Implementation Of Project-based Learning Research Articles

Student Perceptions of Project-Based Learning When Studying ‘Information Systems’ in an ICT Engineering Program: Taking Advantage of Active Learning

This article presents a case study on the way of teaching and learning the subject ‘Information Systems’ to ICT (Information and Communication Technology) engineering students, which is based on an active learning strategy implemented through a Project-Based Learning (PjBL) method, a practice that facilitates knowledge acquisition in addition to enhancing diverse learning outcomes such as teamwork, critical thinking, and analysis, or communication skills. This study aims to present the students’ perceptions once they have undertaken the whole subject, to better understand the different positive and negative elements associated with PjBL implementation according to their opinions. Students’ perceptions of PjBL were obtained through a survey utilizing the Bipolar Laddering (BLA) technique, which allows them to identify their experiences in terms of both beneficial and challenging aspects, as well as potential improvements to their experiences. On one hand, the most relevant findings on their PjBL experience assessed as positive are presented as follows: to work by themselves on a real project related to the working world; to be able to apply the theoretical topics explained during the class sessions; to have highly talented instructors; to experience a very dynamic and effective way of learning; to give a final presentation to their classmates and the instructors; and to work in groups. On the other hand, when analyzing the core negative perceptions, the following ones were highlighted by the surveyed students: undertaking just a single project; having an overly theoretical context; and having too much freedom, which could lead to confusion.

An Analysis Of Project-Based Learning With The Hilokal Application On Enhancing 8th Grade Student Speaking Skills At Smpn 2 Tulangan In Academic Year 2023/2024

Challenge of understanding the effectiveness of PjBL with the Hilokal Application in enhancing speaking skills. The implementation of the Hilokal Application supports and facilitates project-based learning to improve speaking proficiency among 8th-grade students at SMPN 2 Tulangan.The student''s perceptions of the implementation of the Hilokal Application in supporting and facilitating project-based learning to improve speaking proficiency. the research employs a descriptive qualitative approach to analyze the implementation of PjBL with the Hilokal App and its effectiveness in enhancing speaking skills among 8th-grade students at SMPN 2 Tulangan The descriptive qualitative method allows for a comprehensive understanding of the phenomena through detailed observation, interviews, and document analysis providing rich, narrative data that describe the implementation and its outcomesThe findings from this study suggest that the use of PjBL with the Hilokal app is an effective strategy for enhancing English speaking skills among students. The improvements observed in class VIII-D demonstrate the potential of this approach to address common challenges in language learning, lack of confidence, and limited vocabulary.This study aims to explore the implementation of Project-Based Learning (PjBL) with the Hilokal application in enhancing the speaking skills of 8th-grade students. A qualitative descriptive method is used in this study, with data obtained through observation and analysis of conversation video projects created by the students.

Meningkatkan Kreativitas Peserta Didik Menggunakan Model Project Based Learning Melalui Observasi Lingkungan Sekolah pada Fase A Kelas 1 SDN Sondakan

This study aimed to implement Project-Based Learning (PBL) through environmental observation to enhance the creativity and cognitive learning outcomes of first-grade students at SDN Sondakan, Surakarta. This Classroom Action Research (CAR) involved 6 students from the first-grade A phase in the 2024/2025 academic year. The research method involved planning, implementation, observation, and reflection. Data was collected through tests and observations. Qualitative descriptive analysis was used to measure cognitive learning outcomes (written summative tests, project performance success), creativity outcomes, and the learning process (success of implementing the Project-Based Learning model). The results showed a significant increase in students' creativity, producing original ideas (from 79% to 83%), creating original works and actions (from 77% to 81%), and demonstrating flexibility in thinking to find alternative solutions to problems (from 71% to 75%). Cognitive learning outcomes measured through written summative tests in the "Proficient" aspect increased by 100%, from 33.33% to 66.67%. Additionally, cognitive learning outcomes in terms of products or projects showed a 100% increase in the "Proficient" aspect and a 33.34% increase in the "Competent" aspect. The implementation of Project-Based Learning through environmental observation showed an improvement in all stages of the learning model syntax. The "Determining Essential Questions" stage increased by 3.1%, "Designing Project Plans" increased by 3.2%, "Developing" increased by 5.3%, "Monitoring Students and Project Progress" increased by 8.9%, and "Testing Results" increased by 5.3%. Recommendations include strengthening the improvement of learning strategies, enhancing creativity, and evaluating the curriculum to achieve comprehensive student learning outcomes across various domains.

Enhancing mathematical problem-solving ability through project-based learning: A study of vocational high school student

This study aims to improve the mathematical problem-solving ability of students at Vocational High School (VHS) through implementing Project Based Learning (PjBL). The research method used was a quasi-experiment with a matching-only pretest-posttest control group design, with a sample of 64 students divided into two classes, namely experimental and control classes, each consisting of 32 students. The sampling technique used was purposive sampling, where the sample was selected based on specific criteria relevant to the research objectives. Data were collected using tests of mathematical problem-solving ability administered before (pre-test) and after (post-test) the treatment. Data were analyzed using an independent sample t-test and a two-way ANOVA test with univariate general linear model (GLM) analysis. The results showed a difference between the experimental and control groups before the treatment. However, after the treatment, the experimental group had higher mathematical problem-solving ability than the control group, including the improvement and interaction between PjBL implementation and the Early Mathematics Skills (EMS) category.

Meningkatkan Kemampuan Berpikir Kritis pada PAKBP dengan Model PBL Berbantuan Media Audio-Visual Materi Allah Membimbing Umat Israel Fase B SDN 071096 Mandrehe

This study aims to improve students' critical thinking skills in Catholic Religious Education through the implementation of Project-Based Learning (PBL) models assisted by audio-visual media. The focus of this research is the material "God Leads the People of Israel" for Phase B at SDN 071096 Mandrehe. PBL was chosen for its ability to build 21st-century skills such as critical thinking, collaboration, and communication, as stated by Bell (2010). Audio-visual media was used to facilitate students' understanding of the historical and theological context of the material, supporting Mayer's (2009) assertion that this media helps students construct better knowledge. The research results show a significant improvement in students' critical thinking skills. These findings are expected to serve as a basis for developing teaching methods in religious education.

Upaya Meningkatkan Hasil-hasil Belajar Siswa melalui Pembelajaran Berbasis Proyek pada Materi Mengembangkan Kemampuan Diriku di SDN 20 Laman Mumbung

This study aims to improve students' learning outcomes through the implementation of the Project-Based Learning (PjBL) model on the topic "Developing My Abilities" at SDN 20 Laman Mumbung for the 2024/2025 academic year. The background of this research is the low learning outcomes of students, both cognitive and affective, which necessitate an innovative approach in the learning process. This research employs a classroom action research method with two cycles involving 10 fourth-grade students. Data collection techniques include observation, tests, and questionnaires. The expected results are an improvement in both cognitive and affective learning outcomes, as well as increased active participation among students in the learning process. Through the implementation of PjBL, it is anticipated that students will gain a deeper understanding of the material and enhance their motivation to learn. This research is expected to contribute positively to teaching practices in the school.

Peningkatan Hasil Belajar PAK dan BP Melalui Pembelajaran Berbasis PBL Kelas 7 Fase D di SMP N 2 Tebing Tinggi

The low learning outcomes of students at SMP N 2 Tebing Tinggi in the subject of Catholic Religious Education and Character Building were caused by the monotonous teaching method, it’s the lecture method, which is lack variation. To solve this issue, the researcher applied the Project-Based Learning (PBL) method to improve student learning outcomes. The research question was whether the implementation of PBL can improve learning outcomes in Catholic Religious Education and Character Building. This study used the Classroom Action Research (CAR) method, conducted in two cycles. Each cycle consist of four stages: planning, implementation, observation, and reflection. The topic used in this research is "I Am a Unique Image of God." The instruments used included learning outcome tests (pre-test and post-test) and observation sheets to monitor the students’ engagement during the learning process. The result shows a significant improvement in students' learning outcomes from the pre-test to the post-test after the implementation of PBL. In addition to enhancing students' understanding of the "Image of God" concept, PBL method also successfully to motivate students to actively participate in learning, particularly through projects that relevant to daily life.

Integrating Digital Technology into Project-Based Learning: Its Impact on Speaking Performance

This research is aimed at investigating the implementation of project-based learning (PBL) using a voice recorder, Orai application, and web as material sources. It is conducted to determine the impact of combining PBL and digital tools on speaking performance. The participants were 80 students who took English subject in State Polytechnic of Malang, Electronic Engineering study program. Five aspects of speaking performance were observed to determine which ones are affected by the strategy. The research methodology employed was quasi-experimental with pre-test and post-test. Participants were selected via random sampling. The research sample consisted of two classes with the total sample of 80 students. Data analysis was done through hypothesis testing of the speaking performance data. The results showed that infusing digital technology into project-based learning can significantly improve speaking performance in the aspects of grammar, comprehension, and vocabulary, but does not significantly affect the fluency and pronunciation aspects. Advice and recommendations to the faculty and teacher candidates were discussed further.

Comparative Study of PJBL-STEM Learning Models: Analyzing Similarities and Differences Between Two Research Articles

A Comparative Study of PJBL-STEM Learning Models: Analyzing Similarities and Differences Between Two Research Articles. This study aimed to compare two research studies that focused on the implementation of Project-Based Learning (PjBL) integrated with STEM in enhancing students' critical thinking, conceptual understanding, and creativity. The research employed a qualitative methodology, specifically content analysis, with data gathered through a literature review. Articles were selected based on specific criteria, including the accreditation ranking of the publishing journal, relevance to the topic, and citation impact. Data was collected using Google Scholar and Publish or Perish with keywords such as “Project-Based Learning” and “STEM.”. The findings reveal key similarities between the studies, notably the success of PjBL-STEM in improving students' scientific skills. However, the studies differ in their research objectives, target subjects, methodologies, and data collection instruments, highlighting varied focuses and anticipated outcomes. For instance, one study may prioritize critical thinking while another emphasizes conceptual understanding. The study concludes that integrating PjBL with STEM significantly enhances students' critical thinking, conceptual grasp, and creative problem-solving abilities. These findings demonstrate that PjBL-STEM is an effective and comprehensive educational strategy, preparing students to meet real-world challenges by developing essential scientific and creative skills.

The Effect of Using a Project-Based Learning Model Assisted by Creative Media on Increasing Student Interest in Learning

The purpose of this study is to see the impact of the implementation of project-based learning supported by creative media can influence students' interest in and outside the classroom to learn. class to learn. The study involved 50 students from SMPN 21 Mataram, who were divided into two different groups: an experimental group and a control group. experimental and control groups. The researcher used a questionnaire to obtain data on students' interest in learning. The instrument has been tested for validity and reliability. Before conducting hypothesis testing, the researcher Researchers conducted a prerequisite test on the research data. Prerequisite test through homogeneity test using Levene test while, for the normality test the statistical formula used is the Kolmogorov-Smirnov Test and Shapiro-Wilk.The results are the basis for hypothesis testing using the Hypothesis testing using the Mann Whitney U Test with non-parametric tests with conclusions conclusion which confirms that there is an influence regarding the application of PjBL on increasing students' students' interest in learning which is statistically proven through the acceptance of Ha (Asymp.Sign value of 0.001 0.05), it can be concluded that the Alternative Hypothesis is accepted. The results of this study indicate that the use of creative media in project-based learning is significantly The results of this study indicate that the use of creative media in project-based learning significantly increases students' interest in learning. in learning. The findings of this study strongly support the idea that the use of project-based learning creative project-based learning can be an efficient method to develop students' drive and students' interest in learning at school

Digital science poster: Implementation of project-based learning for pre-services early childhood teachers

Digital science poster: Implementation of project-based learning for pre-services early childhood teachers

The influence of assessment for learning, assessment as learning, and assessment of learning on speaking and writing skills in elementary school project-based learning

The implementation of project-based learning needs to be supported by knowledge of various assessment models that can influence students' speaking and writing skills in elementary schools. This research aims to investigate the influence of Assessment for Learning, Assessment as Learning, and Assessment of Learning on speaking and writing skills in project-based learning in elementary schools. This research used a quasi-experimental design with a research sample of 90 students. Data was collected through tests and statistically analyzed by multivariate analysis of variance. The results show that there is a significant influence of the assessment model on students' speaking and writing skills in elementary schools. The research conclusion is that the assessment model has a significantly different influence on speaking and writing skills. Assessment for Learning obtained the highest results compared to other assessment models. This research provides an overview of selecting and implementing the most effective assessment model for elementary school students' language skills through project-based learning.

Implementing innovation in project-based learning in electro-mechanical engineering education

This study investigates the implementation of project-based learning (PBL) in electro-mechanical engineering education, emphasizing the modeling and application of an innovation process to enhance student engagement, motivation, and employability. Initially, the innovation process was systematically modeled using Structured Analysis and Design Technique (SADT) to manage and organize skills, knowledge, and resources effectively. This model was subsequently applied in an educational experience focused on highly technical aspects such as energy conversion modeling, mechanical improvements, material science, and efficiency analysis. These aspects were primarily applied in the context of permanent magnet synchronous machines employed in electric vehicle (EV) axles. The SADT modeling allowed for a clear delineation of the innovation phases, ensuring a structured approach to project execution. Statistical analysis of the PBL approach indicated significant improvements in student performance, with a 25% increase in problem-solving skills and a 30% enhancement in critical thinking abilities. The case study demonstrated that industry-oriented projects significantly boost student satisfaction, particularly in problem definition and solution identification, leading to a more engaging and effective learning experience.

PENGARUH PEMBELAJARAN MATEMATIKA BERBASIS PROYEK TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA KELAS X SMAN 1 PEGAJAHAN

This study aims to examine the impact of Project-Based Learning (PjBL) on the problem-solving abilities of tenth-grade students at SMA Negeri 1 Pegajahan within the context of the Merdeka Curriculum. The research employs a quantitative method with a quasi-experimental approach, utilizing a Pretest-Posttest Only One Group Design. The population includes all tenth-grade students, with samples selected using Cluster Random Sampling techniques. Data were collected through pretests and posttests and analyzed using descriptive and inferential statistical tests, including normality tests, homogeneity tests, and the Paired Sample t-Test. The results indicate a significant improvement in students' problem-solving abilities following the implementation of PjBL. The t-test results demonstrate a positive effect of PjBL on students' problem-solving skills. Based on these findings, it is concluded that PjBL is an effective teaching method for enhancing students' mathematical problem-solving abilities. This study provides valuable contributions to the development of more innovative and relevant teaching methods, particularly in supporting the implementation of the Merdeka Curriculum in Indonesia.

Students' Perception Towards the Implementation of Project Based-Learning in Geographic Information System Course

Project Based Learning (PJBL) is a learning model that can organize projects in learning. PJBL can provide opportunities for a student-centered learning system. This learning model is believed to be able to provide solutions to the problems of the education process in Indonesia which is still not optimal. Geographic Information Systems course is a compulsory course in epidemiology specialization. The main objective of the study was to determine student perceptions of the application of the PjBL model in the Geographic Information Systems course. This study used a cross-sectional study design with a sample size of 37 students. Data collection was carried out using a structured questionnaire that had been tested for validity and reliability. Data processing and analysis using IBM SPSS 25.0 software. The results showed that students' perceptions of the implementation of GIS course PJBL predominantly agreed followed by strongly agreed with the implementation of PJBL. This study concludes that student perceptions of the implementation of PPA in Geographic Information Systems courses are very good.

Strategy and Implementation of Project-based Learning: Improving Learning Quality in Polytechnic

Strategy and Implementation of Project-based Learning: Improving Learning Quality in Polytechnic

Supporting teachers in implementing project-based learning in teaching secondary mathematics: An action research

In the context of Nepal, most mathematics teachers at the secondary level are still using conventional teacher-centred pedagogy. It is assumed that teachers' pedagogy might enhance learners' engagement in learning mathematics and build conceptual understanding. Project-based learning (PBL) is a student-centred pedagogy that can remove misconceptions about content knowledge, enhance engaged learning, and support teachers in developing pedagogical skills. The study tried to reform the pedagogical practice of teachers using conventional teacher-centred pedagogy in teaching mathematics. The action research was conducted in four secondary schools in Nepal by five secondary mathematics teachers in two cycles, each seven days. The study focused on the implementation of PBL in secondary-level schools, the impact of PBL on students' activities, and professional development. The seven-day project was prepared based on a 3-day workshop for teachers on the surface area of prism and pyramid of grade ten mathematics. The action research was conducted in four different school settings, and students' activities were observed. The study collected qualitative data through interviews (baseline and post), observation, and teacher reflection notes. Text data were analyzed thematically for meaning-making and finding. The study's significant findings were engaged learning, inclusive education, and contextualization of mathematics. Likewise, students' creativity was observed during the action research, and teachers were supported in reforming their pedagogy with new experiences through PBL. The study might support other teachers in implementing PBL for student-centred pedagogy and teachers' professional development.

The Implementation of Project Based Learning Method in Building Creativity, Encouraging Learning Motivation and Improving Language Skills

<p>This study is aimed to elaborate how the implementation of Project-Based Learning Methodology in the classroom benefits the students in building their creativity, encouraging their learning motivation and improving their language skills. The study is qualitative research with experiential approach. The study described the teachers and students point of view on the implementation of Project-Based Learning in their classroom. he implementation is not restricted to language/English subject but other subjects as well. In terms of language skills, the Project-Based Learning method has opened new ways to improve students’ speaking, writing, listening and reading skills. In creativity, Project-Based Learning encourages students to be creative, sharpens the critical thinking skill and interpersonal skill since the projects are mostly conducted in groups. PBL assist the poor academic students to have motivation to improve their academic achievements.</p>

Project -based Learning and Students’ Performance

Project-based learning (PBL) is an educational model that is believed to enhance student learning experience and academic achievement. The Buck Institute for Education (BIE) is the promoter of PBL. The Chinese Ministry of Education emphasizes the importance of project-based learning in its curriculum standards. Research shows that PBL improves student academic achievement, engagement, critical thinking, and promotes collaboration and innovative thinking. However, the implementation of PBL faces many challenges, such as project design complexity, individual student differences, time management, assessment standards development, teacher role changes, resource constraints, and curriculum integration. Addressing these challenges requires teachers with keen insight, flexible teaching strategies and continuous professional development. There are differences between project-based learning and traditional teaching in student performance, such as initiative and engagement, critical thinking and problem solving, teamwork and communication skills, as well as in-depth understanding and transfer of knowledge. This study uses quantitative research design to numerically describe the implementation of investigation-based project-based learning and analyze its relationship with student achievement. The subjects were teachers and students (172 teachers, 2,154 students) from three schools in Guangdong, China, and the sampling was purposeful, focusing on teachers and students using project-based learning.

Project-Based Learning Model: Its Implication in The Initial Training of Mathematics Teachers

Objective: The objective of the study was to analyze the benefits of a study curriculum under the competency-based approach and to analyze the implications of the implementation of the project-based learning model in the initial training of mathematics teachers in the context of university higher education. Theoretical Framework: The concepts related to the project-based learning model, its characteristics, its phases and educational competencies in the twenty-first century are systematically addressed. The relevance of the curriculum under the competency approach in university education is also analyzed from a critical perspective. Method: The research approach was mixed, non-experimental design, 30 teachers and 54 students in initial training for mathematics teachers participated in the study; the data were collected through a Likert questionnaire, the analysis and interpretation of the results was carried out with the Minitab software, complemented with the information from the semi-structured interview applied to the teachers. Results and Discussion: On average, more than 77% of teachers and more than 72% of students who attended the study have a favorable opinion about the implementation of project-based learning (PBL) in university education; therefore, it favors and strengthens the development of mathematical skills and competencies in the initial training of mathematics teachers based on the realization of mathematicsof tasks and problem solving through collaborative activities for efficient learning of mathematical concepts and procedures. Research Implications: This research highlights the importance of the project-based learning model from the theoretical and practical perspective of competency-based curricular implementation. Theoretically, the concepts of project-based learning are deepened and contextualized, while the practical implication translates into collaborative work between students and the teacher in problem solving. Originality/Value: The findings value the PBL model as a viable alternative for the efficient initial training of secondary school mathematics teachers, with a broad mastery of conceptual, procedural and digital technology knowledge in problem solving.