Project-based Learning Research Articles

Integrating Digital Technology into Project-Based Learning: Its Impact on Speaking Performance

This research is aimed at investigating the implementation of project-based learning (PBL) using a voice recorder, Orai application, and web as material sources. It is conducted to determine the impact of combining PBL and digital tools on speaking performance. The participants were 80 students who took English subject in State Polytechnic of Malang, Electronic Engineering study program. Five aspects of speaking performance were observed to determine which ones are affected by the strategy. The research methodology employed was quasi-experimental with pre-test and post-test. Participants were selected via random sampling. The research sample consisted of two classes with the total sample of 80 students. Data analysis was done through hypothesis testing of the speaking performance data. The results showed that infusing digital technology into project-based learning can significantly improve speaking performance in the aspects of grammar, comprehension, and vocabulary, but does not significantly affect the fluency and pronunciation aspects. Advice and recommendations to the faculty and teacher candidates were discussed further.

Tailoring Education: A Comprehensive Review of Personalized Learning Approaches Based on Individual Strengths, Needs, Skills, and Interests

Background and Aims: Personalized learning is important because it tailors educational experiences to each student's needs and strengths, resulting in more effective and engaging learning. This approach not only improves academic performance but also accommodates students' learning styles and interests, resulting in increased motivation and success. This paper investigates Tailoring Education: A Comprehensive Review of Personalized Learning Approaches Based on Individual Strengths, Needs, Skills, and Interests. Methodology: This paper conducted a thorough analysis of various personalized learning approaches, such as adaptive learning technologies, differentiated instruction, and project-based learning. It combined findings from empirical studies, case studies, and theoretical frameworks to assess the efficacy and impact of these approaches on individual student needs and academic outcomes. Results: The finding found that personalized learning approaches demonstrate their significant potential for meeting individual student needs and improving educational outcomes. Adaptive learning technologies and differentiated instruction have successfully tailored learning experiences to students' strengths, whereas competency-based and project-based learning provides flexible, student-centered pathways for meaningful engagement and academic progress. Collectively, these methodologies help to create a more individualized and responsive educational environment. Conclusion: The findings show that personalized learning approaches effectively meet individual student needs while improving educational outcomes. These methodologies foster a more responsive and personalized learning environment by tailoring experiences to students' strengths and providing flexible, student-centered pathways.

Project-Based Learning dalam Meningkatkan Pemahaman Al-'Alim, Al-Khabir, Al-Sami’, dan Al-Basir Siswa Kelas VII SMPN 24 Batanghari

This study evaluates the effectiveness of implementing Project-Based Learning (PjBL) in enhancing creativity and collaboration among seventh-grade students in Islamic Religious Education Al-’Alim, Al-Khabir, Al-Sami material at SMPN 24 Batanghari. Although the research instrument showed inadequate reliability (Cronbach's Alpha 0.504), statistical tests revealed that the PjBL model had a positive impact on student learning outcomes. The posttest t-test indicated a significant difference between the experimental and control classes, with the experimental class showing higher average posttest scores. While the Anova test did not show significant average differences between the two groups, the PjBL model demonstrated improvements in student creativity and collaboration in the experimental class. This study highlights the potential of PjBL in enhancing IRE education and recommends further research to refine the instruments and methodologies used.

Active Methodologies for Teaching Physical Education to Students with Moderate Physical Disabilities

Introduction: physical education is essential for the integral development of students, fostering inclusion and adapting activities to individual needs, promoting a safe and equitable environment. Objective: to identify the active methodologies implemented in the teaching of Physical Education for students with physical disabilities in Ibero-America, proposing recommendations based on the findings. Methods: a systematic review was conducted following PRISMA methodology, analyzing studies on active methodologies in Physical Education for physical disability in Ibero-America. Results: of the 533 articles identified, 15 selected studies demonstrate various active methodologies. Three dimensions were analyzed: active methodologies by country, the effectiveness of the methodologies for inclusion, and inclusive approaches, highlighting the effectiveness of inclusion and the development of physical and social skills. A micro-curricular methodology called "Active Inclusive Mobility" is proposed to integrate effective strategies. Conclusions: the research revealed that active methodologies such as Cooperative Learning and Project-Based Learning are key tools to promote inclusion in Physical Education, although challenges such as lack of teacher training and institutional support remain.

Analisis Upaya Guru dalam Meningkatkan Kemampuan Literasi dan Numerasi Peserta Didik di SD Negeri Gemah

Literacy and numeracy education in Indonesia requires substantial attention from primary education through to higher education to support global economic progress. Although the 2013 Curriculum is designed to enhance literacy culture, Indonesia still faces significant challenges, including low literacy rates and a lack of understanding of the issue in various regions. This study seeks to investigate and examine the role of teachers in enhancing literacy and numeracy skills at SD Negeri Gemah, focusing on the teaching strategies employed and the challenges encountered. Employing a qualitative approach and case study design, this research includes detailed interviews, participant observations, and document analysis, involving six classroom teachers as participants. The study's findings reveal that educators at Gemah State Elementary School employ a range of literacy and numeracy teaching strategies, including shared reading, group discussions, digital media, and both Problem-Based Learning (PBL) and Project-Based Learning (PJBL) methods to improve numeracy skills.. The main challenges faced include the transition from kindergarten to elementary school, difficulties in reading and arithmetic, lack of student interest, and differences in students' abilities. Proposed solutions include collaboration with teachers of other subjects, the use of diverse learning media, parental support, and providing additional learning opportunities outside of classroom hours. The study concludes that diverse teaching approaches and comprehensive support are essential in improving students' literacy and numeracy skills. By implementing an integrated solution, it is hoped that SD Negeri Gemah can overcome existing challenges and better prepare students for higher education.

INCULCATION OF NATIONAL VALUES IN ENGLISH CLASSES AS A PEDAGOGICAL PROCESS

This study explores the pedagogical process of inculcating national values in English language education and its impact on student development. By integrating national values into English classes, educators can foster a balance between linguistic proficiency and cultural identity. The research uses a qualitative case study approach, gathering data through interviews, focus group discussions, classroom observations, and document analysis. The findings reveal that strategies such as project-based learning, culturally relevant materials, and role-playing activities enhance student engagement and deepen their connection to national values. Despite challenges like limited resources and balancing global content with national identity, the integration of national values promotes cognitive, emotional, and social development. This study highlights the importance of culturally responsive teaching methods in creating a meaningful learning experience that prepares students for both local and global contexts.

Pengaruh Model Pembelajaran Berbasis Proyek terhadap Siswa pada Mata Pelajaran PAI di SMPIT Aulia Muara Bulian

This study aims to evaluate the effectiveness of the project-based learning model in enhancing students' critical thinking skills in Islamic Religious Education (PAI) subjects in the fifth grade at SMPIT AULIA Muara Bulian,. The research method employed is true experimental with a quantitative approach. The study involves two groups: an experimental group that receives project-based learning and a control group that does not. Research instruments include pretests and posttests validated by experts. Statistical tests include normality tests, homogeneity tests, hypothesis testing using simple regression analysis, and Independent Sample t-Test. The research results indicate that the project-based learning model is effective in enhancing students' critical thinking skills. The experimental group showed significant improvement in posttest results compared to the control group. The normality and homogeneity tests indicated that the data were normally distributed and had homogeneous variance, thus valid for further analysis. Based on these findings, it is recommended that the project-based learning model be more widely implemented in PAI education to develop students' critical thinking skills from an early age.

Project-Based Learning on STEAM-Based Student's Worksheet with Ecoprint Technique: Effects on Student Scientific Reasoning and Creativity

Project-Based Learning on STEAM-Based Student's Worksheet with Ecoprint Technique: Effects on Student Scientific Reasoning and Creativity

Analysis of Student Problem-Solving Skills on Static Fluid Topics

Abstract Finding high school students’ Problem-Solving Skills (PSS) on static fluid is the aim of this study. A sample of 125 students from a high school in East Java, Indonesia, was employed in this quantitative study employing a survey methodology. The Problem-Solving Skills Test (Cronbarch’s Alpha reliability of 0.66), which consists of six essay questions with a scoring range of 1 to 5, was used to collect the study data. The research data was analyzed using descriptive statistics. The average PSS of the students according to the research results was 20.54 with the conversion of the PSS Test score to a scale of 0-100, placing them in the beginner category. According to the PSS indicators, the rank of students from highest to lowest level is Useful Description, Specific Application of Physics, Mathematical Procedures, Physics Approach, and Logical Progression. Students find that Archimedes’ Law, Pascal’s Law, and Hydrostatic Pressure are the most difficult static fluid subtopic to go through. It is highly recommended that learning methods that can support students’ problem-solving skills, such as project-based learning in conjunction with Science, Technology, Engineering, Art, and Mathematics (STEAM), provide them with the skills to use logic in their thinking when solving problems.

PROJECT-BASED LEARNING AS AN INNOVATIVE APPROACH TO DEVELOPING PRACTICAL SKILLS AND PROFESSIONAL COMPETENCES IN STUDENTS OF TECHNICAL UNIVERSITIES

This article is devoted to the study of project-based learning as an innovative approach to developing practical skills and professional competencies in students of technical universities. The paper analyzes the advantages of project-based learning, considers various project models, and presents the results of empirical research. The authors emphasize the importance of project activities for the formation of such competencies in future engineers as creativity, teamwork, and the ability to solve complex problems. In addition, the article discusses the challenges and prospects for introducing project-based learning into the educational process of technical universities.

Nanoart in STEAM education: Combining the microscopic and the creative

Abstract This article explores the integration of Nanoart within the STEAM (Science, Technology, Engineering, Art, and Mathematics) education framework, highlighting its pivotal role in enhancing interdisciplinary learning. Through a detailed examination of a project-based learning (PBL) initiative, the study showcases students specializing in “Applied Physics and Nanomaterials” engaging in creating nanostructures via electrochemical etching and their subsequent transformation into Nanoart. This educational endeavor exemplifies the seamless integration of STEAM components—combining scientific principles, technological application, engineering design, artistic creativity, and mathematical precision—and significantly deepens students’ understanding of these elements. The article details each project phase, from conceptualization through execution, illustrating how students navigate the complexities of nanoscience and apply their interdisciplinary knowledge to produce tangible artistic and scientific outcomes. By transforming abstract scientific concepts into visually and intellectually stimulating Nanoart, the project encourages creative thinking and innovation among students. It further demonstrates how integrating art into STEM subjects can make scientific education more accessible and engaging, attracting a more comprehensive array of students and enriching their academic and practical experiences. Additionally, the study discusses the broader implications of Nanoart in STEAM education, emphasizing its effectiveness in bridging the gap between scientific exploration and artistic expression. It argues that this approach not only demystifies complex concepts but also fosters a holistic educational environment that prepares students to think critically and creatively across disciplines.

Enhancing Microbiology Laboratory Course

Incorporating students’ own skin bacteria samples into microbiology courses presents a practical and engaging approach. This project-based learning strategy addresses the limitations of traditional microbiology experiments, fostering independent inquiry and deeper understanding of microbial concepts. By analyzing their own microbiota, students gain valuable insights while developing essential scientific skills. The implementation of this project offers cost-effective and engaging motivational strategies for microbiology education, with the potential to enhance microbiology education globally.

EXERCISES FOR DEVELOPING CRITICAL AND DIGITAL THINKING IN TEACHING FOREIGN LANGUAGES

The article explores the interplay between critical thinking and digital literacy in today's technology-driven society. This article explores various exercises designed to enhance critical and digital thinking skills in the context of teaching foreign languages. It emphasizes the integration of language learning with digital literacy, presenting activities for developing critical thinking such as source evaluation, comparative analysis, digital footprint assessment, online discussion evaluation, ethical considerations, digital content analysis, online research and presentation tools to produce their project, reflective blogging, virtual debate. Additionally, it highlights the importance of engaging in digital scavenger hunt, evaluating online language tools, creating digital content, online discussion forums, web-based language projects, analyzing digital media, digital storytelling, online forums for better digital communication and project-based learning for collaboration based on digital thinking.

Smart Farming for Sustainable Agriculture: A Case Study through Korean Public TVET

This study aims to present implications for sustainable education and training of the agricultural workforce. It introduces the case of a smart farm learning factory as an educational facility at Korea Polytechnics. Learning factory refers to the practical experience gained using the knowledge acquired in engineering education to solve problems in the actual work field. For this study, we analyzed the smart farm case of Hongseong Campus of Korea Polytechnics, a government-funded vocational education institution in Korea. The research questions are as follows. First, what is the purpose of establishing a smart farm education and training facility? Secondly, what is the performance of the facility? Thirdly, what are the implications of the Korean smart farm for sustainable TEVT? As a result of analyzing the case, the purpose of establishing the facility was to improve the practical capabilities of convergence technologies used in machinery, automation, industrial facilities, and electrical departments. Additionally, the performance has been found to serve as the foundation for project-based learning subjects that incorporate convergence education, and companies have been able to reduce training costs and contribute to sales profits by using this facility to train employees. Finally, the implication of sustainable TVET through smart farm cases is that it has provided a way to enhance the effectiveness of teaching and learning guidance at agricultural sites, create educational resources that can utilize advanced agricultural technologies for sustainable development, and actively cooperate and collaborate with educational institutions, governments, and local companies.

Keefektifan Pembelajaran Proyek Sains terhadap Kemampuan Pemecahan Masalah dan Sosial Emosional di TK Kenanga Kelompok B

The inability of group B children at Kenanga Kindergarten to solve problems and it is known that their social and emotional abilities are still low is the problem of this research. This research aims to determine the effectiveness of science project-based learning on the problem-solving and socio-emotional abilities of children aged 5-6 years at Kenanga Kindergarten, Karanganyar Village. The research approach is quantitative with a quasi-experimental type. The research sample consisted of 30 people and was divided into two sample classes (experimental samples and control samples). The research results show that the results of the t test for problem solving ability show a value of Sig. (2-tiled) 0.001 < 0.005, which means there is a significant difference in the average value of the pretest and posttest problem solving ability variables. The N-Gain Score test is 78.23%, meaning that science project learning is effective in improving children's problem solving abilities. Meanwhile, the results of the social ability t test show the significance value of the t test Sig. (2-tiled) 0.015 < 0.05, meaning there is a significant difference in the average pre-test and post-test scores for science project learning on children's social-emotional abilities. The n-gain score test results were 76.48%, this means that science project learning is effective in improving children's social emotional abilities.

Проявление агентности студенчества в проектном обучении: кейс федерального университета

According to experts, there will be a growing demand for hybrid and multidisciplinary specialists with advanced cognitive skills, emotional intelligence, and technological and social competence by 2030. These professionals will be able to make independent and innovative decisions in a rapidly changing labor market. The system of higher professional education faces the challenge of addressing the quantitative and qualitative shortage of young professionals. In this context, the topic of modernizing personnel training includes the introduction and active promotion of project-based learning. Project-based training should promote the agency of students as young professionals by transferring them within the framework of training from passive behavior to active independent actions, effective interaction with the professional community, disclosure of leadership potential, development of initiative and readiness to design new interdisciplinary solutions. The manifestations of student agency in project-based learning is an urgent issue on the research agenda and management practice of universities. The aim of the study was to investigate the key features of UrFU students' agency, as manifested in their project-based learning experiences. The article presents the findings from a survey conducted among students (N=1,070) using a quota sampling method in 2024 (including sex, training level and major subject). The survey error does not exceed 3 percent. According to the survey results, the relevance of key features of agency and project-based learning was established. It was empirically proved that project-based learning encourages independent, proactive behavior, promotes the development of leadership qualities, and enhances students' innovative potential.

The Effect of Using a Project-Based Learning Model Assisted by Creative Media on Increasing Student Interest in Learning

The purpose of this study is to see the impact of the implementation of project-based learning supported by creative media can influence students' interest in and outside the classroom to learn. class to learn. The study involved 50 students from SMPN 21 Mataram, who were divided into two different groups: an experimental group and a control group. experimental and control groups. The researcher used a questionnaire to obtain data on students' interest in learning. The instrument has been tested for validity and reliability. Before conducting hypothesis testing, the researcher Researchers conducted a prerequisite test on the research data. Prerequisite test through homogeneity test using Levene test while, for the normality test the statistical formula used is the Kolmogorov-Smirnov Test and Shapiro-Wilk.The results are the basis for hypothesis testing using the Hypothesis testing using the Mann Whitney U Test with non-parametric tests with conclusions conclusion which confirms that there is an influence regarding the application of PjBL on increasing students' students' interest in learning which is statistically proven through the acceptance of Ha (Asymp.Sign value of 0.001 0.05), it can be concluded that the Alternative Hypothesis is accepted. The results of this study indicate that the use of creative media in project-based learning is significantly The results of this study indicate that the use of creative media in project-based learning significantly increases students' interest in learning. in learning. The findings of this study strongly support the idea that the use of project-based learning creative project-based learning can be an efficient method to develop students' drive and students' interest in learning at school

Optimization of Audit Tool Linked Archive System (ATLAS) on Risk Base Audit

This article discusses the implementation of Project Based Learning (PBL) as a risk-based audit learning model utilizing the Audit Tool Linked Archive System (ATLAS) application. PBL is an effective approach to enhance student engagement and understanding in the audit process, particularly concerning the risks encountered in modern audit practices. By using ATLAS, students can learn independently and purposefully, leveraging technology to access relevant information and data. This study also examines how this learning model can improve students' competencies in the field of auditing and prepare them to face challenges in the workforce. This study uses a qualitative approach with a case study at the Accounting Department of Pontianak State Polytechnic, involving 3rd semester students who were divided into groups for an audit project. Data were collected through interviews, observations, and documentation, then analyzed thematically. The results showed that PBL and ATLAS significantly improved students' understanding of RBA and practical audit skills, with students reporting higher engagement and motivation. Recommendations include the integration of technology into the curriculum and training in the use of applications. The findings conclude that technology-supported PBL such as ATLAS is effective in preparing students for the challenges of the modern workplace.

Effectiveness of STEM Learning Model and Project-Based Learning to Enhance Critical Thinking Skills in Senior High School

STEM and Project-Based Learning (PjBL) learning models have been applied to support 21st century learning. However, no empirical evidence has been found to reveal the combined effectiveness of the two models. This study aims to determine the effectiveness of STEM, Project-Based Learning (PjBL), and lecture learning models in improving critical thinking skills. The research was conducted at SMA Negeri 8 Ternate City, North Maluku Province, involving 64 students divided into three classes studying Indonesian natural resource management. A concurrent embedded strategy combining quantitative and qualitative data collection was used. Initial test data indicated reliability at 0.76, with normality tests for the STEM model at 0.08, the PjBL model at 0.13, and lecture learning at 0.14, all showing normally distributed data. The homogeneity test showed homogeneous data with a value of 1.097. The balance test using one-way ANOVA indicated balanced initial abilities (Fhitung 2.52 Ftabel 3.14). Results demonstrated that by applying the STEM and PjBL learning models, students achieved proficiency in critical thinking skills. Final test data, including normality tests, one-way unequal ANOVA, and post-ANOVA tests, showed significant improvement in critical thinking skills. The STEM model and PjBL model were both effective with no significant differences between them, while both differed significantly from the lecture learning model. The results suggest that both STEM and PjBL models are effective in enhancing critical thinking skills. To address the shortcomings of traditional lecture methods, educators should consider integrating STEM and PjBL approaches into their teaching practices.

Impact of Project-Based Learning (PBL) Integrated with Google Classroom on Improving English Writing Skills in a Bangladeshi University

Developing tertiary students’ writing skills is a crucial issue. Teachers integrate writing projects with Google Classroom to develop students’ writing skills, although the impact of this learning model has not yet been determined in the Bangladeshi higher education context. This research explored the impact of project-based learning (PBL), supported by Google Classroom, on developing the writing skills of tertiary students in Bangladesh. This quasi-experimental study analyzed essays written by 30 control- and 30 experimental-group students. Additionally, in-depth interviews were conducted with 10 students to collect data. A t test and thematic analysis were conducted for quantitative and qualitative data analysis, respectively. This quasi-experimental research used a pre-test/post-test and control group design. The experiment was implemented for the experimental group using PBL with Google Classroom and for the control group using the conventional teaching method. The pre-test results indicate no differences between the groups (t = 0.55, p > 0.05) in terms of writing proficiency before the intervention. Nevertheless, the post-test yielded a t value of 3.43 (p < 0.01), which was statistically significant in favor of the experimental group. This suggests the enhancement of students’ writing skills through PBL with Google Classroom. These results demonstrate the benefits of the combination of interactive activities and social interaction conducive to writing tasks provided by this blended learning strategy. The implications are that teachers can blend PBL with Google Classroom for more active learning environments that align with students with real-world writing tasks. Limitations involved a small sample size and study duration. Future work should target larger, more diverse samples and incorporate qualitative work to deepen understanding of the learning process and outcomes.