Team-based Projects Research Articles

Interdisciplinary collaboration: addressing global challenges through innovative learning strategies

In this era of globalization, students in Indonesia face increasingly complex challenges in understanding, addressing, and contributing to global issues. However, the existing curriculum often fails to provide adequate perspectives and skills to tackle these global problems. Therefore, this research aims to provide students with a holistic, practical, and relevant learning experience to address global challenges through a Team-Based Project strategy that integrates compulsory courses in higher education with a global citizenship education approach. Cross-curricular collaboration helps students see the interconnectedness of various disciplines, which is essential in addressing complex global issues. Survey results indicate a variation of views among student groups regarding their understanding of global issues. This innovative learning strategy utilizes principles of behaviorist theory, such as stimulus-response, positive reinforcement, and social interaction, to create an engaging, relevant, and responsive learning environment tailored to students' needs. Through involvement in joint projects focused on global issues, students are stimulated to contribute and take concrete actions in seeking solutions and bringing about positive change on a larger scale. Thus, this learning strategy is expected to enhance students' understanding, skills, and commitment to addressing global challenges in the contemporary era.

Mastering knowledge construction skills through a context-aware ubiquitous learning model based on the case method and team-based projects

This research aims to prove the effectiveness of a context-aware ubiquitous learning model through the case method and team-based projects in enhancing the knowledge construction skills of students regarding instructional media. In this analysis, a quasi-experimental posttest-only control group design was used, with the subjects comprising 62 students. These students were subsequently split into experimental and control groups of 32 and 30 participants, respectively. An interaction analysis model was also used as the data collection instrument to characterize learning behavior in knowledge construction. This was reflected in a questionnaire, with an independent t-test statistical analysis technique used to analyze the data. The results showed that the context-aware ubiquitous learning model based on the case method and team-based project was effective in improving the knowledge construction skills of students. In managing learning, lecturers were also advised to utilize educational strategies that were more oriented toward the students, such as active techniques including case techniques and team-based projects.

반도체 제조공정 전문인력 양성을 위한 NCS 기반 교육 프로그램 개발

Objectives This study was conducted to develop an education program based on the NCS(National Competency Standards) that can be applied to students in semiconductor-related departments to train semiconductor manufacturing process experts. Methods To this end, a development team was formed including content experts in the semiconductor field and instructional design experts in the pedagogy field. In addition, NCS in the next-generation semiconductor manufacturing process field was selected through analysis of previous research on job competencies in the semiconductor field. Afterwards, an educational program was developed according to the procedures and methods of the RPISD(Rapid Prototype to Instructional System Design) model, an alternative instructional design model. Results The training program developed in this study consisted of two main components: group training for theoretical training and subgroup training for practical training. Theoretical education was designed as a mixture of online and offline methods to accommodate differences in learners' prerequisite knowledge, allowing students to repeat the course according to their individual level. In addition, content related to equipment operation and advanced learning was conducted offline to increase convergence with practical training. In addition, the entire program was operated as a team-based project learning to promote constructivist learning activities. In addition, programs such as career suitability assessment, counseling, and semiconductor company interview mentoring were also conducted to support employment activities. Conclusions This study is significant in that it developed an educational program that can develop job competencies for job seekers in semiconductor-related departments in a situation where there are very few opportunities to experience the semiconductor manufacturing process. In particular, it is more meaningful in that it was developed systematically by actively reflecting the opinions of education consumers, and that classes were structured using constructivist teaching and learning methods using online/offline blending and team-based project learning.

How to Promote the Ability of Physics Teaching Materials Development through Team-Based Project Learning? An Action Research Evidence

This action research study investigates the use of team-based project learning to enhance the pedagogical competence of pre-service physics teachers, specifically focusing on their capacity to develop physics teaching materials. The study employed a five-stage strategy, which included the following steps: first action, observation, reinforcement, second action, and assessment. These phases formed a cycle of action research in a pedagogical course within the undergraduate program of physics education, specifically focused on teaching material development. Observation, assignments, product assessment sheets, and interviews were utilized to obtain data. The obtained data consists of quantitative data, namely performance value data related to both the process and product, as well as qualitative data in the form of interview findings. The findings indicate that 96% of pre-service teachers who engaged in material development courses through project activities had highly satisfactory marks, namely within the A- and A categories. This study emphasizes the significance of fostering efficient pedagogical techniques among prospective educators and provides data from an action research investigation. Furthermore, this research also assists in the preparation of pre-service physics instructors who possess the necessary skills to create physics textbooks. Participating in collaborative project activities allows pre-service physics teachers to gain essential skills, knowledge, and practical experiences that will prepare them for their future positions in the classroom.

Effects of Public Service Motivation on R&D Project-Based Team Learning Where Psychological Safety Is a Mediator and Project Management Style Is a Moderator

While public service motivation (PSM) and teamwork are widely recognized as crucial drivers for effective public service delivery, researchers primarily analyze these factors independently and at a personal level. The existing literature rarely explores the interplay between PSM, the project team learning process (PTLP), and psychological safety (PS) within research and development (R&D) project teams, particularly in national R&D organizations. This study addresses this gap by proposing a theoretical model that examines the combined effect of individual motivation and team collaboration, mediated by PS, on R&D PTLP. Additionally, it investigates the moderating influence of project management (PM) styles—fully agile and partially agile—on these relationships. The proposed method utilizes partial least squares structural equation modeling (PLS-SEM) for quantitative data analysis. Our findings revealed a positive relationship between PSM, PS, and R&D PTLP, with PS acting as a significant mediator. Notably, the relationship between PSM and R&D PTLP was stronger under fully agile project management compared to partially agile settings. These findings suggest that both project teams and organizations should prioritize promoting PS and consider the moderating effects of project management styles to foster a sustainable R&D team learning process, particularly within national R&D institutions.

Analysis of Cultural and Political Geography Learning Concept Design Based on Case Method and Team-Based Project

This study investigates the implementation of the Case Method and Team-Based Project learning approaches within the context of the Geography Education Department's cultural and political geography courses at Universitas Negeri Medan. These methods, relevant to the Merdeka Belajar - Kampus Merdeka (MBKM) program, aim to enhance student skills through active, applied learning. Employing a qualitative descriptive approach, the research gathered data via questionnaires distributed through Google Forms to a sample of 67 students out of a total population of 454 from the 2019-2022 academic cohorts. Findings indicate that the duration required for the Case Method varies with the complexity of the cases, ranging from 15-30 minutes for simpler issues to over 60 minutes for more intricate problems. The Team-Based Project approach necessitates 7 to 8 meetings, including initial planning and subsequent implementation phases, monitored by lecturers through direct communication or digital platforms like LMS forums or Zoom channels. However, the study reveals inefficiencies in applying these learning methods within the department, attributed to the substantial workload imposed by the Indonesian National Qualifications Framework (KKNI) and a lack of student engagement in assignments. It suggests a comprehensive revision of IQF assignments towards more discussion-oriented and field-practical approaches to address these challenges.

Implementation of Project-Based Learning Model to Improve Creative Thinking of Elementary School Teacher Education Students in Social Sciences Learning in Upper-Level Class Course

The Indonesian authority encourages that higher education institutions should carried out in a non-lecturing manner, in the form of a case method and team-based project. Therefore, the Universitas Pendidikan Indonesia requires all lecturers to create collaborative and participatory classes. The Social Sciences Learning in the Upper-Level Class Course used the project-based learning (PjBL) model in the form of visits to museums and making videos of the results of their visits, so it is important to investigate the implementation and results of the practice to enhance critical thinking. The subjects of this qualitative study were fourth-semester students at the UPI Serang Campus Elementary School Teacher Education Study Program. The method employed in this research was a descriptive qualitative using observation and questionnaire data collection. The data analysis used the Miles and Huberman framework, comprising data reduction, data display, verification, and conclusion. The results of the research demonstrated that the application of the PjBL model in the course by creating videos and YouTube platforms revealed that students' creativity increased because they were given the freedom to explore their creative thinking in carrying out the project. This is shown by the percentage of 27.21% was in very students completing assignments, with excellent criteria and the rest gained good criteria according to the rubric given. The implementation could be the best practice of PjBL in higher education to increase student creative thinking

Developing sociolinguistic awareness through Japanese virtual linguistic landscapes in Sakubun classroom

ABSTRACT Sociolinguistic awareness is crucial for L2 learners because language is not just a set of grammatical rules and vocabulary; it is deeply intertwined with social and cultural context. The linguistic landscape serves as a conduit for discerning facets of language use in a given community. This study focuses on raising sociolinguistic awareness among L2 learners by utilising a virtual linguistic landscape in a pre-advanced Japanese writing class. We adopt a qualitative methodology to examine team-based projects within this writing class at a state university in Indonesia. The participants are third-year university students at an intermediate B1 level of CEFR standard. The course has 38 enrolled students, all included in this study. Our findings reveal that by analysing linguistic landscapes, students progress through stages of noticing and being aware of the multilingualism prevalent in their virtual environment. The project enables students to simulate the experience of navigating Japan by interacting with public signs in Japanese despite being geographically distant from the actual settings. It offers an intercultural experience that has the potential to enhance Japanese language education in Indonesia, especially as direct contact with the Japanese language environment, such as public signage in Japan, is typically unattainable for these learners.

Experiencing less apprehension and engaging religious communication: the team-based project learning practices

Experiencing less apprehension and engaging religious communication: the team-based project learning practices

Students' Perspectives on Innovation of Mathematics Learning Online Course on Their Ability to Develop Innovative Textbooks

The responsibility for developing professional and high-quality teacher candidates lies with the Education Institution for Educational Personnel (LPTK). However, achieving this goal is certainly challenging to achieve during this pandemic. This research explores student perspectives on the effectiveness of lectures in developing the ability to create innovative textbooks. The research employed quantitative descriptive methods and involved students from the mathematics education study program Universitas Negeri Semarang who were enrolled in the Innovation of Mathematics Learning course. The data were collected through questionnaires and analyzed using descriptive statistics. The results of the study indicate that preparing learning resources in modules is crucial during lectures. Additionally, activities such as synchronous lecture activities, use of Learning Management System (LMS), resources like videos, discussions with colleagues, virtual face-to-face, discussions using WhatsApp Group, presentation of each assignment, group assignments, and projects should be prepared during lectures. These results highlight the necessity of implementing a team-based project model to develop students’ abilities in developing innovative textbooks.
 Keywords: innovative textbooks, mathematics learning online course, students’ perspectives.

Students' Perspectives on Selecta Capita of Mathematics Online Course on Their Ability to Develop Mathematics Task

The main problem in implementing online lectures is how to adjust what students expect with the achievement of learning quality. This study examines students’ perspectives on effective lectures on the ability to develop mathematics task. Quantitative descriptive research has been carried out on students of the mathematics education study program Universitas Negeri Semarang who took the Selecta Capita of Mathematics course. The subjects in this study were 101 first-year students in the mathematics education study program at Semarang State University for the 2021/2022 academic year. The data were obtained through questionnaires and analyzed by the descriptive statistics. The data that had been obtained and then tabulated in a table, the average value is searched, and presented in the appropriate graph. The results of the study indicate that the availability of learning modules and videos as learning resources is the most important thing that must be prepared during lectures. Furthermore, several other things such as synchronous lectures, discussions using the WhatsApp Group, the use of the learning management system, group assignments, virtual face-to-face meetings, and project assignments need to be prepared during lectures. These results are needed to be applied on team-based project learning models to develop students’ abilities in developing math tasks.
 Keywords: students’ perspectives, selecta capita, mathematics online course, mathematics task

The Implementation of Dynamic Society Oriented 6c Skills Assessment Instruments in Case Method and Team Based Project Learning

This research aims to describe the implementation of the dynamic society-oriented 6C assessment instrument in case method and team-based project learning. This quantitative descriptive research was conducted at the Lampung University and UIN Raden Intan Lampung (RIL), in the course which were implemented case method and/or team-based project learning-chosen by purposive sampling technique. The data analysis technique was used validity, reliability, tabulation of questionnaire results, descriptive and inferential statistics. The research results show that the 6C instruments are effective implemented in case method and team-based project learning. It was also found that in the implementation of case method and team-based project learning: i) the critical, creative, computational, and collaborative thinking skills of students at the University of Lampung were higher than the students at UIN RIL; ii) students' self-compassion at UIN RIL is higher than Lampung University; and iii) there are no students which gains high category of collaboration skills.

Determinant Model of Case Method and Team-Based Project Learning Models Through Collaborative Class Strategies with Off-Campus Partners

Determinant Model of Case Method and Team-Based Project Learning Models Through Collaborative Class Strategies with Off-Campus Partners

Teamwork Made in China: Soft Skill Development with a Side of Friendship in the STEM Classroom

One demand imposed by the global market is the possession of adequate soft skills, a challenge commonly faced by STEM (science, technology, engineering, and mathematics) graduates. This challenge is particularly prominent in China, which produces millions of STEM graduates annually. Consequently, there is a pressing need to develop and research programs facilitating the acquisition of soft skills, with a specific focus on teamwork, among Chinese engineers. To this end, we created a team-based project as part of a semester-long scientific English communication course at a Sino–foreign STEM university in China. The project aimed at fostering valuable soft skills through active learning, including teamwork, communication, and collaboration. In this report, we examine written reflections by students, aiming to assess their perceptions of soft skill development and overall experience resulting from their participation in the team-based project. Our results show the self-reflected soft skills development was considerable, and, unexpectedly, a noteworthy outcome of the project was the significant development of interpersonal connections, resulting in a positive experience and friendship development. Consequently, the findings of this study shed light on how teamwork can foster soft skills and friendship development, the latter often referred to as relationship development, another soft skill in the 21st century.

Analysis of Cultural Geography Learning Concept Design Based on Case Method and Team-Based Project

Since the issuance of the Service of Instruction and Culture Proclaim No. 3/M /2021 in 2021 concerning Key Execution Pointers (IKU), where classroom learning will utilize one or a combination of the case strategy and project-based gather learning (team-based venture), which incorporates 50% in its assessment weight. Hence, this investigation pointed to plan learning concepts in political geology courses with a case strategy method and team-based venture within the Division of Geology Instruction, Workforce of Social Sciences, Medan State College. This inquiry about employment uses an expressive, subjective approach. The populace in this were all 454 understudies of the Division of Topography Instruction for the 2020-2022 year, and the test was 67 understudies. Information collection employs a survey (survey) disseminated to understudies through Google Shapes. This consideration demonstrates that executing case strategy and team-based project-based learning got a positive reaction from understudies. Based on the overview, 87% of understudies concurred that the schedule assignment task framework in papers was supplanted with dialogue learning by watching and analyzing various phenomena or issues within the environment or standard of living. Then, 76% of understudies concurred in case the assignments within the shape of CBR and CJR, and within the IQF learning framework were supplanted with the substance of hypothetical thinking in case of strategy reports and team-based projects. Selection of case strategies and team-based ventures carried out in bunches by groups by raising case considers that happen around or in the standard of living. Besides, the examination will be displayed and talked about in the course on the other hand.
 Keywords: geography learning, design, case method, team-based project

WORKSHOP PENGEMBANGAN RPS DALAM PENYELENGGARAAN MATA KULIAH BLENDED LEARNING MELALUI PENDEKATAN CBT DAN PjBL

This community service activity is motivated by the importance of a lecturer having the ability to prepare RPS which enables students to gain the ability to support the achievement of 21st century competencies. This community service activity aimed to increase the understanding of lecturers, especially lecturers within the scope of the Faculty of Teacher Training and Education (FKIP) Almuslim University to have sufficient knowledge and skills in developing RPS through the CBT and PjBL approaches, so that they can create collaborative and participatory classes in an effort to support the achievement of IKU 7 in Higher Education. The workshop was held offline and online for two days, attended by 10 participants. The workshop implementation method was in the form of lectures, exercises, mentoring and interactive discussions. The workshop activities ran smoothly and were successful and had a positive impact on lecturers within the scope of FKIP Almuslim University. The results of this workshop activity are expected to increase the achievement of IKU 7 PT, especially IKU 7 collaborative and participatory classes, where it is hoped that learning in class applies the case solving learning method (case method) and team-based projects (project-based learning). In order to be more optimal, it is recommended that further community service activities involve more participants representing lecturers from other faculties besides FKIP, both within the Almuslim University and other HEIs in Bireuen Regency and throughout Aceh Province.

Effectiveness of Team-Based Project Integrated E-books in Improving Student Self-Directed Learning and Creativity

Student self-directed learning and creativity are needed to support the hybrid learning currently being implemented in higher education. This research aims to develop an integrated team-based project e-book to increase students’ self-directed learning and creativity. Products are designed according to the stages of the ADDIE model. The product is then tested for feasibility by material experts and evaluated by users. The results of the feasibility test conducted by experts show that the e-book is highly feasible for use. Meanwhile, user testing is conducted through pre- and post-tests. Furthermore, in-depth interviews were conducted with several students to enhance the depth of the obtained data. The results of user trials were analyzed using inferential statistical data analysis methods, specifically the paired sample t-test. The results of the analysis show that e-books can improve learning outcomes, students’ selfdirected learning abilities, and student creativity in cultural anthropology courses. Therefore, the results of this research can be used with students to improve learning outcomes, creativity, and students’ self-directed learning abilities among students with similar characteristics.

Advancing Students’ Teamwork Competency via an Action Research Intervention: Lessons Learned and Their Implications

Although teamwork skills are imperative for students’ future success in the workplace, teamwork in academic settings does not always provide students with the necessary teamwork competencies. The current study used action research principles to design and implement a teamwork competency training intervention featuring cycles of reflection and addressing previous shortcomings through action plans. Undergraduate college students (n = 108) in teams of 3–5 completed five team-based projects. After each project, teams provided individual and team reflections, ratings of team members’ contributions, perceived ratings of team performance, and action plans for the next project. Using qualitative analysis, we identified the most common themes in students’ reflections and action plans, explored changes in those themes across the five projects, and related those themes to the teams’ perceived performance. Current findings provide evidence that implementation of action research processes in academic teamwork may advance students’ teamwork competency in planning, time management, equal contributions, interpersonal skills, and team cohesion. We conclude that instructors may utilize these strategies to address issues in student teamwork and provide a structure to support the development of students’ teamwork skills.

The future of virtual team learning: navigating the intersection of AI and education

The paper examines the impact of artificial intelligence (AI) in unexplored context of virtual project-based team learning. We built on relevant research developed a framework grounded in shared mental models (SMM) of AI. A multi-level, multi-stage model related AI SMM, AI interactivity, trust, and ethics to knowledge updates and learning intentions. A study of 344 graduate students in 48 online teams tested this model. Findings indicate that AI significantly improves learning outcomes in virtual teams, thus enriching the literature on human-agent teams (HATs) and virtual learning. The implications advocate for improved perceptions of AI attributes to maximize learning benefits.

토픽 모델링을 활용한 대학에서의 창의성 연구 동향 분석

Objectives The purpose of this study is to examine the trends in creativity-related research conducted within uni-versities using topic modeling, and to provide recommendations for the future directions of creativity research in academic institutions. Methods The research methodology involved the compilation of creativity education research conducted at uni-versities from 2002 to 2023 using RISS. As a result, a total of 813 papers and 1,566 keywords were extracted. For the final analysis in this study, 95 keywords with an occurrence frequency of five or more were selected. Results The research findings revealed a consistent annual increase in creativity research within universities, with a notable emphasis on being prevalent in general education. Through the application of topic modeling analysis, a total of six distinct topics were identified: ‘Topic 1: Team-based Projects for Enhancing Creativity’, ‘Topic 2: Factors Influencing Creativity Expression in University Students’, ‘Topic 3: Liberal Arts Education and Core Competencies for the Fourth Industrial Revolution’, ‘Topic 4: University Students' Career and Entrepreneurship’, ‘Topic 5: Enhancing Creativity Through Writing’, and ‘Topic 6: Design Thinking and Creativity Education’. Conclusions This study is meaningful in that it presents research directions for future university creativity educa-tion and the formulation of diverse policies through the exploration of creativity research within universities.