Application Of Project-based Learning Research Articles

The Implementation of Project Based Learning in Designing Ecotourism Learning Media

The purpose of this study is to describe the implementation of project-based learning in designing Ecotourism learning media and to asses students perception in project based learning application. The study involves 24 respondents of the 6th semester students of English Education Study Program, Khairun University. This study administered questionnaires and evaluation test of writing and speaking as the instrument to collect the data. To analyze the data, this research employed mixed method of quantitative and qualitative descriptive analysis. The result of the analysis of students’ perceptions was described with a likert scale, while students’ achievement from the implementation of Project Based Learning was evaluated by their presentation test. The result of the study showed that 24 respondents obtained 84.72 in their evaluation of writing and speaking test. It is in the category of very good; while from students’ understanding on learning process of a project were 95.14. The suitability of the content in the English for ecotourism course is also in line with project-based learning where there is conformity in the teaching and learning process and was followed by a value of 82.92; while 64.58 score by participants that acknowledge the project based learning increased their skills, motivation and mastery of the material and fostered their learning. In terms of the implementation, students obtained 83.00 of their overall score from presentation test.

The Impacts of Project Based Learning Method on the Basic Accounting Competencies

Project Based Learning (PBL) is an instructional approach that involves students dealing with their problems by practicing in the field. The PBL is one of the choices of current learning methods in almost all scientific fields, including accounting. Based on the previous research, the PBL will only increase social value and soft skills, not basic accounting knowledge. The policy of implementing PBL in introductory courses is a complicated matter to the consequences of achievement in the essential accounting competencies. This descriptive quantitative research aims to evaluate the effectiveness of the application of PBL in introductory accounting courses for first’s year students by using Kirkpatrick’s four levels evaluation model. Respondents consisted of 3 subjects in PBL those are of 155 students, five teaching lecturers, and 11 clients. This model includes the evaluation on four levels: reaction, learning, impact, and outcome. This research resulted in exciting findings, namely that the PBL provides more experience in soft skills (human literacy, technological literacy, data literacy) and critical thinking patterns rather than increasing the achievement of the essential accounting competencies. The suggestion that can be given is that the PBL should be applied to subjects with achievements beyond the essential competencies, in which the first year is crucial to equip students with basic accounting knowledge. Basic knowledge becomes the foundation for the following year’s course level, so it must be prepared wisely.

Penerapan Pembelajaran Berbasis Proyek dan Hasil Belajar Mahasiswa

The application of traditional learning methods has not shown a significant increase in learning outcomes in terms of critical thinking, scientific attitudes and communication skills. Students need innovative learning that can improve learning outcomes. The purpose of this study was to measure the increase in student learning outcomes between before and after implementing the project-based learning model (PjB).This research is a quantitative study with a quasi-experimental design. The number of respondents was 36 students of the fifth semester of the Jambi University Public Health Sciences Study Program. The instrument used is an assessment sheet before (pre-test) and an assessment sheet after (post-test) the experiment. Measurement of improvement in learning outcomes includes aspects of critical thinking, scientific attitude and communication skills. Data collection was carried out twice in the pre-test and post-test. Data processing using statistical software. Data analysis was carried out through the univariate and bivariate analysis stages using the T test. The results showed that there were differences in student learning outcomes between before and after applying the project-based learning model (PjB) on aspects of communication skills, critical thinking and learning achievement. The application of project-based learning contributes to improving student learning outcomes who are able to think critically, have a scientific attitude and are skilled in communication. So it is recommended that every subject in higher education use this learning method which makes students actively involved in complex learning processes.

Pembelajaran Project-Based Learning dalam Meningkatkan Berpikir Kritis Siswa

Success in learning is always related to the role of educators in achieving national education goals. The application of project-based learning is the right step so that national education goals can be achieved. This project-based learning can train and improve skills in critical thinking. Critical thinking is critical in the learning process and future life. This study aimed to determine whether the application of project-based learning affects students' critical thinking levels. The research method used in this study is a qualitative method and a descriptive approach. Data were collected by conducting surveys and interviews with students and teachers of class V SD No. 8 Benoa. The research results obtained showed that students' critical thinking could be improved by implementing project-based learning. This is because, through various projects, students must carry out a process of brainstorming to complete the project. So with this, students can have increased critical thinking skills by making projects, especially those based on a problem

Hybrid Project-based Instructional Model: Fostering Critical Thinking Skills and Creative Thinking Skills

Project-based learning is a learning approach that emphasizes students as learning actors who facilitate students to construct their knowledge. However, the application of project-based learning to learning at the tertiary level is a learning syntax that has not been designed by adjusting the characteristics of learning for the tertiary level. This study aims to analyze the effectiveness of case study-based learning conducted using a hybrid project-based learning model in improving students' critical thinking and creative thinking skills. This study used a non-equivalent control group research design with 70 samples divided into the experimental and control groups. The instruments used are standard critical thinking skills tests, namely Cornell Critical Thinking Test (CCTT) level X, creative thinking skills test instruments, and observation sheets. The results showed that hybrid project-based learning effectively improved students' critical and creative thinking skills. The increase in students' critical thinking skills is higher than students' creative thinking skills.

Project-Based Learning in Teaching English for Business in a Blue Economy Perspective

English for business is part of ESP and provides learning trends by elaborating blue economy to enrich knowledge and practice. This study aims to investigate the effectiveness and application of project-based learning in improving students’ language skills related to English for business from a blue economy perspective. This is a qualitative study in which a semi-structured observation guide and interview are the data collection method. Semi-structured observation guide is used to find out the application of project-based learning through the teaching activities and students’ papers, meanwhile, the interview is conducted to know the students’ understanding of business knowledge, and their language mastery. There are thirty-five students in English for business the participants. The results show that students improve their knowledge not only in English skills but also in business-related to blue economy perspective. Students can write business plans to provide the solution for developing small and medium enterprises for the community in the coastal area. Therefore, the language skills in terms of grammar and vocabulary are enhanced through writing. The study provides a recommendation that field study should be given for the students to know the real-world activity of businesses dealing with the blue economy and to enhance students’ practice of business writing.

APPLICATION OF PROJECT BASED LEARNING TO IMPROVE STUDENTS’ CREATIVITY IN THEME 7 “THE BEAUTY OF DIVERSITY IN MY COUNTRY” TO FOURTH GRADE STUDENTS OF SDN 1 KUTOSARI IN ACADEMIC YEAR OF 2021/2022

<p><em>The study aimed to improve students’ creativity in social science learning about Theme 7 “The Beauty of Diversity in My Country through Project Based Learning. The classroom action research was carried out in two cycles. The subjects were teachers and fourth grade students of SDN 1 Kutosari. The data were qualitative and quantitative data. Data collection techniques used observation, interviews, documentation and tests. The data validity used triangulation of sources and triangulation of techniques. Data analysis was carried out through data reduction, data presentation, and drawing conclusions. The results indicated that the application of Project-Based Learning improved students’ creativity about “The Beauty of Diversity in My Country. The percentages of students’ creativity were 74.99% in the first cycle and </em><em>85.98% in the second cycle.</em><em> It concludes that the application of Project Based Learning improves students’ creativity in social science learning about Theme 7 “The Beauty of Diversity in My Country to fourth grade students at SDN 1 Kutosari in academic year of 2021/2022.</em></p>

Digitalisation and challenges of the education system: project work in formation of foreign language communicative competence

The paper deals with some aspects of project-based learning application in the formation of students’ communicative competence as a new model of digital transformation of the education system. The authors focus on the development and dissemination of the project-based learning method within frameworks of the discipline “Foreign language” as a new model of the work of educational organisations. The methods used in the research conducted for this article represent a combination of modern information resources use and online technologies in teaching foreign languages in a non-linguistic university. Thus, project work becomes a learning technology that allows modelling communication within the educational process to obtain the required educational results in a digital educational environment, and for increasing motivation for learning.

Project Based Learning for Children with Special Needs during the Covid-19 Pandemic

The purpose of this study was to describe the application of Project-Based Learning (PjBL) to Special School Teachers (SLB) in distance learning (PJJ) for Children with Special Needs. There were 4 aspects that would be measured: (1) the level of teacher's understanding of PjBL, (2) the level of teacher needs for PjBL in PJJ during the covid-19 pandemic; (3) the quality of PjBL learning applied by teachers after attending PjBL training, and (4) the impact of PjBL on the learning outcomes of Children with Special Needs (ABK). This type of research was survey research involving 22 special school teachers in Central Java Province. Data were collected using a semi-closed questionnaire, which was then analyzed using descriptive statistics. The results showed that teachers' understanding of PjBL was sufficient and the teacher's need for PjBL learning during the COVID-19 pandemic was high. The quality of PjBL learning was considered to be better than conventional learning and the implementation of PjBL had a positive impact on the activity and critical thinking-based learning of students with special needs (ABK).

A Study of Evaluation Mechanism of Project-Based Learning Model in College English Teaching

In recent years, Project-Based Learning（PBL）model has been attached more importance to College English teaching in China, many researches focus on the application of PBL, but few touch on evaluation mechanism. This paper aims to analyze four core elements of evaluation mechanism: notion, subject, content, and method. Further discussions about the evaluation mechanism are based on teaching practice and a questionnaire. It is proved that scientific and effective evaluation mechanism can guide and motivate students’ project-based learning and ensure the quality of college English teaching.

PROJECT BASED LEARNING AS A MEDIA FOR ACCELERATING THE ACHIEVEMENT OF PROFIL PELAJAR PANCASILA IN THE PROGRAM SEKOLAH PENGGERAK

One of the characteristics of the Merdeka Curriculum implemented in the Program Sekolah Penggerak is the existence of project-based learning. The purpose of this study was to analyze the application of project-based learning as a medium for accelerating the achievement of the Profil Pelajar Pancasila in the Program Sekolah Penggerak. The research method used is descriptive analytical-qualitative. Several principals, teachers, and students in four schools in Klaten District were observed and interviewed for data collection. Document studies were conducted to strengthen the data. The validity of the data using triangulation and data analysis using the Colaizzi method. The results of the study indicate that project-based learning can be a medium to accelerate the achievement of the Profil Pelajar Pancasila, this is evidenced by the achievement of the Pancasila student dimension in each theme chosen by the school. Project-based learning can increase students' understanding of the material studied from various scientific perspectives and can develop students' skills and character.

Using Blended Project-Based Learning to Teach Project Management to Software Engineering Students

Project-based learning (PBL) approaches are common in software engineering (SE) and project management education. However, the blended learning modality is still little explored in this context. The application of PBL in blended learning environments is called blended project-based learning (BPBL). In order to fill in this research gap, this study analyzed the implementation of an undergraduate SE project management course carried out in a Brazilian private university using the BPBL method. In order to evaluate the outcomes of the adoption of this method, a questionnaire was administered to students who were also invited to identify some lessons learned, assessed using content analysis. In terms of student performance and satisfaction, the results of this survey showed that student opinions are mixed. However, the students considered more “blended-ready” are said to be very satisfied with the experience and looking forward to another one. The outcomes of this study can be used to better prepare teachers and students to adopt BPBL in software project management courses.

An Analysis of Application of Project-Based Learning to Improve Writing Skills of Mechanical Engineering Students

Based on previous research, students’ writing skills are considered too low especially in conveying ideas, choosing vocabularies, and arranging the vocabularies to build sentences. And then arrange the sentences as a complete paragraph. This research is motivated by the students’ low writing skills which significantly impacting the students’ skills to write research abstract, job applications, class presentations, and presentations for thesis defense in front of the board examiners. It is a descriptive-qualitative research that conducted with the research subject of 2nd semester students of Department Mechanical Engineering State Polytechnic of Malang. The method used for the research is writing some paragraphs using different tenses and then analyzing the basic writing mistakes of the written paragraphs. After that, students’ writen a set of instruction consisted of six or more sentences that indicate a process. The results are satisfying because the students' writing skills are increased compared to before conducting this research using project-based learning, even though there are still mistakes both in terms of language and from a grammatical point of view.
 Keyword :Project Based Learning, Writing Skill, Improving Writing

Study of The University Digital Media Art Course Model Based on the Project-Based Learning

Digital Media Art is a highly practical subject. The students trained should have the ability of knowledge application, practical operation, teamwork, and lifelong learning. They should have the ability to hard work and a strong sense of responsibility in terms of personal qualities. The application of project-based learning in the course of digital media art can better train students' abilities in these aspects. This paper discusses the overall implementation plan of the four-year project-based learning in Digital Media Art in university and elaborates on the implementation steps and Strategies of the project-based learning with the course "H5 Interactive Design" as an example.

The application of project-based learning in university finance teaching

Cultivating qualified compound talents suitable for the needs of the future financial indus-try has become an important task for the construction of finance major in colleges and universities. PBL (project-based learning) is an inquiry learning based on project activities, which is a teaching activity carried out by teachers and students through the joint implementation of a complete project. The project here is mainly designed for a certain teaching content, which can be independently com-pleted by students and can receive good teaching results. The application of PBL in the teaching of finance major is conducive to consolidating students' theoretical foundation and cultivating stu-dents' comprehensive ability. It not only conforms to the teaching characteristics of this subject, but also meets the requirements of vocational education. This teaching mode is in line with the teaching objectives of secondary vocational education, and appropriately solves the problem of students' em-ployment difficulties. PBL plays a positive role in the teaching of finance major.

Implementación estrategias didácticas apoyadas en el uso de las TIC para la modificación de los patrones de aprendizaje de los estudiantes de la asignatura fundamentos de mercadeo

The present classroom project aimed to determine didactic strategies for modifying the learning patterns of the students of the marketing fundamentals subject; proposing the application of project-based learning as a didactic and evaluative strategy; which is an innovative methodology that allows satisfying the needs of the different actors in the process; students, teaching-learning purposes, teachers and educational institutions. It is proposed to change the educational approach towards the teaching-learning process, based on the student and the way he learns, starting from the knowledge of his learning patterns and incorporating current elements such as information and communication technologies as elements fundamental for the achievement of the training objectives.

Implementación estrategias didácticas apoyadas en el uso de las TIC para la modificación de los patrones de aprendizaje de los estudiantes de la asignatura fundamentos de mercadeo

The present classroom project aimed to determine didactic strategies for modifying the learning patterns of the students of the marketing fundamentals subject; proposing the application of project-based learning as a didactic and evaluative strategy; which is an innovative methodology that allows satisfying the needs of the different actors in the process; students, teaching-learning purposes, teachers and educational institutions. It is proposed to change the educational approach towards the teaching-learning process, based on the student and the way he learns, starting from the knowledge of his learning patterns and incorporating current elements such as information and communication technologies as elements fundamental for the achievement of the training objectives.

Gaining Student Engagement Through Project-Based Learning: A Competitive 2D Game Construction Case Study

In this work we consider an open artificial intelligence game as a matter of study within the lectures of artificial intelligence to combat lack of motivation and increase engagement within the classroom. During formation, students in computer science can deal with moderately complex projects, nevertheless, dealing with such problems is relegated to the Degree Final Project. In this investigation we show the procedural steps of how project-based learning combined with game construction can effectively be used to promote engagement in informatic lectures at university. For the task, we build a 2D game engine and propose students to enroll in factitious research teams with the aim of programming intelligent agents that play the game employing artificial intelligence techniques. The intended principal outcome is to show evidence of the application of project-based learning in artificial intelligence within the lectures, and how it can be combined with game construction to increase motivation in the classroom. Project-based learning has the students learn, organize, and solve challenges while students themselves remain their own responsible for the investigation and process of work. We propose to follow a series of sequential phases that conform a set of milestones that incorporate a project-based learning approach to the lectures. Through this work we show that the use of project-based learning combined with game construction provides reliable evidence that a much deeper understanding about artificial intelligence is attained by students participating in the challenge. Student evaluation questionnaires and final grade results attained by students indicate that students remained more engaged during the semester in comparison to previous semesters in which lack of motivation was reported.

Application of Project-Based Learning to a Software Engineering Course in a Hybrid Class Environment

Application of Project-Based Learning to a Software Engineering Course in a Hybrid Class Environment

Application of Project Based Learning Insect Characteristics Around Lake Tondano in Entomology Course

The online learning policy was implemented during the COVID-19 pandemic in various countries around the world. Problems arise in learning biology that requires laboratory experiment activities. This research provides an innovation in entomology learning with a project-based learning method using insect biodiversity in the local ecosystem, namely Lake Tondano. This study aims to determine the ability of science process skills and student responses using the project-based learning method. Project-based learning is one of the methods established for the independent learning process to learn the independent curriculum. The research was conducted with an exploratory, descriptive research method. Science process skills and student project products are measured using a rubric. Student learning outcomes are measured using quiz questions with the google form application.Meanwhile, student responses were measured using a questionnaire. The study results showed that the science process skills of students who were taught using the Project-based learning method were in the good and very good categories. The resulting project output is a practical guide based on the assessment rubric which is in good and very good grades. Student responses regarding the application of Project based learning in entomology courses are in the agree and strongly agree categories. Student learning outcomes showed an average in the good and very good categories. The application of project-based learning can stimulate the ability of science processes and student learning outcomes in entomology courses. Project-based learning is very appropriate to be applied to fields of science that require a lot of experimental activities. Because it is carried out in small research groups, the project-based learning method is appropriate for learning during the COVID-19 pandemic.