Application Of Project-based Learning Research Articles

Integration of Science and Islamic Values into Curriculum for Boarding School Students in the Modern Age

This article discusses the synergy between science and Islamic values in the curriculum of Islamic boarding schools in the modern era, focusing on implementing project-based learning approaches at the An-Nur Hidayatullah Islamic Boarding School in Turen, Malang. This study explores how project-based activities such as ecoenzymes manufacturing by An Nur Hidayatullah High School students can be understood and studied scientifically while integrating Islamic values into the learning process. Through this approach, students are invited to combine scientific knowledge related to making ecoenzymes with Islamic principles such as concern for the environment, social responsibility, and wise use of natural resources. This study shows that the application of project-based learning provides a practical understanding of scientific concepts and strengthens the formation of Islamic characters relevant to the challenges of the modern era. Thus, the synergy between science and Islamic values in Islamic boarding school education can create a harmonious relationship in educating the younger generation to become intelligent and noble individuals.

Implementation of Project-Based Learning to Increase Student Engagement and Motivation in Learning Islamic Religious Education

Abstract: This study aims to increase students' learning motivation in Islamic Religious Education (PAI) through the application of Project-Based Learning (PJBL) model at SMP Negeri 2 Pallangga. Islamic Education has an important role in instilling moral, ethical, and religious values that are the basis of the life of the nation and state. However, the challenge faced in PAI learning is the low motivation of students to learn which has an impact on the understanding and application of religious values in everyday life. This study used the Classroom Action Research (PTK) method with a cyclical approach consisting of two cycles, referring to the classroom action research framework developed by Kemmis and McTaggart, involving 28 students. The research results from the first cycle showed that the majority of students were in the moderate category, with scores ranging from 59% to 73%. In the second cycle, all students managed to reach the “High” category, with scores ranging from 76% to 90%, reflecting the success of the teaching method applied. These findings suggest that PjBL is effective in increasing students' motivation by giving them control over the learning process and encouraging active participation in collaborative projects. This study concludes that PjBL can significantly improve students' engagement and achievement in Islamic Religious Education. Keywords: project-based learning, learning motivation, Islamic Religious Education.

Improving the Teaching of Artificial Intelligence Through Project-Based Learning on a Board Game

Traditional university lessons do not provide students with the opportunity to put theoretical concepts into practice. Project-Based Learning is designed to involve students through the proposition of real-word problems in the form of a project. The main objective of this work is to improve several aspects of the student's learning experience (e.g., their motivation and interest) through practical experience during a master degree course in Artificial Intelligence. We propose an application of Project-Based Learning through the use of a game-based competition. The experience is designed as an activity that takes place in parallel with respect to the usual lessons. Then, we assessed the significance and the impact of this approach, from the educational point of view, through questionnaires proposed to the students involved. The results of a 3-year study involving more than 200 students are positive. Students reacted favorably to the experience: they think this experience improved their knowledge of AI, their motivation, and their skills. The competitive aspect is considered beneficial from multiple perspectives. Finally, the design of the experience seems to be robust and remains effective in a setting of remote lectures.

Implementasi Project-Based Learning dalam Pembelajaran Fikih untuk Meningkatkan Pemahaman Siswa SDN 18/1 Teluk

This study aims to analyze the implementation of the Project-Based Learning (PjBL) model in Fiqh learning at SDN 18/1 Teluk and its impact on students' understanding. The application of PjBL in Fiqh learning is expected to increase students' active engagement and deepen their understanding of the Islamic religious concepts being taught. This research uses a classroom action research (CAR) method conducted in two cycles, involving observation, interviews, and student comprehension tests. The results indicate that the implementation of PjBL significantly improved students' understanding. In the first cycle, the average student score increased from 60 to 75, and in the second cycle, it rose to 85. Additionally, PjBL encouraged students to be more active, creative, and collaborative in the learning process. Despite some challenges, such as time management and task distribution within groups, PjBL proved effective in enhancing the quality of Fiqh learning. In conclusion, the PjBL model positively impacts students' understanding in Fiqh learning at SDN 18/1 Teluk.

IMPLEMENTATION OF PROJECT BASED LEARNING TO IMPROVE THE ABILITY TO COOPERATE WITH CHILDREN AGED 5-6 YEARS AT SRITANJUNG BANGUNSARI INDERGARTEN BANYUWANGI ACADEMIC YEAR 2023/2024

The aim of this research is to determine the application of project based learning to improve the collaboration abilities of children aged 5-6 years at Sritanjung Bangunsari Banyuwangi Kindergarten for the 2023/2024 academic year. The object of this research is group B with a total of 11 children consisting of 6 boys and 5 girls. The type of research used in this research is classroom action research (PTK). In this research, there are two instruments used to collect data, namely observation and documentation. The indicators in this research are: 1) Children are able to stick to pictures in their group, 2) Children are able to tell about their own work that has been made in their group, 3) Children are able to differentiate between plant-eating animals, meat-eating animals, giving birth animals and egg-laying animals. The results of observations on the pre-cycle of children's cooperative abilities were 9 out of 11 children or 81.8% of the children's cooperative abilities (BB), 2 out of 11 children or 18.1% of the children were beginning to develop (MB), the criteria were developing according to expectations ( BSH) and very well developed (BSB) have not been found or 0%. In the Pre-Cycle the child's language proficiency level reached 24.5%. In Cycle I, children's ability to cooperate under the criteria of not yet developing (BB) was 2 out of 11 children or 18.1%, under the criteria starting to develop (MB) there were 6 out of 11 children or 54.5%. There were 3 children out of 11 who got a score of developing according to expectations (BSH) or 27.2%. The criteria for very well developed (BSB) have not been found or 0%. In the first cycle, the level of children's language skills increased to 50.3%. In Cycle II, children's ability to work together on the criteria of developing very well (BSB) reached the highest score, namely 72.7% or 8 out of 11 children, on the criteria of developing according to expectations (BSH) there were 3 children out of 11 children with a percentage of 27.2%. The criteria for starting to develop (MB) and not yet developing (BB) are no longer there or 0%. Thus, it can be concluded that the application of Project-Based Learning can improve children's cooperation abilities because there are 8 children who have achieved the specified indicators, namely the criteria for very good development (BSB) with a percentage of 72.7% of the total number of children. In cycle II, the level of children's cooperation abilities had reached the success indicator with an average value of 93.9%.

Industrial Implementation of Teaching Factory: Developing a Combine Brake System Simulator to Enhance Students' Creative Thinking, Skills, and Perceptions

In enhancing students' creative thinking, high-level skills, and positive perceptions in the learning process, it is essential for lecturers to implement effective teaching strategies. This study aims to describe the impact of implementing Project-Based Learning (PjBL) with an industrial Teaching Factory concept on the development of a Combined Brake System (CBS) simulator, focusing on heightening students' creative thinking, technical skills, and perceptions. The research involved 64 students over a period of 6 weeks, ensuring alignment with the expected learning outcomes of the courses. Creative thinking was measured using indicators of fluency, flexibility, and novelty. Skill indicators included completion, accuracy, and aesthetics. Perceptions were assessed based on readiness in learning, student interest, and teacher guidance. The results indicate that the application of PjBL within an industrial Teaching Factory framework significantly enhances students' creative thinking, technical skills, and perceptions of learning. Further analysis using SMART PLS revealed that creative thinking had a stronger influence on technical skills (9.425) compared to perceptions (2.824). This demonstrates the pivotal role that creative thinking plays in the development of technical abilities. The high correlation between creative thinking and skill improvement underscores the importance of fostering creativity in educational settings. Additionally, the positive student perceptions of readiness (84.20%), interest in learning (90.67%), and teacher guidance (87.75%) further confirm the effectiveness of this PjBL approach in bridging the gap between academic theory and industrial practice, providing students with a realistic and engaging learning experience.

The Effect of Project-Based Learning on Critical Thinking Skills of Elementary School Students

Students’ critical thinking skills are still relatively low at SDN 34 Palembang, marked by the low results of the pretest held in this research activity. This indicates that it is necessary to make learning innovations that can encourage students’ critical thinking skills, one of which is project-based learning. This research activity was conducted at SDN 34 Palembang in class VI with science subjects with a total of 30 students. This research activity was carried out to add insight into interactive learning used for students’ critical thinking skills, one of which is project-based learning. Based on the research that has been conducted on the application of project-based learning, it is obtained that students, after receiving this learning, can improve students’ critical thinking skills, marked by higher student posttest results than pretest results, with 86% of students achieving essential skills of thinking indicators.

The Effect of Project-Based Learning Method on Understanding Geometry Concepts in Secondary School Students

This study aims to analyse the effect of project-based learning (PBL) method on the understanding of geometry concepts in secondary school students. The main focus of the research is to understand how the application of PBL can help students overcome difficulties in understanding abstract geometry concepts, while improving critical thinking and collaboration skills. This research uses the literature study method by reviewing various scientific journals, books, and relevant articles that discuss the effectiveness of PBL in teaching geometry. This research method involves collecting, analysing, and synthesising previous research results to identify trends, successes, and challenges in the implementation of PBL. The results show that PBL is able to create a more interactive and contextualised learning environment, which allows students to connect geometry theory with practical applications through projects such as geometric model making, building design, or analysis of geometric shapes in everyday life. PBL is an effective method to improve the understanding of geometry concepts in secondary school students. This approach not only enriches students' learning experience but also helps them develop 21st century skills, such as problem solving and teamwork. The implications of this study underline the importance of training for educators as well as the provision of supporting facilities to maximise the potential of PBL in teaching geometry.

The effectiveness of project-based learning model in the Merdeka Curriculum on statistics material in junior high school

In an effort to enhance student engagement and mathematical communication skills, this study explores the application of Project-Based Learning (PBL) within the Merdeka Curriculum. This study aims to assess and describe the effectiveness of Project-Based Learning (PBL) in the context of the Merdeka Curriculum, specifically for teaching Statistics in class VII H at SMP Negeri 13 Pontianak. The research employs an experimental method with a pre-experimental design. Data collection techniques include measurements, observations, and questionnaires. The instruments used for data collection consist of learning implementation observation sheets, student activity observation sheets, tests of students' mathematical communication skills, and student response questionnaires. The results indicate that the use of the PBL model in the Merdeka Curriculum for Statistics material in class VII H is effective. This is evidenced by several indicators: the learning implementation was rated very good with an average score of 3.53, student learning activities were classified as active with an average percentage of 78.60%, students' mathematical communication skills were classified as high with an achievement percentage of 81.66%, and more than 50% of students gave positive responses, indicating a favorable reception to the learning method. Therefore, Project-Based Learning within the Merdeka Curriculum proves to be an effective approach for enhancing student engagement, mathematical communication skills, and overall learning outcomes in Statistics.

Two Decades of Project-Based Learning in Engineering Education: A 21-Year Meta-Analysis

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.

Exploration of Creativity Through Project-Based Learning in Eco-Printing Using the Pounding Technique for Students at Kalanganyar Public Elementary School Sidoarjo

Exploration to develop elementary school students' creativity through the application of Project-Based Learning (PBL) with pounding-based Ecoprint techniques at Kalanganyar State Elementary School, Sidoarjo. The Ecoprint program at Kalanganyar Elementary School is an initiative that involves college students teaching grade 7 to develop children's creativity. Ecoprint activities involve a process of creating environmentally friendly batik fabric that emphasizes sustainability principles. In this activity, leaves, flowers, or other organic materials are used as natural motifs on batik fabric by pressing them directly onto the fabric surface. In this program, students in grades 4, 5, and 6 at Kalanganyar Elementary School are invited to explore the beauty of nature through Ecoprinting using the pounding technique, which utilizes natural materials to print environmentally friendly artworks. In this process, children not only learn about printing techniques but also important values such as environmental sustainability, respect for nature, and responsibility towards the environment. They are given the opportunity to develop their creativity by creating designs inspired by their surroundings. The program employs an approach that includes problem identification, preparation, coordination with parents and the community, activity socialization, program inauguration, and implementation. Through this activity, it is hoped that children can broaden their understanding of the importance of preserving the environment from an early age and develop critical and creative attitudes in addressing ecological challenges in the future. Additionally, the Ecoprint program also provides opportunities for children to collaborate, receive additional training, and build positive relationships with the surrounding community. This is expected to help them grow into caring, independent young people who make positive contributions to sustaining our environment.

Exploration of Creativity Through Project-Based Learning in Eco-Printing Using the Pounding Technique for Students at Kalanganyar Public Elementary School Sidoarjo

Exploration to develop elementary school students' creativity through the application of Project-Based Learning (PBL) with pounding-based Ecoprint techniques at Kalanganyar State Elementary School, Sidoarjo. The Ecoprint program at Kalanganyar Elementary School is an initiative that involves college students teaching grade 7 to develop children's creativity. Ecoprint activities involve a process of creating environmentally friendly batik fabric that emphasizes sustainability principles. In this activity, leaves, flowers, or other organic materials are used as natural motifs on batik fabric by pressing them directly onto the fabric surface. In this program, students in grades 4, 5, and 6 at Kalanganyar Elementary School are invited to explore the beauty of nature through Ecoprinting using the pounding technique, which utilizes natural materials to print environmentally friendly artworks. In this process, children not only learn about printing techniques but also important values such as environmental sustainability, respect for nature, and responsibility towards the environment. They are given the opportunity to develop their creativity by creating designs inspired by their surroundings. The program employs an approach that includes problem identification, preparation, coordination with parents and the community, activity socialization, program inauguration, and implementation. Through this activity, it is hoped that children can broaden their understanding of the importance of preserving the environment from an early age and develop critical and creative attitudes in addressing ecological challenges in the future. Additionally, the Ecoprint program also provides opportunities for children to collaborate, receive additional training, and build positive relationships with the surrounding community. This is expected to help them grow into caring, independent young people who make positive contributions to sustaining our environment.

Pengaruh Penerapan Model Project Based Learning Terhadap Hasil Belajar Siswa pada Mata Pelajaran Biologi Kelas X di SMA Negeri 1 Sutera

This article discusses the effect of the application of the Project Based Learning (PBL) model on student learning outcomes in biology subjects. The research method used is quantitative with a quasi-experimental design. This research was conducted in a high school by involving a group of students who were divided into two groups, namely an experimental group that applied the PBL model and a control group that used conventional methods. The instruments used are tests, observations, and questionnaires. The resulting data was analyzed using descriptive statistical tests and t-tests. The results showed that the application of PBL significantly improved students' understanding of biology concepts, critical thinking skills, and learning motivation. These findings indicate that PBL can be an effective alternative in teaching biology, increasing student engagement, and resulting in more meaningful learning

Projektpedagógia a divattáncok oktatásában : Soundpainting with Body

This study analyses the application of project-based learning in a group of second-year commercial dance students (n = 16) at the Hungarian Dance University’s the dancer and coach training programme. The study sheds light on how the project aligned with curricular and extra-curricular objectives and requirements, as well as how it contributed to the students' individual and group development. The final product was a performance entitled Soundpainting, which featured musical and visual improvisations and drew upon notations from Treatise, a collection by the English experimental composer Cornelius Cardew.

Analysis of Project-Based Learning in IPAS Subjects at Madrasah Ibtidaiyah: A Progressivism Perspective

Education is one of the most essential parts of advancing a nation. To realize quality education, it is necessary to have guidelines for planning and implementing quality learning. This study aims to analyze the extent to which the implementation of project-based learning in IPAS (Integrated Natural and Social Sciences) subjects in Madrasah Ibtidaiyah aligns with the philosophical principles of progressivism. This research adopts a qualitative approach grounded in progressivist philosophy. The methodology employed is library research, drawing on data from various sources, including books and research articles published in the last decade (2015-2024), conference proceedings, and other materials pertinent to the research topic. Upon collecting all relevant data, the analysis was conducted systematically, involving data reduction, data display, and the drawing of conclusions. The study's findings indicate that the application of project-based learning in IPAS subjects is consistent with the principles of progressivism. Specifically, this approach promotes student-centred learning with teachers as facilitators, guides, and mentors. It encourages active student participation and fosters a collaborative learning environment where everyone is engaged and part of the educational process, focusing on material comprehension and problem-solving. The implications of this research suggest that it could enhance the quality of education by fostering more innovative and creative learning experiences. However, the study does acknowledge certain limitations, particularly concerning the range of research sources utilized and the implementation of the research. Therefore, it is recommended that future researchers expand upon this work by incorporating field research methodologies.

Students’ perceptions towards project-based learning: A Vietnamese case study

Project-based Learning (PBL) is a process related to foster students’ knowledge and understandings via learning activities. PBL approach has been officially adopted and implemented at Thu Dau Mot University (TDMU), Vietnam since 2018, but it has not been working effectively in the Faculty of Foreign Languages when it comes to complaints from English-majored students. Conducted both quantitatively and qualitatively through the tools of a questionnaire and interviews, the current study aims at exploring the opinions of 165 university students majoring in English towards PBL activities in Vietnam. The descriptive study uses statistical and document analyses to gain a deep insight into students' responses with reference to both motivational and demotivational factors towards PBL application at the university. The current study reveals that most English language students at TDMU have a favorable impression of PBL in their English courses. The perceptions are almost positive due to the belief that PBL is helpful to the students in various aspects. It offers a flexible learning environment, encourages learners of EFL to engage in genuine language learning methods, and ultimately results in improved academic performance. Towards its fruitful benefits, PBL is believed to be a method that has the potential to be successfully implemented for the advancement of EFL education, thus enhancing students’ language skills and enable them to study English more dynamically, effectively, and excitingly. The findings imply that there are various motivational factors perceived by the students with reference to PBL and they almost highly appreciate the convenience and flexibility of PBL in their language courses. The results also indicate several demotivational factors and suggested activities when it comes to PBL application in English courses at the university.

The Application of Project-Based Learning in Essay Writing within English Essay Writing Course

This study uses semi-structured and observational interviews as data collection methods to examine the impact of PBL on student learning. Findings suggest that implementing PBL in the English Essay Writing Course has a positive effect on student learning. Research shows that switching from traditional teaching methods to PBL can be very effective for courses with important writing topics, such as English essay writing. This study contributes to the understanding of effective teaching methods in English essay writing courses, demonstrating of the step to write an English Essay and the transformative potential of PBL in improving English students' motivation in writing skills. The suggestion is future researchers can do more research on how students explore their writing skills through essay writing at different kinds of essay.

The Application Of Project-Based Learning (Pjbl) Model Through Series Picture Media As An Improvement Of Narrative Writing Skills Of Grade Iv Elementary School Students

Implementing Indonesian language learning in elementary schools, educators or teachers certainly have learning models that are suitable to the material to be delivered. This learning model is very important because with the right learning model it will trigger students to be active and creative. The Project Based learning model is a learning model that guides students to increase creativity in learning. The aim of this research is to determine students understanding in learning Indonesian through picture series media to improve the narrative essay writing skills of class IV students in the Indonesian language subject. This study used descriptive qualitative method. Data collection techniques use observation, interview and documentation. This results of the research show that the project Based Learning model is very suitable to apply to increase student creativity in learning Indonesian through the media of picture series. It was proven that out of 28 student, 5 student began to develop, 17 student develop according to expectations, 6 student developed very well. The conclusion is that the innovation conduct by Project Based Learning model through the media of pictures series has a great influence on improving narrative essay writing skills in grade IV elementary school students.

Difficulties with the Application of Project-Based Learning in Chinese Compulsory Education

Difficulties with the Application of Project-Based Learning in Chinese Compulsory Education

Project Based Learning (PjBL) in Chemistry Learning: Systematic Literature and Bibliometric Review 2015 - 2022

Education is important to form an intelligent and competitive generation. Project Based Learning (PjBL) offers relevant and interactive learning, recognized by Grant (2002) as a student-centered model. PjBL creates a constructivist environment, developing content understanding and skills, such as communication, time management, research and critical thinking. This research focuses on the application of PjBL in chemistry learning, aiming to find out the results of previous research. This research uses Systematic Literature Review (SLR) and bibliometric review as methods. SLR is considered a systematic and transparent method of collecting, synthesizing and assessing study findings on a topic. The process includes planning (research identification), implementation (literature search and selection), and reporting (synthesis of findings). The research question (RQ) focuses on the application of Project Based Learning (PjBL) in chemistry learning. Twenty journals were selected, mostly from Scopus, with criteria ranging from 2015-2020. The analysis showed that 13 journals met the criteria, and a bibliometric review was then carried out on these journals. The research results show that PjBL focuses on skill development, learning innovation, and the impact on student understanding and participation. The research implications highlight the importance of the PjBL model to improve the learning process and better learning tools. The results revealed a wide variety of methods and samples. Six studies focused on the influence of PjBL, critical thinking abilities, psychomotor skills, problem solving, creativity, cognitive achievement, and teamwork. This framework generally involves students' innovative learning and laboratory experiments. Chemistry concepts include analytical, physical, environmental, basic, and organic chemistry. Data collection and analysis tools serve as benchmarks for future research and implications.