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1
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.
Full textAbstract:
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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Putri, Maharani Ayu Nurdiana, Erina Krisnaningsih, Nadi Suprapro, Utama Alan Deta, and Dwikoranto Dwikoranto. "Project-Based Learning (PjBL)-STEM: Bibliometric Analysis and Research Trends (2016-2020)." Berkala Ilmiah Pendidikan Fisika 9, no. 3 (2021): 368. http://dx.doi.org/10.20527/bipf.v9i3.11184.
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This study aims to analyze research trends related to PjBL-STEM topics in 2016-2020 through bibliometric analysis with the Scopus database. Based on the criteria, it obtained 1,169 documents. Microsoft Excel was used to analyze data and VOS viewer as a data visualization. The results showed that PjBL-STEM research is increasing every year. The USA contributes the most research in the world, Indonesia ranks second. Universitas Pendidikan Indonesia, Universitas Negeri Malang, Universitas Sebelas Maret, and Universitas Negeri Semarang are among the top affiliates in PjBL-STEM research in the world. Visualizing the trend of PjBL-STEM research in 2016-2020, there are three clusters, namely 1.) PjBL-STEM as a framework, 2.) PjBL-STEM as self-development, and 3.) Effects of PjBL-STEM research. The results of this study can help researchers related to PjBL-STEM research trends in the world and provide direction in further research.
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Azizah, Rissa. "Project Based Learning dalam Pembelajaran Matematika." J-PiMat : Jurnal Pendidikan Matematika 4, no. 2 (2022): 539–50. http://dx.doi.org/10.31932/j-pimat.v4i2.2026.
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Problem Based Learning (PjBL) is student-centered learning that is used to develop active and in-depth learning by engaging students in investigating real-world problems in a collaborative environment. The writing of this article uses the method of literature review from books, articles and journals published in the last ten years. This paper will discuss how PjBL is implemented. Based on the literature review, this paper also discusses the characteristics of PjBL, implementation of PjBL, advantages and challenges of PjBL, technical guidelines for implementing PjBL. From the student's point of view, PjBL provides useful insight into the process of assessment, field work and group exercises, motivating students and making subject matter more interesting. From the teacher's perspective, the challenges in implementing PjBL are workload, teacher's knowledge of material content, lack of experience of teachers and students, and the need to develop materials for learning outside the classroom.
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Jafarudin, Asep Yusuf, Fenny Roshayanti, and Joko Siswanto. "Penerapan PJBL Berbasis Steam dalam Implementasi Pembelajaran IPAS Siswa Kelas X SMK PGRI 2 Taman." Jurnal Inovasi Pembelajaran di Sekolah 4, no. 2 (2023): 430–34. http://dx.doi.org/10.51874/jips.v4i2.140.
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Proses pembelajaran SMK adalah menekankan pada pengetahuan dan keterampilan aplikatif, dan penanaman budaya kerja melalui pembelajaran industri. Proses pembelajaran SMK diselenggarakan berbasis aktivitas secara interaktif, dan komunikatif untuk menyongsong era revolusi industri 4.0 dan yang akan datang. Salah satu metode pembelajaran yang dapat membantu siswa agar memiliki kreativitas berpikir, STEAM merupakan pendekatan yang terintegrasi untuk dapat mendorong kreativitas. Pembelajaran dengan pendekatan STEAM membangun kemampuan kognitif siswa melalui pembelajaran yang bermakna, energi dan perubahannya; serta perilaku ekonomi dan kesejahteraan sesuai dengan karakteristik bidang keahliannya. Menuntut peserta memahami dan membuat teks informasi, dan menyajikan opini atau klaim sesuai dengan lingkup bidang keahliannya; peserta didik dapat memahami serta membuat teks multimedia seperti bagan, Capain pembelajaran ini selaras dengan indikator STEAM yaitu Science, Melihat adanya keselarasan antara karakteristik pembelajaran projek IPAS STEAM. Pemahaman Guru Terhadap Pendekatan PJBL berbasis STEAM 68% Integrasi PJBL Berbasis STEAM dengan Materi IPAS 62% Kesiapan Guru dalam Menggnakan Pendekatan PJBL STEAM 66% Kreativitas dalam Menyusun Proyek STEAM 65% Kendala atau Tantangan dalam Menerapkan PJBL STEAM 63%. Disimpulkan bahwa respon guru yang tentang PJBL STEAM dengan Materi IPAS 62%, Kesiapan Guru dalam Menggunakan Pendekatan PJBL STEAM 66%, Kreativitas dalam Menyusun Proyek STEAM 65%, Efektivitas Dukungan dan Bimbingan Guru selama PJBL STEAM 66%, Pengukuran dan Evaluasi Hasil PJBL STEAM oleh Guru 69%, Kendala atau Tantangan dalam Menerapkan PJBL STEAM 63%, Respons Guru terhadap Efektivitas PJBL STEAM 71%, hal ini dapat diartikan bahwa metode PJBL-STEAM bisa diterapkan pada pembelajaran projek IPAS di SMK PGRI 2 Taman.
 Kata Kunci : PJBL,STEAM, IPAS
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Widiawati, Reni, Virman Virman, and Johnson Siallagan. "DEVELOPMENT OF STEM-PjBL INTEGRATED PHYSICS MODULE (Science, Technology, Engineering, and Mathematics – Project Based Learning) IN DIRECT CURRENT ELECTRICITY MATERIALS TO IMPROVE LEARNING OUTCOMES." Jurnal Ilmu Pendidikan Indonesia 10, no. 1 (2022): 34–42. http://dx.doi.org/10.31957/jipi.v10i1.1932.
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This research is a research and development (research & development) which aims to find out how to make an integrated physics module STEM-PjBL, how to develop an integrated physics module STEM-PjBL, the feasibility of an integrated physics module STEM-PjBL, and learning outcomes using the integrated physics module STEM-PjBL on direct current electrical materials and the advantages and disadvantages of the STEM-PjBL integrated physics module.The results of the study show that there is an increase in student learning outcomes after using the STEM-PjBL integrated physics module, based on the average n-Gain result of 0.66 in the medium category which means that the use of the STEM-PjBL integrated physics module is good in improving student learning outcomes
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Taqiya, Rakhesa Izzah, Nahl Mifga Shaumi, Navynda Fiza Al Zenyta, Meidy Annisa Fitri, and Ade Suryanda. "Efektivitas Model Project-Based Learning (PjBL) dalam Pembelajaran Biologi." INKUIRI: Jurnal Pendidikan IPA 13, no. 2 (2024): 168. https://doi.org/10.20961/inkuiri.v13i2.82038.
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<p>Penelitian ini memanfaatkan metode tinjauan literatur untuk menyelidiki efektivitas Model Project-Based Learning (PjBL) dalam konteks pembelajaran biologi. Penelitian ini difokuskan pada dampak PjBL terhadap prestasi akademis, keterampilan kognitif, pemikiran kritis, pemikiran kreatif, dan motivasi siswa. Hasil analisis menunjukkan dampak positif PjBL pada pencapaian belajar biologi, meningkatkan keterampilan kognitif, pemikiran kritis, dan kreatif. Ditemukan bahwa model PjBL efektif dalam mengatasi gaya belajar yang beragam, terutama yang bersifat visual, auditori, dan kinestetik. Meskipun berhasil meningkatkan pencapaian belajar, munculnya tantangan seperti batasan waktu kemungkinan dapat terjadi. Meskipun demikian, PjBL diakui sebagai pendekatan yang menjanjikan, mampu meningkatkan motivasi dan prestasi belajar siswa. PjBL mendorong kemandirian siswa, meningkatkan kemampuan komunikasi, pemahaman materi, pemecahan masalah, dan manajemen informasi. Meski dihadapkan pada tantangan seperti keterbatasan waktu dan pemahaman guru yang dapat mempengaruhi efektivitasnya. PjBL juga terbukti memiliki pengaruh positif pada kemampuan berpikir kreatif dan kritis siswa. Dengan melibatkan siswa sebagai pusat pembelajaran, PjBL mendorong eksplorasi, penemuan, dan ekspresi pengetahuan, memberikan dorongan untuk mengembangkan kemampuan berpikir kreatif dalam pembelajaran biologi. Meskipun diterapkan secara efektif, tantangan seperti keterbatasan pemahaman guru dan dukungan sarana perlu diatasi untuk memaksimalkan potensi PjBL dalam meningkatkan pembelajaran biologi. Keterlibatan dan keseriusan guru dalam memahami model pembelajaran ini menjadi kunci keberhasilannya.</p><p><em>This study utilizes a literature review method to investigate the effectiveness of the Project-Based Learning (PjBL) model in the context of biology education. The research focuses on the impact of PjBL on academic achievement, cognitive skills, critical thinking, creative thinking, and student motivation. The analysis results indicate a positive impact of PjBL on biology learning outcomes, enhancing cognitive skills, critical thinking, and creativity. It is found that PjBL is effective in addressing diverse learning styles, especially visual, auditory, and kinesthetic preferences. Despite successfully improving learning outcomes, challenges such as time constraints may arise. Nevertheless, PjBL is recognized as a promising approach, capable of enhancing student motivation and academic performance. PjBL promotes student independence, improving communication skills, understanding of materials, problem-solving, and information management. Despite facing challenges such as time constraints and teacher understanding that may affect its effectiveness, PjBL has proven to have a positive influence on student’s creative and critical thinking abilities. By involving students as the focal point of learning, PjBL encourages exploration, discovery, and expression of knowledge, providing a stimulus to develop creative thinking skills in biology education. While implemented effectively, challenges such as teacher understanding and support infrastructure need to be addressed to maximize the potential of PjBL in enhancing biology education. Teacher involvement and commitment to understanding this instructional model are key to its success.</em></p>
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Sari, Christina Kartika, Sri Rejeki, Idris Harta, and Mohammad Rifki Maulana. "Penguatan Kompetensi Guru SMK dalam Pembelajaran Berbasis Proyek untuk Mengoptimalkan Link and Match Pendidikan dengan Industri." Jurnal Pengabdian Masyarakat Wadah Publikasi Cendekia 2, no. 1 (2025): 146–52. https://doi.org/10.63004/jpmwpc.v2i1.599.
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Link and match antara sektor pendidikan dan dunia usaha dan dunia industri (DUDI) juga menjadi tuntutan untuk menghasilkan lulusan SMK yang berdaya saing global. Untuk mewujudkan ekosistem pendidikan vokasi yang tepat dan berkelanjutan, salah satu langkah strategis yang dapat ditempuh adalah penguatan kompetensi guru dalam mengintegrasikan dunia usaha dalam pembelajaran berbasis proyek (PjBL). Implementasi kurikulum merdeka menuntut guru dapat menyelenggarakan PjBL untuk dapat meningkatkan kolaborasi dan kemandirian peserta didik, serta mendukung terbentuknya lulusan dengan hardskills, softskills dan karakter yang kuat. Namun, dalam pembelajaran di SMK, integrasi Lembar Kerja Peserta Didik (LKPD) yang mendukung implementasi PjBL belum dilakukan dengan optimal. Kegiatan ini berupaya mengoptimalkan kompetensi guru dalam penyusunan LKPD beorientasi PjBL. Tidak hanya mendukung kompetensi guru, kegiatan ini diharapkan dapat menjadi inovasi dalam pembelajaran dan menjadikan pembelajaran lebih aplikatif. Kegiatan dilakukan dalam bentuk pelatihan dan pendampingan dalam penyusunan LKPD berorentasi PjBL secara luring dan asinkronus. Kegiatan dibagi menjadi dua sesi, yakni sosialisasi model PjBL dan pemanfaatan LKPD berorientasi PjBL, dan sesi kedua berupa peningkatan kompetensi guru dalam penyusunan LKPD berorientasi PjBL. Sesi pertama dilakukan secara luring melalui sosialisasi dan pelatihan, sedangkan sesi kedua dilakukan secara asinkronus dalam penyusunan LKPD berorientasi PjBL sesuai mata pelajaran masing-masing. Pada akhir kegiatan ini, 98.39% guru SMK menyatakan berminat dan siap mengimplementasikan PjBL dalam pembelajarannya.
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Payoungkiattikun, Wisarut, Angkhan Intanin, Tawan Thongsuk, and Chulida Hemtasin. "Project-Based Learning Model to Promote Preservice Science Teachers’ Metacognitive Skills." Journal of Educational Issues 8, no. 2 (2022): 576. http://dx.doi.org/10.5296/jei.v8i2.20282.
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The purpose of this study was to build a project-based learning (PjBL) model using Susan A. Ambrose et al. cycle’s metacognition conceptual framework. The PjBL approach was created to improve the preservice science teacher’s metacognitive skills. Methods: To modify the PjBL strategy, this study began with a basic review of PjBL and metacognitive skills backgrounds. Results: A panel of experts used the item-objective congruence index (IOC) at five distinct levels to evaluate the validity of the PjBL model. The PjBL model’s appropriateness rating was calculated as 4.56, which showed that it was very suited.
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Rahmadhani, Della Ayu, Herwin, and Nunung Lusiana. "The Positive Impact of Game-Assisted Project Based Learning Model on Students’ Critical Thinking Ability in Mathematics Learning." International Journal of Elementary Education 8, no. 2 (2024): 354–63. http://dx.doi.org/10.23887/ijee.v8i2.70036.
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Anxiety and difficulty understanding the material in mathematics learning in children results in a decrease in children's critical thinking abilities. The aim of this research was to analyze the application of the pure PjBL model and the game-based PjBL model to children's critical thinking abilities. This research was a type of quantitative research with experimental methods. The research design used was Mathing Pretest Posttest Control Group Design. The population of this research was between grades 1-6. The sample for this research is 32 grade 5 students divided into 2 classes, namely the control class and the experimental class. The method used to collect data was observation and tests. The instrument used to collect data was a question sheet. The data analysis technique was carried out using the t test and anova test using the SPSS 25 application. The results of the analysis were the pure PjBL model and game-based PjBL, both of which saw an increase in scores before and after being given treatment. Comparison between the game-based PjBL model and the pure PjBL model shows that the game-based PjBL model was superior to the pure PjBL. The conclusion of this research was that both pure and game-based PjBL models have an influence on critical thinking skills and the use of the game-based PjBL model was superior in improving critical thinking skills compared to the pure PjBL model.
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Syahlan, Ia Dahlia, Dede Rahmat Hidayat, and Otib Satibi Hidayat. "Application of the Project Based Learning Model in Elementary Schools: Obstacles and Solutions of Science and Environment Content." Jurnal Penelitian Pendidikan IPA 9, no. 4 (2023): 2060–67. http://dx.doi.org/10.29303/jppipa.v9i4.3285.
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The Project Based Learning (PjBL) model has been widely applied in elementary schools. However, in practice, not a few teachers and students encounter obstacles when implementing the PjBL model. This research was conducted with the aim of identifying, compiling and describing studies regarding the obstacles in implementing the PjBL model in elementary schools and their solutions. This research is a library research. Researchers collected data from books and 40 articles related to the implementation of the PjBL model in elementary schools. Data analysis was performed using content analysis techniques. The results of the research show the fact that there are obstacles in implementing the PjBL model in elementary schools. These obstacles are: (1) poor time management; (2) teachers and students do not understand the essence of PjBL; (3) lack of motivation of teachers and students; (4) teachers and students have not been able to understand the relationship between PjBL and real life; (5) the inequality in the ability of students in groups makes the project implementation not run smoothly; (6) teachers are confused about adapting learning to the PjBL model, in other words the teacher is not able to understand when PjBL should be implemented; (7) lack of training for elementary school teachers on the PjBL model; and (8) inadequate facilities. At the end of the article, the researcher presents alternative solutions that can be further considered by teachers, schools and curriculum designers to overcome problems that occur during the implementation of PjBL in elementary schools
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Lianti, Lukman Harun, and Agnita Siska Pramasdyahsari. "Efektivitas Model Pembelajaran Project Based Learning Terintegrasi STEM terhadap Keterampilan Berpikir Kritis Siswa SMP." Indiktika : Jurnal Inovasi Pendidikan Matematika 5, no. 2 (2023): 180–90. http://dx.doi.org/10.31851/indiktika.v5i2.11619.
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ABSTRAK Tujuan dari penelitian ini adalah untuk mengetahui efektivitas model pembelajaran Project Based Learning (PjBL) terintegrasi STEM terhadap keterampilan berpikir kritis siswa SMP. Metode dalam penelitian ini ialah kuantitatif. Populasi penelitian ini ialah seluruh siswa kelas VIII SMP Negeri 1 Bogorejo. Penerapan strategi purposive sampling diperoleh kelas eksperimen VIII.C dan kelas kontrol VIII.A. Post-tes dan kuesioner digunakan untuk mengumpulkan data. Uji t sampel independen (dua arah dan satu arah) dan uji regresi linier sederhana digunakan untuk analisis data. Temuan penelitian menunjukkan 1) keterampilan berpikir kritis siswa di kelas PjBL-STEM dan kelas PjBL berbeda, 2) keterampilan berpikir kritis siswa PjBL-STEM lebih unggul dari siswa PjBL, 3) berdasarkan persamaan regresi Ŷ = 6,996 + 0,841X, pengaruh pembelajaran PjBL-STEM memberikan dampak sebesar 75,5% terhadap keterampilan berpikir kritis siswa. Berpikir kritis (Y) meningkat sebesar 0,841 untuk setiap satuan model pembelajaran PjBL-STEM (X). Hal ini menunjukkan bahwa model pembelajaran PjBL terintegrasi STEM efektif dalam membantu siswa meningkatkan keterampilan berpikir kritisnya.
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Fiangga, Shofan, Nina Rinda Prihartiwi, Ahmad Wachidul Kohar, Evangelista Lus Windyana Palupi, and Susanah Susanah. "Pendampingan Pengembangan Realistic Mathematics-Project Based Learning untuk Menyongsong Kurikulum Merdeka bagi Guru SMP Trenggalek." Jurnal Anugerah 4, no. 2 (2023): 145–56. http://dx.doi.org/10.31629/anugerah.v4i2.4967.
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Kurikulum Merdeka merupakan kurikulum berbasis kompetensi yang menerapkan pembelajaran berbasis proyek (Project Based Learning - PjBL) untuk mendukung pengembangan karakter sesuai dengan Profil Pelajar Pancasila. Pembelajaran berbasis Proyek (PjBL) menjadi fokus utama pada Kurikulum Merdeka. Dalam Kurikulum Merdeka, sekolah diberikan keleluasaan dan kemerdekaan untuk memberikan proyek-proyek pembelajaran yang relevan dan dekat dengan lingkungan sekolah. Salah satu inovasi pembelajaran yang bisa dikembangkan adalah pendekatan Matematika Realistik (Realistic Mathematics - RM). RM sebagai suatu pendekatan mampu membuat PjBL menjadi pembelajaran yang efektif terutama dalam peningkatan kemampuan numerasi. Kenyataannya, masih banyak guru yang kesulitan dalam berinovasi dan mengembangkan PjBL. Pelatihan kali ini bertujuan untuk meningkatkan kualitas pembelajaran guru yang terkait pengembangan pembelajaran RM-PjBL. Workshop ini dilakukan dalam luring dan daring asynchronous. Pada kegiatan luring dilaksanakan dalam bentuk workshop pendampingan penyusunan pembelajaran berbasis RM-PjBL. Kemudian, kegiatan dilanjutkan daring asynchronous melalui google classroom mengembangakn LKPD berbasis RM-PjBL didampingi oleh instruktur. LKPD yang sudah disusun oleh peserta, akan dievaluasi dan dianalisis berdasarkan instrumen analisis LKPD berbasis RM-PjBL. Selain itu, peserta mengisi angket respon untuk mengetahui efektifitas dan keberhasilan workshop ini. Di akhir pelatihan, guru-guru mampu mendesain pembelajaran berbasis RME-PjBL sesuai kriteria yang diberikan dan memberikan respon positif terkait pelaksanaan workshop.
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Simamora, Aprianta Magdalena. "A Decade of Science Technology, Engineering, and Mathematics (STEM) Project-Based Learning (PjBL): A Systematic Literature Review." Journal of Computers for Science and Mathematics Learning 1, no. 1 (2024): 58–78. http://dx.doi.org/10.70232/pn3nek61.
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The fields of Science, Technology, engineering, and mathematics (STEM) have advanced significantly in Education. In various research in the world of education, STEM growth is frequently associated with project-based learning (PjBL). Combining STEM learning with PjBL is worth researching. This study’s objective is to comprehensively investigate the link between STEM and PjBL, which covers the most advanced PjBL-STEM idea in academic units, implementation in various nations and educational levels, and the impact of STEM and PjBL relationships on the caliber of students. This analysis identified up to 168 Scopus-recognized papers between 2007 and 2022. This study used a systematic review with a four-step PRISMA-P. Finally, there were 35 articles included in this research. The analysis’s findings demonstrate that STEM PjBL has successfully fostered active learning and student-centered instruction while enhancing 21st-century abilities (creativity, collaboration, problem-solving, creative use of technology, and higher-order thinking). The notion of STEM Subject, or the incorporation of STEM PjBL into activities, is the one that is researched the most in schools. The country that used PjBL STEM learning the most was the United States. In 2018, mixed research methodologies were used to study STEM-PjBL research the most. Secondary education STEM-PjBL studies and teachers are critical for children to become more interested in a STEM profession.
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Liswijaya, Agus Abhi Purwoko, Aliefman Hakim, AA Sukarso, and Joni Rokhmat. "Student Perception of Sasambo's Integrated Project Based Learning (PjBL) and Ethnoscience Models to Improve Concept Understanding." Jurnal Penelitian dan Pengembangan Pendidikan 9, no. 1 (2025): 13–24. https://doi.org/10.23887/jppp.v9i1.89595.
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The PjBL model has been proven effective in developing critical thinking, collaboration, and creativity skills. Critical thinking, collaboration, and creativity. However, its incorporation with ethnoscience, especially in Sasambo culture, has not been widely researched. This study aims to analyze the research trends of PjBL based on ethnoscience-based PjBL research trends globally and to examine the effectiveness of Sasambo ethnoscience-based PjBL in improving the understanding of scientific concepts and appreciation of local culture. of local culture. This research is a mixed research with descriptive quantitative and bibliometric design. This research uses 2 data collection methods: bibliometric analysis with the Publish or Perish (PoP) tool and data visualization through VOSviewer, to identify research trends on ethnoscience and PjBL. Trends in research on ethnoscience and PjBL, and a questionnaire for students' understanding of ethnoscience-based PjBL. About PjBL based on Sasambo ethnoscience. The subjects involved were 30 students. The instrument used is a questionnaire sheet. After the data is collected, it is then analyzed descriptively. The results showed that the trend of PjBL-based ethnoscience-based PjBL shows great potential in strengthening high-level thinking skills. Skills. This study concludes that integrating PjBL and ethnoscience can be a practical approach in contextualized science learning based on local culture and contextualized science learning based on local culture. The implication of this research is that it is important to encourage the implementation of culture-based education in the formal curriculum to strengthen the connection between science and local wisdom among the younger generation. Among the younger generation.
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Safitri, Tia Ayu, and Muhammad Nanang Rifa'i. "ANALISIS PENGGUNAAN LEMBAR KERJA PESERTA DIDIK (LKPD) PADA PELAJARAN IPS TERHADAP HASIL BELAJAR DI MTS AL-IKHLAS PEMETUNG BASUKI." Harmony: Jurnal Pembelajaran IPS dan PKN 8, no. 1 (2023): 63–68. http://dx.doi.org/10.15294/harmony.v8i1.62028.
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Berdasarkan Penelitian ini bertujuan untuk menganalisis kelayakan LKPD berbasis PjBL dalam pembelajaran IPS, menganalisis respon peserta didik terhadap LKPD berbasis PjBL dalam pembelajaran IPS, dan menganalisis kreativitas belajar peserta didik dalam penggunaan LKPD berbasis PjBL. Jenis penelitian ini adalah penelitian pengembangan atau Research and Development (R&D) dengan desain model Borg and Gall. Sumber penelitian ini adalah pendidi, peserta didik, para ahli. Pengumpulan data dilakukan menggunakan lembar validasi, kuesioner, evaluasi, dan dokumentasi. Berdasarkan analisis data disimpulkan; LKPD berbasis PjBL sangat valid dengan persentase sebesar 90,00%, kreativitas belajar peserta didik dalam penggunaan LKPD berbasis PjBL di MTs Al Ikhlas sangat tinggi atau sangat kreatif dengan persentase hasil observasi sebesar 89,11%, dan respon peserta didik terhadap penggunaan LKPD berbasis PjBL dalam membangun kreativitas belajar peserta didik MTs Al Ikhlas adalah baik atau menarik, persentase rata-rata skor angket sebesar 74,87%.
 
 This study aims to analyze the feasibility of PjBL-based LKPD in social studies learning, analyze student responses to PjBL-based LKPD in social studies learning, and analyze students' learning creativity in using PjBL-based LKPD. This type of research is Research and Development (R&D) with a Borg and Gall model design. The sources of this research are educators, students, experts. Data was collected using validation sheets, questionnaires, evaluations, and documentation. Data analysis in this research is using quantitative analysis techniques. Based on the data analysis concluded; PjBL-based LKPD is very valid with a percentage of 90.00%, students' learning creativity in using PjBL-based LKPD at MTs Al Ikhlas is very high or very creative with a percentage of observation results of 89.11%, and student responses to the use of PjBL-based LKPD in building the learning creativity of MTs Al Ikhlas students is good or interesting, the average percentage of the questionnaire score is 74.87%.
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Dag, Funda, and Levent Durdu. "Pre-Service Teachers’ Experiences and Views on Project-Based Learning Processes." International Education Studies 10, no. 7 (2017): 18. http://dx.doi.org/10.5539/ies.v10n7p18.
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Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work and collaboration, resources and research methods, the problems they faced, and the strategies they used to overcome these problems during the information and communications technology (ICT)-integrated PjBL process, as well as their thoughts concerning learning processes in PjBL. The participants in the study consisted of 413 PSTs in six different teaching programs who took the course Computer 2. Qualitative methods were used in this descriptive study. The results revealed that PSTs perceived the PjBL processes mostly positively and also that they thought the PjBL process contributed to their learning and helped them gain PjBL skills. PSTs formed groups based on their own preferences. PSTs perceived that the PjBL process based on group work that was implemented advanced their problem-solving and collaboration skills.
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Long, Christopher Sean, Karthigeyan Subramaniam, Pamela Esprívalo Harrell, Marlon Harris, and Ruthanne Thompson. "Novice secondary teachers’ developing beliefs on implementing project-based learning." Eurasia Journal of Mathematics, Science and Technology Education 21, no. 6 (2025): em2652. https://doi.org/10.29333/ejmste/16513.
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The purpose of this study was to identify novice teachers’ beliefs about their implementation of and instruction with project-based learning (PjBL) in authentic secondary science and mathematics classrooms in their first school placements as teachers of record. PjBL as an inductive instructional method with a specific focus on active learning. Teachers’ beliefs are one of the key determinants in their decision-making for using teaching practices and how to teach. Investigating beliefs contributes to the knowledge base related to the progressive development of PjBL in K-12 classrooms. Despite this focus, little is known about novice secondary teachers’ beliefs on implementing PjBL. Utilizing a qualitative approach, data from two focus group interviews revealed two themes capturing participants’ developing beliefs about project-based instruction: (a) beliefs about how students learn with PjBL implementation and (b) beliefs about instruction with PjBL implementation. Implications include the need to conceptualize a complex perspective of PjBL from school and classroom contexts, and to move away from conceptualizing PjBL as a set of procedures that conform to classroom practices.
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Kamaruddin, Kamaruddin, Patricia Mardiana Silangen, and Treesje Katrina Londa. "Pendampingan Implementasi Model PJBL Menggunakan Website Sebagai Media Pembelajaran Fisika di SMAN 2 Tondano." Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) 7, no. 12 (2024): 5689–98. http://dx.doi.org/10.33024/jkpm.v7i12.17791.
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ABSTRAK Program pengabdian kepada masyarakat ini bertujuan untuk memberikan pendampingan terkait implementasi model pembelajaran berbasis proyek (Project-Based Learning/PjBL) dengan memanfaatkan website sebagai media pembelajaran fisika di SMAN 2 Tondano. Metode yang digunakan dalam kegiatan ini meliputi survei awal untuk mengetahui minat dan motivasi peserta didik dalam menggunakan media pembelajaran fisika berbasis website yang terintegrasi dengan model PjBL, serta Focus Group Discussion (FGD) yang dilengkapi dengan pendampingan dalam penerapan model PjBL berbasis website pada mata pelajaran fisika. Hasil dari kegiatan ini menunjukkan bahwa minat dan motivasi siswa dalam menerapkan model PjBL menggunakan website sebagai media pembelajaran fisika cukup tinggi. Penggunaan website sebagai media pembelajaran fisika memungkinkan peningkatan interaksi dan pemahaman konsep siswa, serta mendorong kreativitas dan kemandirian dalam belajar melalui model PjBL. Evaluasi terhadap pelaksanaan FGD dan pendampingan menunjukkan hasil yang sangat memuaskan. Diharapkan, implementasi model PjBL berbasis website ini dapat diterapkan secara luas di sekolah-sekolah untuk meningkatkan kualitas pembelajaran, khususnya pada mata pelajaran fisika. Kata kunci: Pendampingan, PjBL, Media Pembelajaran Fisika, Website ABSTRACT This community service program aims to provide assistance in the implementation of the project-based learning (PjBL) model by utilizing a website as a learning medium for physics at SMAN 2 Tondano. The methods used in this activity include an initial survey to assess students' interest and motivation in using the website-based physics learning media integrated with the PjBL model, as well as a Focus Group Discussion (FGD) accompanied by guidance in the implementation of the website-based PjBL model in physics subjects. The results of this activity showed that students’ interest and motivation to apply the PjBL model using the website as a physics learning medium were quite high. The use of the website as a physics learning medium facilitates increased student interaction and understanding of concepts, as well as encourages creativity and independence in learning through the PjBL model. The evaluation of the FGD and mentoring process showed very satisfactory results. It is hoped that the implementation of the website-based PjBL model can be widely applied in schools to improve the quality of education, particularly in physics subjects. Keywords: Assistance, Project-Based Learning (PjBL), Physics Learning Media, Websites
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Suryadipraja, Rian Permana, Rahman Tanjung, Asep Supriatna, and Vina Febiani Musyadad. "Program Penguatan Kompetensi Guru dalam Pembelajaran Berbasis Proyek (Project-Based Learning) SD Alam Karawang (Sekolah Alam)." Journal Of Human And Education (JAHE) 5, no. 2 (2025): 528–38. https://doi.org/10.31004/jh.v5i2.2451.
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Program pengabdian ini bertujuan untuk meningkatkan kompetensi guru dalam merancang dan melaksanakan Pembelajaran Berbasis Proyek (PjBL) di SD Alam Amani Karawang. PjBL adalah metode pembelajaran yang mendorong siswa untuk mengatasi masalah nyata melalui proyek yang terintegrasi dengan kurikulum. Program ini melibatkan pelatihan intensif untuk guru mengenai konsep dasar PjBL, teknik merancang proyek, serta asesmen berbasis PjBL yang meliputi asesmen formatif dan sumatif. Selain itu, program ini juga menekankan pentingnya keterlibatan orang tua dan masyarakat dalam mendukung pembelajaran berbasis proyek. Melalui pelatihan dan pendampingan langsung, guru diharapkan dapat meningkatkan keterampilan mereka dalam merancang proyek yang relevan dengan konteks lokal dan mendukung keterampilan abad ke-21 pada siswa. Hasil survei sebelum dan sesudah pelaksanaan program menunjukkan adanya peningkatan signifikan dalam pemahaman konsep PjBL, kemampuan merancang proyek, keterampilan asesmen, serta kepercayaan diri guru dalam melaksanakan PjBL di kelas. Selain itu, keterlibatan orang tua dan komunitas juga mengalami peningkatan, yang memperkuat pelaksanaan PjBL. Program ini menunjukkan bahwa penguatan kompetensi guru dalam PjBL dapat memberikan dampak positif terhadap kualitas pembelajaran dan pengembangan keterampilan sosial serta akademik siswa, serta mendorong terciptanya kolaborasi yang lebih erat antara sekolah, orang tua, dan masyarakat.Kata Kunci: Pembelajaran Berbasis Proyek, Penguatan Kompetensi Guru, Asesmen PjBL, Kolaborasi Orang Tua, Keterlibatan Komunitas, Keterampilan Abad ke-21, SD Alam Amani Karawang.
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Fahlevi, Mahfudz Reza, and Faradiba Jabnabillah. "Project-Based Blended Learning (PjB2L) dalam Pembelajaran Statistika di Perguruan Tinggi." Jurnal Tadris Matematika 6, no. 1 (2023): 15–32. http://dx.doi.org/10.21274/jtm.2023.6.1.15-32.
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This research aims to analyze the results of the application of Blended Learning with reference to the Project-Based Learning (PjBL) model. Blended Learning and PjBL can be packaged as a learning model, namely Project-Based Blended Learning (PjB2L). The design of learning activities with the help of e-campus media is used to measure its impact on student learning outcomes in Statistics courses. The main focus of the research describes two main things, the description of the application of statistics lectures with the PjB2L model and the results of statistical tests on differences in learning outcomes obtained. Quasi-experimental research was designed to compare student learning outcomes in experimental classes (with the PjB2L model) and control classes (conventional/blended direct learning). 43 students were involved in this study which was divided into two classes, namely the control class which included 20 students, and the experimental class which involved 23 students. In addition, on data analysis technique, analysis of covariance (ANCOVA), was used to compare the results of the control group and the experimental group, with the covariance variable being the pre-test results (initial knowledge). The results showed significant differences. The difference shown in this study leads to the support of the experimental group's better learning achievement.
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Wahyuni, Sri, Iin Hindun, and N. Nurwidodo. "Peningkatan Kualitas Implementasi Project-Based Learning Pada Guru IPA Sekolah Muhammadiyah Kota Batu." Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat 9, no. 3 (2024): 706–23. https://doi.org/10.36312/linov.v9i3.1711.
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Majelis Pendidikan dasar dan Menengah, Pimpinan Daerah Muhammadiyah Kota Batu memiliki program peningkatan kualitas pembelajaran untuk semua bidang studi. Rintisan program ini dimulai dengan pembelajaran IPA. Pembelajaran IPA sangat relevan bila dibelajarkan menggunakan model Project-based Learning (PjBL) yang direkomendasikan oleh kurikulum merdeka. Permasalahan yang dijumpai pada mitra adalah guru yang dimiliki kurang memiliki pengetahuan, keterampilan dan pengalaman dalam mengimplementasikan PjBL. Masalah ini perlu dicarikan solusi, oleh karena itu tujuan kegiatan pengabdian kepada masyarakat ini adalah pelatihan dan pendampingan implementasi model PjBL. Kegiatan ini telah dilaksanakan di SMP, SMA dan SMK Muhammadiyah Kota Batu dengan langkah terdiri atas sosialisasi pelatihan, workshop, pendampingan, monitoring dan evaluasi. Sosialisasi dilakukan dengan ceramah terkait PjBL dan strategi pengabdian, workshop dilakukan dengan penyusunan rencana pembelajaran model PjBL. Pendampingan dilakukan dengan lesson study (plan, do, see). Monitoring dan evaluasi dilakukan dengan refleksi atas pemahaman dan keterampilan guru dalam merancang dan mengimplementasikan PjBL. Dapat disimpulkan bahwa telah terjadi peingkatan pemahaman, keterampilan dan sikap guru terhadap PjBL yang diindikasikan dari peningkatan skor kualifikasi peformansi guru dalam menyusun modul maupun praktek real teaching PjBL. Improving the Quality of Implementation of Project-Based Learning in Science Teachers at Muhammadiyah Schools in Batu City Abstract The Elementary and Secondary Education Council, Muhammadiyah Regional Leadership of Batu City has a program to improve the quality of learning for all fields of study. The pilot program begins with science learning. Science learning is very relevant when taught using the Project-based Learning (PjBL) model recommended by the independent curriculum. The problem encountered by partners is that the teachers they have lack the knowledge, skills and experience in implementing PjBL. This problem needs to be solved, therefore the purpose of this community service activity is training and mentoring in implementing the PjBL model. This activity has been carried out in junior high schools, senior high schools and vocational schools of Muhammadiyah Batu City with steps consisting of training socialization, workshops, mentoring, monitoring and evaluation. Socialization is carried out with lectures related to PjBL and service strategies, workshops are carried out by preparing a PjBL model learning plan. Mentoring is carried out with lesson study (plan, do, see). Monitoring and evaluation are carried out by reflecting on the teacher's understanding and skills in designing and implementing PjBL. It can be concluded that there has been an increase in teachers' understanding, skills and attitudes towards PjBL as indicated by an increase in teachers' performance qualification scores in compiling modules and real PjBL teaching practices.
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Chamisijatin, Lise, and Siti Zaenab. "Student competencies in intracurricular learning through project-based learning in Muhammadiyah junior high school." Research and Development in Education (RaDEn) 4, no. 1 (2024): 285–303. http://dx.doi.org/10.22219/raden.v4i1.32558.
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This research provides an overview of the application of the Project-based Learning (PjBL) model in intracurricular learning in forming student competencies. The objectives of this research are: (1) Describe the implementation of the PjBL model in intracurricular learning which can improve student competence in a Muhammadiyah junior high school in East Java, (2) Describe the competency achieved by students by implementing the PjBL model in intracurricular learning in a school Muhammadiyah junior high school in East Java, (3) Describe the school's obstacles and solutions in implementing the PjBL model in intracurricular learning at a Muhammadiyah junior high school in East Java. The research method used is descriptive research with a qualitative approach. The instruments in this research include in-depth interviews, observation and documentation studies. This research provides important information regarding the successful implementation of PjBL. All teaching modules have mentioned the implementation of PjBL, but only one teaching module clearly describes the PjBL-based learning steps. The average implementation of the PjBL model is 63% (sufficient category). Most students responded very well to the learning process carried out by the teacher. The range of student scores is 70 to 90. There are several problems and solutions taken by the school in an effort to make the implementation of PjBL successful. The research findings can be an illustration of examples or variations of good practice in implementing the PjBL model in intracurricular learning in implementing the independent curriculum in an effort to build student competency.
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Manda Negara, Irma, Nurul Hidayati, and Kristina Laora. "IMPLEMENTATION OF PROJECT-BASED LITERATURE IN STUDENTS' WRITING PERFORMANCE." Jurnal Ilmiah Spectral 9, no. 1 (2023): 015–26. http://dx.doi.org/10.47255/xwne3e50.
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This study aims to describe the process and learning activities of implementing PjBL in writing based on literature and students' writing performance after implementing PjBL. The qualitative method is used in this study. Data collection used observation checklists and interviews. Data is analyzed with represented, interpreted meaning, and reflected. The results show that the lecturer has carried out the stages of PjBL activities in accordance with theoretical references, starting from the planning stage to concluding. On the other hand, the results of students' writing performance showed an increase. This increase can be seen in the learning outcomes after implementing PjBL. Then, implementing PjBL helps students determine topics and ideas for them to put into their writing. The collaborative work offered by PjBL is also beneficial for students in writing. Finally, PjBL is recommended to be applied in learning, developing the targeted primary skills and skills included in "success skills."
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Riana T. Mangesa, Hilda Ashari, and Elfira Makmur. "Implementasi Model Project Based Learning pada Pembelajaran Praktik Instalasi Listrik." SEMINAR NASIONAL DIES NATALIS 62 1 (July 29, 2023): 75–81. http://dx.doi.org/10.59562/semnasdies.v1i1.641.
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Kajian difokuskan pada penerapan model Project Based Learning (PjBL) melalui pembelajaran praktik instalasi listrik. Tujuan penelitian ini adalah untuk mengetahui keefektifan penggunaan model PjBL dan untuk mendeskripsikan; (1) hasil belajar mahasiswa dengan menggunakan model PjBL; (2) aktivitas belajar kelompok eksperimen yang menggunakan model PjBL dan (3) tanggapan pengguna model PjBL. Jenis penelitian ini adalah eksperimen dengan rancangan postest only control group design. Populasi penelitian ini adalah seluruh mahasiswa yang telah memilih mata kuliah praktik instalasi listrik tahun ajaran 2022-2023. Sampel ditentukan dengan menggunakan teknik proporsional random sampling. Teknik pengumpulan data adalah observasi, tes, angket dan dokumentasi. Hasil penelitian ini adalah: (1) hasil belajar mahasiswa meningkat; (2) rata-rata aktivitas belajar kelompok eksperimen sebesar 85,84% dan (3) tanggapan mahasiswa terhadap penggunaan model PjBL rata-rata sebesar 90,71%.
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Ayundyah, Kesumawati, Mifrahi Mustika Noor, and Primandari Arum Handini. "Optimalisasi Virtual Lab Dan Google Collaboratory Untuk Pembelajaran Daring Bersama Berbasis Collaborative Project Based Learning." Refleksi Pembelajaran Inovatif 4, no. 1 (2022): 507–19. https://doi.org/10.20885/rpi.vol4.iss1.art2.
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Metode pembelajaran tardisional saat ini dirasa memiliki banyak kekurangan bagi pembelajaran mandiri peserta didik. Penelitian ini bertujuan untuk melihat bagaimana penerapan proses pembelajaran dengan pendekatan PjBL kolaboratif. Proyek diberikan kepada mahasiswa dari dua prodi berbeda yaitu program studi Statistik dan Ilmu Ekonomi dimana isu yang diberikan mengenai isu ekonomi dengan pendekatan statistik. Observasi dilakukan pada dua kelas dengan total jumlah mahasiswa sebanyak 105. Hasil penerapan PjBL kolaboratif menunjukkan terdapat peningkatan perolehan capaian CPMK saat mahasiswa melakukan kegiatan PjBL kolaboratif yang diarahkan oleh dosen, daripada kolaboratif mandiri. Ketercapaian CPMK dengan menggunakan PjBL kolaboratif mencapai 100%. Selian itu, mayoritas mahasiswa (62.5%) kegiatan PjBL kolaboratif lintas prodi ini dilaksanakan dengan baik. Penelitian ini mendukung adanya penerapan kegiatan PjBL kolaboratif untuk diterapkan pada mata kuliah lintas prodi.
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Wiraguna, Adji Pama, and Awalya Awalya. "Peran Project Based Learning terhadap Critical Thinking Siswa." JIIP - Jurnal Ilmiah Ilmu Pendidikan 8, no. 6 (2025): 5778–81. https://doi.org/10.54371/jiip.v8i6.7946.
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Project Based Learning (PjBL) merupakan strategi pembelajaran inovatif yang mengikutsertakan siswa dalam proyek bermakna guna mengembangkan keterampilan berpikir kritis. Penelitian ini bertujuan untuk menganalisis pengaruh PjBL terhadap pengembangan kemampuan berpikir kritis siswa melalui pendekatan kualitatif berupa studi pustaka. Analisis dilakukan terhadap berbagai artikel ilmiah, jurnal, dan buku terbitan lima tahun terakhir yang membahas implementasi PjBL dan keterkaitannya dengan keterampilan berpikir kritis. Data dianalisis secara deskriptif analitis untuk mengidentifikasi pola, hubungan, dan kontribusi PjBL dalam membangun kemampuan berpikir kritis siswa di berbagai jenjang pendidikan. Hasil penelitian menunjukkan bahwa PjBL secara signifikan mendukung pengembangan berpikir kritis dengan melibatkan siswa dalam aktivitas kolaboratif, penyelidikan, dan eksplorasi solusi terhadap permasalahan nyata. Temuan ini memperkuat rekomendasi penerapan PjBL secara luas sebagai strategi pembelajaran yang mampu meningkatkan keterlibatan kognitif dan penalaran kritis siswa.
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Farid, Taha, Sara Ali, Muhammad Sajid, and Khalid Akhtar. "Sustainability of Project-Based Learning by Incorporating Transdisciplinary Design in Fabrication of Hydraulic Robot Arm." Sustainability 13, no. 14 (2021): 7949. http://dx.doi.org/10.3390/su13147949.
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Wider acceptance of project-based learning (PjBL) in the tertiary education industry has been obstructed by its resource-intensive nature. This paper introduces a transdisciplinary variant of PjBL for undergraduate engineering students through a multidisciplinary complex engineering problem requiring the design and fabrication of a hydraulic robot arm. The robotics-inspired transdisciplinary PjBL variant was first evaluated through student feedback using the Chi-square hypothesis test, which, at Chi-square (4, N = 101) = 129.12; p < 0.05, revealed a statistically significant difference in the proportion of the student feedback in favor of the PjBL for sustainability of transdisciplinary project-based learning. Furthermore, the students’ PjBL and PbBL scores were subjected to the Mann–Whitney U test which concluded the effectiveness of PjBL against PbBL with statistical significance, U(N = 101) = 192.00, z = −11.826, p < 0.05. The results indicate that the novel transdisciplinary project-based learning (PjBL) approach develops students’ practical engineering knowledge spanning multiple disciplines, thereby resulting in a sustainable concept of project-based learning.
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Cahyono, Bambang Yudi, Rika Irawati, Suci Nugrah Amalia, and Luki Emiliya Hidayat. "Project-based Learning in EFL educational settings: A meta-analysis study in EFL/ESL writing." Journal of Writing Research 16, no. 1 (2024): 105–27. http://dx.doi.org/10.17239/jowr-2024.16.01.04.
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As project-based learning (PjBL) has become very popular in education over the past few years, this study conducted a comprehensive meta-analysis to synthesize the effectiveness of PjBL in EFL/ESL writing by examining 11 articles based on databases of Scopus and Google Scholar from 2013 to 2023. The result reveals that PjBL had a significant positive effect size in EFL/ESL writing. Moreover, the effect sizes of some moderating variables were analyzed, including educational levels, sample size, research design, intervention duration, and group size. It was found that the most important moderating variable that affects the effectiveness of PjBL in EFL/ESL writing is intervention duration. The significant overall effect of PjBL on ESL/EFL writing implies the need for educators to consider using PjBL in language teaching and learning. Meanwhile future researchers might consider applying other moderating variables such as research design, instructional strategies, and student characteristics, to identify the best practices for implementing PjBL in ESL/EFL writing.
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Putri, Nabilah Mustika, Lukman El Hakim, and Rizhal Hendi Ristanto. "Studi Literatur Penerapan Project-Based Learning (PjBL) pada Pembelajaran Kimia." Ideguru: Jurnal Karya Ilmiah Guru 10, no. 1 (2024): 433–42. https://doi.org/10.51169/ideguru.v10i1.1251.
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Hubungan antara teori konstruktivisme dan Project-Based Learning (PjBL) adalah sangat erat, karena keduanya berbagi banyak prinsip dasar yang sama. Tujuan penelitian ini adalah untuk mengetahui efektivitas dan dampak penerapan Project-Based Learning (PjBL) pada pembelajaran kimia. Penelitian ini menggunakan metode studi literatur (SLR) berbantuan Google Scholar. Hasil dalam penelitian ini yaitu penerapan Project-Based Learning (PjBL) dalam pembelajaran kimia memiliki dampak yang signifikan terhadap peningkatan pemahaman siswa, serta pengembangan keterampilan berpikir kritis dan kolaboratif. Project-Based Learning (PjBL) menempatkan siswa sebagai pusat dari proses pembelajaran, sehingga memungkinkan mereka untuk menghubungkan teori dengan praktik melalui proyek-proyek yang relevan dan menantang. PjBL juga memiliki dampak positif terhadap keterampilan kolaboratif siswa. PjBL juga meningkatkan motivasi dan keterlibatan siswa dalam pembelajaran kimia. Karena PjBL berpusat pada proyek yang relevan dan bermakna bagi siswa, mereka cenderung lebih termotivasi untuk terlibat secara aktif dalam proses pembelajaran. Agar penerapan Project-Based Learning (PjBL) dalam pembelajaran kimia semakin efektif dan relevan terhadap kebutuhan peserta didik saat ini, guru dapat memanfaatkan platform teknologi seperti Zoom, Google Classroom, atau aplikasi pembelajaran daring lainnya untuk mem-fasilitasi kerja sama dan interaksi antar peserta didik secara online.
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Fatimah, Hikmah, Sri Yamtinah, and Bramastia Bramastia. "Study of Ecology and Biodiversity Learning Based on Project Based Learning-Science Technology Engineering Mathematics (PjBL-STEM) in Empowering Students' Critical Thinking." Jurnal Penelitian Pendidikan IPA 9, no. 9 (2023): 729–36. http://dx.doi.org/10.29303/jppipa.v9i9.3688.
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The Project-Based Learning-Science Technology, Engineering Mathematics (PjBL-STEM) model is needed to empower students' critical thinking abilities and independence. PjBL-STEM implementation has been carried out in various fields of study and at various levels. A comprehensive study is needed to map the potential opportunities and limitations of implementing PjBL-STEM, including its influence on students' thinking skills. Therefore, this research aims to conduct a comprehensive literature review regarding implementing PjBL-STEM to improve students' critical thinking skills. In particular, this study is correlated with the potential implementation of PjBL-STEM in Ecology and biodiversity material. The literature review method was used in this research. The scientific articles selected in this study are those indexed on Google Scholar and published in 2010-2022. The keywords “PjBL-STEM and Critical Thinking” were used as the initial basis for selecting articles. After applying the criteria and article limitations, 90 articles were obtained for analysis. The results of this study show that the implementation of PjBL-STEM in empowering critical thinking is carried out at the elementary school to tertiary level. Apart from that, implementing PjBL-STEM is also done in general research, such as developing teacher competencies. The strengths, weaknesses, challenges, and obstacles that may occur when applying the PjBL-STEM model to ecology and biodiversity material in empowering students' critical thinking are discussed in this article
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Masnur, Hamsu Abdul Gani, and Mustafa. "TPACK-Based Project-Based Learning Model Development to Improve the Four C’s Students’ Skills." Asian Journal of Education and Social Studies 50, no. 8 (2024): 538–46. http://dx.doi.org/10.9734/ajess/2024/v50i81552.
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This research aims: 1) to know the description of the needs of the TPACK-based PjBL model; 2) to produce a TPACK-based PjBL model design; 3) to know the feasibility of developing a TPACK-based PjBL model; 4) to know the practicality of the TPACK-based PjBL model; 5) to know the effectiveness of the TPACK-based PjBL model to improve the Four Cs skills of PGSD students at Muhammadiyah University Enrekang. The research and development design uses the Plomp model which consists of preliminary research, prototyping phase, assessment phase. The data collection techniques used were Questionnaire Techniques, and Observation. The research instrument used a learning device validation sheet, a learning implementation observation instrument, a student response instrument, a four Cs skills assessment instrument. The results showed that it was necessary to develop a TPACK-based PjBL model to improve students' four Cs skills. The design of the PjBL-TPACK model in the form of a model book, SAP, LKM, and several research instruments was declared very valid based on expert judgment. The results of the practicality test showed that the TPACK-based PjBL model was proven to be very good, based on the results of observation and implementation of learning and student response questionnaires. Furthermore, the results of the effectiveness test through the assessment of students' four Cs skills show that there is a significant difference in the application of the PjBL model with the TPACK-based PjBL model on four cs skills between PGSD class A students and PGSD class B students.
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Audra Pramitha Muslim, Darhim Darhim, Tatang Herman, and Al Jupri. "A Decade of Project-Based Learning in Mathematics Education: A Systematic Literature Network Analysis." Mosharafa: Jurnal Pendidikan Matematika 13, no. 3 (2024): 685–96. https://doi.org/10.31980/mosharafa.v13i3.1996.
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Pembelajaran Berbasis Proyek (PjBL) telah menjadi salah satu pendekatan pembelajaran paling populer dalam pendidikan matematika selama satu dekade terakhir. Penelitian ini bertujuan menganalisis tren penelitian PjBL dalam pendidikan matematika tingkat sekolah menengah melalui pendekatan Systematic Literature Network Analysis (SLNA). Artikel dikumpulkan dari database Scopus dan diseleksi berdasarkan kriteria inklusi yang ketat sehingga menghasilkan 15 artikel relevan. Analisis menunjukkan adanya peningkatan signifikan pada tren penelitian PjBL dengan penerapan yang beragam dan efektif, terutama dalam mendukung keterampilan abad 21 seperti berpikir kritis, kolaborasi, dan pemanfaatan teknologi. Namun, terdapat kesenjangan dalam integrasi teknologi yang optimal serta konteks yang lebih inklusif dalam aplikasi PjBL. Penelitian ini memberikan kontribusi penting dengan memetakan tren dan mengidentifikasi peluang penelitian di masa depan untuk meningkatkan efektivitas PjBL dalam pendidikan matematika.Project-Based Learning (PjBL) has become one of the most popular learning approaches in mathematics education over the past decade. This tudy aims to analyse the research trend of PjBL in mathematics education at secondary school level through Systematic Literature Network Analysis (SLNA) approach. Articles were collected from Scopus database and selected based on strict inclusion criteria resulting in 15 relevant articles. The analysis showed a significant increase in the trend of PjBL research with diverse and effective applicaions, especially in supporting 21st century skills such as critical thinking, collaboration and technology utilization. However, there are gaps in optimal technology integration as well as more inclusive contexts in PjBL applications. This research makes an important contribution by mapping trends and identifying future research opportunities to enhance the effectiveness of PjBL in mathematics education.
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Yuliandini, Sintya, Hadi Suwono, and Sueb Sueb. "Pengaruh project-based learning berbantuan instagram terhadap literasi lingkungan dan hasil belajar kognitif." Jurnal MIPA dan Pembelajarannya 1, no. 1 (2021): 14–24. http://dx.doi.org/10.17977/um067v1i1p14-24.
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The objectives of the research are: 1) to know the difference of students environment literacy which get Project-Based Leaming (PjBL) assisted instagram and Project-Based Learning (PJBL), 2) to know the difference of cognitive Ic result of students who get Project-Based Learning (PjBL) assisted instagram and Project-Based Learning (PBL). This research uses mixed methods with embedded design, Data were collected guantitatively through pretest and postest, then analyzed by normality test, homogeneity test, hypothesis anakova test, and eflect size calculation. In addition, data. Were collected gualittively through discussions in instagram, guestionnaires, and interviews which were further analyzed by Miles and Huberman model. The results of the research are: 1) there are differences in environmental lteracy of students who received PJBL assisted instagram and PjBL with covariate (pretest) has no effect on environmental and student literacy, and 2) there are difference of cognitive Icarning outcomes of students who received PJBL assisted instagram and PJBL with covariate (pretest) Has no effect on students cognitive Icarning outcomes. Tujuan penelitan yaitu: 1) mengetahui perbedaan literasi lingkungan siswa yang mendapatkan Project-Based Learning (PIBL) berbantuan instagram dan Project-Based Learning (PJBL), 2) mengetahui perbedaan hasil belajar kognitif siswa yang mendapatkan Project-Based Learning (PBL) berbantuan instagram dan Project-Based Learning (PiBL). Penelitian ini menggunakan mixed methods dengan embedded design. Data dikumpulkan secara kuantitafif melalui pretes dan postes, kemudian dianalisis dengan uji normalitas, uji homogenitas, uji hipotesis anakova, dan penghitungan efect size. Selain itu, data dikumpulkan secara kualitatif melalui diskusi di instagram, angket, dan wawancara yang selanjutnya dianalisis dengan model Miles and Huberman. Hasil penelitian yaitu: 1) ada lingkungan siswa yang mendapatkan PjBL berbantuan instagram dan PIBL dengan kovariat (pretes) tidak berpengaruh terhadap literasi lingkungan dan siswa, an 2) ada perbedaan hasil belajar kognitif siswa yang mendapatkan PJBL berbantuan instagram dan PjBL dengan kovariat (pretes) tidak berpengaruh hasil belajar kognitif siswa
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Kusumaningrum, Sih, and Djukri Djukri. "Pengembangan perangkat pembelajaran model project based learning (PjBL) untuk meningkatkan keterampilan proses sains dan kreativitas." Jurnal Inovasi Pendidikan IPA 2, no. 2 (2016): 241. http://dx.doi.org/10.21831/jipi.v2i2.5557.
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Penelitian ini bertujuan untuk: (1) menghasilkan perangkat pembelajaran biologi dengan model PjBL yang layak digunakan dalam pembelajaran biologi; (2) menghasilkan perangkat pembelajaran biologi dengan model PjBL yang efektif untuk meningkatkan keterampilan proses sains dan kreativitas siswa kelas X SMAN 8 Yogyakarta; dan (3) membandingkan pembelajaran yang menggunakan perangkat pembelajaran model PjBL dengan pembelajaran yang menggunakan perangkat konvensio-nal dalam meningkatkan keterampilan proses sains dan kreativitas siswa. Metode penelitian diadaptasi dari Borg & Gall yang terdiri dari sembilan tahapan. Hasil penelitian pengembangan adalah: (1) perangkat pembelajaran biologi dengan model PjBL yang layak digunakan dalam pembelajaran biologi; (2) perangkat pembelajaran biologi dengan model PjBL yang efektif untuk untuk meningkatkan keterampilan proses sains dan kreativitas siswa pada aspek berpikir kreatif siswa kelas X SMAN 8 Yogyakarta; dan (3) tidak ada perbedaan antara pembelajaran yang menggunakan perangkat dengan model PjBL dengan pembelajaran perangkat konvensional dalam meningkatkan keterampilan proses sains dan kreativitas siswa.Kata Kunci: perangkat pembelajaran, model project based learning, keterampilan proses sains, kreativitas Developing a Learning Kit with Project Based Learning Model (PjBL) to Improve Scientific Process Skills and Creativity AbstractThe aims of this research are to: (1) produce an appropriate biology learning kit with PjBL model for learning activities; (2) produce an effective biology learning kit with PjBL model that can be used to improve scientific process skills and creativity; and (3) investigate the difference between the biology learning kit with PjBL model and conventional learning kit in improving scientific process skills and creativity. This research method was adapted from Borg & Gall which consisted of nine steps. The results of this research are: (1) an appropriate biology learning kit with PjBL model which consists of syllabus, lesson plans, student’s worksheet, and authentic assessment based on validation result of expert judgments and biology teachers, and also field test result; (2) an effective biology learning kit with PjBL model that can be used to improve scientific process skills and creativity especially on creative thinking aspect; and (3) there is no difference between PjBL model and conventional learning kit in improving students’ scientific process skills and creativity.Keywords: learning kit, project based learning model, scientific process skills,creativity
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Fazarini, Putri Fadilla Azzahra, Yerry Soepriyanto, and Henry Praherdhiono. "Project-based learning (PjBL) strategies with gamification." Inovasi Kurikulum 21, no. 3 (2024): 1717–30. http://dx.doi.org/10.17509/jik.v21i3.65253.
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This research aims to develop and test the effectiveness of the Project-Based Learning (PjBL) learning model integrated with gamification (G-PJBL) to increase student engagement and learning outcomes in Graphic and Visual Media courses. The background to this research is the low graduation rate of students in this course due to the diverse backgrounds and abilities of students. PjBL research with Gamification activities uses the ASSURE development model, which contains six stages. Construction is carried out sequentially according to the plans that have been made. Research data was obtained from validation by learning design experts, observations during learning, and student learning outcomes. The development of PjBL with gamification activities has had a positive impact on increasing student engagement and motivation. The research results show that the well-structured G-PJBL syntax follows student needs. Validation by learning design experts shows that the learning design is feasible. In addition, the research results show that G-PJBL can increase student engagement and learning motivation and improve their learning achievement. This model can be applied to other courses that require student involvement and creativity. AbstrakPenelitian ini bertujuan untuk mengembangkan dan menguji efektivitas model pembelajaran Project-Based Learning (PjBL) yang diintegrasikan dengan gamifikasi (G-PJBL) untuk meningkatkan keterlibatan dan hasil belajar mahasiswa pada mata kuliah Media Grafis dan Visual. Latar belakang penelitian ini adalah rendahnya tingkat kelulusan mahasiswa pada mata kuliah tersebut karena beragamnya latar belakang dan kemampuan mahasiswa. Penelitian PjBL dengan kegiatan Gamification menggunakan model pengembangan ASSURE yang berisi 6 tahapan yang digunakan. Pembangunan dilakukan secara berurutan sesuai dengan rencana yang telah dibuat. Data penelitian diperoleh dari validasi ahli desain pembelajaran, observasi selama pembelajaran, dan hasil belajar mahasiswa. Pengembangan PjBL dengan kegiatan gamification memberikan dampak positif terhadap peningkatan engagement dan motivasi mahasiswa. Hasil penelitian menunjukkan bahwa sintaks G-PJBL yang dikembangkan telah sesuai dengan kebutuhan mahasiswa dan terstruktur dengan baik. Validasi ahli desain pembelajaran menunjukkan bahwa desain pembelajaran layak untuk diterapkan. Selain itu, hasil penelitian menunjukkan bahwa G-PJBL mampu meningkatkan keterlibatan dan motivasi belajar mahasiswa, serta meningkatkan prestasi belajar mereka. Model ini dapat diterapkan pada mata kuliah lain yang membutuhkan keterlibatan dan kreativitas mahasiswa.Kata Kunci: berbasis proyek; gamifikasi; PjBL; strategi pembelajaran; teknologi pendidikan
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Batubara, Irpan Apandi, Bachrudin Musthafa, and Wawan Gunawan. "IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING WRITING: KEY CONCEPTS AND STAGES." IJEE (Indonesian Journal of English Education) 10, no. 2 (2023): 301–22. http://dx.doi.org/10.15408/ijee.v10i2.32452.
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ABSTRACTProject-Based Learning (PjBL) has gained popularity as an approach to language teaching over the recent decade. However, previous studies have highlighted that PjBL is often applied in diverse contexts. This study aims to identify the key concepts and stages of PjBL implementation in teaching writing within the context of higher education in Indonesia. The research approach was a case study that utilized observation and interviews. The participant was a lecturer who actively incorporated PjBL into their teaching. The data were analyzed using content analysis. The findings reveal several stages of PjBL in teaching writing, including posing essential questions, planning and scheduling, outlining, developing the outline into a draft, monitoring progress, presenting the first draft, reviewing and editing, finishing, and publishing, and evaluating and reflecting. Furthermore, the study identifies key concepts of PjBL in teaching writing, such as driving questions, process and product orientation, student ownership, extended project duration, natural integration of skills, dual commitment to language and learning, group work obligation, student responsibility for information gathering, processing, and reporting, assumed new roles and responsibilities for students and teachers, collaboration, and reflection. This study also sheds light on how PjBL can be applicable in teaching writing.ABSTRAKPembelajaran Berbasis Proyek (PjBL) telah menjadi metode pengajaran bahasa yang populer dalam dekade terakhir. Studi sebelumnya menunjukkan bahwa PjBL sering diterapkan dalam berbagai konteks. Penelitian ini bertujuan mengidentifikasi konsep dan tahapan PjBL dalam mengajar menulis di perguruan tinggi di Indonesia. Penelitian ini menggunakan pendekatan studi kasus dengan observasi dan wawancara pada seorang dosen yang aktif menerapkan PjBL. Analisis konten digunakan untuk menganalisis data. Temuan penelitian menunjukkan beberapa tahapan PjBL dalam mengajar menulis, seperti merumuskan pertanyaan esensial, perencanaan, pembuatan kerangka, pengembangan draf, pemantauan kemajuan, presentasi draf pertama, peninjauan dan pengeditan, penyelesaian dan publikasi, serta evaluasi dan refleksi. Studi ini juga mengidentifikasi konsep-konsep kunci PjBL, seperti pertanyaan pokok, orientasi pada proses dan produk, kepemilikan siswa, durasi proyek yang diperpanjang, integrasi alami keterampilan, komitmen ganda terhadap bahasa dan pembelajaran, kewajiban kerja kelompok, tanggung jawab siswa dalam pengumpulan, pengolahan, dan pelaporan informasi, peran baru siswa dan guru, kolaborasi, dan refleksi. Penelitian ini memberikan wawasan tentang penerapan PjBL dalam mengajar menulis.How to Cite: Batubara, I. A., Musthafa, B., & Gunawan , W. (2023). Implementation of Project-Based Learning in Teaching Writing: Key Concepts and Stages. IJEE (Indonesian Journal of English Education), 10(2), 301-322. doi:10.15408/ijee.v10i2.32452.
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Karina, Andinawati Dwita, Dwi Oetomo, and Meti Indrowati. "PjBL and PjBL-STEM: Which model best enhances students’ creative thinking?" JPBI (Jurnal Pendidikan Biologi Indonesia) 10, no. 3 (2024): 959–67. http://dx.doi.org/10.22219/jpbi.v10i3.34217.
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In this century, humans are required to be able to adapt to the development of the times and are required to be able to answering and solving all problems that arise. One of the abilities that must be developed to face these challenges, namely the ability in the field of creativity. The research’s purpose is (1) to determine the differences in students' creative thinking abilities using the PjBL learning model and the PjBL-STEM learning model on class X environmental change material, (2) to determine students' responses to the PjBL-STEM learning model. This research used a posttest only control group design. The population used is class X1-X10 SMA Al Islam 1 Surakarta for the 2023/2024 academic year, a total of 384 students. The sampling technique used cluster random sampling, class X7 with 38 students as the control class using the project-based learning (PjBL) learning model and class X3 with 40 students as an experimental class using an integrated STEM with project-based learning (PjBL) learning model. Data collection was carried out using documentation, tests regarding creative thinking abilities, and student response questionnaires. The data analysis technique was carried out using a one-way t test. The research instruments are teaching modules, LKPD, creative thinking skills questions, and student response questionnaires. The instrument validation technique is carried out using validity tests and reliability tests. The results of the research show that (1) there is a significant difference in students' creative thinking abilities on environmental change material using the PjBL-STEM learning model, (2) students' responses to the PjBL-STEM learning model are included in the positive category.
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Wahyuni, Ni Putu Hari. "Project-Based Learning during Covid-19 Pandemic." Journal of Educational Study 2, no. 1 (2022): 10–16. http://dx.doi.org/10.36663/joes.v2i1.253.
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Project-based learning is a learning method that uses projects as a medium. This learning model can be used as an alternative during the pandemic. This study aims at identifying; 1) The implementation of PjBL during Covid-19 pandemic; 2) The advantages of PjBL during Covid-19 pandemic; and 3) The disadvantages of PjBL during Covid-19 pandemic. This research method is library research that collected the data from research articles in national and international journals. Articles are selected based on several criteria. The study found that (1) the implementation of PjBL covers three main steps, they are planning, implementing, and evaluation, (2) there is five advantages of the implementation of PjBL during covid-19, and (3) there is one disadvantage of the implementation of PjBL during covid-19.
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Muyassaroh, Muflikhatun Nisa, and Eni Prasetiyowati. "Implementation of Project Based Learning in Teaching Speaking to Students of Vocational School." IREELL: Indonesian Review of English Education, Linguistics, and Literature 2, no. 1 (2024): 83–91. http://dx.doi.org/10.30762/ireell.v2i1.3395.
Full textAbstract:
Scientific approach has several methods that lead the students to be active in learning English applicative skills such as speaking. One of methods that can be considered for enhancing students’ speaking skill is project-based learning (PjBL). Vocational School teachers might often apply PjBL to speaking activities in learning process. Regarding to this fact, the researcher conducted a descriptive study to explore Inservice teachers’ definitions of project-based learning (PjBL) and their accounts on the meaning of their PjBL implementations. A purposive sample of six teachers from grades ten until twelve and several students in public schools participated. Observation, interviews, and document collection are used for gathering the data. The result of this research shows that through PjBL, teachers could cover speaking activities that support students’ development in speaking through PjBL.
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Septian Airlanda, Gamaliel, Yari Dwikurnaningsih, and Agustina Tyas Asri Hardini. "Analysis of the Suitability of Implementing Project Based Learning for Elementary School Teacher in Salatiga." Scholaria: Jurnal Pendidikan dan Kebudayaan 15, no. 1 (2025): 68–75. https://doi.org/10.24246/j.js.2025.v15.i1.p68-75.
Full textAbstract:
Project Based Learning (PjBL) telah berhasil diidentifikasi sebagai salah satu model pembelajaran abad 21 yang efektif. Model ini menjadi populer di kalangan guru SD. Namun, terdapat keraguan tentang kesesuaian penerapan PjBL dalam aktivitas pembelajaran. Hal ini terjadi karena idealisme PjBL menjadi terlalu tinggi untuk siswa SD. Oleh karena itu tujuan penelitian adalah melakukan langkah supervisi akademik yang mampu membuktikan keraguan tersebut. Deskriptif kuantitatif menjadi jenis penelitian yang diambil untuk mendapatkan data. Subyek sasaran penelitian diambil dari empat sekolah negeri dan swasta di Kota Salatiga. Data penelitian dibagi menjadi tiga komponen, yaitu: pemahaman dasar PjBL, kesesuaian implementasi model, dan refleksi diri pasca implementasi PjBL. Dengan data yang diperoleh, disimpulkan bahwa implementasi pembelajaran dengan model PjBL oleh guru SD belum sesuai. Hasil penelitian menyarankan adanya tindak lanjut berupa action research untuk meningkatkan kemampuan guru SD.
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Herowati, Herowati. "ANALISIS PENERAPAN MODEL PEMBELAJARAN PROJECT BASED LEARNING (PjBL) MATERI PERUBAHAN FISIKA DAN KIMIATERHADAP KEAKTIFAN BELAJAR PESERTA DIDIK." Journal of Innovation Research and Knowledge 2, no. 12 (2023): 4603–12. http://dx.doi.org/10.53625/jirk.v2i12.5672.
Full textAbstract:
Tujuan penelitian ini adalah menganalisis penerapan model pembelajaran Project Based Learning (PjBL) serta mengetahui keaktifan peserta didik selama proses penerapan model pembelajaran PjBL. Jenis penelitian yang digunakan yaitu penelitian kualitatif dengan teknik pengumpulan data menggunakan observasi. Subjek yang digunakan yaitu peserta didik kelas VII MTs Al Mujahidin Sumenep. Hasil penelitian yaitu berdasarkan hasil observasi yang telah dilakukan oleh peneliti, model pembelajaran PjBL dapat digunakan guru dalam proses kegiatan pembelajaran. Model pembelajaran PjBL merupakan salah satu alternatif yang dapat digunakan oleh guru untuk meningkatkan hasil belajar yang dapat dilihat dari keaktifan peserta didik karena model pembelajaran PjBL berpusat pada peserta didik saat proses kegiatan pembelajaran. Model pembelelajaran PJBL juga dapat membuat peserta didik menjadi lebih aktif dan fokus dalam menyelesaikan masalah, serta membuat peserta didik berpikir secara mandiri maupun berkelompok.