Application Of Project-based Learning Research Articles

Penerapan project based learning untuk meningkatkan hasil belajar mahasiswa pada matakuliah dasar-dasar sains

The low student learning outcomes and the use of information technology in the basics of science are caused by not applying the appropriate learning model. One effort to improve student learning outcomes is a project-based learning model. The purpose of this study is to improve student learning outcomes through the application of project-based learning. This study uses a one-group pretest-posttest design and this design that is doing a pretest before implementation and posttest after implementation. To find out the increase in student learning outcomes through project-based learning, the Wilcoxon test with SPSS was used. The results showed that student learning outcomes had increased from total pretest results less than 60 to higher than 80. Wilcoxon test results showed that the significance value was 0.001 < 0.05, meaning that there were differences in student learning outcomes from before the implementation and after the implementation of project-based learning. Based on the results of the research above, it can be concluded that the application through project-based learning can improve student learning outcomes in the basics of science.

Integrating Project Based Learning into Woodwork Technology Education in Nigerian Tertiary Institutions

Project based learning (PoBL) is a constructivism learning approach that focuses around student centred learning. PoBL has been found to be effective in different tertiary institutions of learning across the globe. However, in spite the effectiveness of PoBL, it has not been adopted in Nigerian tertiary institutions. Therefore, the purpose of this study is to investigate the effective strategies for integrating PoBL in teaching and learning Woodwork Technology Education (WTE) at tertiary institutions in Nigeria. Three research questions were posed in this study. A mixed method approach involving both quantitative and qualitative method was employed for the study. The sample of the study comprised 50 in-service postgraduate students from Nigerian tertiary institutions studying Technical Vocational Education and Training (TVET) in Universiti Teknologi Malaysia for the quantitative aspect, and 9 in-service post graduate students for the qualitative part. A 16-item structured questionnaire was used for quantitative data collection while semi structured interview was used for qualitative data collection. Data was analyse using the SPSS software version 24 to analyse quantitative data and NVIVO 12 was used for qualitative data analysis. The findings of the study revealed that traditional instructional approach is the predominant method used in teaching and learning WTE at tertiary institutions in Nigeria. It was also revealed from the findings that PoBL encourage student ownership of learning, enhances students critical thinking, effective collaboration and communication. The findings from the study also revealed that restructuring of WTE curriculum at tertiary institutions in Nigeria to focus on a learner centred approach, as well as organising seminars and workshops for WTE lecturers to be acquainted with the application of PoBL in WTE teaching and learning were among the effective strategies for integrating PoBL in teaching and learning WTE at tertiary institutions in Nigeria. Finally, this paper calls for the integration of PoBL into the teaching and learning of WTE at Universities, Polytechnics and Colleges of education in Nigeria for effectiveness in skills acquisition.

Integration of technology in project based learning with tracker on practicum activities

This research reports the utilization of Tracker as one of the media used in the application of project-based learning on practicum activities. The purpose of this research is to improve the learning and innovating skills and science process skills of physics education students at STKIP Nurul Huda in practicum activities that are still considered low. Integration of technology in project based learning with tracker can provide an opportunity for students to engage in learning activities with the framework of scientists, creative and innovative work. Students perform activities by making project in the form of experimental video for further analyzed it using Tracker. During the learning activities, the researcher observed students’ learning and innovating skills as well as students’ science process skills. The results showed that the use of Tracker in project-based practicum activities can train students to be able to associate abstract physics concepts with real life using video analysis, in addition, the use of Tracker on practicum activities provide a students’ discretion to make practical projects that will be done and effective to used in shaping the science process skills of practicum activities.

Project-Based Learning as a Tool for Sounding Perception and Developing Socio-Emotional Skills in 4th-Grade Students

This reports an analysis of the application of Project-Based Learning (PBL) methodology with a group of 17 students of the 4th grade of an elementary school at Taubate town, Sao Paulo State, Brazil. The objective was to teach concepts related to noise pollution in order to educate kids committed to the environment. The project was developed with teams using eight stages applied between April and June of 2018. The social-emotional skills were observed at all stages, which contributed to the development of the concept of pollution. Although some students had shown difficulties to work in teams, they finished their activities and recognized their needs to improve collaboration. In addition, they also understood the dangers of noise pollution and the importance of changing habits in their daily lives.

Design and Application of Project-Based Learning Methodologies for Small Groups Within Computer Fundamentals Subjects

In higher education, it is usual to separate the theoretical contents from the practical ones and use teacher-centered methodologies. This fact makes students lose motivation due to the lack of connection with real professional tasks. Conversely, student-centered learning methods, such as project-based learning (PBL) or flipped classroom, aim to integrate both theoretical and practical contents and to apply them on real-world problems, thus increasing the students’ motivation and involvement. These methodologies are usually applied in the last years of a degree, but it is difficult to find them in basic first-year subjects. The aim of this paper consists in assessing the application of a PBL methodology in the first-year subjects of computer engineering. This methodological change aims to achieve a significant improvement in the students’ learning achievement of the core subject computer fundamentals. The project involved in the PBL proposal consists of developing a portable calculator. The performance of the PBL group is compared with that of other groups with a traditional, teacher-centered learning system. The evolution of the knowledge acquisition is determined by means of an initial evaluation and a final assessment after developing the project. An exhaustive statistical analysis is performed so as to evaluate the PBL application. Quantitative results show a significant improvement in the experimental group marks, which increased by up to 20% compared to the control groups. As a conclusion, applying PBL and flipped classroom engaged students within the subject, thus achieving a deeper understanding of its theoretical concepts.

The Impact of Project-Based Learning on Achievement and Student Views: The Case of AutoCAD Programming Course

The aim of the study was to determine the impact of project-based learning on academic achievements of vocational school of higher education students and to investigate their views on the topic. In the study, a mixed descriptive design where qualitative and quantitative data were both collected and analyzed. The quantitative part was conducted with relational screening method and the qualitative part was conducted with descriptive analysis method. The study group included 13 freshmen students attending the vocational school of higher education, building inspection program in a university located in Eastern Anatolia region in Turkey during the 2016-2017 academic year spring semester and selected with convenience sampling method. The study was conducted during the 14 weeks long period where the related programming course was instructed. In the study, quantitative data were collected with an achievement test that measured the academic achievements of the students in AutoCAD programming course. The qualitative data were collected with a structured interview form designed to collect the student views on the related course. Quantitative data were analyzed with the t-test and the descriptive analysis method was used to analyze the qualitative data. In conclusion, it was determined that project-based learning had a positive impact on academic achievement. Furthermore, students expressed that they achieved meaningful learning as a result of the project-based learning application and the method was adequate for the instruction process, improved their interest in the course and related the content with daily life.

THE PRACTICES OF PROJECT-BASED LEARNING TECHNIQUE APPLICATION: EXPERIENCE OF DIFFERENT COUNTRIES

Introduction . In the educational systems of different countries, much experience has been gained regarding the use of project-based learning. This method is an alternative to traditional lecture-based learning: it helps to pull together a theoretical training material with real life; additionally, it changes the roles of pupils and teachers: students become active fully-competent subjects of an educational process, whereas teachers organize, supervise and direct this process, but do not transfer readily available information. The aim of the publication is an analytical review of the cases of application of project-based learning in Finland, France, Australia, China and the USA, which were described in the articles of foreign peer-reviewed journals. Methodology and research methods. The methodological framework of the present research is based on systemic and active approaches. The general scientific methods of comparative analysis, synthesis and generalization were applied. The case study method was chosen as a basic tool of the research. Results. A brief background to the history of the genesis and development of project-based learning is given. The emphasized features of various approaches to project-based learning application are different in their orientation towards the solution of certain tasks, as well as in the possibilities for selecting goals and means for implementing specific projects. The case studies in Finnish universities are worked out for the development of social skills of students; however, students can choose both the goals and tools of project activities by themselves. The industrial project method has gained a wide popularity in France; the method is focused on the market, therefore, the choice of the goals and instruments is made on account of the needs of a particular employer. The experience of some Australian universities shows that the project-based learning is used to develop professional skills; the choice of instruments occurs with an orientation towards the latest technological advances. In China the key objectives of the project-based learning are various social projects (for example, environmental projects) which are declared at the governmental level. A broad range of versions of project-based learning have been practised for more than one decade in the leading United States universities, colleges and schools: social competences of students are formed by the means of this method; there is an introduction of innovative technologies into educational process; partnerships are build between educational organizations and market; comprehensive ecological programs are created; etc. However, at this stage, the project-based learning is singled out for serious criticism; the analysis of previous experience and the search for solutions are conducted in order to increase the efficiency of education and improve academic performance of students. Scientific novelty. In the Russian Pedagogy, this paper is the first attempt for understanding and generalizing the experience of international project-based learning application. Practical significance. The materials of the publication provide a possibility for education administrators and educators-practitioners to get familiarized with the educational potential and a variety of approaches of project-based learning in order to adopt the best and most appropriate methods towards the Russian realias and the Russian educational institutions.

On the students' perceptions of the knowledge formation when submitted to a Project-Based Learning environment using web applications

This work presents a statistical analysis of the views of Electrical Engineering students, regarding the knowledge formation process in a Project-Based Learning application, as a complement to classical teaching methods. In order to assess this approach, an active learning methodology developed especially for part-time degree courses, called Project-Based Learning Agile (PBLA), has been proposed and implemented at the Regional University of Blumenau (FURB), Brazil. Through the analysis of questionnaire responses obtained over four consecutive semesters, using partial least squares path modeling (PLS-PM), it was possible to understand statistically how the learning process is connected to PBLA. The data analysis suggests that the educational process applied in this work is rooted in a humanist basis, formed by Ego and Cooperation among students. The PBLA approach, sustained by this Humanization, serves as a basis for the Learning. Thus, the results suggest that humanization is an important part in the education process of a new electrical engineer.

Comparison the Application of PBL (Project Based Learning) and PBL (Problem Based Learning) Learning Model on Online Marketing Subjects

Purpose of this study are (1) the application of learning PjBL with PBL to improve study results students, (2) assessing the domain affective, cognitive, and psychomotor, (3) the difference study results use the PjBL with PBL to improve study results students. The research is research quantitative and including research apparent experiment (quasi eksperiment ) by taking sample class two classes X PM 1 as a class experiment and class X PM 2 as a class control. Research instruments used for data collection namely: (1) tests to pretes and postest used to determine the cognitive assessment, (2) sheets observation affective, (3) sheets of the process for the psychomotor. The trial research instruments use the validity and reabilitas. Analysis techniques data using: (1) test a prerequisite analysis consisting of normality test and the homogeneity (2) T test unpaired which ended with the help of computer programs spss. Based on the result of this research can be concluded that: (1) the application of PjBL (Project Based Learning) and PBL (Problem Based Learning) should be conducted well in accordance syntax learning, (2) assessing the cognitive students have a difference and class experiment having an average higher than class control, (3) assessing the results affective students have a difference and on the application of PjBL is better than PBL.

The application of project-based learning in bioinformatics training.

The application of project-based learning in bioinformatics training.

Hands-On Learning of Digital Systems Through Semi-Guided Projects

This paper presents the application of project-based learning to the course on “Digital Electronic Systems,” taught in the fourth year of the B.Eng. degree in Industrial Electronics and Automation at Universidad de Vigo, Spain. The laboratory assignments and the working methodology are based on two semi-guided projects developed through an incremental process, in which the target systems are progressively provided with additional functionalities. To do that, students must combine predefined circuits with others designed by them, until a final prototype is obtained. To address resource availability constraints (time and materials), students are provided at the beginning of the course with all required hardware components, as well as with detailed information regarding the tasks to be performed before, during and after each of the laboratory sessions. Tasks evolve from fully guided to mostly autonomous ones. Assessment results are also presented and discussed.

PENINGKATAN AKTIVITAS MENGGUNAKAN LABORATORIUM KOMPUTER DAN HASIL BELAJAR SISWA SMK PROGRAM KEAHLIAN AKUNTANSI MELALUI PENERAPAN PROJECT BASED LEARNING

The existence of the computer lab is one thing that is essential to support the improvement of students’ competence. Some other researcherssaid that some of the characteristics of PBL and its influence on motivation and learning outcomes, however, these studies can not describe the improvement of the activity in utilizing a computer lab. This study aimed to analyze the differences in the use of computer labs and student learning outcomes at the accounting program to operate accounting computer before and after the implementation of project based learning (PBL). The population of this study was all students of XI class and XII class in accounting programof SMK Al Falah Winong. Sampling in this study is using proportionate stratified random sampling. Data collected through observation. Hypothesis testing is done through t test with two independent samples. The results showed that the application of PBL was able to increase the activity in computer lab and student learning outcomes in the competence particularity on operate computer accounting application. Keywords: Project based learning, computer lab, Student learning outcomes

Implementasi Pendidikan Berasaskan Hasil (PBH) melalui Pembelajaran Berasaskan Projek (PBPj) untuk Menilai Pencapaian Domain Kognitif Berdasarkan Topik Ekosistem Terancam

The education system in Malaysia is in the process creating a paradigm shift from implementing an external evaluation to School Based Assessment (SBA). The Malaysia Education Blueprint 2015-2025 (Higher Education) or the MEB (HE) (Ministry of Higher Education, 2015) is formulated based on the vision and aspiration of Malaysia Education Development Plan (2013-2015) and National Higher Education Strategic Plan (Pelan Strategik Pengajian Tinggi Negara (PSPTN)) in educating students who are knowledgeable, skilled and talented to face the challenges of the 21st century. Shift 1 of the blueprint aims to foster graduates who are holistic, balanced and entrepreneurial in line with the National Education Philosophy. This footstep is closely applied by the Ministry of Education to develop the holistic student profile in the schools. A new evaluation combines the three domains of cognitive, affective and psychomotor instead of focusing on the cognitive domain (DC) those are taken into account in determining student's achievement. This study was conducted to identify the impact on assessment using Outcome Based Education (OBE) through the application of project-based learning (PjBL) by comparing it with the current academic achievement ranking using DC only. All domains involved were represented by academic (cognitive domain), social skills (affective domain) and manipulative skills (psychomotor domain). This study also take into account to determine the impact of students’ assessment in the cognitive domain using Outcome-based Education (OBE) through the application of Project-based Learning (PjBL) compared to Traditional Learning (TL) in the topic of ‘Threatened Ecosystem.’ This study is a quantitative research using quasi-experimental design. A total of 30 Form 4 science stream students were selected using purposive sampling. This study demonstrated that there is no significant difference between the traditional learning (TL) and project-based learning (PJBL) to evaluate students’ cognitive domain. Assessment outlined in the Outcome-based Education is a good evaluation method to be applied to the secondary Based on these findings it is proposed evaluation in OBE through PjBL method is of a better assessment tool to be applied to secondary school, preferably the science stream students. This enables them to be evaluated in a more holistic manner which is in line with the full implementation of PBS in the near future. Subsequently, students’ achievement in affective and psychomotor domains should be carried out to oversee the effect onto the holistic evaluation as outlined in OBE.

Implementation of Project Based Learning in Elementary Schools

This research aims to describe the implementation of project-based learning in the VA class of State Elementary School 131/IV Jambi City. This research was conducted at State Elementary School 131/IV Jambi City. This research is qualitative research with a phenomenological type of research. The data obtained in the research is in the form of descriptions or narratives regarding the implementation of project-based learning in elementary schools for class VA students. The data source in this research is the VA class teacher with the data collection techniques used are observation, interviews and documentation. The results of this research are in the form of a narrative regarding the implementation of project-based learning in elementary school VA classes. The implementation of project-based learning includes learning planning and learning implementation. The application of project-based learning has an impact on the learning process. Students participate directly in creating projects, finding out the use of the projects they create and displaying and explaining the projects in front of the class. Students look active, confident and enthusiastic. From the results of this research it can be concluded that project based learning in the VA class of State Elementary School 131/IV Jambi City in theme 6 subtheme 1 learning 2 science content, in Mathematics Chapter 1 content and theme 6 subtheme 2 learning 2 has been implemented. Project-based learning creates enthusiasm, enthusiasm, confidence and activeness in students during learning.

THE APPLICATION OF PROJECT-BASED LEARNING USING MIND MAPS TO IMPROVE STUDENTS’ ENVIRONMENTAL ATTITUDES TOWARDS WASTE MANAGEMENT IN JUNIOR HIGH SCHOOLS

This research aims to determine the effectiveness of project-based learning method using mind maps in science learning for the topic of waste management and its solution to improve students’ environmental attitudes. It adopted a quasi-experimental method with the pretest-posttest control group design. The subjects of the research consisted of the seventh grade students of two classes in one of the private junior high schools in Bandung Regency. The instrument used for data collection was a pretest and posttest on environmental attitudes for students, a questionnaire, and observations of environmental attitudes of the students from peer assessment, teacher’s observations in the school, and parents’ observations at home. The data were analyzed by considering the gain value with its normalization and counting the size effect. The results of the data analysis indicated that gain <g> = 0.61 for the experimental class and <g> = 0.41 for the control class, and effect size d = 0.37. These values mean that there were improvements in the students’ environmental attitudes in the school and at home after the application of project-based learning with mind maps. It is concluded that PjBL (Project-Based Learning) method using mind maps for the theme of waste and its management works effectively since it has a small effect on improving students’ environmental attitudes.

MPPTjs: A JavaScript Simulator for PV Panels Used in a PBL Application

Abstract Current concepts used in engineering training take into account not only teaching traditional math and physics, but also critical thinking, engagement with society, and ecological awareness. This work proposes the application of Project-Based Learning (PBL) as a way to include renewable energies subjects in the classroom. The methodology was employed in 37 students of a one semester course of the Electrical Engineering major of the Blumenau Regional University, Brazil. To assist in the process, a web application entitled MPPTjs was developed, aiming to facilitate the understanding of the students about photovoltaic (PV) panels and maximum power points tracking (MPPT). Finally, a questionnaire was applied to assess the impact of the project.

Application of Project-Based Learning in the first year of an Industrial Engineering Program: lessons learned and challenges

Abstract The Industrial Engineering Program at the School of Engineering of Lorena at the University of Sao Paulo has been using the Project-Based Learning (PBL) methodology in the first term of the academic year since 2013. This article describes the experience of the first four years of the use, the lessons learned, and the remaining challenges. The use of PBL has been widely recognized by the students as one of the Industrial Engineering program’s differentiating features. Lessons have been learned continuously and have been subsequently incorporated to the application of the project. Much has been refined during this time frame but there is much more to be done. Some challenges persist, such as: (i) improving interaction with the course of Calculus I; (ii) enhancing peer evaluation; (iii) expanding the project coordination team, and (iv) refining tools for data collection and analysis

PROJECT BASED LEARNING (PBL) TO IMPROVE PSYCHOMOTORIC SKILLS: A CLASSROOM ACTION RESEARCH

This paper discusses the application of project-based learning (PBL) to improve student’ psychomotor skills and concept understanding, as well as knowing what PBL contribution to the improvement of student’ psychomotor skills in chemistry learning. The study was conducted in three cycles. Each cycle consisted of planning, implementation, observation, and reflection steps. One set of data consists of student’ psychomotor skills assesment, student’ conceptual understanding and questionnaire responses were obtained from the action research. Learning process was performed in the eleventh grade students included 37 students (10 males and 27 females) and 3 collaborators. The successful research was indicated by 85% of students achieve the mastery learning on concept understanding and well on psychomotor aspects. Data collection was performed using documentation method by questionnaire, observations, and tests. Data was analyzed quantitatively and qualitatively. The results show that all aspects of the psychomotor assessed include sets, mechanical response, complex response, adaptation, and origination were in high category. At the end of the lesson, the project assigned to students were evaluated jointly between teachers and students. The project results in the form of a series of distillation apparatus is applied to separate the natural compounds.

Learning based on the project entitled "Design and construction of a wooden bridge"

This article presents the results of a case involving the application of project-based learning carried out with students in the Mechanical Engineering degree program at the University of Girona. The project, entitled “Design and construction of a wooden bridge”, was conducted at the Polytechnic School in the third-year Structures course. This project required students to address, consider and solve different problems related to the resistance of materials, structural calculations, material optimization and structural design. The project also included the building of the bridge based on the calculations made, thus enabling the students to verify the suitability of the theoretical calculations as compared to real results. Finally, a competition was held to reward those teams who obtained the best ratio between the failure load and the weight of the bridge. The main conclusion observed from the implementation of only two editions of this project is the acquisition of the different proposed competences (both specific and cross-curricular) by the students. Finally, it was interesting to note that after completing the activity, the students were observed to be more motivated by the course content.

The Effect of Project–Based Learning on Undergraduate EFL Students’ Reading Comprehension Ability

Globalization in the 21st century and rapid strides in technology have increased the need for communication in English as is has become a lingua franca. English is also needed as a tool to assist academic advancement, career promotion and information-seeking in general. Hence, good English reading comprehension ability and a sufficient vocabulary range are both vital for university students for these purposes. Therefore, educators have to take into consideration these improvements and attempt to apply various innovative approaches during the education process. Project–Based Learning (PBL) is an approved method that equips learners not only with the 21st century skills (critical-thinking, problem-solving, life–long learning skills, creativity, innovation, collaboration, real-life- setting communication skills), but also has remarkable effects on enhancing learners’ English language skills. The main purpose of this paper is to explore the relationship between the implementation of PBL and elementary level EFL learners’ reading comprehension ability. The present study investigates whether learners’ reading comprehension ability and vocabulary skills improve with the application of PBL. Forty-five first year Faculty of Education students at Ishik University (Iraq, Erbil) participated in the study, in which the experimental group was taught reading comprehension using PBL methods, while the control group – without PBL. The results confirm that the measured variables (reading and vocabulary skills) showed a significant positive progress in the experimental group. The researcher indicates that reading and acquiring required vocabulary become more efficient and enjoyable for students, when PBL is implemented.