Project-based Learning Method Research Articles

KARAKTER MAHASISWA WIRAUSAHA DI ERA DIGITAL MARKETING: LITERATURE REVIEW

This article employs qualitative research methods, specifically literature research, utilizing 25 data sources including books, journals, and conference proceedings, both nationally accredited in Sinta and internationally indexed in Scopus, published within the past decade. These sources were scrutinized, analyzed, and synthesized to explore various aspects of fostering independent student entrepreneurship in the context of digital marketing. The literature review has revealed seven primary themes, encompassing entrepreneurship education, factors influencing entrepreneurship, educational implications, digital marketing, business development, women's entrepreneurship, and mentoring. These findings underscore the significance of fostering traits such as creativity, emotional intelligence, and adaptability in response to the ever-evolving entrepreneurial landscape. They also emphasize the necessity of establishing robust integration between conceptual frameworks, entrepreneurial ecosystems, and mentoring programs. As a result of this review, recommendations include encouraging students to actively engage in entrepreneurial education, advocating for community support of local entrepreneurs by purchasing their products, and urging academics to continually update entrepreneurship curricula while incorporating project-based learning methods. Moreover, collaboration with both industry and governmental entities is essential for creating a more inclusive entrepreneurial ecosystem.
 
 Key words: Character, Digital Marketing, Literature Review

Prototype of Greenhouse Effect for Improving Problem-Solving Skills in Science, Technology, Engineering, and Mathematics (STEM)-Education for Sustainable Development (ESD): Literature Review, Bibliometric, and Experiment

This research aims to improve problem-solving abilities regarding the greenhouse effect using project-based learning methods supported by Science, Technology, Engineering, and Mathematics (STEM)-Education for Sustainable Development (ESD)-based teaching materials. The study was conducted in multiple phases: (i) utilizing a pretest to gauge students' prior knowledge, (ii) employing the project-based learning approach to teach the greenhouse effect, and (iii) assessing students' final knowledge (with a posttest). The research was completed with the observation of temperature variations in a greenhouse prototype. Students monitored and recorded temperature changes over time. Students' problem-solving abilities increased significantly after being treated using project learning assisted by STEM-ESD teaching materials, imparting more information through the media by stimulating students' curiosity and interest in science subjects.

PENINGKATAN KEMAMPUAN KOMUNIKASI MENGGUNAKAN METODE PROJECT BASED LEARNING DI SMK NURUL HIDAYAH GRESIK

Universities have a strategic role in efforts to spread science and technology in society. One thing that can be done in this effort is to carry out Community Service activities, which is one of the Tri Dharma tasks carried out by Higher Education. In order to implement the Tri Dharma of Higher Education, one of the Study Programs at the Surabaya Aviation Polytechnic, namely the D3 Aviation Communication Study Program, carried out a Community Service activity with the theme "Improving Communication Skills Using Project Based Learning Methods at SMK Nurul Hidayah Gresik on August 23 2023. Participants in this community service activity consisted of 58 students and 12 teachers. The aim of this community service activity is to find out that the communication skills of students who receive the Project Based Learning model are better than students who receive the conventional learning model. The research method used in this PKM activity is a qualitative descriptive research method with data collection techniques using documentation methods. Research through PKM activities through the training theme "Project Based Learning" received good responses and results for students at SMK Nurul Hidayah Gresik.

DEVELOPMENT OF RESEARCH COMPETENCE OF FUTURE TEACHERS IN HIGHER SCHOOL: FOREIGN EXPERIENCE

Teacher research constitutes an integral component of a pedagogue's professional activity, serving the purpose of comprehending and transforming the pedagogical reality through the application of scientific insights and methods. One of the benefits of such endeavors is enhanced research competence. The present paper delves into the approaches to developing research competence of students within the higher education institutions of European countries. The research methods include literature analysis, systematization (to elucidate key research concepts), comparative analysis (to discern the peculiarities of research competence development among students in European higher education), and synthesis (to formulate original conclusions). Based on the synthesis of scientific approaches (including the personal, activity-based, competence-based, systemic, knowledge-based, procedural-technological), research competence is construed as an integral quality of an individual, encompassing skills for conducting research to address educational issues and instructional management. A systematic examination of the approaches to research competence development among students in Germany, the United Kingdom, and France reveals a consistent and methodical progression. In the early stages of formal education, students are exposed to research-oriented learning, while in subsequent phases, they actively participate in undergraduate and graduate research. A recurring theme is the early engagement of students in research activities, bolstered by specific pedagogical conditions and teaching methodologies. These conditions include the encouragement of students' involvement in research, the reinforcement of interdisciplinary dimensions, and the pivotal role played by research advisors in coordinating student research endeavors. Additionally, active teaching methods, such as discussions, workshops, seminars, simulations, situational analyses, practical experiences, internships, and independent research, significantly contribute to the effective engagement in research activities. Project-based and problem-oriented learning methods emerge as predominant didactic approaches, seamlessly blending students' autonomous work with collaborative endeavors within small research groups. Key forms of research competence development encompass lectures, seminars, practical sessions, and consultations. These educational formats not only motivate students to apply their acquired knowledge in practical contexts but also ignite their enthusiasm for independent exploration, fostering creativity.

The Effectiveness Of Problem-Based Learning (PBL) And Project-Based Learning (PJBL) Learning Models On Disaster Mitigation Materials On Learning Motivation Of Xi Social Studies Class

The purpose of this research is (1) Researchers want to know the learning motivation of students in disaster mitigation material if using the PBL model,(2) Researchers want to know the learning motivation of students in disaster mitigation material if using the PJBL model. This research method uses quantitative methods with a quasi-experimental approach. This research was conducted in two classes, namely class XI IPS 2 as the first experimental group with a project-based learning method (PBL) and class XI IPS 3 as the second experimental group with a problem-based learning method (PBL). The analysis used is the MANOVA analysis technique, which is a multivariate analysis to test stimulate differences between two or more dependent variables. The results of this study are: (1) the PjBL learning model is effectively used in the first experimental class (2) the PBL learning model is effectively used in the second experimental class.

Training on the Implementation of Project Based Learning (PBL) Based on Literacy at the Elementery School Level

The Kurikulum Merdeka is a curriculum concept launched by the Indonesian Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) in 2021. Using this curriculum, schools can determine the right types and methods of learning for their students, as well as develop curricula that are more relevant to local and global needs. Overall, the PBL (Project Based Learning) method is very much in line with the concept of this curriculum because it provides the freedom, flexibility, and relevance needed in more effective and meaningful learning for students. PBL can also help teachers develop a more dynamic and flexible curriculum, as well as provide opportunities for students to be actively involved in the learning process. Improving literacy and numeracy is one of the main focuses in this curriculum. Literacy and numeracy are considered basic skills that every student must master, as these skills are important in living daily life, learning in the future, as well as participating in an increasingly complex society. It is because this curriculum is relatively new and not all schools can implement PBL, teachers need models of how to practice it. Thus, the researchers provide training on the application of PBL to elementary school teachers in cluster 04 Ciputat. In accordance with the researcher's field of expertise, the training on the application of PBL takes the realm of literacy.

IMPLEMENTASI MODEL PEMBELAJARAN BERBASIS PROYEK TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN ADMINISTRASI SISTEM JARINGAN DI SMK NEGERI 1 PAPALANG

The research objectives are (1) to determine the level and (2) differences in average activities and student learning outcomes in classes that apply the project-based learning model and classes that do not apply project-based learning. This type of research is experimental. Using a quantitative approach,. The research objects are students and class teachers. The research methodology is observation tests and interviews, where the frequency of students in the experimental class is more dominant in getting category C pretest scores, namely 22 people out of a total of 29 people in the entire experimental class. Then the frequency of students in the control class also dominantly got grades in category C, namely 18 people out of a total of 29 students. The results of the research are (1) There is a difference in the average value of student learning outcomes between classes that apply project-based learning methods (experiment) and classes that do not receive treatment (control). This is reinforced by the description of the average score of experimental class students as 86.89, higher than the control class, namely 68.67. (2) There is a difference in the average student learning activity between classes that apply project-based learning methods (experiment) and classes that do not receive treatment (control). This is reinforced by the description of the average activity of experimental class students as 76.83, higher than the control class, namely 65.52. The research results indicate that implementing a project-based learning model can help increase student activities and grades in the network system administration subject at SMK N 1 Papalang. Suggestions are (1) Teachers can maximize the quality of learning through implementing the project-based learning model, (2) Through the project-based learning model, they can improve students' critical attitudes and learning activities, (3) Teachers should study the project-based learning model more deeply to broaden their knowledge. teachers regarding project-based learning models

The effectiveness of project-based learning on students’ academic achievement in emergency nursing study

Projects necessitate students to choose and identify constructive models of investigation and materials while employing appropriate strategies for conducting learning activities. However, the effectiveness of such methods in the context of nursing-specific education has not been extensively explored. This study aimed to assess the effectiveness of project-based learning in emergency and critical care nursing courses for nursing students. This study employed a pre-experimental design. The research sample consisted of 123 students enrolled in the emergency, critical, and disaster management nursing course at Universitas Jember. The research involved a comparison of students' learning outcomes through written test questions before and after they completed a project. The results of the learning assessment before and after the project intervention were analyzed using the Wilcoxon Test. The results of the bivariate obtained a significance value of 0.0001. The results of this statistical test can be concluded that the project-based learning method is effective in increasing the knowledge of emergency, critical and disaster nursing. The project-based learning method proves to be effective in enhancing students' comprehension of emergency, critical, and disaster nursing. Nursing educational institutions can consider the incorporation of this method in curriculum design to create more effective learning strategies. It serves as a promising alternative for enhancing the quality of nursing education. Further research is necessary to validate these findings and investigate various factors that may influence the effectiveness of project-based learning methods in the nursing context.

Project-Based Learning and Flipped Classroom Model Supported Project-Based Learning’s Impact on Academic Success, Retention, and Individual Innovation Competence

The aim of this study is to investigate the effects of Project Based Learning (PBL) and Flipped Classroom Model (FCM) supported PBL on sixth grade students’ academic achievement, retention of knowledge and individual innovation competence. A quasi-experimental design with pre test-post test control group was used in the study. While PBL method was applied to the first experimental group, FCM-supported PBL was applied to the second group. In the control group, teaching was carried out according to the science curriculum. The study was conducted with 80 sixth grade students from three classes during the 2021–2022 school year at a public middle school in Muğla, a province in Turkey. Matter and Heat Achievement Test (MHAT) and Individual Innovation Competence Scale (IICS) were used as pre and post-test measurements. The results revealed that the students who participated in the PBL group and FCM-supported PBL achieved significantly higher post-test scores than those in the control group, indicating increased academic achievement. However, no significant difference was found between the groups in terms of individual innovation competence. It was also observed that the PBL group had significantly higher retention scores than the control group. Investigating the long-term effects of these instructional approaches across different subjects and grade levels would be beneficial.

IMPLEMENTATION OF PROJECT BASED LEARNING (PBL) IN AN EFFORT TO IMPROVE ACCOUNTING UNDERSTANDING AND KNOWLEDGE

The research objective was to determine the magnitude of the influence of Project Based Learning (PBL) learning in accounting practicum courses in an effort to increase accounting understanding and knowledge. Learning in tertiary institutions is an interaction between lecturers and students which is supported by various elements such as objectives, subject matter, infrastructure, learning environment, learning methods, and evaluation. All of these elements greatly affect the success of the teaching and learning process. One of the important subjects is the Accounting Practicum, where the use of the right learning model will greatly affect the success of the learning process. Conventional methods that only focus on material from lecturers to students are now considered less effective. More active learning methods are needed, one of which is the Project Based Learning method. The higher education curriculum in Indonesia should be directed at Case Project Based Learning, where students learn through case analysis and problem-solving. This will acquire skills as a reliable project-solver and better prepare them to enter the world of work. The population in this study were active students in the Accounting study program. The data analysis technique used is a descriptive analysis of the Likert scale. Approaches that help in learning accounting practices Most respondents agreed that PBL helps them in learning accounting practices, and no respondents considered this program less useful.

PENGARUH PROJECT BASED LEARNING TERHADAP KEPUASAN MAHASISWA PADA MATA KULIAH PSI

Today, advances in learning media technology that previously consisted of audio and visual displays can be combined into multimedia forms. The aim of this study is to be a matter of consideration when choosing learning strategies through the evaluation of student learning experiences. This research is done by analyzing data using regression analysis. First, the data evaluation in this study is a data quality test. Next, do the classic assumption test. Third, a double linear regression analysis test is carried out to evaluate the accuracy and compatibility of the model. This is done to determine whether the regression model is worthy of knowing the free variable or not. The results of the study indicated that the variables of the PBL method in the learning process of the course have an influence on student satisfaction. A value of F of 117,321 and a significance of 0.000 indicate that the test result of F is < the defined significant rate (alpha = 0.05). Project-based learning methods applied in learning poses influence student satisfaction. So it can be concluded that the PBL learning model has an influence on student satisfaction in PSI courses.

The Influence of the Inquiry Project-Based Learning Model on Critical Thinking Skills in Early Childhood: A Quantitative Experimental Study

This study aims to measure the impact of the Inquiry Project-Based Learning model on the critical thinking abilities of children aged 5-6 years at Budya Wacana Kindergarten, Yogyakarta. The research methodology adopted an experimental quantitative approach with a pre-experimental design, specifically the one-group pretest-posttest design. The sample consisted of 35 children selected through the Total Sampling technique. Data were collected using observation sheets and documentation, with instruments focusing on five indicators of critical thinking ability. Data analysis employed normality tests, homogeneity tests, and paired sample t-tests using SPSS 25. The results indicated a significant increase in posttest essential scores of thinking (86.03) compared to the pretest (47.60), with a t-value of -31.352 and a significance of 0.000. These findings affirm the effectiveness of this learning model in enhancing early childhood critical thinking skills while also opening opportunities for further research in early childhood education. This study has significant implications for educational practice, suggesting integrating the Inquiry Project-Based Learning method into the curriculum and highlighting the need for teacher training to implement this method. However, limitations exist, such as focusing on a limited sample size and not evaluating long-term effects.

DEVELOPMENT OF CREATIVE SKILLS FUTURE TEACHERS AT CLASSES IN THE TECHNOLOGICAL EDUCATION FIELD

The article reveals the essence of the concept of creative abilities, in particular, the concepts of “creative abilities of a teacher” and “creative abilities of a future teacher” are specified. The purpose of the article is to study the process of developing the creative abilities of future teachers when studying the technological field of education. The concept of “pedagogical creativity” is analyzed, the personal qualities of a creative teacher are highlighted. Attention is focused on the importance of the formation of a creative, educated personality in the educational process, and the features of the creative personality of the future teacher are determined. An analysis of the problem of the development of creative abilities of future teachers in government documents and scientific works of scientists was carried out. The conditions of the process of implementation of creative activity in the educational process have been clarified. The main features of technology lessons are specified. The personal and professional qualities of a creative and creative technologist teacher are highlighted. The essence and specifics of pedagogical creativity of future teachers are summarized. The most favorable conditions for the development of creative abilities during the study of the technological educational field are listed. The importance and advantages of the project method of learning for the development of creative abilities of students of education are explained. The skills and abilities developed by the performers of project work are singled out. The study of the development of creative abilities of students at the Rivne State Humanitarian University is described. It has been found that the introduction of the project method of teaching contributes to the activation of students’ creative educational and cognitive activities, the development of their creative abilities in classes, the strength, awareness and systematicity of knowledge. There is evidence of an increase in the performance of creative activities and the development of creative abilities of education seekers when studying subjects in the technological educational field using project-based learning methods.
 Keywords: creative abilities; creative activity; technological educational field; creative personality; project activity; creativity; pedagogical activity; creativity; designing; creative thinking.

All about learning methods: Past, Present and Future

Learning methods play a vital role in instructional pedagogy. Different learning methods are available that are being used according to the learning environment and educational levels. The objectives of this review study were to discuss the different past, current, and future learning methods. The past learning methods consisted of traditional learning methods, discussion learning methods, and module-based learning. The current learning methods consist of flipped learning methods, online learning methods, digital game-based learning methods, blended learning methods, project-based learning methods, inquiry-based learning methods, case-based learning methods, problem-based learning methods, and concept-based learning methods. The future learning methods consisted of artificial intelligence-based learning methods. All these methods have been discussed in this review article.

Application of project-based service-learning courses in medical education: trials of curriculum designs during the pandemic

BackgroundDue to COVID-19, face-to-face service activities in service-learning courses have become unfeasible. To address this challenge, this study aims to integrate project-based learning into medical education’s service-learning curriculum. This study also seeks to evaluate the effectiveness of this instructional approach and identify factors that influence its success.MethodsA total of 135 first-year medical students enrolled in a mandatory 1-credit service-learning course were recruited. The course involved various service activities aligned with the needs of the local community. The students were organized into 12 groups, each working on different service-learning projects, such as raising health awareness or educating the public about specific diseases. Following the completion of the course, a questionnaire was distributed among the students to gather feedback on the course, and 122 (valid responses were collected, representing a response rate of 90.3%).ResultsThe results indicated that the project-based service-learning course significantly improved students’ “interpersonal communication skills,“ their ability to “learn and grow from work,“ and their sense of “professionalism” (all p ≤ 0.037). Among the various aspects of service learning, the highest agreement was observed for “executing the project,“ followed by “group discussions and project formulation,“ “overall course review,“ “review of project outcomes,“ “outcome presentations,“ “teaching proposal writing and project brainstorming,“ “sharing of service-learning experiences by teachers,“ and “sharing of service-learning experiences by teaching assistants.“ Students also found certain factors to be beneficial in enhancing the learning effectiveness of service-learning courses, including “prize money for service-learning outcomes,“ “funding for service-learning activities,“ and “consultations from medical personnel” (all p ≤ 0.01). However, “course credit” and “photography software” did not show significant effects (both p > 0.05). The most preferred resources or activities for future service-learning courses were “course credit” and “face-to-face service-learning activities.“ConclusionsThe project-based learning method improved the learning effectiveness in service-learning courses. Students perceived that the number of course credits reflects the course value and plays a pivotal role in enhancing the learning effectiveness in service-learning courses. During the epidemic, students still expect to have face-to-face service activities in service-learning courses. Therefore, without the impact of the epidemic, service learning courses should return to face-to-face service activities.

Analysis of Collaborative Project-Based Language Learning Method: Efforts to Improve Language Education Quality for Tourism Students

Language education in the context of tourism has become a crucial focus in enhancing the quality of education for tourism students. Collaborative project-based learning methods have emerged as an effective approach to boost the foreign language proficiency of tourism students by involving a pentahelix collaboration between the tourism industry and tourism students. The objective of this study is to analyze the collaborative project-based learning method and the efforts made to enhance the quality of language education for tourism students. This study involves a comprehensive literature review to identify the advantages of the collaborative project-based learning method in the tourism context. The findings of this research indicate that this method offers real-life experiences in the tourism context for students, enabling them to apply language skills in situations relevant to the tourism industry. Collaboration with the tourism industry allows students to learn from industry practitioners, receive guidance, feedback, and valuable insights into the use of language in the tourism industry. This helps enhance students' understanding of language needs in the tourism workforce. The implementation of the collaborative project-based learning method also enhances students' communication skills in the target language, including the correct use of grammar and sentence structures. The method also emphasizes the language needs within the tourism industry, enabling students to acquire knowledge of specific vocabulary, phrases, and expressions related to tourism. In conclusion, the collaborative project-based learning method brings significant benefits in enhancing the quality of language education for tourism students. By involving the tourism industry and providing real-life experiences in the tourism context, this method helps students develop communication skills, gain a deeper understanding of language use in the tourism industry, and prepare them for the multilingual and multicultural demands of the tourism workforce.

PENERAPAN PROJECT BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF SISWA

Cognitive learning outcomes are one measure of the success of learning in the classroom. Learning outcomes will be related to the learning environment and learning processes related to the learning methods applied by educators. Choosing an appropriate method in a learning environment requires a study or research. The aim of this research is to find out whether the project based learning method can improve students' cognitive learning outcomes. This type of research is Classroom Action Research (PTK) by measuring students' cognitive learning outcomes using multiple choice tests for high school level in Geography lessons. The research results show that the application of the project based learning method can improve students' cognitive learning outcomes both classically and individually. The increase in learning outcomes can be seen from the increase in student learning outcomes from an average of 75.24 to 76.67 and individually from a very high percentage of 14.29 to 23.81 with learning implementation of 86.66% to 93.33%.

The Effect of Project-Based Learning Methods on Students' Ability in Developing Research Instruments of CDA

The better the collaboration in developing a class discourse analysis research instrument, the better the research instrument's preparation outcomes. Thus, this study aims to determine the effect of project-based learning methods on students' ability to develop discourse analysis research instruments in the Indonesian Language Education Masters Study Program at the University of Bengkulu. The One Groups Pretest-Posttest Design was utilized in this work as an experimental approach utilizing pre-experimental designs (non-designs). The data collection technique used was a test technique in the form of a performance test to arrange research instruments of class discourse analysis. The steps for analyzing the data are by giving an assessment score, calculating the average student score, testing the normality of the data, and testing the hypothesis with the Paired Sample T Test using SPSS 24. The results showed a significant effect of project-based learning methods on students' abilities in composing a discourse analysis research instrument for Indonesian Language Education Study Program graduate students. The influence is indicated by the Sig value (2-tailed) of 0.00 is smaller than 0.05. Students have mastered the ability to compose class discourse analysis research instruments, namely making transcriptions of spoken discourse into written text, compiling guidelines for class discourse analysis in the form of work analysis tables and coding, and compiling interview guidelines.
 Keywords: Effects, project-based learning methods, the ability to compose class discourse analysis research instruments

Guidance for schoolchildren on artificial intelligence professions

The article actualizes the problem of professional orientation of schoolchildren in professions related to artificial intelligence. At the present time there is a need of society for specialists who could solve problems both on development of artificial intelligence systems, and on operation of already existing ones. The shortage of such specialists is a big problem. The aim of the article is to justify the content of career guidance activities in secondary schools in information technology (IT) professions in general and artificial intelligence (AI) in particular. Methodologically, our study was based on a theoretical analysis of the literature on career guidance for students. In the course of the study, the results of surveys of students were analyzed, documents were analyzed, and observations were made. Based on the analysis of career guidance resources and comparison with real job vacancies the specifics, specification of professions related to AI were considered. Activity-based and project-based learning methods were used in the career guidance activities. Google Klass was used as a learning platform and Google Colab as a development environment. Results. The article presents the content and the results of the career guidance master classes carried out by the authors with the schoolchildren. The results of the input and final surveys (questionnaires) of the students are analysed. Three main professions from Artificial Intelligence and their competences for the initial introduction are highlighted. Analysis of key skills of AI professions is carried out, groups of skills for career guidance are highlighted. Some essential content aspects that can be used in designing different types of career guidance sessions are suggested. In conclusion, it is concluded that the developed and tested materials contribute to professional self-determination of schoolchildren. They can be used for different career guidance activities on artificial intelligence professions.

LEARNING METHOD TRAINING PROJECT BASED LEARNING (PBL) FOR STUDENTS STIT NAHDHATUL ULAMA AL FARABI PANGANDARAN

The purpose of this service activity is to provide knowledge and skills to prospective teachers of Islamic Religious Education at STIT NU Al Faraby Pangandaran in applying the Project Based Learning (PBL) learning method. The implementation of this service uses training and simulation methods including the provision of material, demonstrations, exercises, and simulations. Evaluation is carried out to determine the understanding and skills of trainees by comparing the results of the pre-test and post-test then analyzed quantitatively with the calculation of N-Gain. The results of this service show that prospective teachers who are students of the PIAUD STIT NU Al Faraby Study Program can apply the Project Based Learning (PBL) learning method with all learning steps well. With this activity, it is hoped that in the future prospective PIAUD teacher students can apply the PBL method directly in teaching practice (Teaching Internship Activities) besides that it can also directly increase confidence in carrying out their teaching duties after graduating at their respective workplaces.