Project-based Learning Method Research Articles

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.

Enhancing Students Critical Thinking Skills through Pancasila Student Profile Strengthening Project at SMK Negeri 3 Yogyakarta

This research aims to: 1) Analyze the implementation of the Pancasila Student Profile Project in strengthening the critical thinking character of students; and 2) analyze the inhibiting factors in the implementation of the Pancasila Learner Profile Strengthening Project in strengthening the critical thinking character of students at SMK Negeri 3 Yogyakarta. This research deploys a qualitative research approach with a case study method. The purposeful sampling technique is used in recruiting research participants, and the data collection strategy encompasses observations, interviews, and documentation. The data gathered is validated through triangulation techniques and multiple-source triangulation. The data gathered is analyzed using Miles and Huberman’s models of data reduction, data presentation, and conclusion drawing. The results of this study show: 1) the implementation of the Pancasila Student Profile Strengthening Project (P5) in strengthening the character of critical thinking is integrated with the use of project-based and problem-based learning methods in P5 comprehensive themes. The combination of learning from all themes can develop students’ skills in critical citizenship characteristics; and 2) P5 implementation, internal and external obstacles are miscommunications affecting coordination and implementation. These miscommunications are caused by various factors. Thus, increasing awareness and strong collaboration among each school element are crucial.

Pembelajaran Pendidikan Agama Islam Berbasis Proyek

The project method is a way of teaching that provides students with the opportunity to use daily life units as learning material and aims to make students interested in learning. The project learning method is a teaching and learning activity whose process is based on inquiry. In this learning, the focus is on complex questions and problems. Then answer questions or solve problems through an investigative process carried out collaboratively over time. Most projects are carried out by investigating authentic issues and topics found outside of school. During the inquiry process, students learn the content, information and facts needed to draw conclusions from each question. During the process students also learn valuable skills and thinking habits. The project-based learning method is a learning method that uses problems as the first step in collecting and integrating new knowledge based on experience in real activities. Then the problem is solved in groups. In this learning, students are able to find their own solutions to the products/tasks given. Project-based learning methods can increase students' learning motivation in Islamic religious education, project-based learning methods can facilitate more active learning experiences.

The power of project-based learning: A catalyst for student engagement, collaboration and academic excellence

This research aims to explore the impact of using project-based learning methods on academic achievement and student engagement in education using mixed methods. The sampling technique was carried out in two stages. The three best private universities in Semarang City were selected based on the 2023 Webometrics results (University of Dian Nuswantoro, Catholic University of Soegijapranata, and the Islamic University of Sultan Agung), then the sample selection was carried out using stratified random sampling techniques, which comprised 318 students. Data collection was carried out through questionnaires, interviews, and literature studies. The hypotheses were tested using structural equation modeling via AMOS 26 software. The practical implications of this research show that the project-based learning (PBL) method positively impacts academic achievement and student involvement in the learning process. The PBL method also effectively increased students' conceptual understanding, reflecting a shift from traditional approaches to more interactive, creative, and innovative learning. From a managerial perspective, these findings emphasize the integration of PBL into the curriculum to optimize student potential. It is also essential for lecturers and educational policymakers to provide ongoing professional training to support the effective use of PBL in educational environments. PBL methods are a valuable learning strategy and their implementation can be a significant challenge that needs to be overcome in an educational context. This research concludes that project-based learning may effectively increase student participation, engagement, collaboration, and future academic achievement.

The Effect of Project-Based Learning Method on Creative Problem-Solving in Students of the Entrepreneurship Study Program, Indonesian University of Education

The effectiveness of learning is significant in preparing students' skills paradigms. This research aims to instill the influence of the Project Based Learning (PjBL) method on students' Creative problem-solving abilities in the context of entrepreneurship learning. This research focuses on Indonesian Education University Entrepreneurship Study Program students who have taken the Start-up course. Creative problem-solving skills are considered important in preparing students to face the demands of an increasingly complex world of work. The research method used is quantitative with a descriptive verification approach, and data collection is carried out through questionnaires. The results of the research show that project-based Learning (PjBL) has a significant influence on increasing creative problem-solving abilities in students of the Entrepreneurship Study Program at the Indonesian University of Education. This research shows that Project Based Learning significantly improves the quality of Creative Problem Solving for Entrepreneurship Study Program Students at Universitas Pendidikan Indonesia

THE ROLE OF PROJECT-BASED LEARNING IN THE TRAINING OF FUTURE OFFICERS

The article aims to identify project technologies’ effectiveness in forming future officers’ professional competence. Testing and a formative experiment were used as the research methods. The study was conducted with cadets of military educational institutions. Each project consisted of organisational, motivational, research and final stages, which included reflection on the acquired knowledge. Typical trends in the transformation of professional competence in military education were identified. The project-based learning method has been found to contribute to forming the communicative, managerial, motivational, and cognitive components of future officers’ professional competence. This method was least effective for forming the emotional and volitional components of future officers’ competence. In general, the research hypothesis about the effectiveness of the project method in training future officers was partially confirmed. The hypothesis about the dependence of the effectiveness of the project method on the course of study in future officers’ training was fully confirmed. The results can be used to improve the effectiveness of educational programmes for training future officers. Further prospects for the research are to study the relationship between the project method’s effectiveness and students’ psychological characteristics.

Experience of Project-Based Learning: Challenges, Assessment, and Analysis

Though theoretical knowledge is essential, there is a growing belief that when teaching applied sciences, particularly engineering, a great emphasis should be placed on the development of students’ practical skills. Therefore, some courses and curricula need to be revised to enhance the current state of education in this field. This can be achieved through the introduction of project-based learning (PBL). The PBL approach is ideal for teaching engineering disciplines because its framework promotes critical thinking and problem-solving skills, which are essential for a professional engineering career. This paper explains the implementation and comparative analysis of the PBL method in the departments of Electrical Engineering and Biomedical Engineering at King Faisal University. The challenges faced in this implementation include incorporating the PBL approach into the departments’ overall instructional technique, defining the roles of PBL coordinators, and addressing the characteristics of the PBL problems that arise in the courses offered. Furthermore, the implementation of PBL projects is evaluated based on the common courses offered in both departments. It is taken as an example and assessed based on problem-solving, teamwork skills, and the outcomes of accreditation board for engineering and technology. The results of this implementation are reported in this paper. Furthermore, we actively shared our experience managing course projects remotely during the fall semester, which COVID-19 impacted. Recommendations for future work are discussed, emphasizing the importance of having sufficient resources and fostering collaboration with industry and researchers from diverse disciplines.

Penerapan Project Based Learning Pada Mata Kuliah Matematika Diskrit Untuk Meningkatkan Kemampuan Pemecahan Masalah

Learning that focuses on students' problem-solving abilities is the focus of higher education. Students who are able to develop critical thinking skills in solving problems are a necessity along with changes in workforce capability needs in the informatics era. One of the mathematics lessons at the higher education unit level is discrete mathematics. The problem that arises in discrete mathematics learning is that learning outcomes and the percentage of students completing lectures are still relatively low. The aim of this research is to improve students' solving abilities through the application of the project based learning method. This research uses classroom action research methods. The application of the project based learning method in discrete mathematics courses with graph material can improve students' abilities in solving mathematical problems, this can be seen from the research results after corrective actions were taken in learning activities in Cycles I and II. Based on the research results, it shows that through project-based learning, third semester RB class students in the Informatics Engineering Education Program at Indraprasta University PGRI Jakarta have improved their ability to solve mathematical problems in terms of individual grades and classical completion.

Implementation of Project Based Learning Method in Developing Cognitive Abilities of Children Aged 5-6 Years Through Loose Parts Media

This study aims to explore the implementation of Project Based learning (PBL) method in developing cognitive abilities of children aged 5-6 years through loose parts media. The research used a descriptive qualitative approach with a focus on observing the implementation of learning activities at 'Aisyiyah Bustanul Athfal 3 Kindergarten, Southeast Pontianak. Data were obtained through observation, interviews, and document analysis. The results showed that the PBL method applied through loose parts media was effective in developing cognitive abilities of children aged 5-6 years. Careful planning, the active role of teachers in supporting activities, and the use of interesting media are important factors in the successful implementation of this method. In addition, the results also showed that children showed progress in problem solving, logical thinking and symbolic thinking through active participation in learning activities. The findings make an important contribution to the understanding of the use of the PBL method and loose parts media in the context of early childhood education and provide practical guidance for educators to improve the quality of learning in early childhood education institutions.

Project-Based Learning Training for Teachers at Madrasah Aliyah Raudhlatul Irfan, Lengkong Kulon Village

Madrasah Aliyah Raudlatul Irfan faces challenges in the learning process as it still adopts conventional models such as lectures and assignments. Consequently, the learning experience becomes monotonous, lacking support for individual students' exploration of their abilities. Changes and increased creativity are necessary to make the learning process more engaging and to facilitate the diversity of learning abilities. The introduction of the Project-Based Learning method is expected to create a more dynamic learning environment, allowing students to develop critical thinking skills. Through projects, students have the opportunity to produce tangible evidence of their mastery of the material, while teachers have improved their skills through training. The training methods involve lectures, Q&A sessions, discussions, and demonstrations, positively impacting teachers' knowledge of Project-Based Learning. Evaluation results indicate an improvement in teachers' abilities, suggesting that this training has successfully enhanced their understanding of this innovative learning model.

TRANSFORMASI BISNIS DIGITAL PADA USAHA SKALA MIKRO DI YOGYAKARTA : ANALISIS SWOT

It is a descriptive qualitative research, describing the challenges and opportunities for micro retail businesses to transform their businesses into digital businesses. The samples in this study were 30 micro-scale retail businesses spread across Yogyakarta. The data guidance process was carried out through observation and in-depth interviews conducted with all respondents, from student field practice in Retail and E-Commerce courses through project-based learning methods. By using SWOT analysis, the results of the study show that micro-retail scale businesses in Yogyakarta, their level of readiness to go digital business in terms of product, management organization, knowledge, infrastructure, and market aspects still face challenges that must be faced. Internally, to transform into a digital business, the micro-retail scale in Yogyakarta faces the challenge of increasing its competencies, capabilities, and resources, as well as good market opportunities as initial capital to enter the digital business. Micro retailers must prepare themselves to face these opportunities and challenges in order to be able to enter and win the competition in digital business.

The Impact of a Combination of Flipped Classroom and Project-Based Learning on the Learning Motivation of University Students

Our study investigated the effects of combining project-based learning (PBL) and flipped classroom (FC) methods in university education on the learning motivation and learning outcomes of students at the bachelor (BSc), master (MSc), and higher vocational education and training (HVET) levels. We aimed to explore how these modern teaching methods can influence students’ performance and motivation at different levels of education. The research used cross-sectional analysis and quantitative methods to evaluate the impact of FC and combined PBL and FC methods. This study followed groups of students for two academic years, comparing their results with control groups that did not benefit from the combined teaching method but were studied in a same FC environment. The results showed that students at the BSc and HVET levels significantly improved their learning motivation and achievement by combining PBL and FC methods (BSc: p = 0.0001248, HVET: p = 0.0485), while at the MSc level, this effect was not significant (p = 0.1000). These data support that an effective combination of PBL and FC methods can improve learning motivation and outcomes at certain levels of education, but further research is needed better to understand the effects for students at the MSc level.

Pengaruh Metode Project Based Learning dalam Meningkatkan Penguasaan Kosakata Bahasa Arab pada Siswa

Project based learning method learning is based on creating and creating and learning the material to be studied, while mastery of student vocabulary is carried out to improve students' abilities in Arabic vocabulary. In its implementation, researchers have tested it on January 5, 2024 at Madrasah Ibtidaiyah Miftahussa'adah in Tangerang city. This study aims to determine how much influence the project-based learning method if applied to Arabic language learning that can improve students' mastery of Arabic vocabulary in grade 5 at Madrasah Ibtidaiyah Miftahussa'adah Tangerang city by testing in the control class and experimental class. This study used a quasi-experimental method with a population of 80 students, while the sempel taken was grade 5 with a total of 18 students. Data collection techniques used in the form of interviews, documentation and tests with 10 essay questions. The results of the study were found to obtain a value of 4,325 < 5,005, so that the data obtained could be significant that Ha was accepted while Ho was rejected, with the conclusion that this research could improve students' mastery of Arabic vocabulary by applying the project-based learning method in grade 5 at Madrasah Ibtidaiyah Miftahussaadah Tangerang city.

Utilizing university food gardens as an instructional tool for teaching horticulture: Gaining insights from project experience

Advanced Horticultural Production Technology is a course that may be chosen as an option in the Agrotechnology Study Programme. Ineffective legal laws and slow technical progress hinder the growth of Indonesian horticulture products. Additionally, insufficient human resource capabilities, weak horticultural institutions, and suboptimal technological innovation further impede this development. Horticultural Postharvest Technology students find this material inspiring and beneficial. This course instructs students in applying agronomy, plant breeding, plant protection, soil science, and social sciences to enhance resource efficiency, quality, and sustainability in agricultural activities. Tropical horticultural items, such as vegetables and fruit, will experience an impact. This research is limited to examining commodities, morphology, plant environment, plant varieties, and growth methodology specifically related to tomato-produce plants. Students participate in offline and online FGBL activities—an initial questionnaire ascertained identity. Questionnaires, brainstorming, assignments, and monitoring of media reports are used to evaluate each stage of FGBL activities. To gain these abilities, employ the method of project-based learning (FGBL). FGBL includes the development of a project plan and timetable, assessing student attributes, formulating structured inquiries for experimental design, supervising progress through reports, exchanging ideas, and evaluating the project. This article provides a detailed discussion of various measures that assess student motivation for learning, such as participation during lectures and engagement in brainstorming activities.

Implementation of Digital Marketing Learning to Develop Capabilities in Making Video Content Marketing

Purpose: The aim of this research is to prepare digital marketing teaching materials and test the effectiveness of digital marketing learning to develop the ability to create content marketing videos.
 Methodology: The method used in the research is experimental and ex-post facto which is explanatory. The experimental method is used to test the effectiveness of digital marketing learning in experimental classes in management study programs. An ex-post facto method to test the effectiveness of digital marketing learning through assessing content marketing videos created by student working groups.
 Findings: The results of most students' video content marketing assessments are classified as very good. The content marketing video produced by the student working group is in accordance with the learning objectives. The application of digital marketing learning can grow students' ability to create content marketing videos.
 Implications: Applying digital marketing strategies and learning methods through project-based learning methods can improve students' abilities in creating content marketing videos.
 Practical implications: The ability to create marketing content videos can be applied through project-based digital marketing learning.
 Originality/value: The resulting product can be used as a reference for digital marketing learning to grow students' abilities in making content marketing videos, so that learning outcomes are obtained that are in line with the objectives of MBKM.
 Paper type: Research paper

Implementation of Project Based Learning Though Merdeka Curriculum in Teaching Speaking Skills

Based on the phenomenon of new policy changes in Indonesian education, namely implementing an independent curriculum with the characteristics of a Project-Based Learning (PjBL) method. This study aims to describe teachers' perceptions in implementing Project Based Learning (PjBL) through Merdeka Curriculum using social media in teaching English speaking skills. The research design of this study is descriptive qualitative. The data collection of this research were interview, observation, and documentation. The data analysis technique used was Miles & Huberman (Display, Reduction, and Conclusion). The results showed that the implementation of Project-Based Learning (PjBL) through the Merdeka Curriculum in private vocational high schools has been implemented but not optimal because it has several obstacles related to implementation time, student motivation, and lack of facilities needed. However, the implementation of the Merdeka curriculum has a very good effect on teachers and students by implementing a learning process that focuses on students' ability to realize Speaking Skill teaching using Project Based Learning (PjBL) in accordance with the Merdeka Curriculum.

PELATIHAN BISNIS DIGITAL DI SMK BOEDI LUHUR BEKASI

This digital business training program is a PKM program conducted at SMK Boedi Luhur emerged as a successful initiative in shaping students into individuals who are responsive to technological developments and business competition in the digital age. Through Project Based Learning methods, Workshops, and Seminars, the program successfully stimulates students' interest and identifies their talents in various aspects of digital business. The students' success in completing digital business projects not only reflects quality academic achievement, but also has a positive impact on SMK Boedi Luhur's reputation as a progressive educational institution. Industry recognition, media reports, and successful student testimonials reinforce the impression that SMK Boedi Luhur is a quality educational center and responsive to the needs of the job market. The improved reputation of the school is also reflected in growing student enrollment and community demand. This program opens the door for students to achieve success in the digital business world, making SMK Boedi Luhur a container that produces empowered and competent individuals. Through close ties to industry, community involvement, and resounding alumni achievements, SMK Boedi Luhur is proving itself to be an educational institution capable of shaping the future of students in the dynamic digital age.

EFL Students' Perspectives toward Project-Based Learning in Vocational High Schools

In the world of education, there are many methods that can be used in the learning process. In the 21st century, the project based learning method is often used because it is in accordance with the current curriculum. This research aims to describe EFL students' perspectives toward project-based learning in vocational high school. Researchers used a mixed method by collecting data using a questionnaire and semi-structured interviews. The subjects of this research were 59 students of SMK PGRI 3 Malang from the animation and design, communication and visual department. The research results revealed that more than 71% of students gave positive responses to this method which was considered effective for increasing understanding, activeness, motivation and speaking ability in vocational high school English classes. Students feel they can increase understanding by discussing with friends when working on projects. Apart from that, during discussions students feel more active in exchanging knowledge with each other in the group. Students also feel that project-based learning makes work easier and more fun because they are done together. In addition, students feel that their speaking skills have improved after making several presentations, and they are more confident in speaking in front of the class. Therefore, project-based learning is considered to be an appropriate method for learning English in vocational high schools. This research is expected to provide new knowledge for readers regarding EFL students' perspectives toward project-based learning in vocational high school. This is so that the implementation of project-based learning in the future can be more optimal than before.

The practice of visual storytelling in STEM: Influence of creative thinking training on design students’ creative self-efficacy and motivation

This study investigated design students’ self-efficacy and motivation through a visual storytelling project in STEM. Forty-eight college design students participated in this study. The project-based learning method was adopted for both groups, while the test group received additional creative thinking training in the curriculum. Pre- and post-surveys and interviews were administered to obtain the students’ perspectives. Evaluation and analysis of the works were also implemented to reveal the learning outcomes. The results showed significant differences in the students’ creative self-efficacy and project performance. The test group's creative self-efficacy improved at the semester's end, while the control group mostly stayed at a similar level. Also, the test group with creative thinking training in the curriculum compared to the control group demonstrated significantly better project grades. Regarding motivation, both groups had similar levels of motivation in the pre and post-surveys. There was no significant difference between different instructional designs in terms of students’ motivation. Nevertheless, with fundamental visual storytelling training and practices in both groups, the high-performance works revealed more creative analogical expressions and related scientific knowledge, while the medium and low-performance works showed limited analogy or partially correct knowledge in STEM. Implications and suggestions are provided for curriculum design to enhance students’ creative self-efficacy and motivation in interdisciplinary learning.

Effect of Project-Based Learning Method on Students’ Academic Performance in Educational Psychology in Benson Idahosa University, Benin City, Edo State, Nigeria

This study sought to investigate the effect of project-based learning method on students’ academic performance in educational psychology in Benson Idahosa University, Benin City, Edo State, Nigeria. To guide the study, three hypotheses were formulated and were tested at 0.05 alpha level of significance. The pre-test post-test non-equivalent control group quasi-experimental research design used for the study. The population of the study consisted of all level 300 education students in the two campuses of Benson Idahosa University. There are 42 level 300 students in education department as at the time of this study. Twenty six (26) comprising 7 males and 19 females in the heritage campus while sixteen (16) comprising 6 males and 10 females are in the legacy campus of the university. The sample for the study consisted all the forty-two (42) level 300 education students in both campuses of the university. This was because the total number was few and could be manageable. The instrument used for the study was a teacher-made test titled “Educational Psychology Test” (EPT), drawn from the pool of test items on educational psychology from 2020-2022 and was validated by three experts, with reliability index of 0.82. During treatment procedures, the two groups were pretested, the experimental group was taught using the Project-based Learning (PBL). method while the control group was taught using the traditional lecture method and after treatment administration, both groups were post tested and the findings showed that there was no significant difference in the academic performance of students in Educational Psychology in the experimental and control groups before treatment; there is a significant difference in the academic performance of students in Educational Psychology in the experimental and control groups after treatment and there is no significant difference between male and female students’ academic performance in Educational Psychology in the experimental group after treatment among secondary school students in Benson Idahosa University, Edo State. Based on the findings therefore, it is recommended that teachers should employ Project-based Learning (PBL) method for effective teaching and learning of educational psychology concepts and all other courses in Benson Idahosa University, Benin City, Edo State.