Relevant bibliographies by topics / PjBL

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'PjBL'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "PjBL"

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Yusri, Radhya, Anuar Mohd Yusof, and Azlin Sharina. "A systematic literature review of project-based learning: research trends, methods, elements, and frameworks." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3345. http://dx.doi.org/10.11591/ijere.v13i5.27875.

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Project-based learning (PjBL) has been considered an effective learning model to improve the quality of learning in today’s world of education. This study aims to identify research trends of PjBL, research methods, elements or essential skills that can be improved, and a framework for implementing PjBL from 2016 to 2023. This review procedure includes searching, screening, evaluating, and synthesizing publications on PjBL. There were 34 articles published in Scopus-indexed popular journal. The research shows that the trends of PjBL from 2016 to 2023 have been conducted by using qualitative research for 26.47%, quantitative research for 35.29%, mixed methods for 8.82%, action research for 5.88%, descriptive research for 17.65%, and development research for 5.88%. The main elements that could be developed for students from PjBL are creativity, collaboration, critical thinking, communication, concept understanding, innovative thinking, motivation, problem-solving, and self-confidence. In this study, there are five frameworks studied. By criticizing those frameworks, a new framework is proposed called project-based learning and simulation (PjBLS).
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Siew, Nyet Moi, and Norjanah Ambo. "THE SCIENTIFIC CREATIVITY OF FIFTH GRADERS IN A STEM PROJECT-BASED COOPERATIVE LEARNING APPROACH." Problems of Education in the 21st Century 78, no. 4 (2020): 627–43. http://dx.doi.org/10.33225/pec/20.78.627.

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This research aimed to examine the effects of an integrated STEM project-based with cooperative learning (STEM-PjBCL) approach on fifth graders’ five sub-scales of trait dimension in scientific creativity. A quasi-experimental pre-test and post-test non-equivalent control group design was employed. A total of 360 fifth graders from four randomly selected primary schools were chosen as sample and assigned to STEM-PjBCL (n=120), PjBL (n=120), and Conventional (CV) (n=120) instructional methods. The Figural Scientific Creativity Test was used as the pre-test and post-test. Multivariate Analysis of Covariance (MANCOVA) was performed on the post-test scores with pre-test scores as the covariates to examine whether a significant difference existed across the three methods. The results showed that fifth graders taught with the STEM-PjBCL method significantly outperformed their counterparts in the PjBL and CV method in Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. However, fifth graders taught in the PjBL method did not significantly outperform their counterparts in the CV method in the five sub-scales of scientific creativity. Large effect sizes were obtained for comparing STEM-PjBCL with the PjBL and CV method. The results suggest that the STEM-PjBCL method produces a significant beneficial effect on promoting the five sub-scales of trait dimension of scientific creativity among fifth graders. Keywords: cooperative learning, project-based learning, scientific creativity, STEM, trait dimension.
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Yusri, Radhya, Anuar Mohd Yusof, and Azlin Sharina. "A systematic literature review of project-based learning: research trends, methods, elements, and frameworks." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3345–59. https://doi.org/10.11591/ijere.v13i5.27875.

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Abstract:
Project-based learning (PjBL) has been considered an effective learning model to improve the quality of learning in today’s world of education. This study aims to identify research trends of PjBL, research methods, elements or essential skills that can be improved, and a framework for implementing PjBL from 2016 to 2023. This review procedure includes searching, screening, evaluating, and synthesizing publications on PjBL. There were 34 articles published in Scopus-indexed popular journal. The research shows that the trends of PjBL from 2016 to 2023 have been conducted by using qualitative research for 26.47%, quantitative research for 35.29%, mixed methods for 8.82%, action research for 5.88%, descriptive research for 17.65%, and development research for 5.88%. The main elements that could be developed for students from PjBL are creativity, collaboration, critical thinking, communication, concept understanding, innovative thinking, motivation, problem-solving, and self-confidence. In this study, there are five frameworks studied. By criticizing those frameworks, a new framework is proposed called project-based learning and simulation (PjBLS).
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Fahlevi, Mahfudz Reza. "Kajian Project Based Blended Learning Sebagai Model Pembelajaran Pasca Pandemi dan Bentuk Implementasi Kurikulum Merdeka." Sustainable Jurnal Kajian Mutu Pendidikan 5, no. 2 (2022): 230–49. http://dx.doi.org/10.32923/kjmp.v5i2.2714.

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Penerapan model Project Based Learning (PjBL) merupakan salah satu program prioritas pada Kurikulum Merdeka (2022). Dengan perkembangan zaman serta percepatan digitalisasi akibat pandemi, saat ini penerapan model PjBL dapat dikombinasikan dengan Blended Learning sehingga tercipta model Project Based Blended Learning (PjB2L). Sekarang cukup banyak penelitian yang mengungkapkan tentang keberhasilan penerapan model PjB2L untuk meningkatkan kualitas pembelajaran. Tujuan studi ini adalah untuk menjabarkan hasil telaah secara teoritis tentang ragam penerapan model PjB2L diberbagai level studi, dimulai dari Sekolah Dasar hingga Perguruan Tinggi. Studi ini merupakah penelitian dengan metode kualitatif menggunakan pendekatan studi pustaka yang melibatkan berbagai literatur. Berdasarkan hasil kajian pustaka dalam tulisan ini didapat simpulan bahwa penerapan model PjB2L mayoritas dinyatakan berhasil dan memberi dampak positif pada perbaikan hasil belajar. Adapun faktor-faktor yang perlu diperhatikan diantaranya adalah:(1) modifikasi fase-fase model PjBL dan blended learning ke dalam PjB2L, fase yang diungkapkan dalam tulisan ini memuat dua jenis yakni sebelas fase dan enam fase, (2) karakteristik peserta didik yang akan terlibat dalam penerapan model PjB2L, yang bisa saja melibatkan siswa SD, SMP, SMA, mahasiswa, hingga para guru sebagai pesertanya, kemudian faktor terakhir, (3) pemilihan platform yang akan digunakan dalam blended learning, sehingga PjB2L sukses diterapkan dan memberi dampak positif dalam pembelajaran.
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Rahman, Dian Fathur, Dwi Anggani Linggar Bharati, and Dwi Rukmini. "The Evaluation of Teachers’ Practices of Project-Based Learning Strategy in Writing Instruction." English Education Journal 11, no. 3 (2021): 356–65. http://dx.doi.org/10.15294/eej.v11i1.45244.

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This research is a qualitative study of the Project-Based Learning (PjBL) practice. PjBL is one of the three main teaching and learning methods suggested in the implementation of the 2013 curriculum. Researches on the teachers’ perception were mostly on the benefits of PjBL, but their understandings of PjBL were commonly ignored. Meanwhile, the teachers’ beliefs and perceptions affect what they do in the classrooms. Their perceptions deeply influence the way they plan, teach, and perform assessments. Therefore, this study is aimed at evaluating how the teachers perceive, plan, implement, and assess PjBL in writing instruction. The result of this study is expected to enrich the practical concept and theory of PjBL. Besides, it is important for the readers, especially the teachers to either revise or improve their perception, knowledge, and understanding of PjBL, especially in writing instruction. To collect the data, the researcher used a questionnaire, document, classroom observation, and interview. The findings show that the teachers have several incorrect perceptions of PjBL. Their misperceptions lead them to make inappropriate PjBL plans, implementations, and assessments. Accordingly, it reveals the teachers’ perceptions of PjBL were compatible with their PjBL plan, implementation, and assessment. However, this compatibility did not show the appropriateness of the teachers’ PjBL practice due to several misperceptions of PjBL of the teachers.
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Subiyantoro, Singgih. "Exploring Teachers' Perspectives on Their Role in Facilitating Project-Based Learning: A Comparative Study of Elementary, Middle, and High School." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 4, no. 2 (2023): 2973–80. http://dx.doi.org/10.62775/edukasia.v4i2.825.

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Project-Based Learning (PjBL) is a prominent instructional model fostering critical thinking, problem-solving, and collaboration skills among students through real-world projects. However, the role of teachers in PjBL implementation remains underexplored. This study investigates teachers' perspectives on their role in PjBL, aiming to identify strategies, challenges, and opportunities in PjBL facilitation. Semi-structured interviews were conducted with experienced PjBL teachers using a qualitative approach. Thematic analysis revealed teachers' multifaceted roles as facilitators, coaches, mentors, and assessors, employing strategies such as scaffolding, collaboration, and technology integration to support student learning. Despite challenges like time constraints and curriculum alignment issues, teachers perceive PjBL as valuable for enhancing student engagement and learning outcomes. The study concludes that teachers' perspectives on PjBL facilitation are influenced by their beliefs, experiences, and contextual factors. To support effective PjBL implementation, continuous professional development, administrative support, and resource access are essential. Recognizing and addressing teachers' perspectives can facilitate successful PjBL adoption in diverse educational settings. This study contributes nuanced insights into teachers' roles in PjBL, offering practical implications for educators, curriculum developers, and policymakers striving to enhance PjBL implementation and effectiveness.
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Soedjono, Soedjono, Munawir Yusuf, and Abdul Rahman. "Project Based Learning for Children with Special Needs during the Covid-19 Pandemic." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (2022): 1321–30. http://dx.doi.org/10.35445/alishlah.v14i2.1123.

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The purpose of this study was to describe the application of Project-Based Learning (PjBL) to Special School Teachers (SLB) in distance learning (PJJ) for Children with Special Needs. There were 4 aspects that would be measured: (1) the level of teacher's understanding of PjBL, (2) the level of teacher needs for PjBL in PJJ during the covid-19 pandemic; (3) the quality of PjBL learning applied by teachers after attending PjBL training, and (4) the impact of PjBL on the learning outcomes of Children with Special Needs (ABK). This type of research was survey research involving 22 special school teachers in Central Java Province. Data were collected using a semi-closed questionnaire, which was then analyzed using descriptive statistics. The results showed that teachers' understanding of PjBL was sufficient and the teacher's need for PjBL learning during the COVID-19 pandemic was high. The quality of PjBL learning was considered to be better than conventional learning and the implementation of PjBL had a positive impact on the activity and critical thinking-based learning of students with special needs (ABK).
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Pujianto, Wahyu Hadi, I. Nyoman Sudana Degeng, Waras Kamdi, and Made Duananda Kartika Degeng. "The Influence of Project-Based Online Learning and Self-Efficacy on Students' Critical Thinking Learning Outcomes." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 16, no. 1 (2024): 745–56. http://dx.doi.org/10.37680/qalamuna.v16i1.5095.

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Online project-based learning models have become a significant concern in modern education. In physics subjects, understanding motion dynamics requires strong critical thinking skills. The research aims to describe students' critical thinking abilities regarding the concept of using project-based learning online (PJBoL) and face-to-face (PjBL) based on the level of self-efficacy (high, medium, low) and interaction between learning methods and self-efficacy. This research used an experimental design with research subjects in the form of class XI students at SMAN 1 Kesamben. Learning was carried out over six meetings using the same material. The independent variable in this research is the PjBoL model, while the dependent variable is students' critical thinking abilities. Data analysis was done using two-way ANCOVA to evaluate the relationships and interactions between these variables. The research results show a significant difference in students' critical thinking abilities on the concept of dynamics of motion between PJBoL and face-to-face, as well as in students' critical thinking abilities on self-efficacy. It is recommended that the PjBL Model, carried out face-to-face, is suitable for millennial students and has been proven to have better critical thinking learning outcomes.
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Kholid, Muhammad Noor, Lingga Nico Pradana, Swasti Maharani, and Annisa Swastika. "GeoGebra in Project-Based Learning (Geo-PJBL): A dynamic tool for analytical geometry course." Journal of Technology and Science Education 12, no. 1 (2022): 112. http://dx.doi.org/10.3926/jotse.1267.

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The integration of learning models and software is a trend in mathematics courses. However, no existing learning model for geometry courses involves the students in the making of a tool or media project. The researchers noticed the potential of the project-based learning (PjBL) model and GeoGebra in analytical geometry courses. This study revealed differences in the influence of the Geo-PjBL and PjBL models on students’ achievement. The subjects consisted of 137 prospective mathematics teachers. The Basic Geometry Instrument (BGI) was used to measure the subjects’ initial ability in basic geometry, and the Geometry Analytic Instrument (GAI) was used to evaluate the model and prospective teachers’ performance. The Geo-PjBL and PjBL classroom activities lasted for 15 weeks. Both classrooms received the same content; the difference between the Geo-PjBL and PjBL classrooms was the tools used to present the problems and the project results. An analysis of covariance (ANCOVA) was conducted to analyze the data (α = 0.01). The Geo-PjBL model is more effective in applying analytical geometry subjects that require precision and accurate visual illustrations. Meanwhile, in the range of algebraic operations, the Geo-PjBL model is as effective as the PjBL model.
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Yanti, Ni Luh Ida Mareta, Wayan Redhana, and Wayan Suastra. "Multiple Scaffolding STEAM Project-Based Learning Model In Science Learning." Jurnal Penelitian Pendidikan IPA 9, no. 8 (2023): 6493–502. http://dx.doi.org/10.29303/jppipa.v9i8.4470.

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Higher order thinking skills (HOTs) are skills needed to face the 21st century. This research aims to (1) analyze simultaneously the differences in learning outcomes, critical thinking skills, and achievement motivation of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (2) analyze the differences in learning outcomes of students who learning using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (3) analyzing differences in critical thinking skills of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (4) analyzing differences in achievement motivation students who learn to use the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning. This research is a quantitative research with nonequivalent pretest-posttest control group design. The sampling technique used was cluster random sampling with the sample size consisting of 159 students in classes VII A, VII B, VII D, and VII F at SMP Negeri 5 Denpasar. The research instruments used were learning achievement tests, critical thinking skills tests and achievement motivation questionnaires. Data analysis used Multivariate Analysis of Covariance (MANCOVA). Hypothesis testing is carried out using a significance level of 5%, hypothesis testing is carried out after assumption testing (normality test, variance homogeneity test, variance covariance homogeneity test, linearity test, multicollinearity test, regression line slope homogeneity test). Based on the data analysis, the research results show that (1) there are simultaneous differences in learning outcomes, critical thinking skills, and achievement motivation of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (2) there are differences in the learning outcomes of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (3) there are differences in the critical thinking skills of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (4) differences in the achievement motivation of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning
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Dissertations / Theses on the topic "PjBL"

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Escobar, Fernando. "Uma proposta de desenvolvimento de competências em gestão de riscos utilizando Project Based Learning (PjBL) para o SISP." reponame:Repositório Institucional da UnB, 2015. http://repositorio.unb.br/handle/10482/18715.

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Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Exatas, Departamento de Ciência da Computação, 2015.<br>Submitted by Raquel Viana (raquelviana@bce.unb.br) on 2015-11-05T17:57:35Z No. of bitstreams: 1 2015_FernandoEscobar.pdf: 11809666 bytes, checksum: cfc15324fe8d3e7d59f2ea1ce6a82987 (MD5)<br>Approved for entry into archive by Marília Freitas(marilia@bce.unb.br) on 2015-11-11T11:30:23Z (GMT) No. of bitstreams: 1 2015_FernandoEscobar.pdf: 11809666 bytes, checksum: cfc15324fe8d3e7d59f2ea1ce6a82987 (MD5)<br>Made available in DSpace on 2015-11-11T11:30:23Z (GMT). No. of bitstreams: 1 2015_FernandoEscobar.pdf: 11809666 bytes, checksum: cfc15324fe8d3e7d59f2ea1ce6a82987 (MD5)<br>Desenvolver competências é uma premissa da gestão contemporânea. A gestão eficaz do risco é crucial para o serviço público atingir seus objetivos. A capacidade de o governo gerenciar riscos depende das competências de seus servidores públicos. Fundamentado nessas premissas, este trabalho teve como objetivo propor um programa de capacitação visando o desenvolvimento de competências em gestão de riscos, utilizando a abordagem instrucional de Project Based Learning (PjBL), direcionado aos membros do Sistema de Administração dos Recursos de Tecnologia da Informação (SISP). Identificou-se quantitativamente o público-alvo do SISP, totalizando 443 servidores públicos; com o apoio do Índice de Estilos de Aprendizagem de Felder-Soloman (ILS), aplicado ao público-alvo do SISP, obteve-se resposta de 229 servidores, com destaque para a identificação dos estilos preferenciais Ativo (52%), Sensorial (74%), Visual (80%) e Global (54%); complementarmente, identificou-se e analisou-se as competências em gestão de riscos para o SISP, priorizadas, com apoio de técnicas de análise multicritério AHP, por treze gestores de tecnologia de informação indicados pelo órgão central do SISP, com destaque para as competências de Planejamento Estratégico, Gerenciamento de Riscos e Critérios de Seleção e Tomada de Decisões; o trabalho também identificou e propôs instrumentos de persuasão que potencializassem a adoção do programa proposto, além de um programa piloto, para sua validação de campo. Conclui-se o trabalho com a proposição de um programa de capacitação visando o desenvolvimento das competências priorizadas em gestão de riscos, utilizando a abordagem instrucional de Project Based Learning (PjBL), com apoio de técnicas e abordagens relacionadas ao estilo de aprendizagem do público-alvo, de forma a potencializar as ações, com o objetivo de desenvolver e aprimorar as competências de Gerenciamento de Projetos; Ética Profissional, Responsabilidade Sócio-Ambiental e Democracia e Cidadania; Planejamento Estratégico; Gerenciamento de Riscos; Critérios de Seleção e Tomada de Decisões; e Liderança. ______________________________________________________________________________________________ ABSTRACT<br>Developing competencies is a premise of contemporary management. To achieve its objectives, risk management is essential in public service. The government’s ability to manage risk depends on government employee’s skills and competencies. Based on these assumptions, this research propose a training program in order to develop risk management competencies, using the instructional approach of Project Based Learning (PjBL), directed to government employees members of SISP - Administration IT Resources System, part of the Department of Logistics and Information Technology (SLTI / MP), for the Brazilian government. It was identified the SISP target audience in numbers, a total of 443 members; the Index of Learning Styles (ILS), by Richard M. Felder and Barbara A. Soloman, was applied to the SISP audience resulting in 229 responses, featuring the preferred styles as Active (52%), Sensing (74%), Visual (80%) and Global (54%); in addition to that, it was identified and analyzed the competencies in risk management to be developed in SISP - they were prioritized with multi-criteria analysis using the AHP by thirteen IT managers selected by SLTI / MP, highlighting the Strategic Planning, Risk Management and Selection Criteria and Decision Making competencies; the research identified and proposed instruments to support and promote the adoption of the training program, and a pilot project for its field validation. To conclude this work, a training program has been proposed for the development of the prioritized competencies, using the instructional approach of PjBL, using techniques and approaches regarding the target audience learning styles, in order to develop and improve the skills in Project Management; Professional Ethics, Social and Environmental Responsibility and Democracy and Citizenship; Strategic Planning; Risk Management; Selection Criteria and Decision Making; and Leadership.
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Chueamueangphan, Bunchong. "Teaching and learning stem through a Thai cultural context." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/225899/1/Bunchong_Chueamueangphan_Thesis.pdf.

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In rural primary schools in Thailand, students face a lack of resources for STEM education. A learning approach called Culturally Relevant STEM Education (CRSE) was proposed in this study to enhance rural students’ STEM education. The CRSE approach used local materials based on the local culture to develop students’ STEM knowledge and skills. This study trialled and refined the CRSE approach through collaboration between researcher and practitioner, thereby probing the potential of CRSE to advance the learning of STEM in Thailand, particularly in a rural context. It created teacher guidelines to support teachers’ use of CRSE in the classroom.
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Mendinhos, Mónica Maria Nobre. "A aprendizagem baseada em projetos (PjBL) no ensino da programação." Master's thesis, 2015. http://hdl.handle.net/10451/23391.

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Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Informática, Universidade de Lisboa, 2015<br>O presente relatório documenta o projeto de intervenção pedagógica que teve lugar na Escola Secundária D. Dinis, numa turma de 10º ano do Curso de Técnico de Gestão e Programação de Sistemas Informáticos. A intervenção ocorreu na Disciplina de Programação de Sistemas de Informação, mais concretamente no módulo 5, que diz respeito às Estruturas de dados compostas e contemplou 16 tempos de 45 minutos. A programação é considerada por muitos autores uma área difícil no que respeita ao processo de ensino-aprendizagem. Com o intuito de procurar superar as dificuldades e tornar o processo de ensino ensino-aprendizagem mais eficaz, adotouse a metodologia de aprendizagem baseada em projetos no ensino de estruturas de dados compostas. Considerando que a intervenção teve lugar num curso profissional, de cariz predominantemente prático, adotou-se uma metodologia ativa que aproxima o meio escolar do meio profissional, contribuindo para a adoção de competências que vão para além das competências técnicas. A análise dos dados recolhidos permitiu verificar que a utilização da aprendizagem baseada em projetos tem um contributo positivo no ensino de estruturas de dados compostas, que se verifica pelos resultados obtidos e pela avaliação final dos alunos à intervenção realizada.<br>This report documents an educational intervention project that took place at the Secondary School D. Dinis, with a 10th grade class of the Technical Management and Computer Systems Programming Course. This intervention occurred in the Information Systems Programming subject, specifically in module 5, concerning Composed Data Structures and contemplated 16 lessons of 45 minutes each. Programming is considered by many authors a difficult area when addressed to the teaching-learning process. In order to overcome the difficulties and make the most of effective teaching-learning process, it was adopted a learning methodology based on teaching projects of composed data structures. Since the intervention took place in a professional course, with a predominantly practical character, it was adopted an active methodology which links the school environment with the professional world, contributing to the implementation of skills that go beyond technical skills. The analysis of the collected data has shown that the use of project-based learning has a positive contribution to the teaching of composed data structures, which can be verified by the results obtained and by the final assessment of students to the intervention performed.
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Books on the topic "PjBL"

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Sjafrina, Almas. Panduan pemantauan belanja barang dan jasa (PJB) dan jaring pengaman sosial (Bansos) dalam penanganan COVID-19. Indonesia Corruption Watch, 2020.

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PJL technical reference manual. 7th ed. Hewlett Packard, 1995.

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Gilbride, Kimberley Ann. Replication of the "Neisseria gonorrhoeae" and "Haemophilus ducreyi" ampicillin resistance plasmids pFA3 and pJB1. 1989.

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Book chapters on the topic "PjBL"

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Parra Pennefather, Patrick. "Know the PjBL Development Pipeline." In Mentoring Digital Media Projects. Apress, 2022. http://dx.doi.org/10.1007/978-1-4842-8798-9_8.

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Parra Pennefather, Patrick. "Know the Core Features of PjBL." In Mentoring Digital Media Projects. Apress, 2022. http://dx.doi.org/10.1007/978-1-4842-8798-9_7.

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Wati, Icha Kurnia, Dyah Fitriana Masithoh, Zamzami Nur Salsabila, et al. "Student Problems in EthnoSTEM PjBL Based Science Learning." In Proceedings of the 6th International Conference on Current Issues in Education (ICCIE) 2023. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-245-3_33.

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Parra Pennefather, Patrick. "Know What Needs to Be Taught and Mentored in PjBL." In Mentoring Digital Media Projects. Apress, 2022. http://dx.doi.org/10.1007/978-1-4842-8798-9_5.

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Setiyawan, Andri, Angga Septiyanto, Ayub Budhi Anggoro, and Sarwi Asri. "Project Based Learning (PjBL) for Vocational High School Teacher Candidates." In Proceedings of the 4th Vocational Education International Conference (VEIC 2022). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-47-3_3.

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Luo, Heng. "Inquiry-based learning and interdisciplinary teaching (PjBL, STEM, and maker)." In Instructional Design with Emerging Technologies. Routledge, 2024. http://dx.doi.org/10.4324/9781003535867-7.

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Retnasari, D., A. A. Nurlita, and P. M. Utami. "Increasing environmental awareness through Project-Based Learning (PjBL) containing sustainable fashion." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2025. https://doi.org/10.2991/978-2-38476-360-3_112.

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Suwartini, Sri, Bambang Sumardjoko, Harsono Harsono, Muhammad Musiyam, Endang Fauziati, and Budi Murtiyasa. "PjBL-Focused Project Learning to Cultivate Environmental Awareness in Elementary Schools." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2025. https://doi.org/10.2991/978-2-38476-376-4_20.

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Rochmah, Azizah Nur, Sulisetijono Sulisetijono, and Balqis Balqis. "Development of E-Modules Assisted by PjBL-Based AR on Angiosperms Topic." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-275-0_8.

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Kurniasari, Dian, Sri Yamtinah, and Chumdari. "Implementing Project Based Learning (PjBL) in Learning Process: A Systematic Literature Review." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-114-2_36.

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Conference papers on the topic "PjBL"

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Zulkarnain, Wildan, Bambang Budi Wiyono, Ali Imron, Maisyaroh, and Dedi Prestiadi. "Development of Learning Media Video on MOOC Platform Through Project-Based Learning (PjBL)." In 2024 10th International Conference on Education and Technology (ICET). IEEE, 2024. https://doi.org/10.1109/icet64717.2024.10778423.

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Garcés, Lina, and Brauner Oliveira. "Teaching Software Engineering with Project-Based Learning: A Four Years Experience Report." In Simpósio Brasileiro de Engenharia de Software. Sociedade Brasileira de Computação, 2024. http://dx.doi.org/10.5753/sbes.2024.3530.

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Project-Based Learning (PjBL) is an educational design methodology embraced by instructors within engineering programs and, recently, in software engineering courses. PjBL enables students to confront real-world scenarios and apply their knowledge to create practical and meaningful software products, all while enhancing essential soft skills required in the software industry. This study draws upon the authors’ firsthand experiences implementing PjBL across four software engineering courses. It outlines the challenges encountered during each course iteration, emphasizing areas ripe for improvement in future offerings. Insights gathered from four years of teaching with PjBL are shared, detailing the positive and negative outcomes of employing various strategies to address challenges identified in prior course runs. The experience reported herein gives fellow software engineering educators valuable insights, enabling them to avoid ineffective approaches and integrate successful ones into their teaching endeavors.
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Hudiananingsih, Dyah, Raka Sitawati, Made Rai Jaya Widanta, Dana Ardika, Sentanu Gede, and Wayan Sadiyani. "Effectiveness of Project-Based Learning (PjBL)." In Proceedings of the International Conference On Applied Science and Technology 2019 - Social Sciences Track (iCASTSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icastss-19.2019.80.

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Roesdiana, Lessa, Nita Hidayati, Alpha Galih Adirakasiwi, and Attin Warmi. "Entrepreneurship comprehension skills through PjBL-based e-modules." In THE 2ND INTERNATIONAL CONFERENCE OF MATHEMATICS EDUCATION, LEARNING, AND APPLICATION. AIP Publishing, 2024. https://doi.org/10.1063/5.0241656.

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Nery Henriques Knop, David, Mário Sérgio Dias de Souza, Pedro Paulo Surerus Sarmento, Thiago Duque Saber de Lima, Thiago Ribeiro de Barros, and Vinícius Teixeira de Freitas da Conceição. "A Utilização do PjBL na Construção de um Drone." In Congresso Brasileiro de Automática - 2020. sbabra, 2020. http://dx.doi.org/10.48011/asba.v2i1.1625.

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A formação em engenharia vem sofrendo mudanças, principalmente em relação a aplicação de metodologias de ensino e aprendizagem, conforme as novas Diretrizes Curriculares Nacionais (DCN). Nesse contexto, o PET Elétrica - UFJF desenvolve um projeto sobre a construção de um drone utilizando o Aprendizado Baseado em Projetos (PjBL). Esse artigo trata da aplicação dessa metodologia e seus impactos no desenvolvimento desse projeto.
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Fajri, N., I. B. P. Arnyana, P. B. Adnyana, and D. M. Citrawathi. "Analysis of the Need for Developing Local Potential-Oriented Modules Based on PjBL in Botany Higher Plant Courses." In 3rd International Conference on Education, Teaching and Learning 2024. iConferences (Pvt) Ltd, 2025. https://doi.org/10.32789/edcon.2024.3110.

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Abstract: This study aims to analyze the need for developing a local potential-oriented learning module based on Project-Based Learning (PjBL) in the Higher Plant Botany course at the Biology Education Study Program of Hamzanwadi University. The research employs a qualitative descriptive method, with data collected through observations, interviews, and questionnaires. The results indicate that the learning process in the Higher Plant Botany course faces various challenges, such as the lack of learning media and students' difficulties in understanding plant morphology, particularly in using Latin terms. Additionally, the learning module is identified as the primary material desired by students to support more independent and effective learning. Based on these findings, the development of a comprehensive module that incorporates local potential is recommended to enhance the quality of learning and student engagement in studying Higher Plant Botany. Keywords: Learning Module, Local Potential, Project-Based Learning (PjBL), Higher Plant Botany, Needs Analysis
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Ermawati, Ermawati, Sarwiji Suwandi, and Raheni Suhita. "Project Based Learning (PjBL) as Approach in Scientific Writing." In Proceedings of the 1st International Conference of Humanities and Social Science, ICHSS 2021, 8 December 2021, Surakarta, Central Java, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.8-12-2021.2322567.

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Grotta, Alexandre, and Edmir P. V. Prado. "Um ensaio sobre a experiência educacional na programação de computadores: a abordagem tradicional versus a aprendizagem baseada em projetos." In XXVI Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/wei.2018.3496.

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Para inovar na educação em programação de computadores, há relatos de mudanças em dois aspectos educacionais. Primeiro, uma maior utilização de métodos construtivistas de ensino, tais como a aprendizagem baseada em projetos (PjBL). Segundo, a introdução de avaliações auxiliares, tais como a motivação dos alunos. No entanto, há também relatos de desafios para a avaliação destes dois aspectos. Assim, dado o continum educacional de programação de computadores, o que avaliar, e como avaliar, no ensino PjBL, com relação à experiência educacional tradicional? Embasado em uma revisão d eliteratura, este ensaio porpões um padrão para estas avaliações, a partir da visão do ensino e da aprendizagem. Primeiro, com relação ao ensino, avaliar métodos e recursos educacionais. Segundo, com relação à aprendizagem, utilizar avaliações auxiliares, tais como a motivação para aprender ou a lacuna cognitiva. Por fim é discutida a possibilidade de que este padrão venha a ser estendido ao ensino computacional e a pesquisas futuras.
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Safdar, Asmara, Sara Ali, Muhammad Sajid, Umer Asgher, and Yasar Ayaz. "Image Classification for Project-based Learning to Differentiate Diagram and Figures." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001597.

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This paper describes creation of a dataset and addresses an image processing problem in the field of education. A Convolutional Neural Network (CNN) based model is trained to classify the images extracted from academic documents. With the advent of distant learning mode and assessment criteria based on online submissions, there is a need to improve assessment approaches other than finding plagiarism. To enhance the understanding of the concepts, project-based learning (PjBL) in distant learning mode (DL) can be adopted. PjBL has proven successful even for complex engineering problems. It has been found out that PjBL of basic teaching assessment decreases the pressure on institutional resources while also making it easier and more practical for students. So, we are considering project reports or assignment as core source of evaluation. Extracting diagrams and software generated images (graphs and software generated object models) is focus for the current work as they reflect knowledge and main effort of a student especially in engineering academics. Here figures are referred as images of schematic representation to show the working or architecture of a work or a phenomenon. Software based images (sbi) include graphs, simulation images and software generated pictures or models. We aim to distinguish the diagrams and sbi from rest of the figures so it can be filtered out for further assessment. The data extracted is in the form of images. A CNN based classification model MobileNet is used to classify the images. The results show viability of the dataset and promising trend keeping in view the difficulty level of problem and size of dataset. Accuracy can be improved by adopting other approaches to train and clean data and by increasing the data set by extracting more images from same domain of problem.
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Rochman, Chaerul, Diah Mulhayatiah, Indah Sari, Herni Yuniarti Suhendi, and Dindin Nasrudin. "Science process skills through PjBL-STEM on global warming concept." In THE 3RD INTERNATIONAL CONFERENCE ON SCIENCE EDUCATION (ICoSEd 2021): Education for Sustainable Development (ESD) 2030: The Impacts, Challenges, and Strategies in Science Education. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0117201.

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