Application Of Project-based Learning Research Articles

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.

Application of Project-Based Learning and Discovery Learning in Virtual Media on Analytical Thinking Skills for Animal Classification

This study aims to determine the characteristics of project-based learning and discovery learning virtual media on animal classification material and test the effectiveness of project-based virtual media discovery learning on animal classification material on analytical thinking skills. This research is a mixed type of research. The research design used is the exploratory sequential design, using qualitative data analysis as the initial stage and then used as a direction to determine the formulation of research problems, samples, and quantitative data collection methods, followed by the development of virtual media instruments based on project-based learning and discovery learning. Quantitative methods are applied using quasi-experimental research. The study design used a nonrandomized control group and a pretest-posttest design. The treatment class uses PjBL-based virtual media Iimplementation, the control class uses a virtual media discovery model-based. The test instrument used is an essay question to measure analytical thinking skills adapted from Brookhart. Data analysis using ANCOVA (p = 0.05%) with prates as covariates. The result of the differences in the characteristics of project-based learning and discovery learning virtual media lies in the syntax of learning models, virtual activities, work produced, and attitudes developed. The feasibility test results of both virtual media were declared suitable for use. The results of ANCOVA showed that project-based virtual media learning is more effective in improving analytical thinking skills than discovery-based virtual media learning.

Examining the Impact of Problem-Based and Project-Based Learning on University Students' Self-Confidence and Writing Skills

This study aimed to examine the impact of project-based learning (PBL) and problem-based learning (PjBL) on students' self-confidence and short story writing ability in the Primary Teacher Education department at FKIP, Jambi University. The research included 161 second-semester students and employed a quasi-experimental design with nonequivalent pre-test and post-test control groups. Instruments used were pre-tests and post-tests, and data analysis included Normality Test, Homogeneity Test, and Hypothesis Test. The findings indicated that both PBL and PjBL positively influenced students' short story writing abilities. Additionally, self-confidence significantly impacted students' writing skills. An interaction effect was observed between the learning models and self-confidence in writing ability. The two-way ANOVA results of the post-test for the experimental groups (PBL and PjBL) and the control group showed a significance value of 0.014 (0.05), indicating a rejection of the null hypothesis and acceptance of the alternative hypothesis. Thus, the application of PBL and PjBL models significantly improved the short story writing abilities of FKIP students at Jambi University.

Research on the Integration of Jianghai Culture into College English Teaching Based on Project-based Learning

This paper explores the importance, existing problems, and optimization strategies of integrating Jianghai culture into college English teaching. It analyzes the uniqueness and diversity of Jianghai culture as well as its unique value under the globalization background. It points out the lack of Jianghai culture content in current college English textbooks, as well as the difficulties in implementing project-based learning in college English teaching and the low acceptance of students. To address these issues, corresponding optimization strategies are proposed, including enriching the content of Jianghai culture in college English textbooks, improving the application of project-based learning in college English teaching, and increasing students' interest and understanding of Jianghai culture. Through specific cases and strategic suggestions, this paper aims to provide useful references for integrating Jianghai culture into college English teaching, promote students' in-depth understanding and cognition of Chinese culture, and improve their cultural literacy and cross-cultural communication skills.

Application of Project-Based Learning in Classrooms: An Innovative Pedagogy for Sustainable Education

In this modern age, the learners want practicable knowledge to adapt to the fast pace of technological modernization. This research has dealt the very concept of application of project based learning (PBL) approach in teaching learning activities. It develops their inherent ability enhancing sustainable education exploring their ability, and strengthening confidence for their all-round development. The qualitative research has been designed with the questionnaire accessing 50 respondents. The core area of the research is Janaprakash Secondary School of Pokhara-29, Gandaki Province, Nepal. The primary data have been collected and literature reviews have been supportive for the research. Similarly, 15 different questions have been developed for the research. For the validity 10 secondary level experienced teachers have been asked to respond to the questionnaire. Professionally teachers and students, and demographically males and females of 15 to 55 years old respondents have been selected for responses. The results show that the PBL approach is applicable to enhance the sustainable development of the new era through education. The study concludes that an application of PBL in teaching learning activities enhances the competence of the learners.

Construction of environmental knowledge by applying project-based learning with students from the El Corazón educational institution

Currently it is possible to affirm that the work of a professor is not easy, a reason that should lead us to value our work, but being a professor is not just a job, it is a vocation, a profession and an art, a vocation that has no meaning in it. that one must be aware that the work of a teacher contributes to the training of two students on a physical, mental, intellectual, social and cultural level; A profession that has its own knowledge of a specific area of knowledge, strategies, teaching methods and art, once one must be very creative to teach, motivate different people who have different expectations, with different styles and rhythms of learning, Therefore, we must "think not as an artistic gesture" opening spaces for the cultural, linguistic, cognitive, social, artistic dimension in the development and training of students, reinforcing their knowledge, emancipating their motivations and supporting their dreams. For all the reasons mentioned above, this research aims to build environmental knowledge through the application of project-based learning (PBL) with students of the El Corazón Educational Institute, in which it was verified that this type of learning provides strategies for the identification and solution of problems , creates competencies of knowledge of discipline, development of critical thinking, autonomous learning, integration between student-teacher and, above all, the ability to integrate acquired knowledge into everyday life.

An Analysis of Project Based Learning Application in Curriculum 2013

This paper describes how project-based learning application in the classroom towards Curriculum 2013. A brief analysis on how project-based learning as a learning method especially in teaching English for senior high school students in curriculum 2013 will be applied in this paper. In addition, Curriculum 2013 requires teachers to apply various scientific approaches to engage students' activeness and maximize their ability in acquiring the materials. As one of them is project-based learning. This paper applied qualitative descriptive method, which analyzes how the project-based learning will affect students' performance in learning English on senior high school students in 2013 curriculum. The writer analyzes several research that has been applied in the classroom towards the project-based learning application. The result shows that project-based learning improved and significantly influenced students' speaking ability, reading comprehension, writing ability, classroom activity, and critical thinking.

Application of Project-based Learning to Improve the Learning Styles of Tourism Students at Hanoi Open University

Learning styles are diverse ways that people learn and process information. They can impact how their learners understand, retain, and apply new knowledge. That is why understanding learner’s learning styles can help improve their learning process and lead to better performance. In the context of the Faculty of Tourism – Hanoi Open University (FOT-HOU), the researchers had an opportunity to observe students’ typical learning styles and recommended an appropriate solution to maximize them for their personal development. A survey based on the questionnaire of Honey and Mumford (2000) analyzed the typical learning styles suitable for tourism students. The results have determined that the effective style for learning tourism English at FOT-HOU is the combined transformation of all four learning styles. Project-based learning is the solution to help the students approach and improve their self-study capacity for learning tourism English in the most effective way.

Application of Project-Based Learning to Improve the 4C Abilities (Critical Thinking, Creativity, Collaboration, and Communication) of Children Aged 5-6 Years

This research aims to improve the 4C (Critical Thinking, Creativity, Collaboration, and Communication) abilities of children aged 5-6 years by using the Project Based Learning (PjBL) learning model. This research uses a type of classroom action research using the Kemmis and Mc Taggart model through 4 stages, namely: 1) planning, 2) Action, 3) Observation, and 4) Reflection. The subjects in this research were children aged 5-6 years at GMIM Sion Tomohon Kindergarten with a total of 23 children. The data collection technique uses observation and non-test techniques which are used to measure the creativity of children aged 5-6 years, namely batik work using natural papaya leaves using the ecoprint technique. Data collection instruments use observation assessments (attitude assessments), work skills assessments work results assessment instruments, as well as questionnaires for assessing children's developmental achievements. The data analysis used in this research is quantitative and qualitative, namely simple descriptive statistics, the data reduction process, data presentation, and conclusion are carried out in the qualitative analysis process. The research results show that there is an increase in the 4C (Critical Thinking, Creativity, Collaboration, and Communication) abilities of children aged 5-6 years through the Project Based Learning (PjBL) learning model. This is proven by the activities of teachers and children who support the 4C indicators.

Effectiveness of project-based learning in a reinforced concrete course of civil engineering

The application of Project-Based Learning (PBL) in a Reinforced Concrete course through the development of a real-life civil engineering project from its conception, as a coursework, is a challenged experience for students. As long as the coursework evolves, students develop real ways to think as an engineer and they work in an environment similar to that of daily engineering practice.The effect of the PBL implementation on learning and acquisition of knowledge and skills in a Reinforced Concrete subject from the [University] in [Country] has been analyzed through some evidences such as the partial and final grades, the results of a survey and the perceptions drawn from students’ interviews. As observed, thanks to the application of the PBL strategy, learning and motivation of students has increased, in addition to the final summative assessment, without a significant increase on the workload. This methodology improves not only the acquisition of knowledge and engineering skills, but also transversal skills such as entrepreneurship, leadership, communication, time management, teamwork and other social abilities directly related to those required by the current market for their future professional life.

Improving pre-service English teachers’ native cultural knowledge and English language knowledge of native culture in a PBL classroom

ABSTRACT Purpose: Globalization underscores the importance of developing language learners' intercultural communication competence (ICC). English language teacher education nowadays thus necessitates pedagogy training on not only linguistic, but also intercultural dimensions. However, the development of PSETs' home-country cultural knowledge (HCK) and English language knowledge of home-country culture (ELKHC) has been overlooked. Given the wide application of project-based learning (PBL), this study aims to enhance Chinese PSETs' HCK and ELKHC via group projects. Top of Form Bottom of Form. Design: The study was conducted within a PSET training course involving 43 participants at a Chinese university. An intervention comprising four group projects was implemented, which required participants to utilize various technologies to showcase Chinese culture via the English language. The instructor's evaluation, students' self-evaluation, and reflective journals were collected. Findings: Quantitative analysis of the students' self-evaluations and the course instructor's evaluations demonstrated that the PSETs made significant progress in HCK and ELKHC. Qualitative analysis of students' reflective journals showed their learning experiences, gains, challenges, and solutions. Originality/value: This study highlights how PBL affords authentic learning experiences and stimulates learning motivation and autonomy. Strategies for helping learners make more progress in HCK and ELKHC via PBL are also discussed. Ultimately, we believe this study offers insights into the training and development of foreign language professionals.

Peningkatkan Higher Order Thinking Skills (HOTS) melalui Penerapan Model Pembelajaran Berbasis Case Method

In the learning process, complex problems are not only at the level of achievement of students' perseverance. Achievement in creating quality human resources is a priority goal for educational institutions by creating graduates who have positive values and character so that they can stimulate productivity in students. Learning methods with the aim of improving Higher Order Thinking Skills (HOTS) are considered to be able to provide solutions in learning by overcoming global problems. Project-based learning means experience in the form of reality where attitudes and skills become knowledge construction as a basis for its application. The case method can be a recommendation in learning by reducing errors in theory and practice, which is the use of the right model for the success of project based learning. This research aims to study the effect of implementing project based learning using the case method as an effort to improve Higher Order Thinking Skills (HOTS). This research is descriptive research using qualitative analysis, where the data collection process is based on interviews and observations in the learning process of international business courses. This research has 2 types of variables, namely independent variables and dependent variables. The independent variable in this research is project-based learning, while the dependent variable in this research is Higher Order Thinking Skills (HOTS) with indicators covering the ability to combine concept sharing, interpretation, problem solving, problem solving strategies, discovery of new methods, argumentation and decision making. The application of project-based learning using the case method in international business courses has increased Higher Order Thinking Skills (HOTS) so that students can analyze and make decisions according to phenomena in conditions covering the current global environment.

The Practice and Research of Junior High School Information Technology Project-Based Learning Based on STEM Education Concept

With the continuous development of education informatization, STEM education has become the global trend of education. Project-based learning is widely discussed and applied as a learning method suitable for combination with STEM education concept. Currently, the problem of "how to teach" in STEM education is widely focused on two typical teaching methods, namely problem-based learning and project-based learning. Project-based learning is also learner-centered and tends to comprehensively apply multidisciplinary knowledge, which attracts more attention. Based on the analysis of the impact of combining applied subjects and STEM education with project-based learning on students and other aspects, this paper proposes the connotation of middle school information technology project-based learning under STEM education concept and how to practice the application of project-based learning in junior high school information technology classrooms under STEM education concept in order to promote the further development of STEM education.

Natural Science Mini Project Practicum through The Practical Instructions Module for Identifying Natural Chemicals in Medicinal Plants

21st century learning includes achieving the ability to communicate, think critically, think and act creatively, and collaborate. One of the efforts recommended by experts to achieve this is through the application of project-based learning. Various forms of blending are implemented using project-based learning. One form of method in project-based learning is the practicum method. This literature review aims to describe various forms of project-based learning as well as the development of practical guide modules and their relationship to several practical activities that lead to the chemical identification of natural medicinal plant ingredients. The various results of this research will give birth to alternative project-based learning by developing practical guide modules that can strengthen students' understanding of high-level thinking skills related to the classification of living things, especially plants, as well as science process skills and scientific attitudes.

Application of Project-Based Learning in the Teaching of “C Language Programming” Experiment Course of Mathematics Major

Application of Project-Based Learning in the Teaching of “C Language Programming” Experiment Course of Mathematics Major

Implementation of "Kurikulum Merdeka Belajar": What's the Problem, Difficulty, and Solution?

The Industrial Revolution 5.0 era presents challenges as well as opportunities for educational institutions. The demands of modern and developing educational institutions require innovation and the ability to collaborate. Without innovation and collaboration, teachers will be left behind. It is important to immediately recognize where the teacher's obstacles and difficulties lie. The purpose of this research is to determine the implementation, problems, and clarify teachers' difficulties in implementing the curriculum for Independent Learning in Mathematics. Success is closely related to teachers making lesson plans, teaching skills, assessing and changing behavior, as well as evaluation. Mixed method research method with the subjects being school principals, teachers and students. Observation, interviews and documentation, as well as instruments are the data collection techniques used. The analysis technique used is PRDV data. As a result, the school has implemented the Independent Learning Curriculum program with the application of project-based learning, diagnostic, formative and summative assessments, report cards, ATP and group teaching modules. The teacher's problem is that the learning plan is incomplete, and student performance indicators are not clear, the teacher does not organize the material. The difficulties faced by teachers when implementing them are in planning, implementing and evaluating learning outcomes, namely difficulties in analyzing CP, building TP, compiling ATP and teaching modules, determining learning methods and strategies, lack of ability to use technology, limited student books, lack of ability to use learning methods. and learning materials, teaching materials are too broad, identification of class VII projects, insufficient allocation of project-based learning time, form of learning has not been determined. Efforts made by teachers to overcome obstacles are regular meetings with KKG, support from PMO and especially training principals in using teaching materials, typing, creating spreadsheets and formats for their own projects, continuing projects at home, taking notes, and participating in program implementation training