Application Of Project-based Learning Research Articles

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.

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

Project-based Learning Model to Support 21st Century Learning: Case Studies in Vocational High Schools

Vocational education is one of the educational institutions that has a high concern for producing graduates with superior competence and competitiveness. The variety of competencies needed in the business and industrial world (DUDI) makes institutions such as vocational and vocational schools have to always innovate in order to be able to provide competences that are truly aligned with DUDI needs. One of them is through the application of innovative learning models which are expected to bring effects and changes to the learning climate. This research is to analyze supporting and inhibiting factors in the implementation of Project Based Learning in Vocational Education, and to identify the understanding of some Educators of PjBL both conceptually and practically. This research is included in the type of qualitative research, and will take a sample of 6 (six) teaching staff in vocational schools, with data collection techniques namely interviews, observation, questionnaires and documentation. Research finding data will be analyzed interactively and described to provide an overview of actual field events. Research results prove that project-based learning can run optimally due to the support of all school members, and commitment from teachers in learning activities. Students are also seen to be very active and skilled in completing a given project. Through the application of project-based learning, it is hoped that students can learn actual competencies or skills. It is hoped that through the results of this research, educators and vocational schools can use the project-based learning model (PjBL) as a learning model that is still relevant to the current curriculum implementation.

From Theory To Practice: A Comprehensive Examination Of Implementing Project-Based Learning In STEM Curricula

This study undertook a comprehensive examination of Project-Based Learning (PBL) implementation in STEM curricula, bridging the gap from theory to practice. Through a rigorous exploration, the research aimed to investigate the practical implications of incorporating PBL into STEM education. The study's objectives were to assess the impact of PBL on academic performance, critical thinking skills, and overall Engagement among students in STEM disciplines. Utilizing a mixed-methods approach, including surveys, interviews, and observational analysis, data was collected and analyzed to provide a nuanced understanding of the experiences and outcomes associated with PBL. The findings revealed a significant improvement in academic performance, with students exposed to PBL exhibiting heightened Engagement and a notable surge in interest in STEM subjects. Critical thinking skills experienced substantial enhancement, highlighting the practical implications of PBL in developing essential cognitive abilities. The study contributed to the existing literature by validating the positive outcomes of PBL. It offered valuable insights for educators and curriculum developers seeking to implement effective, experiential learning strategies in STEM education. The research, conducted in the past tense, presents a comprehensive exploration of the transition from theoretical concepts to the practical application of PBL in STEM curricula.

Application of Project-based Learning Model Based on GBDT Model in Higher Vocational Civics Classes at the Time of Innovation

Abstract In this paper, the TR graph is constructed by combining the advantages of the tree diagram and Nightingale’s rose diagram, followed by the use of the LR+GBDT fusion model for predicting students’ performance. For the shortcomings of the K-prototypes algorithm in the application of educational data, an improved K-prototypes algorithm for student group division and feature labeling, and finally, user portrait as a pivot will be the fusion of the three to solve the problem of multi-chart linkage and the integration of charts constructed the student portrait, assisting teachers to make scientific decisions to develop personalized learning strategies. Through the integration of social resources and the curriculum content of the ideological and political discipline, a project-based learning model is established to realize the goal of cultivating students’ core qualities in the discipline of the ideological and political discipline. After the project-based learning mode, the difference between the pre-test and post-test scores of the experimental class’ ideological and political character was −6.83, p=0.000<0.001, the difference between the pre-test and post-test scores of cultural literacy was −7.12, p=0.000<0.001, and the difference between the pre-test and post-test scores of the value concept dimension was −3.54, p=0.027<0.05. There was a significant difference between the pre-test and post-test scores of the three dimensions, and there was a significant difference in the pre-test and post-test scores of all three dimensions. Scores between the pre-and post-tests were significantly different. Therefore, the application of project-based learning in the teaching of Civics and Political Science plays an important role in promoting.

Application Of Project-Based Learning In College English Teaching

With the improvement of economic level, Internet technology has achieved relatively rapid development, and more emerging concepts have been applied to university teaching. In this case, project-based teaching emerged and developed. With the help of project-based teaching method, teachers can enhance their understanding of theoretical knowledge and design targeted teaching modes, so as to show the maximum effect of project-based learning and make college English teaching more smoothly. The shaping of cartoon images needs to combine language, music, props, scenes, etc., and the use of these elements needs to highlight the region. Specific cartoon characters are generally born in specific regional culture, and conversely, the image of cartoon characters can also reflect regional characteristics. Therefore, the integration of regional elements in animation can effectively promote regional culture and spread regional spirit. In this regard, Japan is very prescient. Many Japanese cartoons show Japanese national culture and characteristics in their animation works, thus achieving good communication effects. For example, Naruto and Doraemon contain Japanese food, kimono, samurai spirit, ninjutsu and so on. After watching the cartoons, many audiences will have A certain understanding of Japan, and the cartoons have enhanced the influence of Japan.

The Application of Project-based Learning of English Major Students in the University

Since the promotion of project-based learning has not been widely accepted in Chinese universities, especially for English major students, it is necessary to find the barriers and find some solutions to overcome them. The advantages of project-based learning are widely spread, including increasing students’ knowledge, and improving their autonomy, communication, collaboration, and critical thinking. However, it hasn’t been totally accepted by Chinese universities, especially for English major students for different reasons of students and teachers. Also, the evaluation method of a project-based classroom is totally different from the traditional one which has advantages like maximizing students’ ability and barriers of evaluation like the corresponding standard that blocks the promotion way. What’s more, the contrast between traditional pedagogies and project-based learning exists. Since there are so many factors on the promotion path of project-based learning, the solutions for students and teachers are essential. The study's goal is to raise the profile of English major students in Chinese institutions through enhancing project-based learning.

Application of PjBL (Project Based Learning) Based Physics Learning Model to Improve Collaboration Skills and Creative Thinking Ability of Students

This study aims to determine the implementation of learning using the Project Based Learning model in each cycle to improve collaboration skills and creative thinking skills of SMAN 1 Kampar Timur class XI students in Physics learning. This research can contribute in the form of additional discourse to enrich knowledge in the field of education, especially in the development of science learning and can be a reference and alternative for teachers in the use of learning models, so that physics learning activities become more innovative and can stimulate students' creative thinking, so that there is an increase in the efficiency and effectiveness of physics learning activities, especially in fluid materials. Data collection techniques in this study are using observation and test methods. Based on the results of research that has been conducted, it can be concluded that the use of the project based learning (PjBL) model has a significant influence on students' collaboration skills and creative thinking abilities. Improved Collaboration Skills Students in the first cycle of the first meeting got an average score of 63.03 in the poor category, in the second meeting got an average score of 65.00 in the poor category, in the third meeting got an average score of 70.45 in the good enough category, and in the fourth meeting got an average score of 70.83 in the good enough category. In Cycle II the first meeting got an average score of 82.19 in the good category, in the second meeting got an average score of 83.48 in the good category, and in the third meeting got an average score of 86.59 in the good category. The ability to think creatively of students also increases in each cycle. In cycle I got an average score of 80.42 in the creative category and in cycle II got an average score of 83.12 in the very creative category.

Implementation of project-based learning for improve students' critical thinking skills in creative product and entrepreneurship subjects

The implementation of monotonous learning that lacks active student participation can contribute to the low critical thinking skills of students. This research aims to enhance students' critical thinking skills through the application of project-based learning (PjBL). The study evaluates the extent to which students' critical thinking skills can be improved through the implementation of PjBL. The research employs a Quasi-Experimental method. The study subjects consist of two groups: the experimental group, which utilizes the PjBL, and the control group, which follows a conventional model. Overall, after conducting prerequisite tests and hypothesis testing, a significant difference in critical thinking scores is observed between the experimental and control groups. Students are provided with the opportunity to exercise their critical thinking skills during the execution of project tasks. Consequently, it can be concluded that the PjBL model positively impacts the essential thinking abilities of 11th-grade machanical engineering students in creative products and entrepreneurship subject.

The Impact of Project-Based Learning on High School Education—Based on Systematic Literature Review

Project-based learning (PBL) is a student-centered pedagogical approach that empowers students to actively engage in learning by integrating theoretical knowledge with practical application. It encourages students to synthesize their skills and knowledge to develop practical solutions for real-world problems. Currently, some scholars have begun to explore the impact of the implementation of PBL on high school education. Consequently, a substantial body of literature on PBL in high school education has emerged. A systematic literature review can systematically analyze the research status of the implementation of PBL in high schools, and comprehensively explore the core influencing factors and implementation effects of PBL. In this study, a systematic literature analysis method was employed to compile a total of 47 empirical journals published between 2019 and 2023, focused on the application of PBL in high school education. The analysis served to provide an overview of the research landscape surrounding PBL in high school education. This overview encompassed various aspects, including the number of article publications, sources of journals, research methodologies, academic disciplines, and key factors influencing the of PBL in high school education.
 The results showed that the number of publications had been decreasing over the past five years. The analyzed journals predominantly focused on practical subjects like geography, science, chemistry, and physics, with the majority of studies originating from China. Research primarily employed mixed methodologies with sample sizes typically under 100 samples. The predominant research theme centered on STEM subjects. Key factors influencing successful PBL implementation included a relaxed and enjoyable learning environment, a collaborative learning approach, and engaging students through intriguing driving questions. Effectiveness in high school PBL was notably influenced by both students and teachers. In conclusion, this review offered recommendations for PBL in high schools, encompassing various grade levels, preferred databases, optimal search periods, and language considerations. It served as a valuable resource for future research and the development of PBL teaching models in high schools.

Training on the Implementation of Project Based Learning (PBL) Based on Literacy at the Elementery School Level

The Kurikulum Merdeka is a curriculum concept launched by the Indonesian Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) in 2021. Using this curriculum, schools can determine the right types and methods of learning for their students, as well as develop curricula that are more relevant to local and global needs. Overall, the PBL (Project Based Learning) method is very much in line with the concept of this curriculum because it provides the freedom, flexibility, and relevance needed in more effective and meaningful learning for students. PBL can also help teachers develop a more dynamic and flexible curriculum, as well as provide opportunities for students to be actively involved in the learning process. Improving literacy and numeracy is one of the main focuses in this curriculum. Literacy and numeracy are considered basic skills that every student must master, as these skills are important in living daily life, learning in the future, as well as participating in an increasingly complex society. It is because this curriculum is relatively new and not all schools can implement PBL, teachers need models of how to practice it. Thus, the researchers provide training on the application of PBL to elementary school teachers in cluster 04 Ciputat. In accordance with the researcher's field of expertise, the training on the application of PBL takes the realm of literacy.