Project-based Learning Strategy Research Articles

Pengembangan Buku Ajar Strategi Pembelajaran Berbasis Proyek dalam Bingkai Keterampilan Abad 21 untuk Calon Guru Sekolah Dasar

This research aims to produce project-based learning strategy textbook products within the framework of 21st century skills. This research is a type of ADDIE model development research with five stages, namely need assessment, Design, Development, Implementation, Evaluation.Data collection techniques using questionnaires. The results showed that the quality of the assessment of media experts, material experts and student responses obtained an overall score of 267.18 with an average number of 89.06. These results show that project-based learning strategy textbooks in the 21st century skills frame obtain "Very Good" criteria and can be used as companion books in learning strategy lectures. As a result, this research has produced project-based learning strategy textbook products in the frame of 21st century skills. Where this textbook product has been validated by media experts and material experts and has gone through a trial process limited to two classes totaling 61. In terms of quality, the assessment of media experts, material experts and student responses obtained an overall score of 267.18 with an average number of 89.06.

Promote Innovation In Madrasah Through The Use Of Educational Technology

The research aims to explore and evaluate the application of educational technology in promoting learning innovation in the madrasah. With the increasing importance of technology integration in the world of education, madrasas also need to adapt teaching methods by integrating relevant digital tools and resources. The research digs into a range of strategies that can be applied by the matrasah to integrate educational technology effectively, including teacher training, developing technological infrastructure, revising curricula, and applying project-based learning using technology. The study uses a qualitative approach through literary research methods, by reviewing and analyzing previous studies, reports, and data on similar topics. Research results show that the use of educational technology in the madrasah has significant potential to drive innovation in the teaching learning process. The training and professional development of teachers is identified as a key factor in the successful implementation of technology, with adequate technological infrastructure as an essential prerequisite. The integration of curricula with digital resources and the implementation of technology-supported project-based learning strategies has proven to enhance student engagement and deepen their understanding of the subject matter. However, challenges such as limited access to technological resources, lack of effective teacher training, and resistance to change in traditional learning practices are also identified as obstacles to be overcome.

STUDENTS’ PERCEPTIONS OF PROJECT-BASED LEARNING AS A STRATEGY TO LEARN ABOUT CULTURES

This study explored EFL students’ perceptions of merging the project-based learning strategy (PjBL) and the three-part cultural framework (products, practices, and perspectives = the 3Ps) to learn about cultures. Shortly after having been exposed to twenty-four-week lessons on their home and English-speaking cultures using the PjBL strategy and the 3Ps framework, thirty-four research participants completed questionnaires and were interviewed. Data analysis indicated that the participants held highly favorable opinions in regard to combining PjBL and the 3Ps as an effective strategy for culture learning in EFL classrooms. Students acknowledged that they gained a deeper understanding of American, British, and their home cultures, specifically in relation to the five thematic units they explored systematically. Despite challenges militating against its implementation, the amalgamation of PjBL and the 3Ps framework was reported to have offered multiple learning opportunities to autonomously bolster the research participants’ knowledge of cultural practices, products, and perspectives.

The Past And Present Of Moving Images:Transcending The Boundary Across Departments In The Vocational Higher Education

Animations were given credentials as an effective medium in various campaigns and public service announcements (PSA). It helps to shape and spread information, frame public attitudes, and ensure the roles and responsibilities. History records how animations were utilized as PSA during WW2 in the form of training content, instructions, propaganda and ideological tools to promote and glorify patriotism. In higher education, animations can be utilized to support the socialization material about quality assurance. An animated PSA in the form of a video explainer was produced as a collaboration between the Quality Assurance (QA) Department and the Animation Study Program of Politeknik Multimedia Nusantara to support project-based learning for semester 2 students. This article aims to link connections between the history of animation as a public service announcement (PSA) with the conduct of project-based learning in vocational institutions, and quality assurance socialization. Descriptions about the history of moving images, project-based learning strategies, and quality assurance socialization are implemented as methodologies to explain the interrelationships among the three. The authors then present a gap analysis regarding the problems in implementing project-based learning faced by the animation study program and the problems faced by the QA department. An action plan is produced to close the gap using existing resources. The result is a descriptive explanation to support the feasibility of how a vocational institution should connect the needs of academic departments and other departments through a collaborative process. In the discussion section, an analysis will be presented of how animation as a medium is capable of transcending the boundaries across departments Keywords: moving image history, animation, project-based learning, quality assurance in education

Revolutionising engineering pedagogy: The role of 3D printing in modern engineering education

ABSTRACT This paper presents a comprehensive study on the integration of 3D printing technology in biomedical robotics education with undergraduate students learning about the design of robotic systems. The research investigated the effectiveness of this new teaching strategy in enhancing students’ understanding of complex engineering principles by comparing their learning experiences, and academic performance with results from traditional teaching methods. The students’ learning and performance were evaluated through a survey and grade analysis. The Mann – Whitney U test was used to analyse the data, revealing statistically significant improvements in both student satisfaction and grades. The Mann-Whitney U test results show a clear preference for the 2017 3D printing and project-based learning strategy over the 2016 traditional method. With a U-value of 0 and a critical U-value at p < 0.05 being 23, coupled with a z-score of −3.742, the data significantly indicates enhanced student outcomes with the newer teaching approach compared to conventional methods. The study also found that 3D printing technology fostered creativity, critical thinking, and enhanced spatial visualisation skills among students. However, we also identify potential challenges, including equipment maintenance, safety concerns, and the need for faculty expertise. The study concludes by providing potential strategies to overcome these challenges. This research offers valuable insights for educators and policy-makers in leveraging technology for improved learning outcomes in engineering education.

Examining the Impact of Project-Based Learning on Students’ Self-Reported and Actual Learning Outcomes

Active, collaborative, and project-based learning strategies have become increasingly popular in college classrooms due to their effectiveness in cultivating student-centered learning. Compared to conventional teaching methods, active and project-based learning engages students in the learning process by fostering collaborative approaches to addressing real-world problems. To better prepare students for future careers in health promotion, we evaluated the effectiveness of a collaborative project-based health promotion assignment on self-perceived and actual learning among a sample of underrepresented students ( N = 33). In order to assess learning, students completed both a self-reported and actual learning assessment designed to assess competency of the core learning outcomes of the health promotion course. Results demonstrated approximately similar increases in self-reported and actual learning over the semester. Although the results were unexpectedly parallel, students consistently underestimated their knowledge on both the pre- and post-learning assessments. In all, survey results demonstrated the group-based project served as a valuable tool for undergraduate learning, with the majority of students evaluating the project positively across all measures.

A SYSTEMATIC REVIEW ON PROJECT-BASED LEARNING IN ENGLISH LANGUAGE TEACHING FOR TVET COLLEGES

Project-based Learning (PjBL) as a promising learning approach has been implemented in different disciplines by which students can actively learn by engaging in real-world practices and meaningful projects. In this process, students need to achieve multiple skills which are required for 21st century. The current literature demonstrate insufficient research data regarding teaching English as a foreign language (EFL) or second language (ESL) in the field of TVET. Therefore, with the aim at understanding how PjBL is implemented into English teaching in TVET colleges as well as perspectives over the learning performance, this study employed a systematic literature review on 10 articles, identified from 150 related papers on WOS and SCOPUS from 2013 to 2023. The findings state students’ English performance and motivation will be improved by the combination of ICT based activities and a consideration with students’ educational background as vocational in project design. This study hopes to provide a guideline for English language teachers of TVET colleges in implementing project-based teaching and learning strategies.

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

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

Project-Based Learning In Speaking Skills Of Class X MAN Batu City Students

Learning Arabic speaking skills is very important in learning a foreign language because language is a communication tool. However, students experience difficulties in developing Arabic speaking skills. This is due to the lack of student motivation and practice in speaking Arabic. So a project-based learning strategy is used to overcome this problem. This learning process can make students more active and creative in learning to speak Arabic. This research was conducted to describe project-based learning strategies in speaking skills in the Arabic language learning process for class X MAN Batu City students. This research method uses descriptive qualitative, namely describing the data obtained. The data sources in this research are teachers and students of class X MAN Batu City. The data analysis technique used in this research describes the results of observations, interviews, student product results and student responses to the learning process. The findings of this research are that the project-based learning process for class X students' speaking skills at MAN Batu City can stimulate motivation and enthusiasm for learning. In conclusion, project-based learning aims to solve problems and teach students to think critically in the product completion process. The steps that teachers can use in the project-based learning process are: 1) determine the basic problem, 2) create a project plan, 3) work on the project, 4) present the product results, 5) assess, and 6) evaluate. The product results are used as a student portfolio to determine their learning progress. This learning strategy can be practiced by teachers in the process of learning Arabic or other foreign languages.

The Implementation Of Nahwu Learning Based On Project Based Learning At Uin Imam Bonjol Padang

The educational background of students is an important domain for the success of learning nahwu, so that teachers need improvement in determining the learning to be applied. The PBL strategy requires students to observe and examine practice-based assignments on the object of study being studied, so this study aims to examine the effectiveness of Project based learning (PBL)-based nahwu learning at UIN Imam Bonjol Padang and how to implement PBL in nahwu learning. The research approach used was mixed method research with a quantitative sample of 35 students from two classes while data analysis used SPSS 16 and descriptive analysis based on observation and documentation. This study shows that learning nahwu using the PBL design is effective for students' cognitive understanding by calculating the t-test is greater than the t-table, while the implementation of PBL is based on needs analysis and practice searching for examples of sentences in the Qur'an. This study corroborates that learning nahwu using project based learning is able to increase cognitive understanding based on inductive techniques in tracing verses of the Qur'an. This study recommends further research to analyze nahwu learning strategies that are more varied with various samples and methods.

Effects of Mind Map Integrated Project-Based Learning on the Reduction of English Speaking Anxiety on Chinese Undergraduates

The problems of English speaking unproficiency, low interest and silent English classrooms among students in Chinese higher vocational colleges have become an issue in recent years in China. Due to the importance of the mind map has become very popular in English language instruction, this paper carries out a study to investigate the effectiveness of Mind Map integrated Project-Based Learning (PjBL) strategy in public English language teaching in one of the Chinese higher vocational colleges and designs an English speaking project on food in the campus cafeteria. Twenty freshman students majoring in preschool education are selected in the experimental group and divided into four sub-groups of five students per group to select their tasks for the project so that they can be stimulated to finish the project independently and cooperatively. The other twenty students of the same major are in the control group to compare. The study uses mixed methods by combining quantitative and qualitative methods through students&amp;rsquo; English speaking anxiety tests before and after the project by using Horwitz&amp;rsquo;s Foreign Language Classroom Anxiety Scale (FLCAS) and a semi-structured interview as a supplement to investigate. It turns out that the Mind Map Integrated Project-Based Learning (PjBL) Strategy reduced students&amp;#39; English speaking anxiety to a certain degree.

Development of a Project-Based Learning Module for the Subtopic of Natural Water Resources for Year TwoScience Subject

Project-based learning (PjBL) is one of the learning strategies which can be used to develop the critical and creative thinking skills (CCTS) among students to ensure that they can compete despite facing various challenges in this globalisation era. Hence, this study was performed to develop a project-based learning module for the Natural Water Resources subtopic of Year Two Science subject. This study was a developmental study that involved the development of module according to five phases of ADDIE instructional design model, namely analysis, design, development, implementation and evaluation. However, this article only focuses on the development and validity analysis of the learning module which is in the development phase. The module was developed by applying PjBL strategy and consisted of the activity of designing and constructing Earth’s landform model that has natural water resources. The face validity and content validity of the Love Our Water Resources learning module were evaluated by three experts and analysed using descriptive statistical analysis to determine the value of expert agreement (EA) percentage. The finding analysis proved that the module had high EA percentages of 95% for face validity and 98% for content validity. In conclusion, the developed project-based learning module for the Natural Water Resources subtopic of Year Two Science subject has good face validity and content validity. The implication of this study is the developed learning module can be employed as a learning aid to develop the CCTS among Year Two students.

Increasing Learning Outcomes and Critical Thinking Skills Through Project Based Learning Strategy Integrated with Local Wisdom ’Dangke’ Approach in Science Learning

The research aims to determine the effect of the Project Based Learning (PjBL) strategy integrated with the local cultural wisdom of making dangke in improving learning outcomes and critical thinking skills of elementary school students in science material. This type of research is experimental research carried out at SDN 122 Pangbuluran in 2023. The subjects of this research are fourth grade elementary school students, who are divided into an experimental group and a control group. The data analysis techniques used are: descriptive data analysis in the form of: mean, data range, class interval, class length, percentage, variance and standard deviation; and inferential statistical data analysis techniques in the form of: normality test, homogeneity test, and hypothesis test. The instruments used are multiple choice questions to measure student learning outcomes and essay questions that have been validated and declared reliable as test instruments. The results of data analysis obtained hypothesis testing: tcount learning outcomes of 10.2 &gt; ttable, until H0 rejected, while tcountcritical thinking skills of 9.9 &gt; ttable, until H0 rejected. It can be concluded that there is an influence of the Project Based Learning (PjBL) strategy integrated with local cultural wisdom in making dangke in improving learning outcomes and critical thinking skills of elementary school students in science material.

The Effects of Project-Based Learning on Exercise Prescription Learning Performance in College Athletic Students

The Effects of Project-Based Learning on Exercise Prescription Learning Performance in College Athletic Students

Strategi Project Based Learning Sebagai Alternatif Menciptakan Siswa Kreatif

This study aims to find out how project-based learning strategies as an alternative create creative students. This research uses qualitative research methods using the type of study literature research. Where study literature is a type of research by answering existing problems by reviewing appropriate literature so that solutions to these problems can be given. The result of this research is the Project Based Learning learning model is an innovative learning model that involves project work where students work independently in constructing their learning and making it into real products. Project work contains complex tasks based on questions and problems that are very challenging and guides students to design, solve problems, make decisions, conduct investigative activities, and provide opportunities for students to work independently. PBL (Project Based Learning) learning strategy has a characteristic that the teacher poses problems that must be solved by students, which then students must design processes and frameworks to make solutions to these problems. Students must work together to find information and evaluate the results of their work so that the problem can be solved, so that students can produce products from the background of the problem. Thus, project-based learning strategies can be used as an alternative to creating creative students.

Assessing the Impact of Project-Based Learning on Students’ Writing Skills: A Pre-Experimental Study

This pre-experimental study examines the effectiveness of project-based learning (PBL) on the writing skills of Class 9D students at SMP Negeri 48 Surabaya during the academic year 2022/2023, specifically focusing on procedure text. The goal is to enhance students’ writing abilities, particularly in the area of procedural writing. The study involves a single group of 42 students from Class 9D, selected through convenience sampling. The intervention consists of implementing PBL, where students actively engage in hands-on activities, collaborative projects, and authentic writing tasks related to procedure texts. The intervention period is designated for active student participation in procedure text-based projects. Pre-test and post-test assessments evaluate the impact of PBL on writing skills, considering criteria such as organization, clarity, coherence, and language proficiency. The analysis compares the writing scores from these assessments. The findings aim to provide insights into the effectiveness of PBL in enhancing students’ writing skills within the context of procedure text. Implications of the study suggest that implementing PBL strategies in writing instruction offers significant benefits to students. Authentic tasks and hands-on experiences foster creativity, critical thinking, and problem-solving skills. Educators can incorporate PBL into procedure text instruction based on these findings. Integrating PBL strategies into the curriculum enhances students’ writing skills. Providing professional development opportunities assists teachers in designing and implementing effective PBL activities. Further research is needed to explore the long-term effects of PBL on writing skills across different genres and grade levels.

The Influence of Project-based Learning Integrated STEAM on the Creative Thinking Skills

Project-based learning can develop the student’s creative thinking skills because students will learn better if they are engaged in a meaningful learning activity. The implementation of this learning strategy with a STEAM approach supported the students to create a product. This study was aimed to measure to investigating the effect of project-based learning integrated STEAM on creative thinking skills of class X students of SMA 6 Malang. The method used in this study was quasi-experimental research using Pretest Posttest Nonequivalent Control Group Design. The result of an essay test was analyzed by using analysis of covariance (ANCOVA) test followed by post hoc LSD test. The research result showed that the implementation of PBL-STEAM had a significant effect on the student’s creative thinking skills. Moreover, the post hoc LSD test findings showed several variations between the PBL strategy and the conventional learning strategy in the notation. These findings suggested that the project-based learning strategy might develop students' capacity for creative thinking skills.

Medical education program implementation experience in an elective course: a case study in South Korea.

This study was conducted to examine the results of designing and implementing a teaching program for medical education as the elective course for 4th-year students of medical course. In order to design the teaching program for medical education as an elective course, we conducted literature review, five medical education experts were interviewed, and the literature required in the design process was reviewed. A developing teaching program was implemented as an elective course in a medical school of Korea, and 4th-year students of medical course participated in the program. In the elective course, the medical education program process competencies were derived into three categories: theoretical educational knowledge, teaching competency, and research competency for education. Moreover, instructional materials were developed to help students achieve these competencies. And project-based learning strategy was selected and implemented for 4th-year students in medical course, and positive satisfaction was confirmed. As a study designed and implemented in a medical education program in a medical school in Korea, it is expected to be helpful when introducing medical education to undergraduate students or developing a medical education program to strengthen the teaching capacity of residents.

Promoting Self-Regulation Skills Among Pre-Service Islamic Studies Teachers Through Project-Based Learning Utilizing a Flipped Learning Strategy

This study examined the effectiveness of a flipped learning strategy (FLS) on self-regulated learning (SRL) skills among pre-service Islamic education teachers utilizing project-based learning (PBL). The study collected both quantitative and qualitative data from participants using a mixed-methods design. Questionnaires were used to collect quantitative data, while unstructured interviews and written reflections from participants were used to collect qualitative data. Most participants (79%) had a favorable opinion of the FLS project, and their experience designing and executing the project using the PBL strategy had a positive impact on their SRL skills. The participants reported that the project strengthened their resolve to adopt FLS as an instructional strategy. The study emphasizes the need for rigorous preparation programmes and early exposure to innovative practices to boost teachers’ sense of self-efficacy and SRL skills. The study also highlights the potential advantages of aligning educational programmes with refined-oriented practices to positively influence educators' perspectives and pedagogical strategies in the classroom. Despite the positive findings of the study, Islamic Studies instructors' capacity for self-regulation requires further investigation. Specifically, further research is required to investigate the impact of FLS on teachers' SRL skills in different subject areas and the long-term effects of FLS on teacher development and student outcomes.

IMPROVING STUDENTS’ WRITING ABILITY IN SHORT MESSAGE THROUGH PJBL STRATEGY (A Classroom Action Research at 8th Grade Students of SMPN 43 Surabaya)

Writing is one of skills which is difficult to master. In teaching writing, a teacher must be capable of employing strategies that engage students and motivate them in the learning process. One such strategy is Project Based Learning (PjBL), which aims to make the teaching of writing easier and more interesting. This study utilized a classroom action research design and involved 31 students from VIII F of SMPN 43 Surabaya. It was conducted in two cycles, each consisting of two meetings, and followed four steps: planning, implementation, observation, and reflection. After each cycle, an evaluation test was administered to assess the students' improvement in writing short messages. The research utilized test data collection, interviews with the English teacher and students, and an observation sheet as research instruments. The findings demonstrated that the implementation of the Project Based Learning (PjBL) strategy effectively enhanced the students' ability to write short messages, as evidenced by an improvement in the average test scores. In the preliminary test, 7 students (22.58%) met the success criteria, while in the first cycle, 22 students (70.96%) achieved success. By the second cycle, 28 students (90.32%) met the success criteria. Factors such as the teacher's explanation in the classroom and the students' attention, participation, and interest played a significant role in improving the students' writing ability. Consequently, the Project Based Learning strategy is recommended as an alternative approach for English teachers to enhance students' writing skills. Furthermore, future researchers can use this study as a reference for conducting further research on improving writing abilities.