Project-based Learning Activities Research Articles

A Generic Multilevel Structure for Educational Escape Rooms

The use of active learning activities for evaluation purposes has been reported to improve results in all areas within the education field. In this paper we describe a generic multilevel structure for educational escape rooms, along with a use case where such a design was applied for assessment in a course within the STEM area. Furthermore, a project-based learning activity was also added to complement that assessment. The results obtained expose an increase in both academic performance and success rate, where the percentage rises in both cases go in line to the literature. Additionally, a high level of engagement was measured during those active learning activities, which is reported to lead to better performance and improved learning. Hence, this high engagement seems to be the primary source of the increments experienced.

ANALISIS HASIL BELAJAR PADA PEMBELAJARAN PROJECT BASED LEARNING DENGAN LITERASI DIGITAL RISET MAHASISWA

The purpose of this study was to describe the learning outcomes on the description of the Project Based Learning (PjBL) learning process activities with student research digital literacy. Several project based learning, no one has researched about learning outcomes with digital literacy based PjBL research. This research was conducted using qualitative methods with a descriptive approach. This study was conducted on 5th semester students in the Mathematics Education Study Program at PGRI Argopuro University Jember. Data can come from informants, locations, and events, as well as related documents or archives. The data collection method used was a test in the form of a project with a project assessment installation. The research instrument has been validated by 2 experts and declared valid after making minor revisions. The result of this study is that there are several slices of school curriculum development according to each school base. The study showed that project-based learning (PjBL) activities can help students in using digital literacy to research and search for data at school using digital literacy. The learning steps allow the learning to run well. Digital literacy helps sharpen project data collected in the field.

공과대학 학부생의 프로젝트 기반 학습 경험 연구

The purpose of this study is to investigate the learning experiences of engineering undergraduates through Project-Based Learning (PBL) activities. The study was conducted over an 8-month period with 1st-year undergraduate students (N=84) at A University, a small-sized 4-year university, in South Korea in 2022. Through a comprehensive analysis of PBL activity status, course evaluations for the first and second semesters, and data from focus group interviews (N=12), the students' PBL activities and learning experiences were analyzed quantitatively and qualitatively. The key findings are as follows. First, students experienced "hands-on experiential learning”, recognized the need for "reducing the project workload”, and engaged in "self-directed learning design” through PBL activities. Second, students learned how to be a good team player by collaborating with colleagues and how to accomplish their learning goals as active learners in various project tasks.

Implementation of Project-Based Learning Approach in Improving Critical Thinking Skills of Elementary School Students


 
 
 The implementation of project-based learning (PBL) approach has gained attention as an effective method to enhance critical thinking skills among elementary school students. This paper explores the effectiveness of implementing the PBL approach in improving critical thinking skills among elementary school students through a qualitative analysis based on literature review and library research. The study investigates various aspects of PBL implementation, including its principles, strategies, and outcomes related to critical thinking development. Findings suggest that PBL provides students with opportunities to engage in authentic, inquiry-based learning experiences that promote higher-order thinking skills such as analysis, evaluation, and synthesis. Moreover, the collaborative nature of PBL fosters communication, teamwork, and problem-solving abilities among students. By immersing students in real-world projects, PBL encourages active participation, creativity, and innovation, leading to a deeper understanding of concepts and issues. Additionally, the integration of technology and multimedia resources enhances the PBL experience, offering students diverse learning opportunities and increasing their motivation and engagement. The findings underscore the importance of well- designed PBL activities and supportive learning environments in maximizing the development of critical thinking skills. Overall, this research contributes to the existing literature by providing insights into the effectiveness of PBL in promoting critical thinking skills among elementary school students.
 
 

Unveiling the dynamics of self-regulated learning in project-based learning environments

Project-based learning (PBL) has been found to exert a positive influence on learners' academic achievements, while also fostering their intrinsic motivation and playing a crucial role in nurturing sustainable learning capacities. Understanding individual differences in self-regulated learning (SRL) within project-based foreign language learning can guide language teachers in delivering personalized instruction. This study utilized a blended learning management system to collect and analyze data on SRL from 95 learners enrolled in a project-based College English course. Through microanalysis, latent profile analysis (LPA), and epistemic network analysis (ENA), the study identified distinct learner profiles and traced their developmental trajectories in project-based language learning. The findings revealed that PBL facilitates the occurrence of SRL behaviors and strengthens connections across different regulation phases. Notably, learners with diverse profiles displayed variations in their SRL epistemic network structures and developmental trajectories. These results highlight the dynamic nature of SRL within the PBL context, underscoring the significance of considering individual differences and supporting learners’ evolving self-regulatory behaviors and strategies throughout their engagement in PBL activities. To enhance SRL in PBL, educators are encouraged to provide scaffolding support, promote help-seeking behaviors, and implement interventions targeting metacognitive processes and reflective practices.

Developing EFL Critical Reading Aids: Project-Based Learning Activities for Electrical Industrial Engineering Students

The Independent Learning and Independent Campus (MBKM) curriculum for vocational education provided learning experiences for students. However, the reading material conducted had not reached the curriculum target. Thus, this study aimed to develop critical reading material and worksheets based on the MBKM curriculum. The development procedure was designed in three stages: defining, designing, and developing for 3-D aids. The research resources employed were validation sheets for critical reading aids and semi-observation sheets to provide student activity during PjBL field trial. The results of this study were project-based learning (PjBL) used to construct English language learning aids for the syllabus and coursework units, including worksheets for critical reading. Hence, this learning aid could slightly enhance students' reading competence, which could lead them to have soft and hard skills as well as meet the MBKM curriculum target.

PREVENTION OF CHILD STUNTING THROUGH MATERNAL EDUCATION WITH POSYANDU CADRES

Stunting is a condition of failure in growth caused by failure of gain weight, disruption of linear growth, head circumference, and malnutrition that cause uncomparable height to the children and peers. In 2022, based on data from the Indonesian Nutrition Status Survey (SSGI), the prevalence of stunted toddlers in Malang City will be 18%. The main factors of this condition are mothers' lack of knowledge about nutrition, parenting patterns, health services, access to clean water sources, socio-cultural factors and incorrect breastfeeding practices. Therefore, efforts are needed to increase maternal knowledge as a form of preventing stunting cases. The aim of this activity is to increase mothers' knowledge and attitudes towards stunting and MPASI in children. The method in this project based learning activity is carried out in several stages, there are the planning stage, implementation stage, and evaluation stage. In this activity, a pretest and posttest were carried out, as well as delivering the material using power point media. The results of the base learning project for Posyandu mothers on street Raya Candi II RW 2, Sukun, Malang City showed that there was an increase in knowledge

PENGGALIAN POTENSI SISWA MELALUI LITERASI DIGITAL (LAPIS LEGIT)

Potential Through Digital Literacy" (LAPIS LEGIT) strategy in the educational context at SD Negeri 3 Giriwarno. Digital literacy is an essential skill in today's digital information era, and this innovative approach is designed to increase the use of technology in the learning process. The LAPIS LEGIT method includes integrating digital literacy into the curriculum, facilitating interactive learning, and increasing student engagement through online resources. This research uses a qualitative approach involving teachers and students at SD Negeri 3 Giriwarno as research subjects. The LAPIS LEGIT intervention is directed at improving students' digital literacy skills, involving project-based learning activities, online collaboration, and the use of technology. During the experimental period, data was collected through digital literacy tests, classroom observations, and student interviews. Findings show a significant increase in students' digital literacy skills, empowerment of students for independent learning, and increased active participation in the learning process. The implementation of LAPIS LEGIT provides a foundation for sustainable skills development in the digital era, preparing students for future challenges. This study also identifies several challenges and recommendations for further development in optimizing student potential through digital literacy. The results of this research contribute to practical and theoretical understanding regarding the integration of digital literacy in the context of formal education. Apart from that, the impact of digital literacy is an increase in the education report card of SD Negeri 3 Giriwarno in 2023 which reached 44%.

Developing middle school students’ problem-solving ability through interdisciplinary project-based learning

Problem-solving ability is one of the most important skills of Chemical engineers. This case study aims to describe how students develop problem-solving ability in interdisciplinary project-based learning activity. 7 groups of middle school students participate in a one-month “home-made oxygenators” project, designing and producing oxygenators that meet the situational requirements by themselves, and showcase their production. Project task handouts, chat logs, student presentations, student works, contribution surveys, standardized tests, and interest questionnaire are the data sources of this study. The results show that the vast majority of student groups creatively use different principles to produce oxygenators with different functions, in which students clarify and identify problems progressively, create solutions by applying multidisciplinary knowledge, select the best solution through group argumentation, and optimize the solution in practice continuously, so that they develop the problem-solving ability throughout the whole process. Moreover, participants in the activity show more remarkable improvement in their academic performance and interest in Chemistry and Chemical Engineering compared to non-participants.

Pengembangan Lembar Kegiatan Peserta Didik berbasis Project Based Learning pada Materi Komposisi Bangun Datar Kelas 4 Sekolah Dasar

The purpose of this study is to develop a project-based learning activity sheet (PBLA) to reinforce the learning of content related to the construction of plane figures in mathematics classes. The study was conducted in Gianti Sidoarjo's Class IV SDN 1 with a sample of 10 students. The ADDIE model was used as the design method. The validators of the study were experts in teaching materials and LCAP. The data collected were qualitative and quantitative. Observation, interview, questionnaire, survey, and documentation methods were used to collect data. Pre-tests and post-tests were administered in the sample class. The analysis of the data yielded the following data: (1) the results of the material test were good (70.0%); (2) the results of the LCAP test were good (80.75%); (3) according to the responses to the questionnaire, the appearance, motivational qualities, and usefulness in the learning process were acceptable for all students; (4) the learning results were good (0.8). Thus, the conclusion of this study is that the Project-Based Learning Activity Sheet (PBLA) is highly rated, suitable as teaching material for SR Class IV, and furthermore, can improve students' learning outcomes.

Strengthening the attitude of cooperation through diversity projects

This research describes the students' cooperation attitude as one of the dimensions of the Pancasila student profile. This research aims to determine the strengthening of the attitude of cooperation through the Strengthening Pancasila Student Profile Project activities. The method used in this research is a qualitative approach with observation and documentation data collection techniques. The results of this research are project-based learning activities that can strengthen the attitude of cooperation, involving teachers and students starting from the planning, implementation, and evaluation stages, namely through the Strengthening Pancasila Student Profile Project activity with the theme "Bhinneka: Nusantara in Legend" at the SMP Muhammadiyah 9 Yogyakarta, a private junior high school in Yogyakarta, Indonesia. Then, there is also the impact of these activities on students and teachers. The output of this activity is a working title, namely a drama performance resulting from the creativity and cooperation of students and teachers.

Implementasi Kurikulum Merdeka Dalam Pembelajaran IPAS Berbasis Proyek

The implementation of Freedom of Learning in project-based IPAS and science learning has problems related to the implementation of the Curriculum. The implementation of project-based learning aims to: Understand the implementation of the Merdeka Curriculum in class IV project-based IPAS and science subjects at SDN. The research method uses observation, interviews, questionnaires and documentation. The data analysis techniques used by researchers are data reduction, data presentation and conclusions. Researchers used data validity testing with source triangulation techniques. This technique explains that the credibility test is to check data so that results such as interviews, questionnaires and documentation are obtained. The following results of this research confirm that: 1) First, at SDN, the implementation of Independent Learning Curriculum has begun to be implemented using project-based IPAS and science subjects. 2) Second, there are obstacles experienced by teachers resulting in the implementation of the Merdeka Curriculum, namely teachers have difficulty analyzing Learning Achievements, formulating several Learning Objectives and developing a Flow of Learning Objectives and Teaching Modules, lack of time allocation in project-based learning activities 3) Things that teachers do to solve the problem of implementing the Merdeka Curriculum, such as teachers carrying out regular training with the Kelompok Kerja Guru (KKG) and directing and mentoring with the head school.

Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications

Complex thinking is a desired competency in 21st-century university students, so technology-based teaching and learning strategies must be carefully considered when training them in complex reasoning skills. This systematic review aims to map research on the use of teaching and learning strategies supported by technology to enhance complex thinking skills in university students. This review reports results according to PRISMA (preferred reporting items for systematic reviews and meta-analyses) guidelines. The search strategy was performed in June 2022 in Scopus and Web of Science databases. Of 151 records initially identified between 2018 and 2022, 32 papers were included in the final synthesis per the inclusion and exclusion criteria. The results of this review indicate that (1) tech-based strategies for complex thinking development are based on active learning approaches including problem-based learning, case-based learning, collaboration-driven and discussion-based learning, project-based learning, assessment- and feedback-oriented activities, and mind mapping techniques; (2) most of the documented strategies were implemented in hybrid contexts; (3) traditional instructional materials commonly used for promoting higher order thinking skills such as reading assignments, videos, and eliciting/reflexive questions are still effective in fostering complex thinking when delivered through technology; and (4) custom-built technological development for complex thinking development software that incorporates emerging technologies is scarce at present. Further research is needed to document the interventions that train students interactively in complex thinking skills using Education 4.0 technologies.

Instructional Management Through Project-Based Learning Combined with Collaborative Learning to Enhance Learning Achievement of Undergraduate Students

Global citizenship should acknowledge various lessons in global education emphasizing learners as the global citizens. Teaching techniques integration that is suitable for contents and the nature of learners is considered as the heart of instructional management affecting students greatly in the 21st century. This study aims: 1) to determine the quality of the learning achievement test; 2) to compare the pre-test and post-test learning achievement of students through activities of the project-based learning (PjBL) combined with collaborative learning; and 3) to study student’s satisfaction toward PjBL activities. Research method includes 4 steps: 1) data study; 2) activity design; 3) tools creation; and 4) learning activity management. A questionnaire and a learning achievement test are implied as tools. The sample comprises 40 undergraduate students and 5 experts who are selected by the purposive sampling and have experienced teaching for more than 10 years from 4 higher education institutes. Data is analyzed with mean, standard deviation, and t-test. Results indicate that: 1) the learning achievement test that has been already qualified is a 5-choice, 65 items, which are a content validity and a whole reliability value of 0.912; 2) the post-test learning achievement is higher than the pre-test with a statistical significance level of .05; and 3) an overall student’s satisfaction is at the highest level (X= 4.72, SD = 0.33).

Project-Based Learning and Perceived Overlap of Self-Regulation and Project-based Learning Techniques for Students with Adverse Childhood Experiences: A Case Study

The purpose of this qualitative case study was to explore the perception of educators transitioning from a traditional learning environment to a project-based learning (PBL). Teachers’ perception of student self-regulation in ages from 8 to 17 were captured. Data were collected from 1-1 interviews with five participants with Missouri teacher certification ranging in grade levels from elementary to high school working with a total of 175 students within a mental health residential school throughout Missouri. Additional data were collected from daily logs, participant interviews, behavioral logs, and regulation logs from classrooms of students with the same background as teacher participants over the last four school years, 2018-22, of teachers who have taught project-based learning units. Daily logs, regulation logs, behavioral logs, and participant interview responses were manually coded twice and then coded a third time using electronic coding via NVivo to ensure bias from Dr Foster was not present. This study supports using project-based learning units with students who have a history of adverse childhood experiences (ACEs). While study findings support the teacher perception that project-based learning activities increase self-regulation from interview responses, regulation logs, and daily logs data could not triangulate this perceived relationship. These findings support the importance of relationships with students with ACEs during PBL to increase self-regulation.

Project-Based Learning and Perceived Effect on Behaviors for Students with Adverse Childhood Experiences: A Case Study

The purpose of this qualitative case study was to explore the perception of educators transitioning from a traditional learning environment to a project-based learning activity environment. Teachers’ perceptions of student behaviors ranging in age from 8 to 17 were captured. Data were collected from 1-1 interviews with five participants with Missouri teacher certification ranging in grade levels from elementary to high school working with a total of 175 students within a mental health residential school for children and youth throughout Missouri. Additional data were collected from lesson reflections, lesson plans, behavioral logs, regulation logs, and supplemental data from critical incident reports from classrooms of students with the same background as teacher participants over the last four school years, 2018-22, of teachers who have taught project-based learning units. Study findings support the teacher's perception that project-based learning activities decrease negative behaviors for students with adverse childhood experiences while increasing engagement, academic skills, and self-regulation. Further, implications from these findings support that project-based learning activities increase student choice, allowing students within a residential mental health classroom to have control.

Study of Science Process Skills in Lesson Plan by Prospective Biology Teachers Based on Merdeka Curriculum

The purpose of learning planning is to ensure that instruction is organised and carried out in a way that achieves the aims of the curriculum. Before settling on the Merdeka Curriculum, the Indonesian school system went through at least eleven curricula. An essential skill for any educator is the ability to craft lessons that meet the requirements of the curriculum at any given time. This study uses a quantitative descriptive method using data from learning plan documents made by prospective biology teachers and analyzed by researchers based on the emergence of science process skills. The analysis process also uses the National Education Standard document on Merdeka Curriculum. The results of this study are: 1) lesson plans made based on the curriculum before K13 and the Merdeka Curriculum had around 8-15 pages, while the lesson plans based on the revised 2013 curriculum and the Merdeka curriculum were 1-1.5 pages. The material and evaluation of learning in the lesson plans for the revised K13 and the Merdeka Curriculum are provided using links or barcodes. 2) the discovery of process skills indicators in the form of basic process abilities and the ability to integrate processes into learning objectives. 3) lecture methods, online learning resources, and multiple choice questions are the most widely used in lesson plans. In the lesson plans analyzed, there has not been an explicit finding of product or project-based learning activities characteristic of the Merdeka Curriculum's learning process.

Project-Based Learning in EFL Classroom: Strategies for Success

Project-Based Learning (PBL) is an innovative and student-centric approach to education that has gained widespread attention for its ability to engage learners in authentic and real-world problem-solving experiences. However, deploying this activity in ELT classroom is not an easy thing to do. To address this gap, this article presents detailed activities to be deployed in class, together with its fundamental principles, benefits, for teachers and students. The implementation of PBL activities in Junior High School level showcase the students’ empowerment to become active, engaged, and lifelong seekers of knowledge. The activities also align with modern workforce demands, as it equips students with 21st-century skills like adaptability, collaboration, problem-solving, and communication.

Fostering twenty-first century skills among primary school students through math project-based learning

In today’s modern world, students must be equipped with twenty-first century skills, particularly those related to solving real-life problems, to ensure competitiveness in the current global economy. The present study employed project-based learning (PBL) as an instructional tool for teaching math at the primary level. A convergent mixed-methods approach was adopted to determine whether the PBL approach has improved students’ twenty-first century skills, including collaborative, problem-solving, and critical thinking skills. Thirty-five students of the experimental group were treated with PBL, while 35 students of the control were treated with the traditional teaching method. ANCOVA test for “critical thinking skills” showed a significant difference between the experimental and control group (F = 104.833, p = 0.000 < 0.05). For collaborative skills, results also showed a significant difference between the two groups (F = 32.335, p = 0.000 < 0.05). For problem-solving skills, the mean value of experimental (25.54) and control group (16.94) showed a high difference after the intervention. The t-value (8.284) and the p value (p = 0.000) also showed a highly significant difference. Observations of the classroom also revealed the favorable effects of employing PBL. PBL activities boosted the level of collaboration and problem-solving skills among students. Students could advance their collaboration abilities, including promoting one another’s viewpoints, speaking out when necessary, listening to one another, and participating in thoughtful discussions. During the PBL project, students’ active participation and effective collaboration were observed, significantly contributing to its success.

Assessing the Impact of Project-Based Learning on Students’ Writing Skills: A Pre-Experimental Study

This pre-experimental study examines the effectiveness of project-based learning (PBL) on the writing skills of Class 9D students at SMP Negeri 48 Surabaya during the academic year 2022/2023, specifically focusing on procedure text. The goal is to enhance students’ writing abilities, particularly in the area of procedural writing. The study involves a single group of 42 students from Class 9D, selected through convenience sampling. The intervention consists of implementing PBL, where students actively engage in hands-on activities, collaborative projects, and authentic writing tasks related to procedure texts. The intervention period is designated for active student participation in procedure text-based projects. Pre-test and post-test assessments evaluate the impact of PBL on writing skills, considering criteria such as organization, clarity, coherence, and language proficiency. The analysis compares the writing scores from these assessments. The findings aim to provide insights into the effectiveness of PBL in enhancing students’ writing skills within the context of procedure text. Implications of the study suggest that implementing PBL strategies in writing instruction offers significant benefits to students. Authentic tasks and hands-on experiences foster creativity, critical thinking, and problem-solving skills. Educators can incorporate PBL into procedure text instruction based on these findings. Integrating PBL strategies into the curriculum enhances students’ writing skills. Providing professional development opportunities assists teachers in designing and implementing effective PBL activities. Further research is needed to explore the long-term effects of PBL on writing skills across different genres and grade levels.