Project-based Learning Approach Research Articles

Kreativitas Guru Dalam Memilih Strategi Pembelajaran Yang Efektif Untuk Persiapan Menghadapi Kurikulum Nasional

In facing the dynamics of the national curriculum which continues to develop, it is important to understand the role of teacher creativity in choosing effective learning strategies. This research aims to explore and understand how teacher creativity can be used in choosing effective learning strategies to prepare for the National Curriculum. Through a qualitative literature study approach, this research investigates various text sources, journals, and related research to gain in-depth insight into how teachers use their creativity in designing interesting and meaningful learning experiences for students. The findings show that teacher creativity plays an important role in responding to the demands of the continuously developing national curriculum, which demands adaptation and innovation in learning methods. Creative teachers can choose and adapt various learning strategies, such as project-based learning, group discussions, and technology-based approaches, according to student needs and the learning objectives set in the curriculum. By utilizing their creativity, teachers can create a learning environment that motivates, inspires, and produces optimal learning outcomes. The implications of this research highlight the importance of providing support and training to teachers to develop their creative skills in selecting learning strategies that suit the changing national curriculum context and diverse student needs

Research on Project-Based Teaching Strategies for the Chinese Curriculum of International Baccalaureate (IB) based on the SAMR Model

In the digital era, there have been significant changes in international students’ Chinese language learning patterns and methods. The integration of information technology and project-based teaching not only promotes the demand for applications and learning media but also provides new opportunities to enhance student’s critical thinking abilities. However, project-based teaching of information technology and Chinese is prone to the misconception of seeking the most suitable application or learning medium for verification. The SAMR (Substitution, Augmentation, Modification and Redefinition) model is an educational model based on Bloom’s taxonomy of educational objectives for “creative” teaching. This information technology-integrated teaching method provides students with diverse learning experiences. The Chinese language course of the International Baccalaureate (IB) aims to cultivate students’ profound understanding of literature, language, and culture by providing a critical exploration learning experience in the field of language and literature. It encourages students to explore similarities and differences between different cultures, delve into topics or works of interest, and conduct independent language and literature research projects. The project-based learning approach helps students meet their further academic research and personal growth skills needs, cultivating them as language users and lifelong learners who are willing to explore and have critical thinking skills. The application exploration of the SAMR model in project-based teaching proposes relevant suggestions for the integration of information technology and Chinese teaching in the digital era and provides some new focus points for effective strategies and paths of IB Chinese teaching: encouraging teachers to improve students’ skills in collaboration, communication, creativity, and critical thinking (4C) through advanced teaching at four different levels of SAMR model, flexible use of teaching rounds, creation of GRASPS teaching evaluation scenarios, and design of conceptual driving tasks, in order to achieve the improvement of language and literature construction and application abilities, and further promote the collaboration and autonomy of IB Chinese project-based learning process.

Characteristics of Project-Based Learning Models on the Project to Strengthening the Pancasila Student Profiles at Muhammadiyah School

The Project for Strengthening the Pancasila Student Profile utilized a Project-based Learning (PjBL) approach, distinguishing it from intracurricular PjBL programs. The implementation of this project in schools remains complex due to its novelty and the ongoing search for an effective model for planning, implementation, and evaluation. The objectives of this study were as follows: (1) to describe the implementation of the PjBL model in the Project for Strengthening the Pancasila Student Profile at a Muhammadiyah junior high school in Batu City, (2) to describe the development of the Pancasila Student Profile after the implementation of the PjBL model in the Project for Strengthening the Pancasila Student Profile, and (3) to outline the challenges faced by the school and their corresponding solutions in implementing the PjBL model in the Project for Strengthening the Pancasila Student Profile. This research adopted a descriptive and qualitative approach. Data collection techniques encompassed in-depth interviews, observations, and documentation studies. The findings revealed that: (1) the implementation of the PjBL model in the Project for Strengthening the Pancasila Student Profile commenced with material mastery, followed by project execution, and concluded with a celebration, (2) the students demonstrated good character development in alignment with the Pancasila Student Profile, which consists of six competencies formulated as key dimensions, and (3) the encountered challenges in implementing the PjBL model in the Project for Strengthening the Pancasila Student Profile included difficulties in determining the appropriate time for implementing the P5 Project due to the teachers' busy schedules. In conclusion, the activities of the Project for Strengthening the Pancasila Student Profile, utilizing the PjBL approach, have been successfully carried out and have led to the formation of the Pancasila student profile, although there have been implementation obstacles. The best practices observed at Muhammadiyah Middle School in Batu City can serve as an inspiration for other Muhammadiyah schools and private institutions. Widespread implementation of such practices poses a challenge for future researchers.

Inovasi dalam Kegiatan Belajar Mengajar dalam Meningkatkan Kualitas Pendidikan di SD Nasima

Innovations implemented at Nasima Elementary School (SD) Semarang to improve learning activities. These innovations include technology integration, relevant curriculum development, interactive teaching methods, and ongoing training for teachers. The aim of implementing this innovation is to create a more dynamic, interesting and effective learning environment so that students can reach their maximum potential. The use of technology such as digital devices and e-learning platforms has enriched students' learning experience and increased their participation. The curriculum is developed based on students' needs and interests through a project-based learning approach which helps in developing critical thinking and teamwork skills. Interactive teaching methods, such as group discussions and simulations, increase student engagement and develop their social skills. Continuous training for teachers ensures increased competence in teaching methods and use of technology. These innovations show how important adaptation is in education to improve the quality of learning at SD Nasima Semarang.

Developing A Flipbook for Introduction to English Grammar Course with Project-Based Learning Approach

This study aimed to create a digital coursebook as a flipbook for the Introduction to English Grammar course using Project-Based Learning (PJBL). Utilizing the ADDIE model, a needs analysis was conducted to gather student preferences on language focus, learning setting, lecturer roles, and flipbook features. The resulting flipbook, consisting of 13 units, was designed to enhance students' grammatical skills for real-world communication and was validated by experts for its quality. The research emphasizes the potential of innovative, student-centered approaches in grammar education. Embedding grammar lessons into real-life scenarios through PJBL helps students recognize the practical applications of grammar and enhances retention and comprehension. The study successfully developed the flipbook in the initial phases of the ADDIE model, with future phases set to evaluate its effectiveness comprehensively. Initial findings provide valuable insights into effective grammar learning, suggesting the need for further research and development of innovative learning materials. The next phase involves piloting the flipbook in classrooms, with iterative refinements based on student feedback and outcomes to ensure it meets educational standards and student needs. This study highlights the importance of incorporating technology in educational resources to foster active learning and improve grammar proficiency among students

Analysis on the Implementation Effect of Promoting Active Learning with Project-Based Learning

Background Given today's information deluge and the swift strides in artificial intelligence, foundational knowledge is readily accessible online. The willingness to take the initiative to learn is obviously more important. At present, project-based learning is widely promoted in the world, and China is no exception, and since 2016, Zhejiang, China, has promoted STEAM education as a promotion curriculum integration. An important starting point for transforming the way you learn. Although project-based learning is widely carried out, there is a lack of quantitative research on the effective organization and implementation of project-based learning and the corresponding learning effects.Educators build and provide learners with supportive learning resources and tailor guiding issues of project-based learning to provide a path to transition from traditional direct teaching to a project-based active learning approach that encourages students to be proactive and seek resources as needed. Objectives This study will use the database design curriculum as an example to implement project-based learning, build project-based learning elements, and record students' learning activity data in project-based learning activities, which has 45 students in a junior college in Zhejiang in 2023. Methods The study collected data from learning platforms that included various supportive learning resources, including the number of online discussions, the number of tasks completed, video watch time data, chapter learning repetition, the distribution and trend of chapter learning time, teacher surveys, and face-to-face discussions and offline unsupervised learning. Results and Conclusions This lab takes database project-based learning as an example and evaluates whether learners can gain real-world practical experience in new learning methods. The analysis of project-based learning outcomes shows that the project-based active learning method enhances students' awareness of the importance of database design, cultivates enthusiasm, and promotes active learning in learning, better cultivate students who can navigate beyond basic knowledge points to embrace multidimensional inventive learning. Experimental data shows that strong positive correlation between high-quality project-based learning and student enthusiasm.

Embedding More Autonomous Safety in MCUs-Based Embedded Systems using Project-Based Learning (case study)

In this research, we present a new technique for learning embedded systems design (ES) that integrates Project-Based Learning (PBL) with conventional face-to-face learning. The PBL course uses a project-based learning approach which offers insights for effective safety feature implementation, concentrates on ES or IoT applications and highlights security in the developed system. This is achieved by using Safety co-processors and Microcontrollers which are secure and cost-effective. Furthermore, the study highlights the key safety modules suitable for integration into MCUs. Additionally, we propose implementing a functional safety layer including a safety co-processor equipped with trusted input/output controllers that contribute to identifying potential failures and increase the system fault tolerance.

Factors Associated with the Perception of Prehospital Internship Training of Dental and Other Health Sciences Students in the COVID-19 Context

During the COVID-19 pandemic, pre-internship training of Health Sciences students took on an essential role. The shift to virtual practices and a project-based learning approach brought challenges, but also opened doors for adaptation and learning in a constantly evolving healthcare landscape. To determine the factors associated with the perception of Peruvian health sciences students during the period of isolation due to the COVID-19 pandemic regarding their training prior to hospital internship. A Cross-sectional analytical study was performed. Students from professional schools of health sciences who entered the hospital internship 2022 and students from the year prior to the internship from a Peruvian public university were evaluated. Data collection was performed with a 49-question questionnaire. Female participants were more prevalent with 384 (70.98%) students while the medical career had the highest participation with 152 respondents (28.1%) followed by the dental career with 134 (24.77%). In the adjusted logistic regression model no influence of associated factors on students' perception of their preparedness for hospital internship in the isolation period due to the COVID-19 pandemic was found. Peruvian Health Sciences students self-perceive themselves prepared for hospital internship in Comprehensive Care, Prevention, Collaboration and Self-Learning, but less so in Practical Skills, Understanding Science, Interpersonal Skills and Confidence.

Classroom Management: Improving Students Learning Outcome through Project-Based Learning

This research aims to determine project-based learning class management in improving students' English learning outcomes. Therefore, the method used in this research is classroom action research using two cycles. The study's findings indicate that using a project-based learning approach can enhance students' learning outcomes in English classes. The student's learning outcomes in the second cycle demonstrate this; they received an A grade of 33%, above the learning objective/completion by 30%; a B value of 50%, matching the aim of 50%; and a C grade of 17%, well below the target of 20%.

The application of naive bayes method for final project topic selection within the project-based learning framework in the data mining course

<p>This study aims to explore the potential application of the Naive Bayes Method in predicting the determination of final project topics for students within the context of project-based learning (PBL) in the Data Mining course. Adopting an observational quantitative approach, the research involved 34 students from the Educational Technology Informatics Study Program at Padang State University between 2013-2015 as research subjects. The sampling technique employed was stratified random sampling, aligning with the research findings. The study's results indicate that the Naive Bayes Method is proficient in providing accurate predictions concerning the determination of final project topics, with significant accuracy, precision, and recall values. Moreover, the integration with project-based learning (PjBL) approach effectively enhances the authenticity and relevance of the learning experience for students, further substantiating the effectiveness of Project-Based Learning (PjBL).</p>

Teaching of Physics in Engineering from Problem-Based and Project-Based Learning Approaches

Within the scope of this research, an evaluation was conducted on the problem-based learning (PBL) and project-based learning (PrBL) methods in teaching physics to mechanical and electrical engineering students at a public university in Peru. Two groups, each consisting of 15 and 16 students, were carefully selected to ensure uniformity in academic, socioeconomic, and emotional aspects. The measurement of academic performance was conducted both at the beginning and the end of the period. The statistical analysis using the t-student test revealed that the PrBL method was significantly more effective than PBL. These findings underscore the association between the choice of learning methods and the specific scientific area being taught, emphasizing the superiority of the PrBL approach in this educational context. This discovery suggests that implementing learning strategies that incorporate a project-based approach can be a valuable option to enhance academic performance in scientific disciplines.

A Proposed Educational Program Based on Project-Based Learning (PBL) for Teaching Home Economics and its Impact on Developing Creative Thinking and Problem-solving Skills of Third-grade Intermediate Female Students

This study examined the effectiveness of using project-based learning (PBL) for the teaching of home economics and determine its impact on the development of students’ creative thinking and problem-solving skills. To achieve the objectives of the study, the researchers used the quasi-experimental approach. Pre- and post-intervention tests were conducted with two (experimental and control) groups of third-grade intermediate female students. Two tests were administered: one to test the students’ creative thinking skills, and the other to test their problem-solving skills. The control group were taught a home economics unit by conventional teaching methods; the experimental group were taught using the PBL approach. The following materials and tools have been prepared by the researchers: a proposed educational program based on project-based learning (PBL), a test of creative thinking skills, and a test of problem-solving skills. The findings revealed that there were statistical differences (0.05) between the mean scores for the pre-PBL and post-PBL tests, indicating that PBL significantly improved the students’ creative thinking and problem-solving skills. Several recommendations and suggestions are offered based on the findings.

Project-based learning approach on content mastery and cognitive skills: a pedagogical model for senior high school biology students

The principal objective of this study was to determine the effectiveness of a project-based learning approach on the performance level and engagement experience of Senior High School Biology students. Quasi-experimental, specifically the One-Group-Pretest-Posttest Design was employed using mean percentage score and t-test as statistical tools in the treatment of data. The findings revealed that the mean percentage score of students across content areas and cognitive skills did not meet the expectations and were interpreted as being at the beginning level. Nevertheless, there is a significant difference between the pretest and posttest results covering content areas, namely: cells, biological molecules, and energy transformation. Likewise, a significant difference was revealed between the pretest and posttest scores throughout cognitive skills, such as comprehension, analysis, and application. The results suggest that the study can be very helpful to teachers of 21st-century learners so that they can have meaningful engagement in the class by exposing them to project tasks that develop their creativity, critical thinking skills, collaboration, ownership, and self-reflection. In addition, teachers should reinforce basic concepts, employ visual aids, foster active learning, stimulate critical thinking, and adopt an inquiry-based approach. They must also facilitate collaborative learning, ensure inclusivity, enhance project-based learning using models, cultivate metacognitive skills, and simplify complex concepts through scaffolding.

Implementation of sustainability principles in landscape architecture education: an examination of faculty attitudes and course syllabi

Purpose This study aims to investigate the integration of education for sustainable development (ESD) into landscape architecture (LA) programs in North American universities to understand its benefits and challenges and provide insights into the implementation of sustainability principles, pedagogies and teaching methods. Design/methodology/approach This study analyzed survey data from 128 LA faculty members from 85 Council of Educators in Landscape Architecture member schools. The survey assessed the implementation of sustainability principles, pedagogies, teaching benefits and challenges to integrating sustainability into their courses. To complement the survey data, 62 LA course syllabi were analyzed using a grounded theory approach to identify the topics covered, learning objectives and learning activities. Findings The study revealed that LA programs incorporate sustainability topics in various courses using project-based and interdisciplinary learning approaches. Integrating ESD into LA curricula promotes sustainability literacy, improved understanding of sustainability concepts and the development of sustainability skills. The study also found positive correlations between teaching methods, the enhancement of sustainability literacy and the development of design and planning skills. Originality/value This research examined the effects of teaching methods on student learning outcomes and the challenges instructors faced, providing practical insights into the integration of ESD in LA education. It offers recommendations to enhance the ESD knowledge of future LA practitioners, considering the inclusion of ESD as a core value of the standard by the Landscape Architectural Accreditation Board.

National identity establishment for secondary school students through project activities

Relevance. The issue of national identity for teenagers becomes relevant, primarily because growing up today's teenager occurs in a situation of independent search and selection of characteristics and qualities that constitute an ideal, in this case, the ideal of a patriot of their country. Purpose. The purpose of this study is to define the conceptual approach to the notion of "identity" and to reflect methodologically on how this identity is established in students through a project-based learning approach. Methodology. The leading research method was the organisational approach, which included a comparative method and a cross-sectional method. Empirically, an innovative infrastructure for teaching national identity to students was introduced during the experimental study. Results. The authors have established recommendations for developing project activities with the overall objectives of spiritual and moral development and education for secondary school students. Key methods for teaching national identity include research-based, creative, practice-oriented, and problem-based approaches. National competence in Kazakhstan involves a blend of knowledge, skills, values, norms, and rules that gauge one's cultural identity within a diverse society. Conclusions. National identity requires time to establish itself. It is inappropriate to force the concept of belonging to a nation on students before they have established a personal understanding of themselves. The process of national identity education should be unassumingly and age-appropriate, using all the crucial components of national identity: speech, traditions, national attributes. Keywords: national identity; education system; teenagers; innovation infrastructure; personal development

Inquisitive Ability on Chemistry Material Gamification with Project Based Learning Approach

This study aims to evaluate the use of gamification in increasing students’ inquisitive ability on chemistry material with project based learning approach. In this research, an analysis of students' inquisitive ability will be carried out which consists of three indicators, namely wondering and questioning, exploring and investigating, and challenging assumption. The research was carried out using a classroom action research approach consisting of 3 cycles, where research data was collected by giving a questionnaire consisting of 4 statements for each indicator with 5 options for each research instrument. Apart from the questionnaire method, research data was collected through random interviews and structured observation. Based on data analysis, students' inquisitive ability was highest in the wondering and questioning indicator at 83.68 in cycle 3. Meanwhile, students' inquisitive ability was lowest in the challenging assumptions indicator at 41.25 in cycle 1. In general, gamification activities were able to increase students' inquisitive ability between 9% - 50%.

Students’ creativity dimension in chemistry e-module based on augmented reality with project based learning approach

Students’ creativity dimension in chemistry e-module based on augmented reality with project based learning approach

Shaping An Exemplary Individual: Implementing Project-Based Learning In Religious Education Courses At Public Universities

The current generation of young people plays a pivotal role in advancing Indonesia towards its vision of a Golden Indonesia by 2045. Within the realm of higher education, particularly in religious studies, there exists a significant emphasis on cultivating the character of students. Islamic education, in particular, holds a crucial position in the development of competent individuals equipped with both technical skills and interpersonal competencies. This research endeavors to explore the implementation of project-based learning (PjBL) within the curriculum of Religious Education programs offered by public universities. The aim is to harness this approach as a means of fostering exemplary student character. Conducted in Tulungagung, Indonesia, this study adopts a qualitative methodology employing a case study design. Semi-structured interviews were carried out with key stakeholders in education as well as experts in Islamic religious education at the university level. Additionally, participatory observation and document analysis were utilized to scrutinize the integration of project-based learning within the religious education curriculum. Findings from this research indicate that the incorporation of the PjBL approach into Religious Education courses at public universities facilitates an interactive and collaborative learning atmosphere. By engaging in practical projects aligned with religious contexts and local customs, students are afforded the opportunity to cultivate practical skills and a profound comprehension of religious principles and local traditions crucial to the development of exemplary character. Keywords: Religious Education, Public Universities, Project-Based Learning, Character Development

Application of Project-Based Learning in Classrooms: An Innovative Pedagogy for Sustainable Education

In this modern age, the learners want practicable knowledge to adapt to the fast pace of technological modernization. This research has dealt the very concept of application of project based learning (PBL) approach in teaching learning activities. It develops their inherent ability enhancing sustainable education exploring their ability, and strengthening confidence for their all-round development. The qualitative research has been designed with the questionnaire accessing 50 respondents. The core area of the research is Janaprakash Secondary School of Pokhara-29, Gandaki Province, Nepal. The primary data have been collected and literature reviews have been supportive for the research. Similarly, 15 different questions have been developed for the research. For the validity 10 secondary level experienced teachers have been asked to respond to the questionnaire. Professionally teachers and students, and demographically males and females of 15 to 55 years old respondents have been selected for responses. The results show that the PBL approach is applicable to enhance the sustainable development of the new era through education. The study concludes that an application of PBL in teaching learning activities enhances the competence of the learners.

Assessing the Impact of the Project-Based Learning Approach on Students’ Academic Achievement and Attitudes toward English Lesson

This action research investigates the impact of Project-Based Learning (PBL) on students’ academic achievement and attitudes toward English lessons in grade twelve classrooms. PBL, characterized by inquiry-based projects, aims to cultivate higher-order thinking skills and enhance student engagement. The study compares the academic performance and attitudes of students exposed to PBL with those in traditional English learning settings. Data collection includes pre-and post-implementation assessments and surveys to gauge changes in achievement and attitudes. Findings suggest that PBL positively influences academic achievement and fosters favorable attitudes toward English lessons.