. Findings indicate that PjBL via Zoom effectively enhances conceptual understanding, collaborative skills, motivation, and student engagement. The study underscores the importance of integrating technology in medical physics education and highlights PjBL's potential as an active project-based learning approach in online settings. It asserts that synergy between distance learning and PjBL can enhance the effectiveness of medical physics education, prompting the development of relevant curricula and strategies to enhance student engagement and learning outcomes.

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

The low understanding of students' mathematical concepts in mathematics learning makes it difficult for students to understand mathematics learning, especially in terms of understanding story problems and understanding the concept of counting. Understanding mathematical concepts and literacy, especially in understanding story problems and the concept of counting in elementary schools can be implemented through a learning process that can provide student involvement such as the project-based learning (PJBL) model. This study aims to determine the influence of the project-based learning (PJBL) model on students' understanding of mathematical concepts and literacy in elementary schools. The research method uses a quantitative approach with a quasi-experimental type. Data collection techniques use tests, observations and documentation. Data analysis uses descriptive statistics, classical assumption tests, and hypothesis testing using the Multivariate Analysis Of Variance (Manova) test and t-test. The results of this study are (1) There is an influence of the project-based learning (PJBL) model assisted by used material media on the understanding of mathematical concepts and literacy of grade 3 SDN 3 Kuripan or Ha is accepted. Where the Manova F-count test value is 19.427 with a significance level value of 0.000 or less than 0.05 (2) There is an influence of the Project Based Learning (PJBL) Model assisted by used material media on the understanding of mathematical concepts of class 3 SDN 3 Kuripan, where the t-test results are 9.558 with a significance level value of Asymp. Sig. (2-tailed) 0.000 less than 0.05 and (3) There is a Project Based Learning (PJBL) Model assisted by used material media on mathematical literacy of class 3 SDN 3 Kuripan. With a t-test value of 9.558 and a significance level value of Asymp. Sig. (2-tailed) 0.000 less than 0.05

This study was carried out because of awareness of the importance of innovative and creative learning to overcome obstacles to students' understanding and learning outcomes in magnetic material. With the need for more innovative and creative learning strategies, the author wants to compare the Project Based Learning (PjBL) learning model and the Inquiry learning model on concept mastery and improving student learning outcomes regarding magnetism material. This abstract discusses the comparison of the effectiveness of the Problem Based Learning (PjBL) and Inquiry learning models in mastering concepts and improving student learning outcomes in the context of magnetic material. This research uses the Content Analysis method where the author analyzes several journals which contain two different learning models. The research results show that the two learning models make a positive contribution to students' understanding of concepts and learning outcomes. However, comparative analysis of learning outcomes shows that there is a significant difference between the effectiveness of the Project Based Learning (PjBL) learning model and the Inquiry learning model. The impact of this learning method can help develop more appropriate learning strategies in teaching magnetism material in educational environments. Keywords: Effectiveness, Magnetism, Project Based Learning, Inquiry.

Abstract: This study is a Research and Development (R&D) aimed at developing project-based innovative learning resources in the form of E-LKM on the topic of Chromatography with the goal of assessing its effectiveness in improving critical thinking skills and students' learning outcomes. The development method used is the ADDIE model with 3 cycles of implementation stages. The development results indicate that the project-based E-LKM has an average total feasibility score of BSNP = 3.85, categorized as very feasible, and an N-gain score of 0.72, equivalent to a percentage of 72%, indicating high effectiveness. During field trials, there was an increase in the average scores M4 > M3 > M1, indicating an improvement in students' abilities in the Chromatography teaching process. Hypothesis testing results show a significant difference between students' learning outcomes before and after using the developed project-based innovative learning resources. Additionally, based on the correlation calculation between critical thinking skills and students' learning outcomes, it was found that there is a significant positive correlation. Thus, it can be concluded that project-based innovative learning resources are effective in improving students' learning outcomes, and there is a correlation between critical thinking skills and students' learning outcomes in the context of teaching chromatography.Keywords: Innovative Learning Resources, E-LKM (Electronic Learning Module), PjBL (Project-Based Learning), Critical Thinking Skills, Chromatography.

This study examines the application of Project-Based Learning (PjBL) in chemistry learning at SMAN 1 Sreseh, with a focus on increasing motivation and understanding of concepts among students, especially Children with Special Needs (ABK: Anak Berkebutuhan Khusus). PjBL was chosen as an approach that can increase student engagement through the exploration of projects relevant to everyday life, allowing students to better understand abstract chemical concepts. The results showed that the application of PjBL could increase students' intrinsic and extrinsic motivation, with regular students experiencing a more significant improvement. Although ABK students show lower improvements, they also gain significant benefits in terms of understanding of chemistry concepts and active involvement in projects. This study confirms that PjBL is an effective learning method to increase motivation and understanding of concepts, especially for ABK students, in the context of inclusive education.

Project-Based Learning (PjBL) is highly relevant learning with a 21st century paradigm and competency framework formulated in the Partnership for 21st Century Skills, where 21st century student outcomes include learning and innovation skills that include creativity and innovation skills, thinking critical, and problem solving skills. , communication and collaboration skills (Partnership for 21st Century Skills, 2008). Based on observations of student learning at SMKN 6 Mataram, it shows that student learning outcomes are low (60% of students have not yet completed studying chemistry), and based on a search for alumni in October 2021, the alumni unemployment rate reaches 59.72%, the Project-based learning model (PjBL) is one way to do this. to resolve the issue. The PjBL learning model has a positive influence in improving problem solving, critical thinking, and creativity (Selçuk et al., 2013). This is supported by Miftahurrohmah et al 2021 who said that project-based learning using Zoom Meetings can have a positive influence on creative thinking skills and mastery of concepts. Therefore, it is necessary to train on “The Effectiveness of Project-Based Chemistry Learning on Concept Understanding and Creative Thinking Skills for Vocational Students. The training was held at SMKN 6 Mataram in April 2022. The population in this study were all X grade students of SMKN 6 Mataram in the 2021/2022
 academic year. The sampling technique in this training uses the "purposive sampling" technique. The sample to be taken is class X DPIB which uses a project-based learning model. This sampling is based on the material to be tested, namely acid and base. There are two variables in this training, namely the independent variable and the dependent variable. The independent variable is a project-based learning model, where the project used is the identification of acids and bases on several building materials and materials that are often used in everyday life, while the dependent variable is mastery of concepts with six indicators, namely remembering, understanding, and understanding. apply (apply), analyze (analyze), evaluate (evaluate), create (create). and creative thinking skills with indicators of Fluency, flexibility, originality and elaboration. The type of data used in this training is quantitative data in the form of a Chemistry concept mastery test and a Creative Thinking Test. The effectiveness of the Project-based learning model for students of SMKN 6 Mataram on acid-base material can be determined by taking into account the pretest and posttest scores obtained by students. Based on the data obtained, it shows that project-based learning is effective in increasing students' understanding of concepts with a learning mastery percentage of 78%, and high effectiveness in improving students' creative thinking skills with an N gain of 81.79%.

Project-based learning (PjBL) is a problem-oriented learning model as the beginning of combining new knowledge with experience. The advantages of the PjBL model are able to spur students in creative thinking and can increase students to understand the theory learned along with creativity in applying their understanding to a project. The application of the PjBL model requires a variety of learning media that helps students in the process of collaboration and exploration, namely through google sites. This study aimed to determine the effect of PjBL, facilitated by Google Sites, on students' creative thinking in geography education. The study employed a quasi-experimental design, using an independent T-test to analyze the impact of PjBL on creative thinking skills. The research subjects included students from classes X-8 and X-9 at State Senior High School 7 Malang, selected based on purposive sampling to ensure similar baseline characteristics. The results and discussion show that project-based learning assisted by google sites is able to encourage students' creative thinking, especially those related to fluent thinking. It was proven by the acquisition of Independent Sample T test value Sig. (2-tailed) of 0.040 <0.05. Thus, it can be said that the project-based learning model assisted by google sites in geography subjects affects students' creative thinking skills. The findings include: 1) students are very active and enthusiastic during the learning process, 2) female students have better creative thinking skills than male students.

Absract: This study aims to describe the effectiveness of implementing the Project Based Learning (PJBL) model with creative torso media in science learning on the human respiratory system material in elementary schools. The research method used is descriptive qualitative. Data were collected through observation, concept understanding tests, interviews, and documentation. The results showed that PJBL with creative torso media effectively improved concept understanding, learning outcomes, and positive student responses. Students were actively involved, motivated, and enthusiastic during the learning process. The use of torso media helped students understand the structure and function of respiratory organs concretely. PJBL also encouraged the development of critical thinking skills, collaboration, responsibility, and student creativity. The implementation of PJBL with creative torso media is recommended as an alternative effective science learning model in elementary schools.

We investigate the potential risks and benefits for students utilising Generative Artificial Intelligence (GAI), specifically OpenAI’s ChatGPT and GitHub’s Copilot, to generate solutions instead of independently creating them in the traditional educational setting. The rapid advancements in GAI have transformed numerous domains, including software development and software engineering education. While these tools offer unprecedented convenience and efficiency, there are growing concerns regarding their potential implications for academic integrity and genuine student learning. We report on a pilot study in which 40 students, who completed a first-semester course on object-oriented programming, re-engage in a comparable programming project in limited time using GAI tools. In this pilot study, we aim to assess the extent to which students can rely on GAI tools to generate solutions for large programming assignments, to investigate the impact of AI-driven code generation on students’ understanding of fundamental programming concepts and problem-solving abilities, and to explore the perspectives of educators and students on the implications and long-term consequences of integrating AI-assisted coding tools in the learning process.

The implementation of project-based learning (PjBL) has contributed to improving students’ learning outcomes. However, strong evidence specifically linking PjBL to the improvement of students' higher-order thinking skills (HOTS) is still limited, especially in engineering education. Hence, this study aims to uncover the impact of PjBL on students' HOTS through a meta-analysis. A total of 16 studies were sourced from ACM, Dimensions, IEEE, Science Direct, Scopus, and WOB metadata, with a search time ranging from 2003 to 2023. Data sourced from relevant literature were analyzed using a random-effects hedge model in JASP software. The results showed that the application of PjBL had a significant impact, rRE (0.315), or 31.5% on students' HOTS in the context of engineering education. Furthermore, there was no publication bias in the analysis of the studies. Meanwhile, the review of moderator variables showed that PjBL is most frequently implemented in Eastern cultures, particularly in computer science subjects, and the most common method for measuring skills is through test scores. Generally, the integration of PjBL into the learning process could effectively improve students’ HOTS.

The universal challenge for clinicians worldwide is to provide safe and quality patient care that is based on the best available evidence. Despite current studies indicating that patients who receive evidence-based care have better outcomes, it is well documented that current care performed at the bedside is not based on the best current available evidence because of the delay from "bench to bedside."1 Clinical inquiry aims to improve patient safety and quality of care through methodical exploration of a clinically significant phenomenon. So why are advanced practice nurses (APNs) not routinely formulating clinical inquiries in their daily clinical practice?Advanced practice nurses play a critical role in clinical inquiry, as we are able to identify local gaps in practice, processes, or systems that have the potential to negatively affect patient outcomes. Through curiosity about best available evidence, APNs can effectively guide clinical decision-making. Advanced practice nurses also have a perspective from patients about best care given their position at the bedside, bringing the literature and the patient perspective into alignment. Accordingly, a wide range of literature documents improvements in patient care and safety using quality improvement (QI) initiatives that have been developed and implemented by APNs. Therefore, with access to the right tools and education on how to best engage in and perform QI, APNs are poised to improve the quality of care and safety of patients. Despite adequate education, most APNs remain inexperienced in executing clinical inquiry independently in the clinical practice setting. Literature is still lacking on how to most effectively teach APNs in the clinical practice setting about clinical inquiry, specifically QI. Project-based learning (PjBL) is one teaching methodology, based in experiential adult learning theory and grounded in the notion that we as APNs learn better by doing; seeing and participating as a case unfolds in the form of PjBL provides important insights and demonstrates how to succeed in conducting a QI.The purpose of this column is to provide evidence for teaching QI to APNs in the clinical practice setting through the use of PjBL as a teaching methodology for facilitating more effective QI education.Quality improvement uses a systematic approach to distinguishing current practice from best practice and evidence-based practice (EBP). Quality improvement is about identifying gaps in performance in practice, process, or systems within an organization and implementing strategies to improve outcomes related to cost and productivity of work and care, quality of care, patient satisfaction, provider satisfaction, and ultimately patient outcomes. Advanced practice nurses are vital to QI given their presence at the bedside within the clinical practice setting. Regardless of widespread acknowledgement of the importance of QI in the clinical practice setting, it is likely not being used as effectively as possible. The Essentials: Core Competencies for Professional Nursing Education cite necessary competencies related to QI in the nursing scope of practice within broader domains at each education level.2 Among entry-level and advanced-level nursing education, nurses are prepared to participate in and develop initiatives that are aimed at quality and safety. If nurses have the knowledge and skills to participate in and develop QI, why is it not being done or done better?Despite their educational preparation, most APNs are unclear on how to successfully take a QI project from an idea to implementation. Education beyond the academic setting is needed even among doctor of nursing practice (DNP)-prepared nurses.3 To carefully construct a QI project, APNs must accurately identify a gap in their practice, engage with members of the interdisciplinary team and key stakeholders, evaluate the literature to determine best practice, develop a well-constructed plan, implement their plan, evaluate outcomes, and disseminate their findings internally to the organization and externally. Little guidance can be found in the literature on how to teach APNs about QI, particularly in the context of their clinical practice. Studies have shown that a lack of available continuing education and on-the-ground training about QI processes and a lack of mentorship within the practice setting remain barriers to nurses commencing projects.4-6Other barriers to QI exist at the provider and health-system levels; therefore, it is imperative that barriers to engagement in QI be addressed and overcome. Within the literature, barriers to engagement at the provider and health-system levels have included time constraints, heavy workload, lack of educational opportunities and mentorship, and the unique hospital or clinic-based culture.6-8 In addition, there is a notable lack of knowledge and skills among those who are practicing.9 Continuing education and training have been identified as facilitators of QI,4,8,10 and yet, these resources can be difficult to find. Education about QI has been associated with increased knowledge, skills, competency, and QI implementation and is urged by leading professional nursing organizations including the American Nurses Association and its subsidiaries.11Over the past decade, the number of APNs pursuing DNP degrees has grown exponentially. In a recent publication by the American Association of Colleges of Nursing, DNP graduates endorsed applying requisite skills in QI improvement to improve practice, processes, and systems in the clinical practice setting.12 All APNs, regardless of degree, can benefit from continuing to build skills and confidence for executing QI studies. The clinical practice arena provides an opportune setting to support APNs in pursuing advanced skills for improvement science through continuing education—education that provides APNs in the practice setting with the tools necessary to succeed. There is a need to promote the development, engagement, and mentorship of APNs interested in engaging in QI.6Quality improvement education with APNs new to QI at the bedside needs to be fostered, using teaching methodologies that encourage participation in existing projects in collaboration with mentorship with experienced colleagues.3,13 Several methods for teaching QI have been explored in the literature.14 Most methodologies for teaching QI have been explored in the academic setting with little evidence for teaching methodologies that can be applied in the clinical practice setting. Methodologies range from simple to complex, isolated to blended. Those that use active learning have been found to be more effective than traditional teaching methods such as didactic lectures.15Project-based learning is one teaching approach that has the potential to be used in the clinical practice setting to allow APNs to develop the knowledge and skills to execute QI more effectively, thus improving the development, design, and rigor of QI initiatives (Figure). Project-based learning encourages APNs who are novices in QI to collaborate with colleagues who have expertise in the clinical problem of interest. Through a standardized process, APNs obtain guidance and feedback on how to best facilitate nurse-led, evidence-based best practice initiatives. Rooted in constructivism, PjBL is a learner-focused teaching methodology that uses active learning and immersion to convey new knowledge (Figure). Project-based learning challenges the learner to apply theoretical knowledge and skills to real-world experiences in collaboration with faculty and others with expertise in the clinical problem.18 Through experiential learning, students engage in "learning by doing," using an approach that is hands-on, clinically relevant, and culturally meaningful in the hospital setting.Advanced practice nurses curious about how to successfully develop, implement, and evaluate a QI project using PjBL can adopt a mentor-APN and learner-APN relationship through a professional nursing organization or several practice-based national networks (eg, the American Association of Critical-Care Nurses or the American Association of Nurse Practitioners). Project-based learning in the context of a QI project follows the EBP model with the intention of targeting specific learning goals through formal teaching principles and methods. The 7 steps for implementing PjBL can be sequentially followed, as depicted in the Figure. Through the steps, the mentor-APN provides support and guidance to accomplish successful transfer of knowledge, understanding, and skills while promoting learner-APN independence.19 Operationalization of learning goals for PjBL in QI projects can be found in the Table.Defining the problem is the foundation upon which to develop the QI project. The problem should be an important practice, process, or system issue that is identified, through discussion with other APNs and organizational leadership at different levels, as relevant within the context of the organization. After identification of the problem to be addressed, a broad clinical question should be developed that the learner-APN intends to answer. The initial clinical question will help drive subsequent steps.Sustained inquiry entails a deeper dive into the problem through the discovery and interpretation of relevant literature and iterative revision of the initial clinical question based on the literature.19 The learner-APN should appraise and synthesize the body of evidence related to the identified clinical problem. Accordingly, the learner-APN will formulate substantial conclusions of the most effective approaches to address the clinical problem that is based on the best evidence available. The learner-APN may propose alternative or complementary clinical questions.Quality improvement should be based on conclusive evidence. A key characteristic of authenticity is ensuring applicability within the real-world context.19 Real-world context can be related to quality and safety standards as deemed by regulatory or quality agencies, significance within the organization, relevance to current clinical practice, and vested interest in the clinical problem by the learner-APN.Integration of learner-APN input in the QI project is the basis for voice and choice.19 Development and implementation of the QI project should be based on the ideas of the learner-APN with guidance from the mentor-APN. Voice and choice fosters better learner-APN engagement and accountability within the QI project.Reflection involves learner-APN and mentor-APN self-evaluation of their role and performance within the QI project and evaluation of the outcomes associated with the QI project.19 Self-evaluation may involve specific knowledge and skill attained, quality of work, and barriers encountered with interventions implemented. Analysis of outcome data to determine the effectiveness of the practice, process, or system improvement should also be reflected upon.Methodical assessment of the learning process and the QI project is necessary to evaluate initial goals. Critique allows learner-APN views to be shared and acknowledged.19 Subsequently, the learner-APN is able to apply learned views to the revision of the QI project, resulting in an iterative process of improvement to both the learning process and the QI project.Dissemination of the QI project findings should take place within the organization and externally to achieve learner-APN knowledge translation and practice change. Internally, dissemination of the findings to organizational stakeholders, from unit leadership to hospital leadership, should take place. Externally, dissemination of outcomes can take place through presentation at professional meetings or publication within peer-reviewed journals to contribute to the current literature.Project-based learning is an innovative, evidence-based strategy by which learners are exposed to opportunities and challenges in the health care environment that may not be appreciated using other teaching methodologies. Project-based learning has been associated with improved learning outcomes, critical thinking and problem-solving skills, and competence by solving actual problems in an educational environment using dialogue between faculty and nursing students.20-25 Although little evidence exists regarding its use in the clinical practice setting in the nursing profession, PjBL specifically for QI has been shown to be an effective teaching strategy and increases knowledge and confidence in the academic setting.16,26 Current literature has demonstrated positive effects for PjBL on knowledge, critical thinking, problem-solving, and teamwork, among others.Project-based learning has been used infrequently by APNs in the clinical practice setting. Most QI learning tools offered in the clinical practice setting are executed through isolated didactic lecture rather than "learn by doing." In contrast to the project-based, layered learning that takes place with PjBL, other QI tools for use in the clinical setting offer "micro-learning" in small, app-based segments.21 One example, BiteSizedQI, a mobile application developed for use by both clinicians and patients, offers small "sound bites" to provide the language and skills necessary for QI in clinical settings.27 Based on principles of Lean Six Sigma, the app shows a series of videos that build low-literacy, user-friendly questions and answers to reinforce content and evaluate learning. Similarly, the Institute for Healthcare Improvement web-based tools offer web-based skills development and online certification using learning modules and post-test quizzes.28 Unlike PjBL, these web-based programs deliver content and validate knowledge achievement without the added benefit of clinical context. Providing the clinical context adds meaningful learning and insight for APNs practicing in the clinical setting. Integration of PjBL into the clinical practice setting for APNs learning about QI should be a considered procedure to ensure accurate and standardized execution of QI can be achieved.Substantial evidence exists for the use of PjBL in the academic setting for teaching QI to nursing students; this experience may be applied in the clinical practice setting when teaching QI to APNs. Project-based learning is an effective teaching methodology for practicing APNs, in that it promotes the transfer of knowledge into clinical practice in a contextually and culturally meaningful way, addressing both the cognitive and psychomotor domains. Successful implementation of PjBL in the clinical practice setting engages the novice and expert APN together in QI and may be particularly advantageous for APNs pursuing clinical inquiry.

The Project-Based Learning (PjBL) approach in chemistry education can enhance students' conceptual understanding and learning outcomes between 2015 and 2025. This study aims to analyze the trends, effectiveness, and challenges of implementing PjBL in chemistry education. The method used is a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines, through data search in the Scopus database using a single combined query. After screening based on inclusion criteria publication year, relevance to the field of chemistry, document type, and open access, 17 articles were obtained that met the analysis criteria. The results show that PjBL consistently improves students' conceptual understanding, critical thinking skills, creativity, and collaboration through contextual project activities integrated with technology, local culture, and STEM approaches. The main challenges include limited laboratory facilities, teacher readiness, and limited project duration. Overall, this study confirms that PjBL is an effective and adaptive pedagogical approach with great potential in building students' scientific competence and strengthening the relevance of chemistry learning in real life.

This study investigates the effectiveness of Project Based Learning (PjBL) in enhancing numeracy skills among students at SDN 028227 Binjai Selatan Strucktre. The research employs a Classroom Action Research (CAR) design, which includes planning, implementing, observing, and reflecting through three distinct cycles. Each cycle involved a series of projects designed to engage students actively in their learning process. Results indicate a significant improvement in students' numeracy skills, with completion rates rising from 40% in the first cycle to an impressive 79% in the third cycle. The qualitative data collected through observations and student feedback further support these findings, highlighting increased student engagement and motivation towards mathematics. Additionally, students reported a greater understanding of mathematical concepts as they applied their knowledge to real-world problems through project work. This demonstrates that PjBL can effectively foster a deeper understanding of mathematical concepts and improve overall learning outcomes. The study concludes that implementing PjBL not only enhances numeracy skills but also promotes critical thinking and collaboration among students, making it a valuable pedagogical approach for educators aiming to improve mathematics education in elementary schools.