Project-based Assignments Research Articles

Pelaksanaan Evaluasi Penguatan Profil Pelajar Pancasila (P5) dalam Pelajaran Fiqih di MTSN 2 Kota Serang

This study aims to analyze the implementation of the evaluation of the Strengthening of Pancasila Student Profile (P5) in Fiqh learning at MTsN 2 Kota Serang. P5 is a program designed to shape students' character based on Pancasila values, such as mutual cooperation, independence, critical thinking, creativity, and noble character. This research employs a qualitative approach with a case study method, using observation, interviews, and document analysis as data collection techniques.The results show that the P5 evaluation in Fiqh learning is carried out through various methods, such as behavior observation, project-based assignments, and group discussions. This evaluation process is integrated with Fiqh learning to help students internalize Pancasila values. However, the implementation of the evaluation still faces several challenges, including teachers' limited understanding of the P5 concept, time constraints in the learning process, and the lack of systematic evaluation instruments.To address these challenges, it is recommended to provide intensive training for teachers, develop comprehensive evaluation guidelines, and strengthen collaboration among all school stakeholders. Thus, the P5 evaluation can become more effective in supporting the formation of students' character in alignment with the national education vision.

Опыт использования проектных заданий при формировании лингвокультурологической компетенции у студентов нелингвистических специальностей на занятиях по иностранному языку

The study aims to describe the experience of using project-based assignments in forming linguocultural competence in non-linguistic students during foreign language classes. The study material consists of final project assignments at the end of sections in the textbook “Zeit für Deutsch” (“Time for German”) by S. A. Volina, G. B. Voronina, and L. M. Karpova. The scientific novelty of the study lies in describing the content and stages of project-based assignments aimed at forming linguocultural competence in non-linguistic students in German language classes, which corresponds with the goals of foreign language teaching in higher education institutions. The results of the study indicate a positive attitude of learners towards project-based assignments in the study of not only foreign languages but also the culture associated with the language. The following advantages of these assignments for learners should be highlighted: 1) application of previously learned vocabulary; 2) assimilation of new lexical units containing cultural semes; 3) motivation to seek new information related to cultural differences; 4) a creative approach to project implementation; 5) a playful nature of social interaction. The use of project-based assignments in foreign language teaching effectively forms linguocultural competence in non-linguistic students, which contributes to the adaptation of speech behavior to the cultural characteristics of the interlocutor, minimizing the likelihood of misunderstanding. This ensures successful and harmonious interaction in the process of cross-language communication.

Fostering Critical Thinking Skills: Comparative Creative Projects in General Education Humanities and Social Science Classrooms

According to both post-secondary educational advocates and employers, critical thinking is a vital skill for students to learn during their university education. It is not a skill, however, that students can be introduced to once and then expected to independently apply. Instead, critical thinking skills should be integrated and practiced throughout a student’s degree program. Including project-based learning (PjBL) in general education classes can serve a dual purpose for the general education instructor: first, well-designed project-based assignments allow students to practice many of the cognitive and metacognitive skills associated with critical thinking, and, second, they enable students to connect the material in the general education classroom to their own experiences, making it a more robust learning opportunity while at the same time providing students choice. This essay reflects on the PjBL assignment “Thinking Outside the Essay” to illustrate one potential avenue for humanities and social and behavioral science faculty to facilitate practice in critical thinking, provide student choice, and connect course content to students’ lived experiences.

Debriefing Program of Digital Literacy-oriented Teaching Material Development for Prospective Physics Teacher Students in the MBKM-Teaching Assistant Program

This study aims to develop a debriefing program for prospective physics teacher students in order to develop digital literacy-oriented learning tools through the independent learning campus program - teaching assistance program (MBKM - Teaching Assistance Program). One of the converted courses in the teaching assistant program is the development of learning tools. The debriefing model given to students is in the form of project-based debriefing. The Reeves design-based research (DBR) model was used as the research design, and the data were processed descriptively. A field needs analysis was conducted on students who had taught in schools through the analysis of learning aids and questionnaires. The participants in this study were 18 students who are prospective physics teachers and also members of the Teaching Assistance Program. The research stages are needs analysis, curriculum analysis, lesson plan design for material analysis, and learning assessment. All forms of projectbased assignments were directed at the development of digital literacy-oriented teaching materials. The results of the research were in the form of stages of debriefing, debriefing materials, and procedures for application debriefing programs. In addition, the results of the limited trial showed that students tend to have digital literacy skills in the medium category. They are already proficient with several applications in designing interesting and correct teaching materials. Keywords: digital literacy, prospective physics teacher, MBKM-teaching

Development Perspectives of German Language Teaching for Special Purposes: Exemplary Teaching Practices in Academic Lessons in Greece

The development of German language teaching for special purposes has seen several advancements in recent years, with the incorporation of innovative teaching practices to enhance the learning experience for students. Here are a few exemplary teaching practices in this field. The aim of the paper was to present basic aspects of teaching German language for special purposes. The methodology of the paper was a case-study in undergraduate courses for German, technical terminology at the University of Ioannina, (Greece), as well as in National and Kapodistrian University of Athens (Greece) that resulted in that though the empirical approach of teaching German, the understanding of technical terminology in academic undergraduate courses arose. The findings could suggest that a better understanding of technical terminology can improve students' language proficiency and communication skills, making them more competitive in their academic and professional pursuits. This can lead to improved academic performance, better job opportunities, and increased success in their chosen fields. The necessity to enrich and redesign the curriculum to meet new professional and academic requirements indicates that the current curriculum is lacking in terms of addressing the needs of students in the modern world. This point could be expanded upon by discussing specific ways in which the curriculum can be updated, such as the inclusion of more technology-related content, project-based assignments, and collaboration with industry professionals. Changes in the curriculum and teaching practices can impact the future of education by better preparing students for the evolving demands of their respective fields. By integrating innovative teaching practices, educators can create more engaging and dynamic learning environments, which can foster creativity, critical thinking, and problem-solving skills in students. This can ultimately lead to a more skilled and adaptable workforce that is better equipped to succeed in a rapidly changing world.

The Learning Model of Project-Based Learning (PjBL) on the Resilience of Students' Misfortunes

The low resilience of students can be seen from their inability to face challenges and difficulties in the learning process. The lack of application of learning models that involve problem-solving results in students complaining when faced with difficult material and questions. As well as students refuse when given project-based assignments. This study aimed to examine the effect of the Project Based Learning (PjBL) learning model on students' resilience. The research method is quantitative with Quasi-Experimental Design by applying the PjBL learning model to the Experiment class and not applying the PjBL model to the control class. The study population consisted of 160 people, with a sample of 34 people for the experimental class and 36 for the control class. Collecting data with a non-test is a questionnaire, and the instrument is a questionnaire. The data analysis techniques are descriptive and inferential statistics (t-test). The results of testing the hypothesis showed a significant effect of the PjBL model on students' resilience. It was concluded that the PjBL model could improve the resilience of students.

Replacing Exams with Project-Based Assessment: Analysis of Students’ Performance and Experience

This study seeks to investigate whether project-based assignments can lead to better student performance and learning experience compared to traditional examinations. In an engineering course of soil mechanics, the traditional mid-semester and final exams were replaced by project work which was related to a real-life site investigation. Student performance was evaluated on the basis of student marks whilst student feedback was analysed to understand student experience with project-based assignments. The results indicated that the student average mark for the projects was greater than the average mark for the exams. In addition, their learning experience improved after the exams were replaced with the project-based assignments because students were able to see practical applications of the course content. However, a few issues, including feedback to students delivered at the end of the term, increased teacher’s workload, and the effect of COVID were also identified.

Effective use of practical project-based assignments in second foreign language teaching at a university in the “Tourism” field in the era of digital technologies

Teaching a foreign language at a university presents a particular challenge for teachers and methodologists: how to combine a foreign language, especially a second one, with the future professional activities of students. The purpose of this paper is to offer the most effective practical project-based tasks for teaching a second foreign language. An experiment over four academic years within the subject “Second Foreign Language” in the field “Tourism” at the Financial University (Moscow) with 180 undergraduates proved that the project-based assignments could be adjusted for different levels of students' training and used for teaching a second foreign language and the main one.

Project-based learning engages students at a level more directly applicable to their future careers

Some of my favorite homework problems are not homework problems at all, but, rather, more open-ended project-based assignments that elevate students' thinking toward the top of Bloom's Taxonomy. While some students may have the background to jump into a project-based assignment, most benefit from an increasing level of scaffolding. This not only brings all students to a common level from which they can develop a more coherent project, but it also provides multiple opportunities for them to solidify their understanding and build on curated, worked examples. This talk will explore two different types of courses, one theory-based and one experiential, each benefiting from a scaffolded framing for a more open-ended signal processing or data analysis project.

Immigrant students and global education

Research on immigrant students in higher education often articulates a deficit narrative emphasizing the challenges immigrant students face in comparison to their native-born peers. In education for global competence, however, immigrant students’ life experiences give them a potential advantage. This study investigated whether project-based learning designed to take advantage of immigrant students’ intercultural life experiences could contribute to the development of global competence among undergraduate students. Developing and teaching a collaborative, project-based course where undergraduate students researched the intercultural experiences of their immigrant peers, researchers measured specific learning outcomes using quantitative and thematic analysis of student research papers and reflective essays. The study concluded that project-based assignments designed to take advantage of immigrant students’ intercultural experiences could yield significant contributions to the global education of immigrant and non-immigrant students alike.

PENGUKURAN BEBAN KERJA DENGAN MENGGUNAKAN METODE RATING SCALE MENTAL EFFORT

In Indonesia, education can’t be separated from the role of teachers. Teachers have many responsibilities even with less welfare. Based on these problems, this study aims to measure the mental workload, analyze the factors that most influence it, and analyze improvement plans for teachers at SMP XYZ. The researcher uses a subjective workload measurement method in the form of a Rating Scale Mental Effort which only one measurement dimension is in the form of mental effort so that it is practical to use. The results showed that the value of the mental workload of teachers at SMP XYZ with the RSME method was 88.33 or the effort made tended to approach a fairly large scale. The most influencing factors are the difficulty of adapting learning to online, students do not have supporting devices, a lot of online learning preparation, and students who are late in collecting both assignments and remedial. Therefore, the improvement design that can overcome this is to provide online training and work guidance, facilitate mobile phone and internet quota assistance to students in need, provide students with project-based assignments that aren’t incriminating and fun, and proactively contact students and play the role of parents to assist online learning.

Digital literacy: exploration of social media-based Arabic language learning

Social media is often used as a learning tool, one of which is Arabic learning. This study aims to explore social media-based Arabic learning carried out by Arabic Language Education study program lecturers at IAIN Palangka Raya. By using descriptive qualitative research methods, this study describes the steps for implementing Arabic language learning which is carried out using social media, such as accessing, selecting, understanding, analyzing, verifying, evaluating and producing. The findings in this study describe that social media is used as: First, as a publication forum for project-based assignments; Second, as a means of digital literacy to obtain information; Third, as a way for students to optimize social media as a medium for literacy. The social media used in learning Arabic in the PBA IAIN Palangka Raya study program are; Whatsapp is used as a learning resource for Maharah Istima, Instagram is used as a learning resource in Maharah Kalam. Facebook is used as a learning resource for Maharah Qiraah and Kitabah. Meanwhile, Youtube is mostly used for the publication of project-based assignments. Further research recommended is the effectiveness of using social media in improving Arabic learning skills, as well as digital literacy-based Arabic learning using other information technologies.

The Existence of Arabic Learning in Universities amid the COVID-19 Outbreak: Opportunities and Challenges

The Arabic language has peculiarity and differentiating characteristics that distinguish it from other foreign languages. This study investigates the existence of Arabic language learning during the pandemic period by conducting a thorough review of the Arabic language learning process from both an internal and an external standpoint. The method of writing this article is based on a study of literature comparison. The author conducts an online search for primary literature using valid criteria, and a reputable source—data analysis is performed using the content analysis paradigm. This study demonstrated the positive impact on the internal environment: 1) Lecturers and students gained greater proficiency in using applications that can be integrated into the learning process. 2) The assignment method changes from academic to project-based assignments, 3) Students become more proficient in using social media as tools for learning. 4) Arabic learning occurs from any location and at any time of day. The internal negative consequences are as follows: 1) memorizing qawaid or tashrif, in which case it is not easy to assess students' abilities through online instruction without face-to-face interaction; 2) Explanation of the material when face to face is considered more straightforward; 3) Unstable networks cause the inability to concentrate and focus. The external consequences are as follows: 1) a large number of linguistic webinars about Arabic, 2) The number of research references, research articles, and scientific journals are growing; 3) It is becoming easier to hold memorandums of understanding between collages from different regions.

Addressing Collaboration Challenges in Project-Based Learning: The Student’s Perspective

Project-based learning has been explored in a variety of contexts and different phases of education. Several implementation challenges are associated with project-based learning. Among these challenges is ensuring collaboration between students enrolled in a project assignment. The purpose of this study was to present several practical insights on how to tackle collaboration challenges in project-based learning. The study is based on the qualitative analysis of 67 reflections reports submitted by students who were enrolled in a project-based learning assignment in engineering education. The results suggest that collaboration challenges can be traced to priority conflicts between students as well as to the uncertainty in the project assignment. The results further suggest that these challenges can be successfully addressed by applying a structured project-management approach to planning, communication, and follow up. In addition, the findings suggest this structured approached should be supported by a mindset that recognizes the importance of adaptations and flexibility as the project develops. Moreover, the findings suggest that a collaboration environment based on inclusion, openness, and support enables students to respond to emerging problems and disagreements. The paper outlines several recommendations on how to improve students’ collaboration ability within project teams in the context of project-based assignments.

Does Project-Based Learning (PBL) Promote Student Learning? A Performance Evaluation

The purpose of the study on which this paper is based was to conduct a performance evaluation of student learning for an introductory course in project management in a higher educational institution in Norway. This was done by utilizing performance measurement philosophy to evaluate perceived student learning after a project-based assignment was applied as an instructional tool. The evaluation was conducted at the end of the semester to determine whether it facilitated learning effectiveness by providing an authentic learning experience. Relevant learning criteria were identified from existing literature and were measured by means of a questionnaire survey. Ten measurement scales were established using a 5-point Likert scale. The survey was then rolled out for the same subject for two consecutive semesters for just over 100 project management students. The results indicated that the incorporation of project-based assignments has a positive impact on student learning, motivation, and performance both in the short and long term. The study finally revealed that the incorporation of project-based assignments enables the creation of real-life experiences, which further stimulates the creation and development of real-life competencies.

More Homework and Less Play Makes Better ESL Pupils?

Homework has become an important part of pupils' and teachers' everyday lives in the Malaysian context. As pupils continue to display poor proficiency in English Language, completing homework has become an important after-school activity. Hence the aim of the study is to identify the types of homework assigned by English teachers and to examine the time spent in completing them. A total of 346 pupils from Year Four and Year Five (ages 10-11) and 14 fourteen teachers participated in this study. The mixed-method approach included a survey and an interview to measure the participants' views on the types of homework and time spent in completing them. The findings indicate that essay writing, reading and copying texts were the most common homework assigned whereas projects were the least. Also, Year Four and Year Five pupils spent approximately 39.2 minutes and 47.2 minutes respectively each day completing their homework. The interview data revealed that the teachers preferred to assign drill-based exercises and avoided projects due to time constraints. It is recommended that teachers place more importance on project-based assignments, and less on drills which promote rote learning.

The impact of learner-, instructor-, and course-level factors on online learning

The number of K-12 students taking online courses has been increasing tremendously over the past few years. However, most research on online learning either compares its overall effectiveness to that of traditional learning, or examines perceptions or interactions using self-reported data; and very few studies have looked into the relationships between the elements of K-12 online courses and their students' learning outcomes. Based on student-, instructor-, and course-level data from 919 students enrolled in eight online high-school English language and literature courses, the results of hierarchical linear modeling and content analysis found that project-based assignments and high-level knowledge activities were beneficial to learning outcomes – though not necessarily among students who took these courses for credit-recovery purposes. The paper also discusses implications for both online course-design practices and future research on predictors of online-learning success.

Impact of Contingent Workforce on Productivity of the Organization with Respect to Cement Manufacturing Industries

The contingent workforce can be considered as a big and budding subset of the working population that provides various benefits to an organization. Hiring of Contingent workforce is on the rise in India as well in the form of freelancers, temporary or contract staff. These employees are being employed by companies in order to fill the urgent shortage of staff, according to a report from Kelly OCG. The ‘Workforce Agility Barometer Report’ depicted that project-based assignments are acquiring recognition in developing countries as 71% of C-suite leaders anticipate to sustain or augment their percentage of contingent workers in next two years. This study shall determine the impact of contingent workforce on the overall productivity of an organization in order to assess whether this trend should be continued owing to its various benefits or rejected.

Images of women in sport and physical education part 2: Building and integrating a digital exhibit site into the classroom

ABSTRACTThis article highlights key points in the process of collaboration, creation, and assessment of a digital exhibit that tells the story of a larger digital collection, and its use in project-based assignments for a course on women's sporting experiences. The exhibit is intended to be both a classroom research tool and a model of digital scholarship. Collaborators include a faculty member, librarians, a digital initiative coordinator, an educational technologist, student assistants, and students in the class. The article also explores the challenges and rewards of engaging students in digital scholarship.

Project-based homework

In a bid to transform student engagement with homework, Caistor Yarborough Academy has introduced project-based assignments which span up to seven weeks and are student-led. Kathryn Fowler explains.