Project-based Learning Research Articles

The Influence of the Project-Based Learning (PjBL) Model on Student's Science Process Skills and Critical Thinking

Applying the project-based learning model in learning can train and develop scientific attitudes and problem-solving skills so that students can increase creativity, innovation, and critical perspectives. This research aims to determine the effect of the project-based learning model on student's science process skills and critical thinking. The research subjects of class X Phase E. This research was quantitative research with a quasi-experimental research design with a non-randomized control-group pretest-posttest design. The instruments used are essay questions on science process skills and critical thinking. The test results were analyzed using Quade's rank analysis of covariance statistical test and the One Way Ancova test. The research results show that the average pretest-posttest score of experimental class students taught using the project-based learning model is higher than that of control class students taught using the problem-based learning (PBL) model. Hypothesis testing using Quade's rank analysis of Covariance and One Way Ancova tets informs that the use of the project-based (PjBL) model affects student's science process skills and critical thinking.

ПОВЫШЕНИЕ МОТИВАЦИИ И РЕАЛИЗАЦИЯ ИНДИВИДУАЛЬНЫХ ОБРАЗОВАТЕЛЬНЫХ ТРАЕКТОРИЙ ПРИ ПОДГОТОВКЕ ПРОВИЗОРА

Junior year students of the specialty Pharmacy study basic biological and chemical disciplines, the knowledge they gain forms the foundation for mastering specialized pharmaceutical disciplines. Very often, students do not see the relationship between basic and specialized disciplines, their interest to learn decreases, and gaps in basic knowledge negatively affect mastering of specialized disciplines. The paper presents the results of the implementation of individual educational trajectories in the preparation of a pharmacist and increased motivation to study in students of the specialty Pharmacy as a result of the curriculum discipline “Introduction to the specialty” studied in the first year, as well as elective disciplines and project-based learning. The study was carried out by surveying 98% of the 1st to 4th-year students. According to the survey results, more than 70% of respondents had increased motivation to study basic disciplines and to master the specialty in general. A set of educational activities is proposed aimed at implementing individual educational trajectories in the preparation of a pharmacist, increasing the level of motivation for learning and professional determination in the specialty Pharmacy.

Comparative Study of PJBL-STEM Learning Models: Analyzing Similarities and Differences Between Two Research Articles

A Comparative Study of PJBL-STEM Learning Models: Analyzing Similarities and Differences Between Two Research Articles. This study aimed to compare two research studies that focused on the implementation of Project-Based Learning (PjBL) integrated with STEM in enhancing students' critical thinking, conceptual understanding, and creativity. The research employed a qualitative methodology, specifically content analysis, with data gathered through a literature review. Articles were selected based on specific criteria, including the accreditation ranking of the publishing journal, relevance to the topic, and citation impact. Data was collected using Google Scholar and Publish or Perish with keywords such as “Project-Based Learning” and “STEM.”. The findings reveal key similarities between the studies, notably the success of PjBL-STEM in improving students' scientific skills. However, the studies differ in their research objectives, target subjects, methodologies, and data collection instruments, highlighting varied focuses and anticipated outcomes. For instance, one study may prioritize critical thinking while another emphasizes conceptual understanding. The study concludes that integrating PjBL with STEM significantly enhances students' critical thinking, conceptual grasp, and creative problem-solving abilities. These findings demonstrate that PjBL-STEM is an effective and comprehensive educational strategy, preparing students to meet real-world challenges by developing essential scientific and creative skills.

Enhancing Critical Thinking Abilities through Project-Based Learning: Effects and Implementation

Enhancing Critical Thinking Abilities through Project-Based Learning: Effects and Implementation

Analyzing The Impact of Project-Based Learning STEAM Flipped Classroom on Computer Architecture and Organization Courses in Higher Education

This study examines the differences in students' creative thinking skills between the project-based learning STEAM Flipped Classroom and the direct learning STEAM Flipped Classroom model by paying attention to the role of academic self-efficacy as a moderator variable. The research population consists of students in informatics engineering study programs in the Denpasar area of Bali. The study used a quasi-experimental 2 x 2 factorial design. Data collection is carried out through questionnaires and test instruments. Data analysis used descriptive and inferential statistics, as well as analysis of covariance. The results showed a significant difference in students' creative thinking skills between those who learned with the STEAM Flipped Classroom project learning model and the STEAM Flipped Classroom direct learning model. In addition, there are differences in students' creative thinking skills based on the level of academic self-efficacy. The empirical application of the STEAM Flipped Classroom project model is proven to help students generate new ideas, develop ideas, and improve their thinking skills. However, the findings suggest that flexible thinking skills must be further enhanced. Students with high self-efficacy tend to be more proactive in providing constructive ideas in project-based learning activities. This research implies that it is necessary to actively motivate and share experiential stories with students who have low self-efficacy. In the future, I suggest that universities adopt the innovative learning model of project-based learning STEAM flipped Classroom to improve the creative thinking skills of informatics engineering students at the college level.

“Risk Hunting” as a competence resource in the training of occupational safety professionals

The article discusses the use of project-based learning in the training of experts in Technosphere Safety, particularly occupational safety and health professionals. For these categories, the main competence is obtaining knowledge of assessing working conditions, identifying hazards and occupational risks for the development and implementation of measures aimed to eliminate them. The article presents the results of the “Risk Hunting” project, including occupational risk assessment cards, hazard registers, projects of occupational risk reduction measures, labor protection competitions, the Occupational Safety Day presentation, and the training for Irkutsk National Research Technical University department heads. The article distinguishes between two types of educational results: development of competencies required for labor protection professionals and gaining experience in self-organization and self-education. Project-based learning is aimed at solving specific tasks and gaining professional experience, which needs to be developed and improved.

Методические особенности преподавания работы в редакторе Figma в образовательных учреждениях

The article is devoted to the methodological features of teaching how to work in the Figma graphic editor in educational institutions. In the context of the rapid development of digital technologies and the growing demand for specialists proficient in modern interface design tools, Figma has become an essential component of design curricula. This graphic editor offers extensive opportunities for collaborative work, enabling students to work on projects in real-time, simplifying the process of creating and editing interfaces. The article analyzes the main advantages of using Figma in the educational process, including its accessibility, cross-platform capabilities, and integration with other design and prototyping applications. Special attention is given to pedagogical methods that are effective for teaching students, such as project-based learning, problem-based learning, and the flipped classroom approach. Various approaches to structuring the educational process are examined, including the separation of theoretical and practical lessons, the use of interactive technologies, and group projects to ensure maximum student engagement in the learning process. Furthermore, the article discusses the main challenges faced by educational institutions when integrating Figma, such as the need for teacher training, technical limitations, and the updating of educational materials. Recommendations are provided to overcome these challenges and successfully integrate Figma into the educational process, as well as perspectives on the future use of digital tools in education.

COMPARATIVE ANALYSIS OF FOREIGN EXPERIENCE IN IMPLEMENTING PSYCHOLOGICAL AND PEDAGOGICAL GUIDANCEFOR SOFT SKILLS DEVELOPMENT OF UNIVERSITY STUDENTS

The article discusses modern methods and practices of psychological and pedagogical guidanceforthe soft skills development of students in higher educational institutions. With globalization and rapid technological progress, traditional teaching methods are becoming insufficient. The purpose of this study is to conduct a comparative analysis of modern methods and practices used in different countries, with the aim of adapting and introducing them into the higher education system of the Republic of Kazakhstan. The methodological basis of our research is a personal approach, which involves considering the individual characteristics of each student.The analysis of international experience revealed effective methods, such as emotional intelligence development, active learning, coaching and mentoring, project-based and problem-based learning, gamificationand the flipped classroom. These approaches demonstrate high effectiveness and can be adapted for use in the higher education system of the Republic of Kazakhstan. The introduction of these methods helps to improve the quality of education, improve the employment of graduates and their competitiveness in the labor market. Successful integration of these practices will require adaptation to local conditions and training of teachers, which will significantly increase the level of specialists’training in Kazakhstan.

Service-Learning and Project-Based Learning Methodologies in Higher Music Education: a review of the literature

INTRODUCTION. Recent research highlights the potential of multidimensional and holistic learning in educational transforation, the provision of social services from the university and development of professional identity. This article aims to analyse the relationship between the Service-Learning and Project-Based Learning methodologies in higher music education and the acquisition of transversal competences. METHOD. A review of 29 articles on both methodologies in higher music education, published between 2012 and 2022, was conducted. The articles were selected from WoS, Scopus, and ERIC databases. Four categories were explored: (1) Social interaction, (2) personal growth, (3) academic learning, and (4) challenges related to the implementation and contextualization of the methodologies. RESULTS. Results show that, in the context of higher music education, both methodologies have a potentially positive impact on the development of transversal competencies in students. The review shows benefits in social aspects such as the development of civic responsibility and communication skills among peers and teachers; academic aspects such as adaptation to complex learning environments, mutually beneficial goals and shared authority; and personal development aspects such as flexibility, solidarity and respect. The review also shows that reflective practice contributes to developing students’ openness to constructive criticism, which is perceived as a positive contribution to learning. CONCLUSIONS. The methodologies studied can foster students’ personal growth, the mitigation of their biases in the classroom and the reflective and conscious appreciation of their own learning. To be taken into account are the challenges related to the complexity of adjusting the projects to the academic curriculum and community needs, as well as the large amount of time and effort required for the process. Finally, further research using different search terms and criteria is encouraged to achieve a broader understanding of how music initiatives can be designed and implemented through these methodologies, the projection they can have, and how research is conducted in this field.

Influence of Project-Based Learning on Adolescent Motivation in Mathematics in Day Secondary Schools in Rwanda: A Case of Nyamasheke District

Influence of Project-Based Learning on Adolescent Motivation in Mathematics in Day Secondary Schools in Rwanda: A Case of Nyamasheke District

The impact of project-based learning on scientific content production using edutech tools on the cooperative self-efficacy and cooperative self-regulation of students at a science gifted school

The impact of project-based learning on scientific content production using edutech tools on the cooperative self-efficacy and cooperative self-regulation of students at a science gifted school

Enhancing Authentic Assessment in Large-Class Design Education Through Authentic Project-Based Learning

As global economies advance, the cultivation of critical thinking and creativity in higher education is increasingly important for societal and economic progress. Adopting traditional educational methods to larger class sizes where personalized attention is scarce is crucial. This research delves into the fusion of blended and authentic project-based learning by integrating online and face-to-face instruction to immerse students in practical scenarios. The study examines how these integrated methods can improve student engagement, critical thinking, creativity, and proposes an effective assessment system for large-class design education. Drawing from Herrington’s principles of authentic learning and utilizing a mixed-method approach, which includes a Likert scale survey of Design Management students, the research indicates a notable impact of blended and authentic learning on assessment outcomes. The study, presented within the ANABLE (Assessment strategy iN Authentic Blended Learning Environment) framework, emphasizes the enhancements in assessment practices. These improvements enable educators to track learning progress, identify areas needing enhancement, and gauge proficiency levels. The results imply that these pedagogical methods boost learning outcomes by involving students in complex, relevant problems, encouraging deep cognitive engagement, and offering personalized feedback. The findings suggest that these integrated strategies provide practical solutions for large classes, effectively equipping students for contemporary workforce requirements. Enhancing assessment techniques and promoting active learning enhance comprehension and memory retention, develop pertinent skills, foster deeper learning, facilitate fruitful collaboration, and enhance both assessment results and overall student contentment.

HALLEMA: A GOOGLE SITES INTEGRATED ADDIE INSTRUCTIONAL MODEL IN FACILITATING MALAYSIA HALAL CERTIFICATION APPLICATION

The expansion of the halal industry in Malaysia generates a demand for halal-related positions, including halal executive and halal auditor. Higher education institutions in Malaysia that offer halal-related programs are tasked with delivering a halal career-oriented education to cultivate professional graduates prepared for industry employment. Halal graduates should already be familiar with their job scopes, such as applying for the Malaysia Halal certification and developing a Halal Assurance Management System (MHMS) in their workplace. The present studies aim to investigate the integration of the ADDIE model in the development of the Halal Learning Mate (Hallema) using Google Sites and to evaluate the effectiveness of Hallema on the Google Sites platform in addressing project-based learning challenges related to the application of the Malaysia Halal certification.This research was carried out among a class of 23 students from the Bachelor of Halal Industry Management program at UiTM. The data collection instrument consisted of two sets of achievement tests a pre-test set (from the analysis stage) and a post-test set- which were utilized to determine the need analysis for teaching aids based on the students prior knowledge. Next, the evaluation of the effectiveness of Hallema was conducted through descriptive analysis using four variables: information (KN=4.49), accessibility (KA=4.53), information (IN=4.50), and document management (PD=4.60), which were evaluated using a 5-point Likert scale.Results revealed that Hallema is effective as a teaching aid in facilitating Malaysia Halal Certification, with a total mean (of 4.50). Students exhibit more engagement when they perceive the relevance of their learning to real-world applications. Any halal educator may repurpose Hallema for their classroom. This educational resource may facilitate the development of proficient halal practitioners who maintain halal integrity in products and services worldwide.

Effects of Project Based Learning on Student Achievement: Understanding of Science Concepts, Intermediate Process Skills, and Creativity

The research explores the dynamic landscape of education in Indonesia, marked by ongoing changes and enhancements across multiple domains. These transformations encompass curriculum revisions, improvements in educational standards, upgrades in school infrastructure, and advancements in the professional capabilities of educators including teachers and educational administrators. A primary objective of these reforms is to equip students with the competencies requisite for success in the 21st century, notably critical thinking, collaboration, communication, and creativity, often referred to as the 4Cs.This research uses a mixed-methods model, combining qualitative and quantitative data. Initial research is conducted through observation and interviews, followed by pretest and posttest given to students. The results show a significant improvement in students' understanding of scientific concepts, scientific process skills, and creativity after implementing project-based learning (PjBL). Additionally, students' response to PjBL is positive.The research concludes that PjBL affects students' understanding of scientific concepts, scientific process skills, and creativity. However, internal and external factors such as students' interest, motivation, learning environment, teachers, and learning materials also influence the effectiveness of learning.This research employs a mixed-methods approach, integrating both qualitative and quantitative data. Initial investigation involves observations and interviews, followed by administering pretests and posttests to students. The findings demonstrate a notable enhancement in students' comprehension of scientific concepts, scientific process skills, and creativity subsequent to the implementation of PjBL. Moreover, students' reception of PjBL is affirmative.

Hybrid, blended, and hyflex learning as future models for education

The education system continuously adapts to address abnormal social fluctuations such as pandemic lockdowns, climate change, disasters, and social distractions during war, migration, and more. Remote learning methods have advantages and disadvantages, a topic of discussion among many educators. Education is a critical part of society, ensuring the well-being of humanity. Future models for education refer to potential changes and advancements in the structure, delivery, and access to education. This includes innovations in teaching methods, learning environments, technology integration, and overall educational systems. Future models for education may involve the adoption of new teaching strategies and approaches that cater to diverse learning styles and preferences. This could include personalized learning, project-based learning, and flipped classrooms, aiming to enhance student engagement, critical thinking skills, and knowledge retention. The future of education may shift towards more dynamic and interactive learning environments, which can involve the use of virtual reality, augmented reality, gamification, and immersive simulations to create attractive educational experiences. Education in the future might incorporate innovative technology as a crucial component of the learning process, the use of artificial intelligence, adaptive learning platforms, online collaboration, and digital e-learning resources for content distribution. Technology integration targets to make education more accessible and flexible to individual student needs. Research plays a crucial role in shaping the future of education by notifying evidence-based practices and guiding decision-making processes. The article is a short review that discusses and analyses the differences and preferences between remote digital methods applying during COVID-19 restrictions.

French Language Learning Media Based on Project-Based Learning Assisted by the Pear Deck Application

The purpose of this research is to determine (1) the feasibility of learning media assisted by the Pear Deck application based on project-based learning (PjBL). (2) determine the effectiveness of PjBL-based learning media. The research method is R&D using the Borg and Gall development models. This research was conducted in class XI SMAN 1 Lubuk Pakam, totaling 28 students. The research subjects are material experts, media experts, and design experts. The research results show that: (1) the learning material expert test criteria are very good (94%); (2) the learning media expert test criteria are very good (93%); and (3) the learning design expert test criteria are very good (94%). The results of submitting a hypothesis can prove that: (1) learning media assisted by the PjBL-based Pear Deck application is suitable for use (2) The learning media assisted by the PjBL-based Pear Deck application is effective to use. The average effectiveness of students' French learning outcomes in using the PjBL-based Pear Deck Application in the experiment class was 86.42%, and the average effectiveness of the average effectiveness of students who used picture and book learning media in the control class was 49.5%. The posttest results obtained a value of Tcount = 7.08 at a significant level of α = 0.05, with dk 27 obtaining Ttable = 1.674, so that Tcount > Ttable, namely 7.08 > 1.674. The use of learning media assisted by the PjBL-based Pear Deck application is very feasible and effective.

Online collaborative PBL – The Bridge21 approach

Collaborative project-based learning is one pedagogical approach which has the potential to play a meaningful role in synchronous online teaching but its use at second level, or high school, is under-explored. This paper describes the use, in an online setting, of the Bridge21 pedagogical model for collaborative project-based learning with secondary school students. It compares the experiences of a group (N = 119) of students (aged 15–16) who, in an Emergency Remote Teaching offered during Covid, experienced the model in an online, synchronous modality with that of a group (N = 253) who participated face-to-face in the following year.Two related research questions are addressed. (RQ1) Are the Bridge to College collaborative project-based learning workshops as effective, in terms of enhancing secondary school student confidence in Transversal Skills, when delivered in a synchronous online modality as they were when delivered face-to-face? (RQ2) If so, then what are the elements of the workshops which contribute to their effectiveness?Data on improvement in student confidence in Transversal Skills show that the online experience was on a par with face-to-face offerings. Student feedback suggests that the focus on collaborative work, and the structured approach to PBL, were key factors in the success of the model in the online setting. The modifications needed to adapt the model for use online were minimal. Thus, the contribution of the paper is to provide a model for synchronous online learning, for secondary schools, which preserves the benefits arising from face-to-face collaborative PBL.

Research on Teacher Support Strategies in Project-based Learning in Kindergarten

Teacher professional support is key to children's in-depth project exploration, significantly impacting their overall learning and development. This article first analyzes the concept of project-based learning and then discusses specific support strategies within project-based learning. Teachers should conduct comprehensive project design and meticulous planning in advance, providing essential emotional, methodological, and resource support to children, while enhancing their observational and evaluative abilities. By fostering a supportive environment, educators can encourage creativity, critical thinking, and collaboration among students, ultimately leading to a richer educational experience.

Education in Transition: Adapting and Thriving in a Post-COVID World

The COVID-19 pandemic profoundly disrupted traditional education systems worldwide, prompting a rapid shift to online platforms and the emergence of innovative teaching strategies. This paper critically reviews the extensive body of research on post-COVID-19 education, focusing on the practical and feasible solutions proposed to maintain and enhance educational continuity. The review categorizes and examines studies on various approaches, including simulation-based training, project-based learning, and hybrid models, highlighting their effectiveness during and after the pandemic. Special attention is given to the role of information technology, the challenges faced by educators and students, and the importance of mental health support in the new educational landscape. The findings suggest that while digital tools such as virtual reality and 3D environments show promise, their implementation remains limited, particularly in resource-constrained settings. The study also identifies a significant gap in empirical research on these innovations in the post-pandemic era. Furthermore, the paper highlights the need for systemic changes in curriculum design, educator training, and policy development to address the long-term impacts of the pandemic on education. This review provides a comprehensive overview of the lessons learned from the COVID-19 pandemic, offering insights into how educational institutions can better prepare for future crises.

Examining the impact of open schooling in science education: the case of educational seismology

ABSTRACT This study explores the impact of science education projects focusing on educational seismology to enhance school openness and enrich students’ civic responsibility and views on their science learning. The sample comprised 515 students from 33 different schools. The study involved specialised training for educators and administrators on integrating seismology into an open schooling framework. Schools then developed and implemented projects that incorporated stakeholder engagement and addressed societal issues. The evaluation employed four tools, namely the seismology-related projects developed by each school, a Self-Reflection Tool to measure organisational changes of participating schools, the ‘My Science Classes’ questionnaire assessing student views of their science learning, and the ‘Civic Responsibility Survey’ to assess students civic responsibility awareness. Data, analysed through qualitative and quantitative methods, revealed varied project types, differing in terms of student involvement and stakeholder engagement. Results showed a significant rise in perceived school openness post-project and a positive shift in student views towards science learning and civic engagement awareness. These findings highlight the effectiveness of integrating real-world issues through science education, such as educational seismology, suggesting significant implications for curriculum design and educational policy by emphasizing the importance of project-based learning and community engagement in fostering academic and civic excellence.