Project Oriented Problem Based Learning Research Articles

ENHANCING 21ST CENTURY SKILLS THROUGH INTEGRATED STEM EDUCATION USING PROJECT-ORIENTED PROBLEM-BASED LEARNING

In the pursuit of comprehensive education, the symbiotic relationship between 21st-century skills and STEM is crucial. These two domains work hand in hand to equip students with the knowledge and abilities required to thrive as productive and technically literate citizens in the future. This study assessed the impact of an integrated STEM education program on students' 21st-century skills using Project-Oriented Problem-Based Learning (PoPBL) as the core pedagogical approach. A onegroup quasi-experimental design and survey methodology were employed to evaluate students' skills before and after participating in the program. The findings showed a significant increase in students' overall 21st-century skills, with high productivity skills notably improving from moderate to high proficiency. These results provide compelling evidence that PoPBL in STEM education effectively enhances students' skills by immersing them in authentic, real-life problem-solving experiences through project work. The study emphasizes the value of integrating PoPBL into STEM education to enhance critical skills such as problemsolving, creative thinking, collaboration, and effective communication. By engaging in practical, project-based activities, students not only apply their knowledge but also develop competencies to address complex challenges in their future endeavors.

Profile of Students' Physics Critical Thinking Skills and Prospect Analysis of Project-Oriented Problem-Based Learning Model

This research studies the profile of students' critical thinking skills in physics in general, indicators, aptitudes, gender, and analyzes the perspectives of the Project-Oriented Problem-Based Learning (POPBL) model in improving these skills. The method used in this study was descriptive quantitative with a sample of 154 students. Data collection methods using written tests, questionnaires and bibliometric extraction through the Scopus database with 25 received documents. The study showed that students in general have the ability to think critically in physics, since most of them have critical thinking skills according to low criteria. When viewed by indicators, the average score is the highest in the indicator "Evaluating", and the lowest average score is according to the indicator "Synthesis". There are some gifted students who demonstrate higher critical thinking. In addition, the value of women's critical thinking abilities is higher than that of men and there are significant differences. Research on the POPBL model, designed to improve critical thinking skills in the field of learning physics, is very potential, since it is characterized by great novelty and originality. Received: 7 February 2024 / Accepted: 26 April 2024 / Published: 5 May 2024

Effectiveness of Project-oriented Problem-based Learning (POPBL) in Manufacturing Product Design for Vocational Higher Education

This study aimed to investigate the effectiveness of the Problem-Oriented Project-Based Learning (POPBL) model in teaching manufacturing product design in vocational higher education at Makassar ATI Polytechnic. The research involved 15 students for a limited trial and 35 students for an extended trial. The study used questionnaires, pre-test and post-test cognitive tests, and parametric statistical tests to evaluate the effectiveness of the POPBL model. The results showed that the POPBL model was effective, with an average very agree response of 80% in the limited trial and 92% in the extended trial. The average posttest scores were 64.80 and 78.97 in the limited and extended trials, respectively, which were significantly higher than the pretest scores. The parametric statistical test using the t-test also showed that the POPBL model was effective in both the limited and extended trials. Based on these results, it can be concluded that the POPBL model is an effective approach to teaching manufacturing product design in vocational higher education.

The Effectiveness of Project Oriented Problem based Learning (POPBL) in Improving Student Learning Levels in History

The Effectiveness of Project Oriented Problem based Learning (POPBL) in Improving Student Learning Levels in History

PROJECT-ORIENTED PROBLEM BASED LEARNING (POPBL): AN INITIATIVE TO ENHANCE SELF-ESTEEM AMONG ORPHANS

Self-esteem is embodied by a person when he feels capable of handling life's basic challenges and being worthy of happiness. Countless studies unfortunately indicated that orphans are often deficient of this quality. This paper explores and discusses the implementation of Project-Oriented Problem Based Learning (POPBL) in an orphanage to boost the participants’ self-esteem. The study involved 32 male orphans aged 9 to 16 years old, coming from diverse backgrounds and originated from various parts of Malaysia. Participants were divided into three groups of 11 and 10 members, and each led by a male supervisor or warden. Each group was required to manage and participate in a program called “Sayyidul Ayyam’. The program took place on specified Fridays, and all three POPBL sessions were completed within two months. Each orphan in each group was entrusted with specific roles such as master of ceremony (MC), reciter of the Quran, reciter of the meaning of the Quran, storytellers, Nasyid presenters and finally Doa reciter. Each group was given two weeks to practice prior to their designated Friday and were given the freedom to choose their own roles, their own nasyid etc. Participants’ self-esteem levels were assessed using The Rosenberg Self-Esteem Scale (RSES) before and after completing their tasks. To ensure RSES items were understood by minor participants, individual interviews were conducted to collect data. The RSES uses a scale of 0–30, where a score less than 15 suggested low self-esteem. The findings indicated that after completing the POPBL program, 62.63% (N=20) of the participants demonstrated improved self-esteem, 21.22% (N=7) reported no change, and 15.15% (N=5) experienced a decrease in their self-esteem level. The findings were shared with the Pahang Orphan Welfare Association (PEKAYA) aiming to facilitate its members to adopt the Problem-Based Project-Based Learning (POPBL) module as a tool to strengthen their residents’ self-esteem.

Becoming Socially Responsible: The Implementation of Project-Oriented Problem-Based Learning

Project-oriented problem based learning (POPBL) is an alternative approach to innovative teaching and is widely implemented in the classroom. However, little information is gathered pertaining to its implementation in psychology-related subjects. The present study is guided by two objectives: 1) to examine students’ perception of this type of approach, and (2) to determine whether students’ perception improves after the implementation of POPBL. 103 participants aged between 18-24 years old (M = 21.91, SD = 2.14) participated in this study. A measure, named the Students’ Learning Experience Scale (SLES) was constructed to determine participants’ perception of their learning in five aspects: (1) acquired knowledge, (2) soft skills, (3) contribution and engagement, (4) sustainability; and (5) assessments. The results from the present study suggested that the POPBL was indeed highly acceptable and favored by all students. A paired t-test was also conducted to evaluate the effectiveness of the approach on students’ scores on the SLES. The results show that there was a significant difference in the scores for students’ perception of the course before (M = 4.15, SD = .45) and after (M = 4.41, SD = .40); t(87) = (-4.05). p = .000. These findings were further discussed with respect to the current literature on teaching and learning approaches, and the significant implications in developing effective pedagogic strategies.

Enhancing student creativity through an interdisciplinary, project-oriented problem-based learning undergraduate curriculum

To develop the creativity needed to confront the multi-faceted challenges of 21st Century sustainable development goals (SDGs), university students urgently need a curriculum framed around their solving real-world problems, such as what a Project-Oriented, Problem-Based Learning (POPBL) curriculum offers. Moreover, to build a functionally sustainable future, students should develop creativity through an interdisciplinary lens. This study used a quasi-experimental design to explore the impact of an interdisciplinary POPBL course with a participatory design pedagogy on university students’ engineering creativity. Four professors from future studies, architecture, engineering, and education disciplines designed and implemented the experimental curriculum. The curriculum incorporated three key concepts around creative design thinking: participatory design, future thinking, and visual communication. The experimental group consisted of 19 undergraduate students in the Engineering Design for Society course. The control group of 23 Civil Engineering undergraduates participated in the Civil Engineering Design course. The findings are: (1) The experimental group received significantly higher creativity scores on fluency, flexibility, originality, and usefulness. (2) The control group's scores regressed on the post-test. (3) The experimental group's higher scores indicated that interdisciplinary POPBL instruction combined with participatory design pedagogy can promote interdisciplinary creativity. The researchers propose the term empathetic-future thinking to describe the participatory design pedagogy centred on community-based feedback and interdisciplinary communication and teamwork. By developing a sense of empathy for cross-domain cognition and the end-users of the design, students enhanced the originality and usefulness of their design. Educators should incorporate empathetic-future thinking to develop students’ engineering creativity for achieving 21st Century SDGs.

MODUL PENGINTEGRASIAN PENDEKATAN PEMBELAJARAN BERASASKAN MASALAH BERORIENTASIKAN PROJEK DAN PETA PEMIKIRAN RODA MASA HADAPAN BAGI MEMUPUK PEMIKIRAN MASA HADAPAN PELAJAR SEKOLAH MENENGAH DALAM PEMBELAJARAN STEM

This study aimed to determine the validity and reliability of the developed Future Thinking (FT) Module by integrating the Project-Oriented Problem-Based Learning approach and the Futures Wheel thinking Map. The FT module aimed at fostering future thinking among secondary school students. The FT module contained six project activities. The evaluation of the module involved a total of three expert panels, 19 teachers and 44 Form Four students (16-year-old). Data were collected using a module evaluation form and three sets of five-likert scale questionnaires to determine the validity and reliability, feasibility, and usability of the module activities in fostering future thinking. The expert panel reached a high degree of agreement of 93.10 percent that the module constructed was able to meet the outlined criteria with slight improvements. The results of the teachers’ evaluation of the modules showed an overall mean value of 4.64. This indicated that the teachers agreed that the constructed modules could be used as a guide for learning activities to improve future thinking skills. The Cronbach Alpha value obtained for the feasibility of the activity was .71, which indicated that the internal consistency of the developed module activities was acceptable. The overall mean score value for the usability assessment of the activity was 4.56, showed that the students agreed the module could foster their future thinking. In conclusion, the FT module has high validity and acceptable reliability to foster future thinking among secondary school students.

Conceptual Model of Video Learning based on Project-Oriented Problem-Based Learning and Competency-Based Education for Technical and Vocational Education

The objective of this study is to refine and validate the aspects of Project-oriented Problem-based learning (PoPBL) and Competency-based education (CBE) in the instructional video conceptual model for Technical and Vocational Education (TVE). The researcher conducted a survey study, distributing questionnaires to 39 vocational institutions across peninsular Malaysia and Sabah, to determine the compatibility of PoPBL and CBE integration in the learning video. There are 500 respondents provided feedback. To test construct accuracy and item weakness or bias based on the data obtained, researchers used exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) with AMOS 20.0 software to confirm the components based on the constructs obtained. The results indicate there are significant relationship influenced by the elements of learning content, delivery of instruction, video design and video quality. This conceptual model's four elements are critical requirements in the setting of Technical and Vocational Education (TVE) and competency-based education. The findings of this study could be utilised to guide the design of instructional videos, particularly in the TVE, as well as a tool for evaluating current instructional videos.

Analysis Software Engineering Team's Soft Skills Learning using Online Learning Platform with Project-Oriented Problem-Based Learning (POPBL)

In a decade, the 4.0 industry requires improving their employees, especially for freshly graduated employees. Both hard skills and soft skills must be improved. The Computers and Informatics Engineering Department at Bandung State Polytechnic has a software project subject in their curriculum that adapted the Project-Oriented Problem Based Learning (POPBL) method to improve them. It can give the skills experience that the industry needed, especially soft skills for students who act as the software engineering team in this subject. But, after the spread of covid-19, soft skills learning with POPBL must use the online learning platform. The POPBL must be designed with the online learning framework. Based on industrial needs, each student's soft skills are problem-solving, teamwork, responsibility, communication, hard work, and discipline. These two purposes of the research are making the POPBL using the online learning platform and knowing how to use the online learning platform in the POPBL method. The findings in this POPBL research are something happen in POPBL online learning, such as all step in POPBL framework keep running, poor connection and communication device to be a problem that hinders the POPBL process, need more time for lecturer to observe the students directly, and need more time to give the action from the weekly evaluation results. In addition, the impacts of POPBL online learning on soft skills results are founded. Means of the students' soft skills grades and Wilcoxon test are used to get the results of this research. The result of data analysis is four soft skills significantly change. Two of the soft skills significantly increased are responsibility and hard work. Problem solving and communication are decreased considerably. The conclusion is the spread of covid-19 given the impacts on students' soft skills in software project class at Bandung State Polytechnic using the POPBL online learning method.

IMPLEMENTATION OF PROJECT ORIENTED PROBLEM-BASED LEARNING (POPBL) MODEL INTEGRATED WITH STEM TO ENHANCE JUNIOR HIGH SCHOOL STUDENTS' SCIENCE CONCEPT MASTERY

The low ability of students to solve problems is in line with the low mastery of science concepts. In this study, Science, Technology, Engineering, and Mathematics (STEM) integrated Project Oriented Problem Based Learning (POPBL) learning models were implemented to improve the mastery of science concepts of junior high school students, especially on the topic of Environmental Pollution. The method used was a mixed-method. The STEM integrated STB learning model design framework consists of 3 stages: Onset Stage, Execution Stage, and Closure Stage. The concept of students is emphasized at the onset stage in the case study dissemination phase. In this phase, students analyze problems based on articles provided by the teacher. The more understanding the material, the more critical students will explore existing issues and find logical solutions to those problems. The results showed that there was a difference between the average pretest and posttest learning outcomes (t=-5,660; df = 53; Sig. (2-tailed) = 0,000). This indicates an increase in junior high school students' science concepts mastery after using the STEM integrated POPBL Learning Model. Improving students' mastery of concepts using a STEM integrated POPBL learning model is still in the low category with n-gain = 0.17. Although still in the low category, the POPBL learning model with the STEM approach can be optimized to improve students' mastery of concepts and skills on other science topics.

TVETagogy: Teaching and Facilitating Framework (PDPC) for Technical and Vocational Education and Training (TVET)

The quality of TVET graduates is often an issue raised by employers, particularly the Malaysian Employers Federation (MEF) and the Federation of Malaysian Manufacturers (FMM). One of the important factors in producing quality graduates is the teaching and learning method (PdPc) practiced in TVET training institutions. Therefore, the study was conducted to develop a PdPc framework known as TVETagogy, particularly in the field of TVET in Malaysia. This framework was developed on the basis of Project Oriented Problem Based Learning (POPBL) and Work-Based Learning (WBL) combined with 21st-century teaching elements. A total of 9 experts have been appointed using Delphi's modified method to validate the elements related to TVETagogy. The findings show that technology elements, pedagogy, content, knowledge have been successfully integrated with POPBL and WBL elements to create a framework for TVETagogy. The findings of this study can be used for future teachers, educators in the field of TVET for guidance in designing high quality and effective PdPc TVET to produce high skilled workforce.

Nurture Students Soft Skills Through Project-oriented Problem-based Learning Approach in Siswa@Fesyen

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Project Oriented Problem Based Learning: A Wireless Sensor Network Perspective

Every nation rely on latest engineering technologies to foster in today's technological era. Wireless Sensor Networks (WSNs) is one of the latest emerging technologies being the center of interest of today's researchers. All the researchers work hard to produce quick deliverables through Research and Development (RandD) and by applying different learning pedagogues. Currently, the learning pedagogues in Engineering RandD are Project Based Learning and Problem Based Learning (PBL). Based on these pedagogues, this paper propose and implements a hybrid pedagogy called Project Oriented PBL (PO-PBL) which is time effective and result oriented learning pedagogy. It has resulted in providing impetus to RandD in WSNs. Further the proposed pedagogy is divided into two paradigms namely PO-PBL Macro Model and PO-PBL Micro Model. We observed that PO-PBL Macro Model results in optimal number of deliverables in time restricted manner over large scale. Moreover, we have also implemented PO-PBL Micro Model, compared it with PO-PBL Macro Model and propose PO-PBL Micro Model as basis for designing self-learning algorithm for WSNs devices.

Implementing Sustainable Engineering Education through POPBL

This paper presents the implementation of sustainable engineering education to undergraduate student in Asia Pacific University of Technology and Innovation, Malaysia (APU) through Project-Oriented Problem Based Learning (POPBL). Sustainable engineering has already been the paramount term where it is no longer limited to environment, but also to the entire lifetime of the individual engineer. To inculcate every engineering individual with sustainability, education is the way to start off.

Designing Chemistry Project course at Centria University of Applied Sciences

In the study programme of chemical technology at Centria University of Applied Sciences, project studies have been designed since 2011, and evaluation of the progress was done for the first time in spring 2012. Chemistry Project course is based on the methods of Problem Based Learning (PBL) and Project Oriented Problem Based Learning (POPBL). The aim is to train self-directed experts of the field with teamwork and collaboration skills.

JKKP Experience in Conducting Integrated Project since Session 2006/2007

Starting Semester I Session 2005/2006, the education curriculum at the Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia has changed the approach into Outcome Based Education (OBE). This approach requires students to take an active role in the learning process and encourage each course lecturers adopting the innovative delivery methods such as Project Based Learning (PBL), Project Oriented Problem Based Learning (POPBL), Active Learning (AL), Cooperative Learning (CL) and others. For integration purposes, the Department of Chemical and Process Engineering has taken an initiative to implement an Integrated Project for student of Year II and III since Session 2006/2007. This project combines three or four compulsory courses offered in the department in each semester. The purpose of this integration is to reduce the burden on students, as if they are not combined, each course may have its own project. It also prevents the students to see the courses taught in isolation. In addition, it also can help to integrate the chemical or biochemical engineering knowledge they have learned. Integrated project given to the student is about chemical or biochemical engineering problems which have an open solution. This approach allows the application of professional skills of students such as leadership and team work, and learn to search for the latest information through life-long learning process. In addition, student achievement in completing the Integrated Project are measured and assessed through presentations and reports that emphasize the application of soft skills such as self-confidence, oral and written communication skills. Based on the feedback from students and evaluators, the implementation of this Integrated Project has proven the positive effects on teaching and learning courses.

Continuous-Grouped-Self-Learning: In the Perspective of Lecturers, Tutors and Laboratory Instructors

This paper presents the perception of lecturers, tutors and lab instructors towards the implemented Continuous-Group-Self-Learning (CGSL) in the Department of Computer and Communication System Engineering (CCSE), Universiti Putra Malaysia. This innovative system introduces mock teaching and student-lecturer role as a technique of delivery. The system ensures a continuous group work and the students are learning with class-oriented problem-based learning (CO-PBL) instead of seasonal project oriented problem-based learning (PO-PBL). The radical change in the assessment by adopting mock teaching oriented assessment (MTOA) has given a new definition to assess the student thoroughly. 49 respondents have taken part in this study, in which 30 of them are lecturers, 8 are tutors and 11 are laboratory instructors who currently active serving in the department. In general, 56% of the respondent do not agree this learning system shifted the teaching job to the students and 56.55% of them disagree this approach is a burdensome to the students who are undergoing this learning style. This system in fact a catalyst that urges the lecturers, tutors and lab instructors to enhance themselves in order to cope up with the ‘knowledge demand’ from the student when 82.1% of the respondents agree to be more knowledgeable as compared to conventional teaching method.