Use Of Project-based Learning Research Articles

Bibliometric Mapping of Trends of Project-Based Learning with Augmented Reality on Communication Ability of Children with Special Needs (Autism)

This study aims to analyze the use of project-based learning with augmented reality (AR) on the communication skills of autistic children through systematic literature review and theoretical bibliometric analysis of research on autistic children's communication skills sourced from Scopus from 2013 to 2022. The research method is a systematic literature review with analysis theory and bibliometric analysis with VOSviewer and RStudio applications. This research was conducted in several stages, namely determining i) research questions; ii) inclusion and exclusion criteria; iii) quality assessment; iv) data collection; and v) bibliometric analysis. The results of this study note that research on the communication skills of autistic children is still a research trend that is of great interest to researchers with an increase in research occurring from 2015 to 2022. Countries from the Americas and Asia have contributed the most to research on the communication skills of autistic children. The subject areas of psychology and social science are the subject areas with the most contributions, namely 22% each of the 165 articles found. There is a relationship between the term project (P), communication skills (CS), and autism spectrum disorder (ASD). This relationship is shown by the link strength P→CS is 2 and the link strength CS→ASD is 4. The characteristic requirements for autistic children for project-based learning with AR are middle class autistic children. The characteristics possessed by project-based learning can help in training the level of communication skills of autistic children and it would be better if assisted with the use of AR.

Project-Based Learning: The Highlighting Teachers’ Views of Teaching English Language in Secondary Schools

It has been two years since the Ministry of Education and Culture in Indonesia mandated an Emancipated curriculum to foster independent learning after the COVID-19 pandemic. All of the aspects and policies in school need to adapt to the new version of the learning and teaching process. The use of Project-based learning in this era is imperative things which can help students and teachers be more interactive in dealing with global skills. This approach can guide the teachers more easily understand the topic by using projects that relate to their workplace. This research is designed to investigate the teachers' views on practicing project-based learning in classroom activities. This case study used document analysis in the form of a lesson plan to check their understanding of project-based learning. The semi-structured interviews were also held to collect deep data analysis with two teachers at the secondary level who had already implemented project-based learning during the learning process. The findings showed that project-based learning can assist the teacher in developing an engaging and collaborative classroom that supports both the teachers' and students' capacity for critical Thinking. Interestingly, the study revealed that the teachers realized that the challenges in applying Project-based learning might derive from the number of meetings in one project.

PROJECT-BASED LEARNING: THEORETICAL OVERVIEW AND PRACTICAL IMPLICATIONS FOR LOCAL INNOVATION-BASED DEVELOPMENT

The aim of this paper is to summarise and present the main features of project-based learning (PjBL) within innovation-based development. Methodology. The methodology of this study involves the use of PjBL as an educational and technology transfer tool. In an educational context, it uses a structured approach where students identify real-world problems, conduct research, develop projects, collaborate on their implementation, and reflect on their experiences to deepen learning and develop critical thinking. PjBL application scenarios cover a variety of disciplines, including STEM education, social sciences, business and humanities, enabling students to apply knowledge and skills to solve real-world problems. In the field of technology transfer, a similar PjBL principle is applied to facilitate the transfer of research innovations for practical application. This involves collaborative partnerships, technology assessment, prototyping, market validation, licensing or commercialisation, fostering innovation and translating research into tangible societal benefits. This study aims to demonstrate the effectiveness and versatility of PjBL as a transformational methodology in both the educational and technology transfer contexts. Practical implications. PjBL encourages active, experiential learning where participants interact directly with real-world problems. This hands-on approach fosters a deeper understanding of concepts and encourages innovation by allowing participants to apply theoretical knowledge in practical scenarios. PjBL can have a long-term impact on innovation by fostering a mindset of lifelong learning and continuous improvement. The skills and experiences gained through PjBL can help people become innovative thinkers and problem solvers who will contribute to positive change in their industries and local communities. Value/Originality. It is substantiated that PjBL allows participants to immerse themselves in real problems or scenarios relevant to technology transfer. By working on projects that simulate the challenges faced in the transfer process, participants gain a deeper understanding of the complexities and develop practical skills that can be directly applied in technology transfer activities.

Unveiling Teachers’ Views on the use of Project-based Learning: An Epistemic Network Analysis Approach

Unveiling Teachers’ Views on the use of Project-based Learning: An Epistemic Network Analysis Approach

PENERAPAN PROJECT BASED LEARNING (PjBL) DALAM MENINGKATKAN MAHĀRAH QIRĀAH PADA KURIKULUM MERDEKA BELAJAR

<p style="text-align: justify;"><em>The competitive environment and increasingly competitive global issues necessitate competency development that satisfies 21st-century demands. The Free Learning Curriculum is a response effort in addressing it. Project Based Learning (PjBL) is a viable and effective approach when implementing the Free Learning Curriculum. With the use of Project-based Learning (PjBL) in the Independent Learning Curriculum, this study attempts to investigate the factors that help and hinder learning Arabic. The research methodology for the library research uses a qualitative descriptive approach. By gathering material from numerous pertinent sources, including books, articles, and journals pertaining to the research topic, data were acquired through documentation approaches.</em><em> </em><em>The three steps of the data analysis technique are reduction, data display, and conclusion drawing. The study's findings demonstrate that using PjBL to learn Arabic has a beneficial effect on the growth of analytical critical thinking abilities as well as creativity, teamwork, and communication in everyday situations. This discovery aligns with the goals of the Free Learning Curriculum, which aims to offer relevant projects that facilitate an engaged, relevant, and meaningful learning experience. PjBL implementation is aided by the growth of language skills, contextual learning, student collaboration, and skills-based methodologies. However, there are hurdles for students who have not acquired Arabic language skills yet are expected to engage actively, as well as time constraints, resource limitations, disparities in assessment, and other issues. When PjBL is used to learn Arabic, students can maximise their Arabic language competence and enhance their speaking skills to a great extent.</em><em></em></p>

Project-Based Learning (PjBL) Practice in Technical and Vocational Education and Training (TVET) in Indonesia and Malaysia: A Comparative Study

This qualitative-comparative study examined the use of Project-Based Learning (PjBL) in Technical and Vocational Education and Training (TVET) institutions in Indonesia and Malaysia. It observed the use of PjBL as a student-centered learning method to bridge the gap between academic knowledge and practical skills required for the changing needs of the job market. Empirical research in Indonesia demonstrates that PjBL improves students' collaboration, communication, and interpersonal abilities. The implementation of PjBL in Politeknik Negeri Padang (PNP) Indonesia follows a structured approach categorized into small, medium, and large-scale projects, integrating various subjects and fostering interdisciplinary collaboration among students. Similarly, in Malaysia, PjBL supports efforts to restructure TVET to satisfy industrial demands, particularly at institutions such as Kolej Komuniti Selayang (KKSY) and Politeknik Sultan Idris Shah (PSIS). The Malaysian model stresses regular review and weekly assessment of student projects, with the goal of improving students' critical thinking, problem-solving, and innovative skills. However, there are significant variances in the evaluation time and the duration of project application between Indonesia and Malaysia. Overall, the comparative analysis offers insight on the changing pedagogical approaches in TVET schools in Indonesia and Malaysia, highlighting the importance of PjBL in preparing students to face the recent globalized workforce.

Integration Review of Project Based Learning in Biology Education: A Systematic Literature Synthesis of Education Levels, Biology Subdisciplines, Research Methodologies and Learning Competencies

Project-Based Learning (PjBL) has become an increasingly popular learning approach in many fields, including biology. The research conducted a systematic review of the literature on the implementation and effectiveness of PjBL in biology education, especially in the period 2019–2023. The study explores the use of PjBL in various subdisciplines of biology, education, and research methodologies, as well as integrating a variety of targeted learning and competence approaches. Colleges widely adopt PjBL, focusing on developing students' cognitive, affective, and psychomotor abilities. The study also highlights the various learning methods integrated into the pjBL, including laboratory experiments, field activities, and reflection. The findings confirm that PjBL is an effective educational strategy for improving student understanding of concepts, critical thinking skills, and learning motivation. This approach supports holistic and applied learning experiences, integrating theory with real practice, as well as developing skills essential to students in the 21st century. The study provides a comprehensive insight into the current trends and potential of PjBL in biology education, as well as recommending directions for future education research and practice.

Advancing Education through Technology Integration, Innovative Pedagogies and Emerging Trends: A Systematic Literature Review

The integration of technology in education, along with innovative pedagogies and emerging trends, is driving a transformation in the learning landscape. This advancement aims to enhance student engagement, critical thinking skills, and access to resources. Methods: This paper reviews studies conducted between 2019 and 2023 that focus on advancing education through technology integration, innovative pedagogies, and emerging trends. The PRISMA approach, a systematic literature review standard, is employed, and the analysis includes training, validation, and testing stages. The search is based on the keyword 'educational technologies,' and document types, year, country, authors, field research, and place of publication are examined. Results: The review reveals the potential of technology integration, innovative pedagogies, and emerging trends in transforming education. The use of project-based learning, flipped classrooms, and collaborative learning promotes active student participation and fosters creativity and problem-solving abilities. Personalized learning, adaptive learning platforms, and virtual reality offer tailored and immersive educational experiences. Conclusions: While the reviewed studies highlight the benefits of technology integration, innovative pedagogies, and emerging trends, limitations in current methodologies exist. Further research is needed to overcome these limitations and develop effective solutions. The findings of this study provide a foundation for future research and inspire the exploration of new approaches to advancing education through technology integration, innovative pedagogies, and emerging trends.

Developing Speaking Test through Project Based Learning in Procedure Text Material

This study focuses on the development of speaking tests through project-based learning in procedure text material. The study aims to assess students' speaking abilities by integrating project-based learning into the teaching and learning process. The research follows a research and development (R&D) method, adapting the research cycle proposed by Borg & Gall (1981) and simplifying it into eight stages: (1) Research and Information Gathering (2) Development of the Initial Product (3) Expert Validation (4) Revision (5) Product Trial (6) Revision (7) Field Trial (8) Final Product. The data were collected through a questionnaire. Based on preliminary research and information collection results, the students have difficulty speaking, mainly due to a lack of enthusiasm and the use of learning strategies. Based on the expert’s comments, the developed speaking strategy was generally good and eligible to be used as a strategy for developing the speaking skills of students. So, the use of project-based learning through procedure text that emphasizes practical application and real-life contexts is well suited to optimize language learning outcomes. Overall, the developed strategy proves effective in enhancing students' speaking abilities and creating a conducive learning environment. The study justifies the importance of developing speaking tests through project-based learning due to the significance of speaking skills in language acquisition and the potential of project-based learning to create an engaging and effective learning environment.

Project-Based Learning in Developing English Language Skills and 21st Century Skills: Students’ Voices in Academic Writing Course

Project-based learning (PBL) is one of the teaching strategies that has become significant in the twenty-first century. English has also become an important language that needs to be mastered nowadays. Therefore, this research was done to find out how the students felt about the use of project-based learning in academic writing course in developing their English language skills and 21st century skills. The issues experienced by students in project-based learning implementation are also revealed in this study. By employing a qualitative research approach, this study invited 40 English-major undergraduate students from a state university in Central Java, Indonesia, who are currently taking their academic writing course. Students in this course must work collaboratively to complete their research projects and produce scientific papers that will eventually be published. This study's findings successfully demonstrated the students' voices that they believe project-based learning has improved their English and 21st century skills. Writing, problem-solving, and critical thinking are the three skills with the highest proportion in this study. Additionally, the issues with the implementation of project-based learning in academic writing course include student motivation, time management, teaching-learning process, and students' teamwork.

Evaluation of the Use of Project-Based Learning in the Nursing Degree.

Project-based learning (PBL) is a teaching methodology that allows students to acquire knowledge and competencies through the completion of projects that respond to real-life problems. The aims of this study were to evaluate the acquisition of knowledge of students of the Aging Nursing subject through a PBL-based intervention and determine the degree of student satisfaction with the use of this methodology. A mixed, quasi-experimental, pre-post study was conducted without a control group using an educational intervention based on PBL and descriptive phenomenology with content analysis of the experiences reported after it. A knowledge questionnaire about nursing homes was administered before the start of the intervention. After using PBL to carry out the subject project, the same knowledge questionnaire and an ad hoc questionnaire on satisfaction, assessment, and improvement aspects were administered. In total, 111 nursing students participated. The difference in knowledge after the educational intervention was significant. The mean pre-intervention score was 5.56, SD 1.50, and the mean post-intervention score was 7.14, SD 1.59, (p = 0.001). In total, 74% of the students stated that they were very satisfied with the use of this methodology. The students had a positive perspective on the process of acquiring knowledge that PBL allows. The students improved their knowledge about the planning and management of nursing homes with the use of the project-based learning teaching methodology. They were very satisfied with said activity. Teachers must be adequately trained for the correct implementation of this teaching methodology. This study was not registered.

Project-based Learning to Promote High School Students Descriptive Writing

In high school, EFL learners are supposed to have the capability of writing a good descriptive text as one of the demand of the curriculum. However, many students still experience problems in producing a successful writing. This study aims at promoting high school students’ writing skills, particularly in writing descriptive text, by utilizing project-based learning. This study employed a Classroom Action Research through two cycles which include planning, acting, observing, and evaluating stages. The data were collected from 23 students of X IIS 4 class of SMA Negeri 4 Takalar as the study subjects by using writing tests and observation. The results of the study show that there was an improvement in students’ scores and behaviour when learning with project-based approach. In the diagnostic test, the students mean score was 65.57. The score improved by 9.9% in cycle I and 13.81% in cycle II to 72.09 and 82.04, respectively. Besides, in the pretest, only five students who can achieve the minimum completeness criteria, but in the end of cycle 2, twenty students can pass the minimum score. In addition, students become more actively engaged in the learning process as they are enthusiastic with the projects given by the teacher. This means that the use of project-based learning gave positive impact to students’ learning to write descriptive paragraphs and teachers are suggested to use it in teaching in EFL writing classrooms.

IMPLEMENTATION OF THE RESEARCH PROJECT METHOD USING ARTIFICIAL INTELLIGENCE FOR TEACHING THE JAPANESE LANGUAGE TO PHILOLOGY STUDENTS

The relevance of the articleʼs topic regarding the implementation of the research project method using artificial intelligence for teaching the Japanese language to philology students is determined by several key factors influencing modern education and language preparation for students: the rapid pace of technology and artificial intelligence development, the need for knowledge of the Japanese language, which provides young people with opportunities for international collaboration and enhances their potential in the job market, the necessity for effective methods of learning a foreign language, particularly the Japanese language, which demands significant effort from students. The article proposes the use of project-based learning with artificial intelligence to combine academic research and practical experience, creating an innovative approach to teaching the Japanese language that meets the needs of the modern world and contributes to the professional and cultural development of philology students. The aim of the article is to justify the utilization of the research project method using artificial intelligence for teaching the Japanese language to philology students. The research concludes that research projects aimed at utilizing artificial intelligence for teaching the Japanese language and literature have significant prospects. They represent innovative solutions to problems existing in the educational process related to foreign language instruction. In the future, it is promising perspective to create a methodical system for the implementation of the project method using AI with further verification of the effectiveness of such method in learning the Japanese language and literature in HEI.

Experiences of Senior Secondary School siSwati Teachers on Use of Project-Based Learning

Purpose: The 21st century challenges make Project-Based Learning (PBL) “the” language teaching method that develops skills with learners. The study explored experiences of Eswatini senior secondary school siSwati teachers on use of PBL, a case study of schools in the Manzini region, Kwaluseni cluster. The objectives of the study were to; ascertain senior secondary school siSwati teachers’ views on use of PBL and to determine senior secondary school siSwati teachers’ views on the factors that allow for effective use of PBL.
 Methodology: The study employed the qualitative design; a six (6) item online interview guide and a focus group discussion guide with four (4) items designed by the researcher were used for data collection. Purposive sampling was used to select five (5) schools and ten (10) teachers as participants from Manzini region, Kwaluseni. Data was analyzed using content analysis.
 Findings: Teachers viewed use of PBL as practical; offering opportunity for use of ICT resources and parental/guardian involvement. Teachers’ experiences were that availability of resources; parental support and teacher-knowledge on use of PBL were factors that allow for effective use of PBL.
 Unique Contribution to Theory, Policy and Practice: The study concluded that PBL is not only a practical but a collaborative approach that engages the learner with human resources; the teacher and the parent and physical resources as well. The recommendations were; provision of resources; revival of teacher-learner-parent relationships and capacitation of teachers on use of PB to teach and assess.

The Influence of The Project-Based Learning Model on the Poetry Writing Skills of Class V Students of Pineleng State Elementary School

This research aims to improve poetry writing skills using the Project-based Learning Model for Class V Students of Pineleng State Elementary School. This research method uses quantitative research with the type of research being experimental research. This research was carried out to improve poetry writing skills using the Project Based Learning Model. The results of this research show that there is an influence of the use of project-based learning on learning outcomes for poetry writing skills, in line with the results of observations made. Based on the results of observations, there were changes in students where at the beginning of learning activities there were several students who were doing other activities or acting indifferent during the learning process. Observation results show that there are a large number of students who answer when asked questions and students who volunteer to work on questions on the blackboard. Students also begin to be active and confident in responding to answers from other students so that other students are also motivated to follow the lesson.

Highlighting Students’ Voices of Learning English Through Project-Based Learning During Covid-19 Pandemic: A Case Study

All the students need to adapt to the new version of the learning and teaching process. The use of project-based learning in the COVID-19 pandemic can help students who struggle to make an interaction with other students. This approach can help vocational high school students more easily understand the topic by using projects that relate to their workplace. This project aimed to explore the students’ voices using Project-based learning in English learning in the pandemic era. This case study used semi-structured interviews to interview five students from one of the vocational high schools in Jember that had already used the project-based learning method during a pandemic. This research results show that project-based learning was one method teachers might employ to help students learn English. The student’s English abilities and creativity could be enhanced while developing the project.

Project-based Learning to Promote Learner Autonomy in Training Hospitality Education at a Technical and Vocational Education and Training College

Project-based learning (PjBL) is a teaching and learning approach that involves students actively working on real-world projects, to develop knowledge and skills. This method has been shown to be effective in promoting learner autonomy (LA) and skills development in language learning studies. There is, however, a dearth of research on the use of PjBL in hospitality education, especially in a technical and vocational education and training (TVET) environment. Using a case study research strategy, this study aimed to investigate whether PjBL could be used to promote autonomy and develop employable skills in students in hospitality education. A convergent mixed methods approach was used to develop a framework for PjBL in promoting LA in a TVET environment. The study included a closed-structured questionnaire with responses from 144 (n=144) students from two hospitality programmes, as well as a semi-structured interview with 18 student participants. The findings indicate that PjBL is an effective teaching and learning approach in hospitality education that can promote LA, lead to a deeper understanding of the subject matter, while facilitating the development of a variety of important skills and competencies. Students can apply their knowledge and skills in meaningful ways through hands-on, real-world activities, which can foster a greater sense of autonomy and responsibility for their own learning. Moreover, this study emphasises the significance of incorporating PjBL into hospitality education programmes, to prepare students for success in a rapidly changing world.

«Перевернутый» учебный план – это решение или проблема?

<p>The article is devoted to the current problem of reforming higher education in connection with the abolition of the Bologna system. Some experts suggest the idea of an "inverted" plan, where the initial stages of training are devoted to practical disciplines, and theoretical ones are transferred to senior courses. However, this approach raises a number of objections, the most significant of which is that students will not be interested in continuing their studies at all. The authors propose certain measures for the transformation of educational programs, in particular, the modification of the topics of practical classes in theoretical disciplines, the formation of unified sets of mandatory competencies at different levels, the active use of project-based learning, and a change in teaching style. These measures will improve the quality of students' training.</p>

PENINGKATAN HASIL BELAJAR IPA MATERI SISTEM PERNAPASAN MANUSIA MELALUI MODEL PROJECT BASED LEARNING PADA SISWA SEKOLAH DASAR

In response to the subpar academic performance of 5th grade understudies at SDN 016 Loa Janan in the academic year 2022-2023, this test was created. Through the use of project-based learning (PJBL), this project seeks to improve the scientific learning outcomes for fifth-graders at SDN 016 Loa Janan in the academic year 2022-2023. A sort of study known as classroom action research (PTK) is conducted across two cycles, with two sessions per cycle. Planning, carrying out, observing, and reflecting were the four steps of each of the two cycles over which this research was conducted. The findings of this study's project-based learning experiments on the human respiratory system are its main focus. Twenty students from SDN 016 Loa Janan's class V participated as the study's participants. collecting data for study via tests and documentation of perception. The average score climbed to 60 (57%) with 11 complete students in the first cycle, and to 70.25 (80%) with 16 full students in cycle II. The analysis found that cycle I had a classical completeness of 26.32 percent, whereas cycle II had a classical completeness of 45.90 percent. The outcomes of cycle II research provide a 75% indication of research success.

THE IMPLEMENTATION OF PROJECT-BASED LEARNING MINI-RESEARCH TASKS ON STUDENTS' LEARNING OUTCOMES DURING THE PANDEMIC

<p>Statistics for Research Education is an important course for students in the Faculty of Education. Serious problems are experienced by students learning statistics, one of them is because the learning outcomes are not optimal. To overcome this problem, a lecturer can provide mini-research tasks. Mini-research is one form of assignment from project-based learning. This research was descriptive qualitative research. The subjects in this study were students from Cohort 2019 who took Educational Research Statistics courses. Learning activities and mini-research assignments are handled fully online. By giving students a mini-research assignment, students can be encouraged to learn statistical theories and concepts. Through mini-research tasks, students can increasingly see the big picture and interrelationships between topics in this course. The positive responses can be seen from students’ reflections and results of the review given to the paper. The use of project-based learning with a mini-research task is an interesting idea and suitable for students. In addition to better student learning outcomes, students also become more conscious of the problems around them. Prospective teachers can learn to make research an upcoming provision when they enter the field of teaching.</p>