Project Based Learning Model Research Articles

The Effect of the Application of the Project-Based Learning Model on Early Childhood Social-Emotional Skills

The application of the project-based learning model is one of the strategies that can be chosen to develop the principle of play while learning and make children the center of learning in early childhood education. This study aims to examine the effect of the application of the Project Based Learning (PBL) model on early childhood social-emotional skills. The research method used is quasi-experimental with a non-equivalent control group design. The research subjects consisted of early childhood children who were divided into two groups: an experimental group that applied PBL and a control group that did not use the Project Learning method. Data were collected through observation and assessment of children's social-emotional abilities before and after the intervention. The results show that the application of the PBL model significantly improves early childhood social-emotional skills compared to conventional learning methods. The implication of this study is that the PBL model can be an effective alternative in the development of early childhood social-emotional skills, which has a positive impact on their readiness to face future challenges.

The Effect of the Application of Project-Based Learning Model on Improving Problem-Solving Skills

The learning process is a learning activity designed to provide a learning experience that involves mental and physical processes through interaction between children, teachers, learning environments and other learning resources in achieving basic competencies In child development some several aspects and abilities need to be developed, one of which is the cognitive aspect. The development of cognitive aspects is the ability of thinking that a person has to understand and understand something. The cognitive aspect is that children need to develop their abilities according to their respective ages. One of the skills that needs to be developed in children (5-6) years old is problem-solving skills. Problem-solving skills need to be possessed and developed from an early age. Because, in daily life, of course, children will be faced with various problems. So, every child must be able to solve and overcome this problem. This study aims to determine the effect of the application of the project-based learning model on improving problem-solving skills in children aged 5-6 years. The research method used is quantitative research with the Quasi-experimental method, or pseudo-experimentation. The design form used in this study is Nonequivalent Control group Design, which is a design that provides pre-test before treatment, as well as post-test after applying treatment to each group The results of the study show that: 1) An overview of children's problem-solving skills in the control group aged 5-6 years and an overview of children's problem-solving skills in an experimental group aged 5-6 years with the application of a Project-Based Learning Model so that it can be It was concluded that there was an influence of the project method on the problem-solving ability of children aged 5-6 years.

The Role of Artificial Intelligence in Project-Based Learning: Teacher Perceptions and Pedagogical Implications

This study is based on the development of a design focused on underlining what artificial intelligence can achieve to bring value to learning quality especially when implementing active methodologies, such as project-based learning (PBL). This study analyzed the perceptions of AI-integrated PBL versus non-AI-integrated PBL among teachers in primary, secondary, and higher education. Conducted with a sample of teachers (n = 300), this study investigated perceived effectiveness, the AI-powered personalization of learning, and motivation. A Student’s t-test, as well as normality, homogeneity of variance, and Cohen’s d tests, revealed that AI-enhanced PBL is rated significantly higher than regular PBL without AI, with a Cohen’s d effect size of 1.30, signifying a large impact. These findings underpin the development of an optimized AI-driven PBL model, particularly within both the prototype production and evaluation phases, providing greater autonomy, responsive feedback, and adaptive personalization, all towards advancing a more effective AI-supported pedagogical model of teaching.

The Effect of Implementation Project-Based Learning Model on Vocational Students' Machining Learning Outcomes

This study aims to analyze the improvement of the learning process, competencies achieved by students, and student learning outcomes in the implementation of the Conventional Lathe Machining Technique learning process with a sample of class XI TM 4 Mechanical Engineering Department of SMK Negeri 3 Yogyakarta through the treatment of implementing the Project-Based Learning learning model. This research uses the Classroom Action Research (CAR) method. This research will be conducted in two cycles; the first cycle will include one meeting, and the second cycle will consist of two sessions to evaluate learning to determine the learning process results. The cycle of PTK stages rotates from one cycle to the next. It begins with planning (plan), action (action), observation of the action taken, and reflection (reflection). The results showed that the quality of the learning process before being given action was only 48.33% still in the “Fair” category and the learning outcomes in pre-cycle activities the average student score was 66.51 with 18.75% classical completeness which was still relatively low. After the implementation of the project-based learning model, there was an increase in cycle I where the results of the observation of the learning process with a percentage of 75% were in the “Good” category and student learning outcomes also experienced an increase in the average student score of 78.86 with 75% classical completeness. Furthermore, in the learning process of cycle II, there was an increase with a percentage of 91.66% which was included in the “Very Good” category, and at the end of cycle II, the average score increased to 86.05 with classical completeness reaching 100%. Thus, student learning outcomes in cycle II have met the indicators set in this study, namely more than 75% of the students obtained scores above the minimum score, which is ≥ 76.00.

تطبيق نموذج التعليم القائم على المشاريع أوProject Based Learning في تعلماللغة العربية في المدرسة المتوسطة الإسلامية الحكومية 5 باسامان

The researching in this thesis was motivated by the existence of problems with student at mtsn 5 pasaman Students realize that in teaching this language students will not be interested in learning Arabic if they do not use an approach or model in their learning, Not all students actively participate in this project-based learning model, Lack of resources such as textbooks and technology in implementing the project-basedlearning model ,Difficulty in time management, because project-based learning requires time for planning, implementation. The research methodology studied by researchers used qualitative methods. The qualitative method is research that attempts to reveal the natural or realistic conditions that exist at that location. Qualitative research not only collects individual variables, but these variables can be linked to other variables. This research, the researcher used a qualitative approach with a descriptive case study type, namely research that describes a social event and certain situations that are described correctly using words. Results show that the challenges of the project-based learning model process: learning Arabic through a project-based model at SMP Islam Negeri 5 Pasaman faces many challenges, including: The diversity of students' basic abilities middle school students have varying knowledge and abilities in Arabic. Difficulty in time management .The time allocated for learning Arabic at SMP Negeri 5 Basaman is generally limited, so it can be a challenge to complete projects that take a long time because project-based learning requires time for planning, implementation and evaluation, Availability of learning resources.

Critical Thinking and Problem Solving Ability of Students in the Merdeka Curriculum

The purpose of this study is to compare the project-based learning model in the "Merdeka Belajar" curriculum and the inquiry learning model in terms of students' critical thinking and problem-solving abilities. The research question is whether there is a difference between these two learning models in terms of students' critical thinking and problem-solving abilities. The independent variable (X) is the project-based learning model (X1), while the dependent variables (Y) are critical thinking ability (Y1) and problem-solving ability (Y2). The research sample was taken from 10th-grade students at SMA Muhammadiyah 4 Surabaya, consisting of 4 classes with a total of 120 students. The research sample was selected from students who have a normal distribution, possess similar characteristics (homogeneous), and have the same average scores. Then, two groups (classes) of students were selected as samples, named as the experimental group and the control group. The analysis technique used was Multivariate Analysis of Variance (MANOVA). Based on Pillai's trace, Wilks' lambda, Hotelling's trace, and Roy's largest root, the value obtained was 0.000. As 0.000 < 0.05, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. This indicates that there is a difference in critical thinking and problem-solving abilities between the project-based learning model and the inquiry learning model.

Character Values of Independence and Gotong Royong in Mathematics Learning Through Project-Based Learning Model

This study describes the character values that exist in learning mathematics through the Project Based Learning (PjBL) learning model. The purpose of this research is to find the character values of mutual cooperation and independence contained in mathematics learning in the PjBL model. The type of research is qualitative descriptive. The research subjects were fifth grade teachers and students at SD Negeri 1 Ngemplak Boyolali. Data collection techniques through observation and interviews. Data analysis through interactive Miles & Hubermen. The results showed that the character values of independence and mutual cooperation were revealed from the learning that was carried out in stages in building mathematical concepts and evaluation. The stages of building mathematical concepts are carried out through exploration of knowledge in groups; mastery of concepts is evaluated through intergroup interactions and written evaluations in groups; and independent written evaluations to see students' independence in learning. The conclusion of the research is that the character values of independence and mutual cooperation in learning mathematics can be developed through the PjBL learning model due to the learning stages of building concepts and evaluation forms.

Implementation of Project-Based Learning to Increase Student Engagement and Motivation in Learning Islamic Religious Education

Abstract: This study aims to increase students' learning motivation in Islamic Religious Education (PAI) through the application of Project-Based Learning (PJBL) model at SMP Negeri 2 Pallangga. Islamic Education has an important role in instilling moral, ethical, and religious values that are the basis of the life of the nation and state. However, the challenge faced in PAI learning is the low motivation of students to learn which has an impact on the understanding and application of religious values in everyday life. This study used the Classroom Action Research (PTK) method with a cyclical approach consisting of two cycles, referring to the classroom action research framework developed by Kemmis and McTaggart, involving 28 students. The research results from the first cycle showed that the majority of students were in the moderate category, with scores ranging from 59% to 73%. In the second cycle, all students managed to reach the “High” category, with scores ranging from 76% to 90%, reflecting the success of the teaching method applied. These findings suggest that PjBL is effective in increasing students' motivation by giving them control over the learning process and encouraging active participation in collaborative projects. This study concludes that PjBL can significantly improve students' engagement and achievement in Islamic Religious Education. Keywords: project-based learning, learning motivation, Islamic Religious Education.

Implementation of Vygotsky's Constructivism Theory Through the Project Based Learning Model of PAK Teachers Impacts Problem Solving of Grade XI Students at SMA Negeri 1 Kauditan

Implementation of Vygotsky's Constructivism Theory Through the Project Based Learning Model of PAK Teachers Impacts Problem Solving of Grade XI Students at SMA Negeri 1 Kauditan

Project-Based Learning Model with Blended Learning in Academic Writing: A Need Analysis

Conducting a need analysis is crucial for tailoring academic writing instruction to meet the students’ need. Need analysis serve as systematic tool for developing relevant learning materials that align with students’ learning needs. This research hold significant importance in adressing the integration of project-based learning (PjBL) and blended learning within the context of academic writing. By identifying the needs of students, it provides valuable insight for culliculum designers and educators in English education program. The research aims to identify the students' need for project-based learning with blended learning in academic writing. This study is conducted as survey research at the English education study program at Muhammadiyah University of Mataram and Mandalika University of Education. The questionnaire of collecting data consists of 61 statements with 11 factors. The result of the research shows that all of the students need eleven factors such as learning objectives, topic needs, teaching material requirements, needs assessment, the need of PJBL syntax, blended learning, social system need, requirement principle of reaction, need of support system, learning impact need, and need for impact accompanying learning. The results of this research are expected contributing to the lecturers, stakeholders, and curriculum development of project-based blended learning in academic writiting at the English Education department.

OPTIMALISASI KETERAMPILAN BERBAHASA INDONESIA DENGAN PROJECT-BASED LEARNING DI UPT SDN KADINGDING

This research aims to explore how implementing a project-based learning model can improve students' Indonesian language skills. With a more active and collaborative approach, it is hoped that students will not only master technical language skills, but can also apply them in a wider social and cultural context. This research aims to explore how implementing a project-based learning model can improve students' Indonesian language skills. With a more active and collaborative approach, it is hoped that students will not only master technical language skills, but can also apply them in a wider social and cultural context..This learning approach emphasizes students' active participation in designing, implementing, and presenting projects as a way to develop their knowledge and skills. The method used in this research is classroom action research (PTK) which is carried out in two cycles, each of which includes planning, implementation, and evaluation. The subjects in this research were fifth grade students at UPT SDN KADINGDING school year 2024/2025. The research results showed that the application of the project-based learning model was successful in improving students' Indonesian language skills, including speaking, writing, listening and reading skills. Students also show significant increases in motivation, creativity, and communication skills through the projects they undertake. Thus, the project-based learning model can be an effective choice for improving students' Indonesian language skills.

Project-based group work for enhancing students learning in project management education: an action research

PurposeUsing an action research framework, the study engages in iterative cycles of implementing, assessing and refining the project-based learning (PBL) model to align closely with the skill demands of the project management field. The specific objectives are to (1) apply and evaluate the design of PBL to identify areas for improvement, (2) assess PBL’s effectiveness in fostering key competencies such as teamwork, critical thinking, adaptability and real-time decision-making, (3) identify challenges encountered in PBL implementation to guide continuous refinement and (4) develop actionable recommendations that inform future course iterations.Design/methodology/approachThis paper used action research approach to understand the design and implementation of PBL to improve student learning outcomes. Data was collected from 137 students enrolled in a postgraduate course of a project management program at a university in Australia during semester two of 2022 through an online questionnaire.FindingsData from 137 students confirm established benefits of PBL—improved teamwork, critical thinking and communication skills—essential to project management. Additionally, our findings highlight new benefits specific to project management education. Engaging with real-world scenarios, students developed enhanced adaptability, learning to navigate uncertainties and shifting project requirements, a key competency for project management professionals. Moreover, students showed improved real-time decision-making abilities, allowing them to make quick, informed decisions in response to dynamic project constraints. These findings suggest that PBL not only supports foundational skills but also cultivates advanced competencies aligned with the demands of professional project environments.Research limitations/implicationsThis study provides an actionable framework for future research, detailing an iterative, data-informed approach that adapts PBL to meet specific educational needs in project management.Practical implicationsEducators can use these findings to design experiential PBL models that integrate real-world constraints, enhancing the development of industry-relevant skills and preparing students for the challenges of professional project management environments.Originality/valueWe declare that the manuscript titled “Project-based Group Work for Enhancing Students Learning in Project Management Education: An Action Research” is our original work and has not been submitted or published elsewhere. This study explores the benefits and implementation of PBL in project management education, offering new insights from empirical data collected at an Australian university. All sources are appropriately cited. We affirm compliance with ethical guidelines and institutional policies. This manuscript represents our genuine and original research.

Increasing Student Engagement and Understanding through Project-Based Learning on Asmaul Husna Materials

This research aims to improve the understanding of grade VII students of SMPIT Iqra’ Bengkulu City towards Asmaul Husna (Al-‘Alim, Al-Khabir, As-Sami’, and Al-Bashir) through the application of a project-based learning model. The research was conducted on grade VII students of SMPIT Iqra’ Bengkulu City in semester 1 (odd) of the 2024-2025 school year. The method used is Classroom Action Research (PTK) with a cycle design consisting of four stages: planning, action, observation, and reflection (Kemmis & McTaggart, 2023). The results of the study show that the application of this project-based learning model has succeeded in increasing student involvement in learning, understanding of the concept of Asmaul Husna, and the average score of student learning outcomes. In the pre-cycle stage, of the 12 students who were the subjects of the study, only 5 students (41.7%) achieved learning completeness with an average score of 72.5, while 7 students (58.3%) had not completed it. In the first cycle, there was an increase with 7 students (58.3%) achieving completeness and the average score increased to 79.6, while 5 students (41.7%) were still incomplete. In the second cycle, the level of completeness increased significantly to reach more than 80%, indicating the success of the implementation of this learning model. This study emphasizes the importance of an interactive and contextual learning approach to integrate religious values into the teaching and learning process (Arends, 2012; Trianto, 2010). Thus, the implementation of Project-Based Learning not only improves academic outcomes but also makes an important contribution to the formation of students’ religious character through innovative learning (Mulyasa, 2014; Sanjaya, 2016).

Penerapan Culturally Responsive Teaching sebagai Pendekatan untuk Mengoptimalkan Kemampuan Berpikir Kritis Peserta Didik

Critical thinking skills are important skills that must be possessed by 21st century students, but their development at Elementary School level is still constrained by the lack of an approach that accommodates cultural diversity. Culturally Responsive Teaching (CRT) approach offers solution by integrating local cultural values in learning to improve students' critical thinking skills. This study analyzes the application of CRT to optimize students' critical thinking skills. This study uses qualitative method with a descriptive approach, through interviews, observations, and document analysis. The results of the study indicate that the application of the CRT approach can optimize students' critical thinking skills by integrating local culture, increasing active involvement, and creating an inclusive learning atmosphere. Learning models that are integrated with the CRT approach can optimally improve critical thinking skills, including Project Based Learning model, Problem Based Learning model, Discovery Learning model, Cooperative Learning model, and Guide Inquiry model.

The Role of the Independent Curriculum in Developing Students' Creative and Innovative Skills in the Era of Society 5.0

The aim of the research is to describe the role of the independent curriculum in developing students' creative and innovative skills in the era of society 5.0. This research is included in the descriptive method qualitative research type. The research subjects were teachers and students. Data collection by observation, interviews and documentation. Data were analyzed using the Miles and Huberman model which includes data reduction, data display, and data verification. The research results show that (1) the independent curriculum implemented gives students more freedom to explore their interests and talents. (2) In knowing students' interests and talents, teachers use diagnostic assessments to understand students' learning styles and interests because each student has a different way of learning. (3) The Merdeka Curriculum used integrates Pancasila values in every learning activity, such as teachers implementing project-based learning to strengthen the profile of Pancasila students (P5) by giving assignments or projects individually or in groups through the task of coloring pictures, drawing Indonesian batik, and make ecoprint crafts. (4) Teachers apply various models to develop creative and innovative thinking skills in grade 4 elementary school students, one of which is through project-based learning. Apart from the project based learning model, SD Islam Assalam has implemented learning models based on group discussions, demonstration-based, problem-based learning, direct learning, and other active learning models in accordance with 21st century learning. The conclusion of this research is that SD Islam Assalam Bandar Lampung has implementing an independent curriculum whose learning has developed students' creativity and innovation through a project based learning model and integrating Pancasila values in implementing P5-based learning.

Implementasi Project-Based Learning dalam Pembelajaran Fikih untuk Meningkatkan Pemahaman Siswa SDN 18/1 Teluk

This study aims to analyze the implementation of the Project-Based Learning (PjBL) model in Fiqh learning at SDN 18/1 Teluk and its impact on students' understanding. The application of PjBL in Fiqh learning is expected to increase students' active engagement and deepen their understanding of the Islamic religious concepts being taught. This research uses a classroom action research (CAR) method conducted in two cycles, involving observation, interviews, and student comprehension tests. The results indicate that the implementation of PjBL significantly improved students' understanding. In the first cycle, the average student score increased from 60 to 75, and in the second cycle, it rose to 85. Additionally, PjBL encouraged students to be more active, creative, and collaborative in the learning process. Despite some challenges, such as time management and task distribution within groups, PjBL proved effective in enhancing the quality of Fiqh learning. In conclusion, the PjBL model positively impacts students' understanding in Fiqh learning at SDN 18/1 Teluk.

The Chemistry Teacher Activities on The Training of Project Based Learning Teaching Materials Digitalisation

This activity is the second year of community service which is a continuation of training activities and making digital teaching materials to support project-based learning (PjBL) in sekolah penggerak for chemistry teachers in Padang city. This second year of community service activities has the theme of training to digitise project-based learning teaching materials developed at the Chemistry Musyawarah Guru Mata Pelajaran (MGMP) in Padang city. This activity aims to provide direction to Padang city chemistry teachers in implementing digital teaching materials. This community service was carried out in the lecture building of FMIPA Universitas Negeri Padang on 9 August, 16 August, and 23 August 2024. The implementation methods carried out in this community service activity are: (1) conducting a needs analysis, knowing the situation of teachers towards the implementation of PjBL-based learning through questionnaires distributed, (2) delivering material to community service participants related to PjBL and an overview of teaching materials that have been designed using the PjBL learning model explained by the speaker, then (3) delivery of materials and discussions related to differentiated learning with the PJBl learning model, and (4) delivering material related to the digitalisation of project-based teaching materials or PjBL using liveworksheet. The results of the service activities carried out can provide motivation, provide experience, and understanding for Padang city chemistry teachers regarding the digitalisation of project-based learning teaching materials so that chemistry teachers in Padang city can prepare digital chemistry teaching materials, especially with liveworksheets using the PjBL model that can assist learning activities so that learning can run effectively and efficiently in accordance with the demands of the curriculum and the times.

Improving Student Learning Outcomes through Project-Based Learning Models in Natural Science

This research aims to improve the learning outcomes of fifth-grade students through a project-based learning model in natural and social science subjects. This research was classroom action research consisting of several stages: planning, implementation, observation, and reflection. The subject of this research was the fifth-grade students of State Elementary School. The instruments used were written tests and observations. All data were analyzed in a descriptive, quantitative, and qualitative manner. In the first cycle, the average score was 76.7, but students still needed management in collaboration to complete projects. In the second cycle, an average score of 87 was obtained, and students were able to build collaboration in completing the project. This activity is assisted by learning resources in the form of project worksheets, discussion sheets, posters, demonstration sheets, and free-choice enrichment sheet media for students. Based on the results of cycles I and II, it can be concluded that the improvement of student learning outcomes is influenced by a project-based learning model in which students can think critically, solve problems, pour out new ideas, be creative, actively interact, and communicate between groups.ABSTRAK: Tujuan penelitian ini untuk meningkatkan hasil belajar peserta didik kelas lima melalui model pembelajaran projek pada mata Pelajaran Ilmu pengetahuan alam dan social. Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari beberapa tahapan, perencanaan, pelaksanaan,observasi dan refleksi. Subjek penelitian ini adalah peserta didik kelas lima SD Negeri. Instrumen yang digunakan tes tertulis dan observasi. Semua data dianalisis secara deskriptif kuantitatif kualitatif. Pada siklus I mencapai nilai rata-rata 76.7 akan tetapi peserta didik masih membutuhkan manajemen dalam kolaborasi menyelesaikan projek. Pada siklus II diperoleh nilai rata-rata 87 dan peserta didik mampu membangun kolaborasi dalam menyelesaikan projek. Aktivitas ini dibantu dengan sumber belajar berupa lembar kerja projek, lembar diskusi, poster, lembar demonstrasi, dan media lembar pengayaan bebas pilih bagi peserta didik. Berdasarkan hasil siklus I dan II dapat disimpulkan bahwa peningkatan hasil belajar peserta didik dipengaruhi oleh model pembelajaran berbasis proyek yang didalamnya peserta didik dapat berpikir kritis, memecahkan masalah, menuangkan ide-ide baru, berkreasi, aktif berinteraksi dan komunikasi antar kelompok.

The Effect of the Hybrid Project-Based Learning (Hybrid-PjBL) Model on Critical Thinking and Creativity Skills

Introduction: Hybrid-PjBL is an innovative learning model aligned with 21st-century demands but remains limited and rarely studied by Indonesian researchers. This study intends to test the effectiveness of implementing Hybrid-PjBL on students' critical and creative thinking skills.Methods: The pre-experimental method was used by combining a one-group pretest-posttest design in this study. The population consisted of fourth-semester Elementary Education students at Universitas Samudera. A single class was randomly selected from four classes, involving students enrolled in the Development of Language and Literature Learning in Elementary Schools course. A critical and creative thinking skills questionnaire was employed to collect data. The data were averaged to observe improvements before and after treatment and analyzed inferentially using a paired sample t-test.Results: This study presents the finding of a probability value (sig) of 0.00 < 0.05, meaning that there is a significant difference before and after the Hybrid-PjBL model is applied, as seen from the pretest and posttest scores. Descriptive analysis also revealed an increase in the average pretest and posttest scores for critical and creative thinking skills in the Development of Language and Literature Learning course. The average critical thinking skill score increased from 13.74 to 18.15, while the average creative thinking skill score increased from 32.22 to 39.19. This demonstrates an improvement in both skills after applying the Hybrid-PjBL model. Conclusions: This study concludes that there is a significant impact after implementing the hybrid-PjBL model on critical and creative thinking skills in the Language and Literature Learning Development course in Elementary Schools. This model encourages students to actively construct their own knowledge and solve problems, leading to improved critical and creative thinking skills

Validity Of Project Based Learning Model Integrated Sasambo Local Wisdom To Improve Students' Entrepreneurial Science Thinking

Validity Of Project Based Learning Model Integrated Sasambo Local Wisdom To Improve Students' Entrepreneurial Science Thinking