Project Based Learning Learning Research Articles

Research on Learning Motivation for Project-Based Learning in Online Art Education: A Qualitative Study in A Higher Vocational College

With the extensive integration of Internet technology and intelligent applications, online education has become the new normal of modern education. As a teaching strategy that emphasises student initiative and deep participation, project-based learning (PBL) has also been increasingly valued and widely used. Based on self-efficacy theory, this study adopts a qualitative research method to explore the motivation of art and design students in higher vocational colleges under the online PBL mode, to examine students' understanding and adaptation to the online PBL mode, and to analyse the advantages, difficulties and challenges of students in the PBL learning process. In addition, how PBL shapes students' perceptions of learning and career aspirations is also the focus of this study. Teachers' supportive role is crucial for optimising teaching strategies and improving the quality of education. This study provides suggestions for strategies to improve students' motivation and future career development in higher vocational art education, as well as a theoretical basis for pedagogical reform and student support services in art programmes.

Implementation of the Project-Based Learning (PjBL) Learning Model in Observing Learning Styles and Improving Product Results in Biology Learning at SMAS Sultan Iskandar Muda Medan

The research was motivated by the problem of student learning styles in group learning and product targets in making project assignments. The aim of this research is to find solutions that can be used to solve problems at SMAS Sultan Iskandar Muda Medan School through Project Based Learning (PjBL). The research method used is quantitative descriptive. The subjects in this research were students of SMAS Sultan Iskandar Muda Medan. This research uses surveys and literature to collect data. Research findings show that the use of the PjBL model can improve students' collaboration abilities in group learning. Students and teachers can utilize available resources to ensure that the tools and materials used by students are accessible. The conclusion of this research is that the PjBL learning model can be an effective solution in overcoming student learning style problems and optimizing product targets in working on project assignments in groups.

IMPROVEMENT OF PROSPECTIVE TEACHERS CRITICAL THINKING SKILLS THROUGH PROJECT-BASED LEARNING (PJBL)

To equip prospective mathematics teacher students in solving problems faced both in class and outside the classroom, one of the abilities that need to be improved is critical thinking skills. Critical thinking skill is a high-order thinking skill (HOTS) that is important for students to master because it can place students in charge of reasonable situations or integrate new ideas with previous knowledge. This study aims to describe whether project-based learning (PjBL) in statistics material can improve the critical thinking skills of prospective mathematics teacher students. This research is a class action research with ten students from the class of 2021 as research subjects. The stages in this research are in the form of spiral cycles which include activities (1)planning, (2)implementing actions, (3)observation, and (4)reflection. The research instrument used was a critical thinking skill test and observation sheets for lecturer and student activities. The results of the study show that (1) the use of the PjBL learning model can improve the critical thinking skills of prospective mathematics teacher students class of 2021, as evidenced by the results of the critical thinking test with an increase in the percentage of students who scored a minimum of 76 (B) in the first cycle by 50% to 90 % in the second cycle and (2) the use of the PjBL learning model can increase student learning activity, indicated by an increase in the percentage of student activity from the first cycle of 78% to 85% in the second cycle.

E-Learning berbasis Moodle Mata Pelajaran Informatika dengan Pendekatan Project Based Learning

The ppt learning delivery method for explaining lessons is considered less interesting and sometimes boring, plus project lessons are still conventional which can only be done in class. This research aims to create e-learning media with a project-based learning (PJBL) model for informatics lessons in vocational schools at Sukoharjo student park. This type of research is development by building or creating Moodle-based learning media. The method used in this research is the R&D method using the ADDIE model with only the Analysis, Design, and Implementation stages. Observations and questionnaires were used for the data collection process. The data analysis technique used is descriptive analysis in the form of percentage validity tests. The results of our findings are to produce e-learning to support students in implementing the PJBL learning approach in the classroom. Test results show that all system functionality functions well. This system makes the learning process using PJBL in the classroom more flexible and can be accessed from anywhere, increases collaboration between students virtually, and utilizes technology to present more interactive and interesting learning material.

INFLUENCE OF PROJECT BASED LEARNING (PjBL) MAKING BIOPLASTIC PRESERVANTS ON THE CREATIVE THINKING ABILITY OF STUDENTS IN THE MATERIAL OF BIODIVERSITY

From the interview with the biology teacher at Taman Mulia Private High School, it can be seen that the students' creative thinking skills have not been fully trained and no special assessment has been carried out. Overcoming these problems can be done by using a learning model that can encourage students and improve the ability of creative thinking skills by providing systematic projects. The purpose of this study was to determine how much influence the project-based learning (PjBL) model of making bioplastic preserves has on students' creative thinking skills in biodiversity material. This research method is a quasi-experimental design using the Nonequivalent Control Group Design. The sampling technique used simple random sampling with class X IIS 1 as the experimental class using the PjBL learning model for making bioplastic preserves and class X IIS 2 as the control class using the discovery learning model. The results of the effect size of 1.16 are in the large category and it is concluded that there is an influence on the creative thinking skills of students.

Application of the PjBL Model to Chemical Materials to Improve Students' Creative Thinking Skills and Entrepreneurial Interests

Project Based Learning (PjBL) has many advantages but has not been widely implemented, let alone linked to entrepreneurial activities in schools. Entrepreneurship in schools, especially those taught by chemistry teachers, still has not produced crafts that link chemical knowledge therein. The aim of the research carried out was to analyze how much influence the application of the PjBL model has in improving students' creative thinking skills and entrepreneurial interest. The research method uses a one group pretest-posttest design approach. The research sample was selected using proportional sampling with data collection techniques, namely test techniques and distributing questionnaires which were then analyzed using the paired sample t test. Based on the results of the research that has been carried out, it can be concluded that there is a positive significant difference between before and after treatment. This shows an increase in students' creative thinking abilities and entrepreneurial interest after implementing the PjBL learning model.

Implementation of TPACK-Based Project Based Learning (PjBL) Model to Increase Learning Motivation of Class X Students of Taruna Terpadu Vocational School

The purpose of this study was to determine the Project Based Learning (PjBL) learning model based on Technological Pedagogical and Content Knowledge (TPACK) in increasing the learning motivation of class X students of SMK Taruna Terpadu. This research is a type of PTK research conducted in two cycles using the spiral model by C. Kemmis and MC. Taggart. The research subjects were students of class X of SMK Taruna Terpadu with a total of 30 students. The data collection technique in this study used a comparative descriptive method by comparing the results from pre-cycle to cycle II. The results of the action showed that students who were very happy with PjBL learning reached 100%, students who were motivated to follow the learning reached 100%, students who felt they added insight with the PjBL model reached 100%, students who were curious about the PjBL learning model reached 97%, and students who were eager to follow learning with the PjBL model reached 93%. From this data, it can be seen that the impression of students towards the PjBL model is that almost all students in one class are motivated to follow PjBL-based learning that is applied in teaching and learning.

PBL hybrid: An exploration of the concept of hybrid learning in a resource-constrained university context

In this paper, we explore the concept of hybrid learning in the context of a project aiming to transform the master programmes at Gulu University in Uganda by incorporating problem- and project-based learning (PBL) and the use of digital technologies to prepare graduates to lead community transformation and improve employability. Teachers are experimenting and piloting PBL and digital technologies. Based on the teachers' experiences this paper provides insights into how PBL and hybrid learning are being enacted by teachers and learners in the context of a resource-constrained university environment. What are the challenges of bringing these principles of hybrid learning and PBL together in a resource-constrained environment? The paper understands hybrid learning as the development of a new quality of learning environments that goes beyond a mere mixture of elements, e.g. digital and analogue, on-site and off-site. In this paper we are particularly concerned with exploring how the new PBL hybrid practices are developing, with a interest in how digital tools are integrated into teaching and learning. This paper is based on the results of a co-construction workshop with teachers and researchers based on their experiences from the first pilot phase. The results of the study suggest that flexibility is a core concept in relation to PBL-hybrid. Hybrid learning involves flexibility in terms of how learners carry out educational activities, how PBL is implemented, the use of many different technologies and the use of both analogue and digital learning tools and spaces. Moreover, to achieve hybrid learning, the types of flexibility and technologies, as well as the mix of digital and analogue tools, depend on the specific context of the educational activities, as well as on the competences of learners and teachers. As such, hybrid learning needs to be seen as a concept in relation to the contexts in which it unfolds. This insight is important for networked learning, which cuts across contexts, actors, materials/spaces and digital/analogue modalities.

Implementasi Model Pembelajaran Berbasis Project Based Learning (PJbL) untuk Meningkatkan Pemahaman Mahasiswa pada Mata Kuliah Psikolinguistik di Program Studi Pendidikan Bahasa Arab FKIP Universitas Jambi

This research aims to determine students' ability to write scientific articles in the Psycholinguistics Course using a Project Based Learning (PJbL) learning model. The method used in this research is classroom action research with a qualitative descriptive approach. The results found in the research were that the implementation of the PJbL learning model in the Psycholinguistics course showed good results, this was obtained from the students' average scores. The pre-test was 70 and the results of post-test 1 were 70.50 and the results of post-test 2 were 80.25. Apart from that, there is a tendency for student learning outcomes to increase. Thus, the implementation of the Project Based Learning (PJbL) learning model was successful in increasing students' understanding of the Psycholinguistics course in the Arabic Language Education Study Program.

The Implementation of Project Based Learning to Teach Speaking

Learning model is one of the important tools to transfer material by teachers to students in the classroom. Until this 21st century, many learning models have been created and developed which aim to facilitate learning in the classroom to be well organized and achieve the learning objectives themselves. This research aims to analyze the implementation of Project Based Learning (PJBL) learning model in teaching speaking. This research was conducted qualitatively with Milles, Huberman, and Saldana (2014) qualitative description model. Data collection in this study used observation, interview, and document collection methods, while the research participant of this study was one of the language classes that used the PJBL learning model in teaching speaking and three language teachers. The researcher chose a sample of one class IX at SMP Negeri 11 Semarang as the material and place of research. The validation of the instrument used by the researcher has been validated by educational expert with doctoral qualifications. The research findings showed that the language classes in SMP Negeri 11 Semarang had implemented the PJBL learning model in accordance with the instrument that became the research reference in the form of characteristics and steps of the PJBL learning process. However, the researcher also found problems in the learning process that can be handled collaboratively by students with teacher guidance.

Pengaruh model project-based learning berbantuan geogebra terhadap hasil belajar matematika materi bangun ruang sisi datar di madrasah ibtidaiyah

The purpose of this study was to determine whether there is a difference in the average increase in student learning outcomes at the elementary level using Geogebra-assisted project-based learning (PjBL) compared to the Conventional learning model. This research is a pseudo-experimental research with a quantitative approach. The model used is the nonequivalent control group model. The population of this study were all students of Class V MI I'anatut Thalibin and Class V SDN Cangkuang 08. In this study using purposive sampling technique. The instruments used were tests consisting of pre-test and post-test. N-Gain was used to determine the increase in student scores before and after the test. The results of the Independent t test show that there is a difference in the improvement of learning outcomes between students who learn using the Geogebra-assisted PjBL model and students who learn using the conventional model. Furthermore, based on the average N-Gain, the PjBL-assisted Geogebra class is greater than the conventional class. The results of the N-Gain calculation show that the application of the Geogebra-assisted PjBL learning model can improve student learning outcomes.

공과대학 학부생의 프로젝트 기반 학습 경험 연구

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

The Effect of PBL Model and Learning Motivation on the Mathematical Connection Ability of Class VIII MTs Darussalam Batumarta Students

Students in the eighth grade during the second half of the 2022–2023 school year were the focus of this research, which examines how the project-based learning (PBL) model and students' intrinsic motivation to learn affected their capacity to make mathematical connections. There was a quantitative approach to this research. Methods such as observation, interviews, documentation, surveys, and testing are used to gather data. This study used a quasi-experimental design. Because the individuals already existed before to the research, subject selection was not random. Using the total sampling approach, 66 students, representing the whole eighth grade, were selected as the population. Both tests and non-tests are used in the data collecting technique. Research consists of many stages, such as planning, execution, and data processing. Data analysis approaches involve quantitative data analysis and data quality assessment. Based on the results of research and discussion, it is known that 1) there are differences in the mathematical connection ability of students who obtain PBL model learning with students who obtain conventional model learning; 2) there is a difference in the increase in the mathematical connection ability of students who obtain PBL model learning with students who obtain conventional model learning; 3) there are differences in the mathematical connection ability of students who obtain PBL model learning with students who obtain conventional model learning on strong learning motivation; 4) there are differences in the mathematical connection ability of students who obtain PBL model learning with students who obtain conventional model learning on weak learning motivation; 5) there is an interaction between the use of learning methods and student learning motivation on the ability to solve thematic connection problems; and 6) there is a significant influence or interaction between the use of PBL models and the level of learning motivation on mathematical connection ability.

The design of project-based learning model based on local potential and social constructive investigation and its impact on students' green behavior

The Problem and Purpose of the Study. In Indonesia, the development of PBL models grounded in local potential and constructive social investigations has not previously been undertaken. Conversely, incorporating local potential into the curriculum is essential for enhancing conceptual comprehension, critical thinking skills, and environmental knowledge and fostering respect and concern for the environment. This study proposes a project-based learning (PBL) model rooted in local potential and constructive social investigations. Research Methods. This study adopts and adapts the Borg & Gall development model, which comprises four stages: (a) needs analysis and identification of local potential, (b) model development, (c) model validation, and (d) implementation. Results. The study's findings indicate that (a) the incorporation of local potential into the project-based learning model is crucial in the context of rehabilitating and reclaiming local potential in Lombok, West Nusa Tenggara, (b) the design of the PBL learning model, integrated with local potential, is achieved by including local potential materials within the framework of the existing curriculum. This integration aligns with the principles of social constructive inquiry by identifying community problems and habits and discovering and implementing problem-solving solutions. (c) Model validation, conducted through expert assessment, demonstrates that the model meets the necessary criteria for validity and practicality, with validator ratings of 3.6 and 3.65, respectively, falling within the "very good" category. The Percentage of Agreement (PA) ranges from 83.3% to 100% in the "reliable" category. (d) The implementation shows that the developed learning model is effective in enhancing students' environmentally friendly behaviour, with N-gain scores of 50.148 (effective), 50.921 (effective), and 50.256 (effective). That it, the PBL learning model based on local potential and constructive social investigations significantly influences student environmentally friendly behaviour (p < 0.05). Practical significance. This research was conducted to develop and test the effectiveness of a projectbased learning model design based on local potential and social constructive investigations to empower students' green behavior. The results of this research provide initial data in the form of local potential mapping which is integrated into model design and field testing of green behavior, so that it can be used as input for teachers and lecturers to continue implementing green behavior and exploring other local potential in learning.

Penerapan Model Pembelajaran Project-Based Learning Berbantuan Multisim terhadap Hasil Belajar Siswa pada Mata Pelajaran PISAV di SMK Negeri 1 Sumatera Barat

This study aims to evaluate the impact of implementing the Project-Based Learning (PjBL) model assisted by Multisim software on students' learning outcomes in the subject of planning and installation of audio-video systems (PISAV) in class XI Audio Video Engineering at SMK Negeri 1 West Sumatra. This research uses a quasi-experimental research design with a quantitative approach. The experimental design employs the One Group Pretest-Posttest Design. In this research, we conducted a pretest on one sample group before treatment (condition before), and after the treatment, we conducted a posttest (condition after). The sample in this study is the XI TAV class at SMK Negeri 1 West Sumatra. The research instruments used include pretest and posttest questions in objective form. The results of this study show that the condition after treatment has an average of 79.09, exceeding the condition before treatment, with an average of 50.18. These results suggest that the application of the PjBL learning model assisted by Multisim software has a significant impact on improving students' learning outcomes by 57.61%. Based on the hypothesis test results, it can be concluded that the t-value (21.59) is higher than the t-table (1.68), leading to the rejection of the null hypothesis (H0) and acceptance of the alternative hypothesis (H1). In conclusion, there is an improvement in students' learning outcomes in the PISAV subject after the application of the PjBL learning model assisted by Multisim software.

Meta-Analysis of the Impact of the PjBL Learning Model on Student Academic Achievement: Analysis of Combined Effects and Heterogeneity

In the contemporary landscape of educational research, there is a burgeoning interest in evaluating the effectiveness of innovative pedagogical approaches like Project-based Learning (PjBL) vis-à-vis traditional methods. This study aims to expand on this discourse by conducting further examinations to ascertain the efficacy of the PjBL model in enhancing student academic achievement. Additionally, it seeks to delve into the heterogeneity of factors that influence its effectiveness, recognizing the significance of contextual variations in educational outcomes. Utilizing a robust research methodology, this study employs a group contrast meta-analysis to scrutinize 26 primary studies meeting predefined inclusion criteria. The findings of the analysis underscore a substantial positive impact of the PjBL model on academic achievement. Employing a random-effect approach, the combined effect value of 1.77 signifies a significant effect size, affirming the pivotal role of the PjBL model in augmenting student learning outcomes. Moreover, the heterogeneity analysis elucidates moderator variables including experimental class ability, educational level, and dissemination year. This nuanced exploration reveals the multifaceted nature of factors influencing the effectiveness of the PjBL model. It underscores the adaptability and efficacy of the PjBL model across diverse educational contexts and student demographics.

Effectiveness of project-based learning in a reinforced concrete course of civil engineering

The application of Project-Based Learning (PBL) in a Reinforced Concrete course through the development of a real-life civil engineering project from its conception, as a coursework, is a challenged experience for students. As long as the coursework evolves, students develop real ways to think as an engineer and they work in an environment similar to that of daily engineering practice.The effect of the PBL implementation on learning and acquisition of knowledge and skills in a Reinforced Concrete subject from the [University] in [Country] has been analyzed through some evidences such as the partial and final grades, the results of a survey and the perceptions drawn from students’ interviews. As observed, thanks to the application of the PBL strategy, learning and motivation of students has increased, in addition to the final summative assessment, without a significant increase on the workload. This methodology improves not only the acquisition of knowledge and engineering skills, but also transversal skills such as entrepreneurship, leadership, communication, time management, teamwork and other social abilities directly related to those required by the current market for their future professional life.

Implementation of project-based learning in assessing the creativity abilities of prospective biology teachers

Developing the 21st century abilities is a challenge for educational institutions, especially when it comes to learning that encourages students to be creative. The purpose of this study is to evaluate the creative capacities of prospective biology teacher students by implementing Project-Based Learning (PjBL) in nutrition science subjects. Performance observation sheets and portfolios were employed in this study, which involved 40 students of biology education at a private educational institution in Bandung. This study used an experimental class by first determining the criteria for the percentage of at least 70%. The results of the study show that the percentage with an average value of 51.80% is included in the sufficient category but is still below the specified average standard. The novelty indicator is 50.65% in the sufficient category the useful indicator is 39.53%, the effect on others is 22.30% and the ability to generalize is 31.53% which is still in the less category. Based on this, overall student creativity after the implementation of PjBL learning in the Nutrition Science course still needs to be improved. Findings of learning using PjBL are able to positively correlate with increasing student learning motivation and independence.

General educators’ perceptions of struggling learners in an inaugural project-based learning Capstone

ABSTRACT Following participation in an inaugural year-end project-based learning (PBL) ‘Capstone’, teachers in a Catholic middle school were interviewed as a focus group for their reflections on the performance of learners whom they perceived to ‘struggle’ during the academic year. A thematic analysis was conducted to extract categories and themes. Findings indicate the teachers believed PBL substantially benefited the learners, although their cognitive and academic skills were perceived as barriers to successfully meeting PBL learning expectations. Nonetheless, the PBL format was considered to have enhanced the students’ participation, motivation, senses of accomplishment, and ownership of their work. Implications for implementing PBL as a means to create inclusive and appropriate learning environments for all are discussed, as well as how teachers can scaffold ‘struggling’ learners.

TBLA: Implementation of PjBL and Student Collaborative Skills in Science Learning at MTs Muhammadiyah 1 Malang

Teachers are required to develop professional learning that can produce qualified students. Consequently, a learning model is required that enables 21st-century abilities. Each individual is supposed to master skills in the form of 21st century skills, one of which is collaboration. The Project-Based Learning (PjBL) is chosen with the consideration that it has stages that are able to encourage students to collaborate with other group members, use various thinking abilities of students individually and in groups, and improve the quality of interaction between students. This study aims to describe the implementation of learning and student collaborative skills, to describe TBLA in science learning at MTs Muhammadiyah 1 Malang, particularly in Vertical Motion material. This research method was qualitative descriptive research. The objects of study were 25 teachers and 8th-grade students of MTs Muhammadiyah 1 Malang. The research stages included designing teaching modules by using PjBL learning, implementing learning, and reflecting on learning based on the lesson study stages that consisted of a Plan Do See. The results of the study indicate that the implementation of PjBL in science learning, consisting of 6 steps, namely drawing questions, compiling project plans, compiling schedules, monitoring, testing results, and evaluating experiences, have been well described, both narratively and visually in the learning. Student collaboration skills in science learning material Vertical motion are 73.4% (high category). TBLA shows that the teacher speeches are more dominant, namely 85.94% and the students are 14.05%. It can be concluded that the implementation of PjBL learning was carried out well and students' collaborative skills were in the high category.