Application Of Project-based Learning Research Articles

Implementation of project-based learning models to improve science literacy of junior high school students

This study aims to provide an overview of students' scientific literacy effectiveness through project-based learning (PjBL). The type of research used is pre-experimental design research through one group pretest-postest design. The subjects in this study were 22 students of class VII A in junior high school SMP Negeri 3 Sumberejo, Bojonegoro, in the 2022/2023 academic year. The data collection techniques used were tests and questionnaires. Research instruments are science literacy tests and student response questionnaire sheets. The results were analyzed using the N-Gain and t-paired tests with effect size. The implementation observation sheet and the response questionnaire were analyzed descriptively and quantitatively. The results showed that the science literacy ability of grade VII A students of SMP Negeri 3 Sumberejo increased from an average pretest score of 30.6 to 38,03 at the post-test. Students' science literacy ability is in a low category with an average N-Gain of 0.10 with an effect size of 0.63 in the moderate category. Improving students' science literacy skills is also supported by implementing learning that is carried out correctly. The application of project-based learning received a positive response from students. Students find learning using project-based learning environmental pollution material fun, attractive, and easy to understand and use, helping to understand the concept of environmental pollution and practicing science literacy. The implication of this study's results is that students should practice many scientific literacy questions referred to as indicators of scientific literacy competency.

Application of Project-Based Learning (PjBL) Models Assisted with Teaching Aids to Improve Students' Science Process Skills on Work and Energy Materials

This research aimed to assess if MAS Syamsuddhuha's application of the PjBL model has increased the efficiency of the student's training processes. This analysis is a quasi-experimental design analysis. The subjects of this research are students from grades X IPA 4 as the experimental class and X IPA 5 as the control class. During the experiment, the experimental class used the PjBL model with teaching aids, whereas the control class used the PjBL model during the teaching process. The design method used in this study is called nonequivalent control group design. Instrumental research tools in the form of tests and observation sheets are used to observe students' science process skills. The hypothesis uses a non-parametric test for the post-test sample rate. The results showed that the post-test experimental class score was 81.19, and the control class post-test score was 66. Applying the PjBL model with teaching aids has increased students' science process skills in work and energy.

Exploration on the Practice of "Project Based Learning" 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.

The Need Analysis of Technology-Based Project-Based Learning in Higher Education

21st-century learning places more emphasis on student-centered learning and requires students to develop 6C competencies. In line with this, the project-based learning method can be used as a method that can help students to develop their abilities, especially in language skills subjects. This study aims to analyses the characteristics of technology-based project-based learning needed in teaching language skills in tertiary institutions. This research used an explanatory mixed method. The language skills courses were analyzed in terms of the current and desired conditions in four aspects such as context, input, process, and product. The data were collected using questionnaires, interviews, and document analysis. To provide trustworthiness or validity and reliability, this study used the source triangulation method.The results of the study revealed that the conceptual framework regarding the application of project-based learning through technology in teaching language skills courses should be added to higher education. The existence of a conceptual framework can assist lecturers in implementing project-based learning in the language skills class.

The Application of Project-Based Learning in Chinese College English Education

Project-based learning (PBL)originated in the 1950s and has been widely applied to the education field. After reviewing previous research, this paper found that in input classes: 1) The ability to retrieve and read academic papers, critical thinking, analytical abilities, team organization and coordinated ability of students have been shown to improve. 2) There are still existing weaknesses such as task building and requirements on basic English level. In output classes, the paper found that: 1) The reading skills of undergraduates enhanced and the ability to use vocabulary and grammar correctly gained great progress. 2) Learners lack of motivation is still a problem. Moreover, this paper also provided some possible research directions for future PBL studies, and they could address some solutions or could develop comparative studies of PBL application in different countries. In this paper, college English classes in China will be divided into input classes and output classes. The ability to retrieve and read academic papers, critical thinking, analytical abilities, team organization and coordinated ability of students have been shown to improve, but there are also existing weaknesses such as tasking building and requirements on basic English level in the PBL applied input English courses in Chinese colleges. Likewise, the application of PBL in output classes has shown that not only have the reading skills of undergraduates enhanced, but the ability to use vocabulary and grammar correctly has also gained great progress. However, learners lack of motivation is still a problem, according to which there are also solutions at the end of this paper trying to solve the existing problems found in the application of the PBL model in Chinese English courses.

Research on the Application of PBL in the Study Travel of China

In terms of the application of Project-based learning (PBL) in China, there are some applications of combining PBL with study travel. This paper analyzes the advantages of PBL application, including stimulating students' interests, enhancing cooperative spirits in teams, and cultivating interdisciplinary thinking and problem-solving abilities. Besides, there are some challenges when applying PBL into the context of study travel, including teachers and students lack of knowledge base and comprehensive literacy, mere formality and imperfect operation system, low overall quality, and difficulties in assessments. Therefore, this paper poses corresponding solutions to overcome these challenges. For future development, PBL in China is to further publicize and promote the advantageous role of PBL in the study travel practice of China, establish and facilitate the operation of China's study travel, and improve the comprehensive quality of teachers in China.

Analysis on Existing Project-Based Learning Application in Various Education Levels and Technology- Integrated Project-Based Learning

Project-based learning is a new and high-quality teaching methodology that has been put into use in the past few decades. Through the use of literature review and case analysis, the paper evaluates how PBL and support learners study in all levels of education and how emerging education technology is integrated into PBL, aiming to elevate all stages of project-based learning.

PENERAPAN PROJECT BASED LEARNING (PJBL) DENGAN PENDEKATAN LINGKUNGAN PADA MATERI FLUIDA STATIS

The project-based learning (PjBL) model with an environmental approach is a learning model that uses projects as a learning method and utilizes the environment as a learning resource. The purpose of this study was to determine the application of project-based learning (PjBL) with an environmental approach to static fluid material. The method used in this research is pre-experiment research with one group pretest-posttest design. This research was carried out through three stages. The first stage is to give a pretest to measure students' initial abilities. The second stage is to provide treatment, namely project-based learning with an environmental approach. And in the third stage, giving a posttest as an evaluation.. The subjects of this study were 11th grade students of SMA Negeri 2 Tondano in the 2022/2023 school year. After obtaining the research data, then processed with the help of SPSS 22.0 for windows to test the results of data analysis, normality test, hypothesis test and N-Gain test. The average pretest result was 59.25 and posttest result was 85.50. Based on the acquisition of N-Gain values from each student, there is an increase in the N-Gain category score with an average N-Gain value of 0.63 . The results of this study indicate that the application of project-based learning (PjBL) with an environmental approach can improve student learning outcomes in static fluid material.

Project Based-Learning and Creativity : Is the Application of Project-Based Learning Can Increase Student Creativity in Making Learning Videos?

Project Based-Learning and Creativity : Is the Application of Project-Based Learning Can Increase Student Creativity in Making Learning Videos?

Putting Real Work Practice into Class: A Case Study on the Application of Project-Based Learning to Teaching English for Professional Purpose

In recent years, Chinese vocational education has progressed a methodological paradigm that places a greater emphasis on the idea of “competence” in order to increase student employability. Given the professionalization of vocational education, more flexible and engaging teaching-learning environments are required. The goal of this study is to conduct research on the application of Project-Based Language Learning (PBLL) to improve instructional strategies in Vocational English for Professional Purposes (EPP) classrooms. This study applied a qualitative case study methodology to gather information from semi-structured interviews, classroom observations, and document analysis. The analysis of the data revealed that the instructors’ application of PBLL has the potential to improve students’ language proficiency and foster the growth of problem-solving skills and relevant competencies that are essential for achieving employability. In summary, this case study offers empirical proof of PBL’s effectiveness in EPP learning. Through the study’s findings, instructors and researchers with an interest in PBL integration in vocational CE classrooms may gain some insight of how teachers perceive and use PBL in actual classroom settings.

The Application of Project-based Learning in the Training Course of College students’ Peer Psychological Team

大学生心理健康教育课程；项目式教学；朋辈心理队伍；教学实践

Student Digipreneur: The Role of Peer Team-Based Learning and Project-Based Learning

This study aimed to analyze the role of peer team-based learning (PTBL) and project-based learning (PJBL) in increasing student digitpreneurs. This Action Research was conducted in 2 cycles, namely, cycle 1 using Peer Team-Based Learning and cycle 2 using Project-Based Learning. The population in this study were 123 students of Accounting Economics Education, Class of 2018 at the Faculty of Economics, UNNES who took digital business courses and used a saturated sample. Data was collected through tests, questionnaires, and documentation. Questionnaire data were analyzed with quantitative descriptive analysis. The results showed that (1) the application of PTBL in digital business learning played a role in increasing the number of student digipreneurs in Accounting Education FE UNNES, a total of 32 people (26.02%) or 7 groups, (2) the application of PJBL in digital business learning played a role in increasing the number of student digipreneurs, totally (69.10%) or 20 groups, (3) the implementation of PJBL was more effective in increasing the number of student digipreneurs by 85 people (69.10%) compared to PTBL. Future research is suggested to apply learning methods that are more varied in subjects related to sustainable entrepreneurship and sustainable entrepreneurship assessment.

Analysis of the Application of Project-Based Learning on Children's Independence: Case Study at the American Academy Casablanca Morocco

Independence is one of the life skills that individuals must possess, especially in early childhood. This ability must be introduced and instilled earlier in children. Independence has been taught by parents from home and even continues when children enter the world of education with the help of teachers. Parents will feel many impacts when instilling independence is implemented earlier, one of which is the absence of dependence on children to complete their tasks. The research method used is qualitative with a case study approach. This research aims to use a case study approach to see the application of project-based learning for children's independence at the American Academy Casablanca in Morocco. The target research was aimed at the American Academy Casablanca school in Morocco with a large population of 10 children, all used as research samples with two teachers. Data sources were obtained from secondary data and primary data. The secondary data researchers obtained from one of the teachers who taught at the institution, while the primary data was obtained from books and articles related to the research. Data collection techniques include interviews and results of documentation. While data analysis starts from the stages of data reduction, data presentation, drawing conclusions, and verification as needed. The research found that there is a link between the application of this learning model to children's independence during the media selection process and activities during learning. The findings from this study show that there is a significant effect of the application of project-based learning on independence in early childhood so that it can be used as an alternative in applying this ability as well as other abilities according to the desired educational goals.

IMPLEMENTATION OF PROJECT BASED LEARNING IN THE LIFE SKILL PROGRAM AT HOMESCHOOLING TAMAN SEKAR BANDUNG

Project-based learning is one of the lessons that can direct students in solving problems, collaborating, and creating a creative work. This study aims to determine the implementation of project-based learning, the results of the application of project-based learning, and the inhibiting and supporting factors for the application of project-based learning at Taman Sekar Homeschooling Bandung. This research uses descriptive method and qualitative approach. The data collection techniques used were interviews, observations and documentation studies. The subjects of this research amounted to five people, namely three students, one tutor, and one person in charge of activities. Based on the research findings, it was found that 1) the implementation of project-based learning consists of six steps, namely fundamental questions, designing product planning, preparing schedules, monitoring students and project progress, assessing results and evaluating experiences. 2) The results of the application of project-based learning can be seen with an increase in cognitive, affective and psychomotor learning outcomes. 3) The supporting factor of project-based learning is the high motivation and interest of students, and the inhibiting factor is the ability of tutors who on average do not have expertise in certain fields, so the institution must bring in resource persons every project-based learning lesson

Application of Project-Based Learning in Developing Environmental-Based Spatial Thinking Skills

<p>Pembelajaran abad ke-21 menekankan pada kemampuan kolaboratif, salah satunya kemampuan berpikir spasial. Upaya yang dapat dilakukan untuk mengembangkan kemampuan berpikir spasial dengan menerapkan model pembelajaran berbasis proyek, dimana mahasiswa mengeksplorasi permasalahan dan menyusun kerangka solusi. Tujuan dari penelitian ini ialah untuk mengetahui pengaruh penerapan model pembelajaran <em>project based learning</em> dalam mengembangkan kemampuan berpikir spasial berbasis lingkungan. Metode penelitian menggunakan quasi eksperimen dengan pendekatan kuantitatif. Desain penelitian menggunakan <em>one group time series design</em>, yaitu menggunakan 1 kelas eksperimen tanpa kelas kontrol. Kelas eksperimen yaitu mahasiswa yang menempuh mata kuliah Penginderaan Jauh untuk Kewilayahan pada Tahun Akademik 2021-2022 Genap. Kelas eksperimen diberi permasalahan dan proyek yang terjadi di lingkungan sekitar. Setiap kelompok kecil dalam kelas eksperimen menggunakan data spasial seperti citra penginderaan jauh untuk mengembangkan kemampuan berpikir spasial. Hasil penelitian menunjukkan penerapan <em>project based learning</em> mampu menstimulasi mahasiswa untuk menyusun kerangka solusi pada proyek berbasis lingkungan dan mengembangkan kemampuan berpikir spasial<em>.</em></p>

Application of Project-Based Learning (PjBL) Models with STEM Approaches in Dynamic Electricity Material Learning

This research aims to determine the effect of the Project Based Learning (PjBL) model with the STEM approach to improving learning outcomes in dynamic electricity material in class XII MIPA students of SMAK Abdi Wacana. The research used designed one group pre-experimental pretest-posttest. Design using the measurement of data collection techniques on tests conducted before and after treatment. Analysis of data was undertaken with the normality, homogeneity, Wilcoxon test, and analysis effect size. The results showed that (1) Before and after the Project-Based Learning (PjBL) model with a STEM approach was implemented, learning results for dynamic electricity material were different (P-value 0.05), (2) Application of the PjBL models with STEM approaches in dynamic electrical material learning is effective in improving student cognitive learning outcomes in class XII MIPA SMAK Abdi Wacana. An average pre-test score of 31.22, a post-test score of 61.83, a standard deviation value of 20.22, and an effect size (ES) value of 1.5136 belong to the high category. The results of this study are expected to be considered by teachers in choosing effective learning models and approaches to improve student cognitive learning outcomes.

Enhancing students’ productive skills in English Language Teaching through Project-Based Learning at Foreign Trade University – HCMC campus

Many students at Foreign Trade University - Ho Chi Minh City Campus (FTU HCMC Campus) are challenging with productive skills. Therefore, in response to the calls for involving students in the learning process, various approaches and methods based on the constructivist approach of learning are being adopted, such as Project-Based Learning, Task-Based Learning, Cooperative-Learning and Problem-Based Learning (Ali & Kassem, 2018). This article presents the research findings of the current application of Project-Based Learning (PBL) in the teaching of English productive skills to students at FTU HCMC Campus and how students can improve them. The research also provides insights into the expectations of students and entrepreneurs on that matter. The research group used the 5-point Likert scale in a questionnaire to collect data from students and interviewed FTU - HCMC’s English teachers and entrepreneurs to give further suggestions. Wilcoxon signed-rank test was used to analyze whether or not there is a significant difference in students’ English productive skills before and after using PBL in English language learning. This study found a significant difference in learners’ speaking skills before and after participating in PBL activities. The students improved their comprehension, range and the ability to deliver their ideas to the target reader for writing skills. However, no difference was found in their content, cohesion, and accuracy. The interviewed teachers and entrepreneurs supported the implementation of PBL in schools. Overall, PBL is encouraged in the settings of higher education institutions. The research findings may vary in different contexts. They also provide further reliable information for the instructors in adapting the curriculum and the teaching and learning strategies to enhance Vietnamese students’ productive skills.

The Implementation of Project Based Learning in Designing Ecotourism Learning Media

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

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

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

Penerapan Pembelajaran Berbasis Proyek dan Hasil Belajar Mahasiswa

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