Project-based Learning Activities Research Articles

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.

Enhancing Creative Thinking Skills through Project-Based Learning Assisted Game Open Online Physics Instructional

This study aims to enhance creative thinking skills through Project-Based Learning (PjBL) assisted Game Open Online Physics Instructional (GOOPI). GOOPI is an online game-based physics learning media and contains physics concepts found on the page: https://goopi.id/ (use UC browser). The research method used is a quasi-experimental design with two experimental groups and one control group. The sample of this study was 75 eighth grade students from a province in Indonesia. GOOPI technology as software developed to support PjBL activities in the classroom. The results of the research show that project-based learning assisted GOOPI can enhance creative thinking skills. Based on statistical calculations there is an increase in the gain value, an increase of 0.72 in the high category for the PjBl experimental group 1 with GOOPI, the PjBl experimental group 2 alone experienced an increase in the gain value of 0.55 in the medium category, and the group with the teacher based instructional method experienced an increase in the gain value of 0, 45 medium categories. It is suggested that GOOPI technology can be an interesting and effective tool to activate students' positive interest in the PJBL process. In addition, the implications of applying GOOPI for physics learning and recommendations for further study are discussed in this study.

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.

ONLINE PROJECT-BASED LEARNING IN COVID-19 PANDEMIC: EFL PRE-SERVICE TEACHER’ STORY

The study explored the experiences of a pre-service EFL teacher when participating in online project-based learning activities in critical listening class during the Covid-19 pandemic. The study aimed to investigate students' skills that can be developed through online project-based learning other than language skills and a female pre-service EFL teacher's perspectives on the benefits and challenges of using online project-based learning in English as a foreign language online class. The study employed a narrative inquiry model. The semi-structured interview and narrative frame were employed to collect the data. The result revealed that not only develop critical listening but such skills as technical skills in using technology for learning; self-learning; problem-solving; collaboration and communication with peers; critical and creative thinking; and time management outside the classroom can also be increased after joining online classes that implement project-based learning by using various learning platforms. In addition, implementing online project-based learning also provides several benefits and challenges for the participant

Enhancing Engineering Students’ skill through Project-Based Learning in ESP Class

Background: English for Specific Purpose (ESP) plays a significant role in developing the student’s English language skills in writing, reading, speaking, and listening. In Indonesia, English has been learned since the students were in early education to a higher level, however, they are found less confident in using English for communicating especially in ESP classMethods: This research is conducted to find a suitable method to increase the student’s self-confidence and enhance their language skills through the appropriate approach called Project Based Learning (PBL). This PBL focuses on the student’s oral performance during the Final Test project, which employs technology to reach its purpose and it is conducted online during the pandemic. This study used Kurt Lewin’s Classroom Action Research (CAR) as the research methodology consisting of planning, acting, observing, and reflecting. The subjects of this study were 30 Civil Engineering students in semester 2 of the 2020/2021 academic year. Classroom observation, interview, and teacher evaluation using the National Council Teacher of English (NCTE) Oral presentation rubric are used as the data collectionResults: The finding shows that students’ confidence increased therefore it enhanced their language skills ability through this PBL activity along with the teacher’s support and motivation during the whole semester.Conclusion: Project Based-Learning significantly affects the student’s language development, including building their confidence and improving their motivation in using English contextually and creatively without fear of making mistakes. Moreover, Project Based-Learning helps the students feel relaxed and comfortable in ESP class, yet they found it challenging simultaneously.

Implementation of Project Base-Learning in Improving Critical Thinking Skills in Early Childhood

This study investigates the implementation of Project-Based Learning (PBL) as a means to improve critical thinking skills in early childhood. The research was conducted at Nurul Hikmah Integrated Islamic Kindergarten (TKIT) and Handayani III Kindergarten (TK) in Penajam Paser Utara District, with the aim of supporting the implementation of the independent curriculum. This study uses a qualitative research design, using data collection techniques such as interviews, observations, and document studies. while data collection techniques are carried out by condensing data, displaying data, and drawing conclusions. The research findings show that PBL has proven to be an effective approach in improving early childhood critical thinking skills. Through the implementation of carefully planned PBL activities, children showed significant progress in their ability to identify problems, generate creative solutions, and consider different perspectives. In addition, PBL encourages the development of social skills, collaboration and creativity through teamwork and group discussions. Based on the research findings, it is recommended that the implementation of PBL in early childhood education follows a structured process. This includes defining clear learning objectives, selecting interesting and relevant project topics, setting realistic time frames, defining assessment criteria, providing necessary materials and resources, and offering guidance and support throughout the learning process. This research contributes to the existing literature by providing insights into the effective implementation of PBL to enhance critical thinking skills in early childhood education. The findings underscore the importance of well-structured planning, implementation, and evaluation to maximize the benefits of PBL. Further research is encouraged to explore additional factors and strategies that can further improve PBL implementation and outcomes in early childhood education settings. This study also identified several supporting factors that influence the successful implementation of PBL, including: the presence of creative and visionary teachers, a conducive learning environment, relevant learning content and the availability of resources. Conversely, inhibiting factors such as limited support from families, rigid curriculum constraints, limited resources and time constraints were also recognized.

Integrating educational robot and low-cost self-made toys to enhance STEM learning performance for primary school students

ABSTRACT The application of STEM (Science, Technology, Engineering, and Math) education in solving real-world problems is challenging. To tackle this challenge, a project-based learning approach that integrates robots with cost-effective self-made toys to problem-solving was adopted to assist rural primary school students to apply STEM skills. The purpose of this study was to evaluate the effects of the project-based learning approach which includes lecturing and hands-on activities on primary school students’ STEM learning outcomes and attitudes. An experiment was conducted with 25 primary school students who voluntarily participated in a STEM summer-camp programme. Students were asked to assemble a paper house equipped with an IoT control module and LED light switches, and write and edit robot scripts to produce a robot-based storytelling narrative using the paper house they made as a context. The results show that the project-based learning approach was an effective approach for cultivating primary school students’ STEM knowledge and skills as evidenced from the post-written test. The relationships between the students’ STEM learning outcomes and attitudes were also confirmed by a clustering analysis. Students who had higher learning attitudes also achieved higher STEM learning outcomes; the findings are also supported by the feedback from the open-ended questionnaire items. This study suggests that integrating low-cost self-made toys and robots in project-based learning activities is an effective and practical approach to enhance primary school students’ learning outcomes and learning attitudes in STEM education.

Human Resource Development In Improving the Performance of Lecturers Majoring in Management, Pattimura University, Ambon

The performance of lecturers plays a crucial role in achieving educational goals, and the lack of adequate human resource development can hinder the quality of teaching. This research was conducted to develop human resources and improve the performance of Management Department lecturers at Pattimura University Ambon. Using qualitative research methods, in-depth interviews with lecturers and staff in the department were conducted, along with questionnaires to measure satisfaction levels with human resource development. The study revealed that the Management Department has implemented training and skills development, seminars and workshops, and curriculum development to enhance the performance of lecturers. Appropriate education and training can improve the skills and knowledge of lecturers, and their involvement in research and community service activities can enhance their ability to produce quality research and contribute to society. Institutional support and project-based or collaborative learning activities can also improve the performance of lecturers and increase student participation and skills. Recognizing and appreciating good lecturer performance can motivate them to continue performing well and contributing to the university and society. In conclusion, optimizing education and training, involvement in research and community service, institutional support, project-based or collaborative learning activities, and recognition and appreciation of good performance is crucial for human resource development to improve the performance of Management Department lecturers at Pattimura University Ambon.

Primary School Students' Experiences using Minecraft Education during a National Project-Based Initiative: An Irish Study.

Minecraft Education is a digital game-based learning platform that is thought to support the development of twenty-first century competencies and skills. The purpose of this study is to explore primary students' experiences of using Minecraft Education during an innovative national project-based initiative. The initiative had two phases: 1) educational episodes for teachers and students on how to use the platform and 2) a national competition that required students to re-imagine a sustainable version of their community. We used a mixed-methods design with a sample of classes taking part in the initiative. First, third to sixth class students (N = 173) completed a survey that examined: 1) learning opportunities with Minecraft Education, 2) ease of use, 3) usefulness, and 4) enjoyment. Eight focus group interviews were then conducted with a subsample of sixth class students (n = 30). Students indicated that 1) there were good opportunities for learning with Minecraft Education, particularly for creativity and collaboration, 2) the platform was easy to use and useful and, 3) using Minecraft Education was enjoyable. Thematic analysis of the qualitative data identified five themes: 'collaboration', 'opportunities for creativity', 'immersive learning environment', 'student engagement', and 'technology and digital skills'. This research highlights the value of innovative project-based learning activities with Minecraft Education for supporting student learning.

Exploration on the Practice of &amp;quot;Project Based Learning&amp;quot; in the Field of Mathematics for Primary School Students

Project-based learning is a learning method that can implement the goal of educating people, can effectively promote the improvement of students' various abilities, and promote the cultivation of core literacy. Project based learning advocates that students are the main body, guide students to go out of the classroom, combine various learning methods to obtain knowledge, pay attention to students' actual ability, and develop ability. Project based learning has been supported by nearly 40 years of academic research and data, with rich theoretical research results, but there are few case studies on the practice of project-based learning in primary school mathematics. The 2022 new curriculum standard takes project-based learning as the implementation way to implement the goal of education, and provides some primary school mathematics project-based learning topics. In this paper, the author selected the second grade mathematics "Play with" Multiplication Formula "as the research topic, and carried out a practical study on the application of project-based learning in primary school mathematics teaching. According to the general process of "project-based learning", conduct practical research from the six steps of determining the project subject, analyzing project elements, designing driven problems, implementing project activities, publishing project results, and evaluating project learning, summarize the key links to carry out project-based learning, summarize the practical experience of developing project-based learning, and explore a practical path of project-based learning that conforms to the content of the discipline and the actual situation of the school. The implementation of project-based learning activities has improved students' interest in learning, developed their abilities, and yielded rich results in project-based learning. This study is expected to provide some reference and reference for the later development of the second classroom education of primary school mathematics.

Integrated STEM Approaches and Associated Outcomes of K-12 Student Learning: A Systematic Review

Educators and researchers are increasingly recognizing the potential benefits of integrated science, technology, engineering, and mathematics (STEM) education to improve students’ learning outcomes, including the learning achievements, interest in STEM, learning motivation, and higher-order thinking skills of K-12 students. While there is a considerable body of research on this topic, it lacks a comprehensive synthesis of the available evidence to provide a more rigorous and systematic understanding of the relationship between integrated STEM approaches and associated outcomes of K-12 student learning. Therefore, the purpose of this study was to examine the integrated STEM approaches and associated outcomes of K-12 student learning through a systematic literature review. The studies were accessed using the Scopus, ERIC, and Google Scholar databases in February 2022. A total of 47 studies were retained for inclusion in the review. We used the ecological triangulation method for data extraction and synthesis. A total of 23 ecological sentences developed from existing studies revealed that the associated outcomes of K-12 student learning occur differently when using different integrated STEM approaches. For example, STEM project-based learning activities in the science curriculum focused on improving students’ learning achievement and higher-order thinking skills, while out-of-school STEM project-based learning activities focused solely on students’ STEM career interests. Finally, we note several directions for future research related to student learning outcomes using integrated STEM approaches.

The Development of STEM-based Physics e-Workbook with Project-based Learning Activities

The Development of STEM-based Physics e-Workbook with Project-based Learning Activities

The framework of project-based learning (PJBL) activities with steam approach in enhancing creative thinking skills in solving data presentation problems based on ethnomathematics

Creative thinking skills play a crucial role in the 21st-century transformation era. Creative thinking skills influence the ability to generate ideas, discover connections, stimulate imagination, and have various perspectives. Creative thinking skills can be improved by applying Project Based Learning (PjBL) integrated with the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach. The STEM-based learning method applies knowledge and skills simultaneously to solve a case. This approach is a 21st-century learning approach to produce human resources with quality cognitive, psychomotor, and affective abilities. Students' creative thinking skills must be improved because the learning models used so far are still lacking in integration with STEM and related to ethnomathematics-based learning. Therefore, this study is about improving creative thinking skills through the application of Project Based Learning (PjBL) integrated with the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach based on ethnomathematics by presenting local wisdom-themed problems that stimulate students' learning spirit in formulating solutions through the presentation of data using recycled materials.

Research on project-based learning activity design for deep learning capability

Research on project-based learning activity design for deep learning capability

PROJECT-BASED CHEMISTRY LEARNING DESIGN THROUGH LOCAL RESOURCES USE AT SMA NEGERI KAHAYAN TENGAH, PULANG PISAU DISTRICT

Central Kahayan State High School is located in Central Kahayan District, Pulang Pisau Regency, Central Kalimantan. The pandemic period resulted in several changes in the implementation of learning. One is that face-to-face learning activities must be carried out online, resulting in limited interaction between teachers and students. The allocation of cut learning time leads to a lack of time for learners to understand the concept of the material. These obstacles experienced result in a reduction in the quality of learning and a decrease in student motivation in the learning process. Based on the existing problems, the idea emerged as a solution by holding project-based learning design training through local resources. Through this training, it is hoped that teachers will have more knowledge and insight into designing innovative learning by utilizing local wisdom and potential. In general, the objectives of community service implemented are 1) increasing motivation to provide innovation in learning activities, 2) improving skills for teachers to design project-based learning activities, and 3) increasing the motivation and enthusiasm for learning of students

LEARNING STYLES PROFILE AND THEIR IMPACT ON LEARNING BEHAVIOR OF ISLAMIC GUIDANCE AND COUNSELING STUDENTS DURING PANDEMIC

Online learning has followed the learner's modality/learning style. In the context of educational psychology, learning styles have to do with the uniqueness or differences of individuals in learning. Problems that occur when the learning process is not following the learning style are emotional problems, self-efficacy, motivation, etc. This descriptive study aimed to generate a profile of learning styles on research samples, platforms that were often used during online learning, as the trend of learning activities of the samples. Thus, researchers could analyze the relationship between those three variables. The study population and sample were 120 guidance and counseling study program students in the 6th semester. This research used questionnaires as research instruments. The results showed that online learning during the pandemic was not following student learning styles in Islamic guidance and counseling programs, so it had an impact on students’ burnout and learning procrastination. Kinesthetic learning style was the learning style that most respondents had (49.17%). Meanwhile, the learning activity that was often carried out was listening through Zoom meetings. This mismatch had an impact on student interaction, engagement, interests, and motivation. Guidance and counseling courses could emphasize project-based learning activities using the TPACK model. Thus, students could conduct experiments collaboratively with diverse learning styles.

Developing a Test of Mathematical Literacy based on STEM-PjBL using ADDIE Model

Mathematical literacy is one of the eminent skills in the learning process in the 21st century. However, the mathematical skills of Junior High School students in Indonesia need some improvement. This study aims to develop a test of mathematical literacy based on the integration of Science, Technology, Engineering, and Mathematics (STEM) and Project-based Learning (PjBL). The study involved research and development using the Analysis, Design, Development, Implementation and Evaluation model (ADDIE). The results showed that the developed mathematical literacy test based on STEM-PjBL is valid and practical to be implemented by the expert validator. Moreover, the construct validity through implementation in the classroom obtained the result that the instrument is valid and reliable. This instrument is expected to be disseminated to the wider population to accustom the students to the problem embedded in project-based learning and STEM activities.&#x0D; Keywords: Mathematical Literacy; Instrument Test; STEM-PjBL; ADDIE Model