Conviction, Creativity dan Community penting untuk dikembangkan dalam pembelajaran di sekolah. Ketiga nilai Tarakanita tersebut di kelas VIIC SMP Tarakanita 2 Jakarta masih belum berkembang. ...Salah satu model pembelajaran yang dapat diterapkan untuk meningkatan Conviction, Creativity dan Community adalah Project-Based Learning. Penelitian ini bertujuan untuk mengimplementasikan Project Based Learning berbantuan modul untuk meningkatkan Conviction, Creativity, Community siswa kelas VII SMP Tarakanita 2 Jakarta pada materi pencemaran lingkungan. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas yang terdiri dari tiga siklus. Setiap siklus terdiri atas tahap perencanaan, observasi, tindakan dan reffleksi. Subjek penelitian adalah kelas VIIC SMP Tarakanita 2 Jakarta sebanyak 29 peserta didik. Instrumen penelitian yang digunakan untuk memperoleh data adalah rubrik penilaian conviction, creativity dan community. Penilaian dengan rubrik tersebut dilakukan selama kegiatan pembelajaran berlangsung. Rubrik yang digunakan untuk mengukur nilai conviction terdiri dari lima indikator, creativity terdiri dari empat indikator dan communtiy terdiri dari empat indikator. Hasil penelitian menunjukkan bahwa terjadi peningkatan pada conviction, creativity dan community. Nilai rata-rata conviction pada siklus satu adalah 50.8, pada siklus dua 77.0 dan pada siklus tiga 91.1, nilai rata-rata kemampuan creativity pada siklus satu yaitu 50.0 pada siklus dua 77.6 dan pada siklus tiga 92.5. Nilai rata-rata community pada siklus satu yaitu 48.0, pada siklus dua 77.6 dan pada siklus tiga 93.1. Dari hasil tersebut dapat disimpulkan bahwa implementasi Project Based Learning berbantuan modul pada materi Pencemaran Lingkungan di Kelas VII SMP Tarakanita 2 Jakarta dapat meningkatkan Conviction dengan nilai N-Gain 0,9 (tinggi), Creativity dengan nilai N-Gain 0,8 (tinggi) dan Community dengan nilai N-Gain 0,9 (tinggi). Kata kunci: conviction, creativity, community, Project-Based Learning, PTK
This research is to investigate the students` critical thinking skill by using STEM education through Project Based Learning. The study applied descriptive research design. In these lessons, the ...participants were 160 first grade Japanese middle school students from four classes. They were divided into nine groups each class. The instruments are worksheets to explore students’ initial knowledge about how to clean up wastewater and critical thinking processes. The worksheet consists of the designing solution, and understanding of concepts to identify critical thinking based on purpose and question, selection of information, assumption, and point of view the solution, and implication. Students were asked to design tools to clean up the wastewater. Students were given more than one chance to design the best product for wastewater treatment. The lessons consist of six lessons. The first lesson is the introduction of colloid, solution, and suspension, and discussion about wastewater. The second lesson to the fourth lesson was finding solutions and designing products. The fifth lesson was to watch a video of wastewater treatments in Japan and to optimize the solutions or products. The last lesson was to make a conclusion, to exchange presentations, and to develop discussion. Implementation of STEM education can be seen from the students` solutions, some students used biology or chemistry or physics or combination concept and Mathematics to design solution (technology) for treatment of wastewater. The result showed that the mean score of students` critical thinking skill was 2.82. The students` critical thinking skill was categorized as advanced thinker: 41.6%, practicing thinker: 30,6%, beginning thinker: 25%, and challenged thinker: 2.8%. And the category for students` critical thinking was practicing thinker. Practicing thinker is a stage of critical thinking development, they have enough skill in thinking to critique their own plan for systematic practice, and to construct a realistic critique of their powers of thought to solve the contextual problem.
Project-based learning is generally considered an alternative to traditional, teacher-led instruction. However, there is a noticeable lack of meta-analyses with regard to determining its overall ...effects on students' academic achievement, and what study features may moderate the impacts of project-based learning. This study thus performed a meta-analysis to synthesize existing research that compared the effects of project-based learning and those of traditional instruction on student academic achievement. Forty-six effect sizes (comparisons) extracted from 30 eligible journal articles published from 1998 to 2017 were analyzed, representing 12,585 students from 189 schools in nine countries. The results showed that the overall mean weighted effect size (d+) was 0.71, indicating that project-based learning has a medium to large positive effect on students' academic achievement compared with traditional instruction. In addition, the mean effect size was affected by subject area, school location, hours of instruction, and information technology support, but not by educational stage and small group size.
•A 20-year meta-analysis of journal articles on project-based learning is presented.•Results showed a medium-to-large mean effect size (0.71) for student achievement.•Effects were stronger for social science subjects than for science subjects.•Effects were larger in studies involving Western students than East Asian ones.•Educational stage and group size were not identified as significant moderators.
•Affective outcomes were mostly studied.•Self-reported measures were mostly applied.•Producing artifacts is an essential characteristic of project-based learning.•Artifacts were less used in the ...evaluation of project-based learning.
Project-based learning (PjBL) is understood to be a promising approach that improves student learning in higher education. Empirical studies on project-based learning have been reviewed with a focus on student outcomes. Affective outcomes (i.e. perceptions of the benefits of PjBL and perceptions of the experience of PjBL) were most applied, which were measured by questionnaires, interviews, observation, and self-reflection journals. Cognitive outcomes (i.e. knowledge and cognitive strategies) and behavioral outcomes (i.e. skills and engagement) were measured by questionnaires, rubrics, tests, interviews, observation, self-reflection journals, artifacts, and log data. The outcome of artifact performance was assessed by rubrics. Future research should investigate more about students’ learning processes and final products. Measurement instruments and data analyses should also be improved.
Can engaging college students in client‐centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the ...effectiveness of project‐based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy‐value and social cognitive career choice models, we examined the effect of engaging in at least one authentic, project‐based course during the first four semesters of college on student STEM attitudes and career aspirations in a quasi‐experimental study with a sample of (N = 492) natural science and engineering students. STEM self‐efficacy and subjective task value variables (STEM attainment, intrinsic and utility value of STEM courses, and relative cost associated with engaging in STEM courses) were examined as mediators of the relationship between classroom project‐based experiences and STEM career aspirations. Gender and underrepresented minority status were also examined. We found that engaging in at least one project‐based course during the first four semesters affected student perceptions of STEM skills, perceptions of the utility value of participating in STEM courses, and STEM career aspirations. Furthermore, we found that the effect of project‐based courses on STEM career aspirations was mediated by STEM skills and perceptions of course utility. The effect of PjBL was not moderated by race or gender. We highlight areas of future research and the promise of PjBL for engaging students in STEM professions.
Multimodal learning analytics provides researchers new tools and techniques to capture different types of data from complex learning activities in dynamic learning environments. This paper ...investigates the use of diverse sensors, including computer vision, user‐generated content, and data from the learning objects (physical computing components), to record high‐fidelity synchronised multimodal recordings of small groups of learners interacting. We processed and extracted different aspects of the students' interactions to answer the following question: Which features of student group work are good predictors of team success in open‐ended tasks with physical computing? To answer this question, we have explored different supervised machine learning approaches (traditional and deep learning techniques) to analyse the data coming from multiple sources. The results illustrate that state‐of‐the‐art computational techniques can be used to generate insights into the "black box" of learning in students' project‐based activities. The features identified from the analysis show that distance between learners' hands and faces is a strong predictor of students' artefact quality, which can indicate the value of student collaboration. Our research shows that new and promising approaches such as neural networks, and more traditional regression approaches can both be used to classify multimodal learning analytics data, and both have advantages and disadvantages depending on the research questions and contexts being investigated. The work presented here is a significant contribution towards developing techniques to automatically identify the key aspects of students success in project‐based learning environments, and to ultimately help teachers provide appropriate and timely support to students in these fundamental aspects.
Lay Description
What is currently known about Multimodal learning analytics?
Multimodal learning analytics (MMLA) provides new tools and techniques to capture different types of data from complex learning activities in dynamic educational environments where learners interact in groups and with materials.
What does the paper add to the subject matter?
MMMLA supports how teachers and learners can gain insights and support through the analysis of data (via computer machine learning) about small group work.
These insights help educators design better learning situations, and students reflect on group work. The paper adds to the subject matter by comparing different techniques to analyse data.
The implications of the study findings for practitioners?
MMLA and the state‐of‐the‐art computational techniques can be used to generate insights into the "black box" of learning in students' project‐based activities. These insights generated from multimodal data can be used to inform teachers about the key features of project‐based learning and help them support students appropriately in similar pedagogical approaches.
The study provides evidence that MMLA techniques and different types of can be the first step towards effective implementation and evaluation of project‐based learning at scale.
This article aims to explain the application of Project-Based Learning to learn the full Sport Education Model and design an innovative season (PBL product).
Three major challenges, sustainability, the fourth industrial revolution, and employability, will require new types of engineering programs, to help students develop skills in cross-disciplinarity, ...complexity, and contextual understanding. Future engineering students should be able to understand the needs for technological, sustainable solutions in context. The engineering graduates should be able to act in complex and chaotic situations. The question is how engineering institutions are responding now and how they should respond in the future. This article analyses the general responses from engineering education over the last 20 years. These responses are student-centred learning, integration of theory and practice, digital and online learning, and the definition of professional competencies. Examples are given of institutions that are already applying several of these components in the curriculum. On the long-term horizon, more personalised curriculum models are emerging based on students developing and documenting their own learning and career trajectories, as part of their lifelong learning strategy.
Project‐based learning (PjBL) engages students in knowledge acquisition, application, and construction through artefact development. Based on the Community of Inquiry framework, this study ...characterized college students' social and cognitive presences in online PjBL and examined how presence was related to their academic performance. Twenty‐four groups of students participated in a 3‐week project via WeChat discussion groups and created a final product. Transcripts of students' online discourse were collected and analysed by a coding scheme. The quality of students' artefacts was evaluated by a grading rubric. Descriptive results showed that the component of affectiveness and the level of exploration accounted for the majority of students' social and cognitive presences, respectively. Stepwise regression analyses revealed that certain components and sub‐components of students' social presence, and levels and sub‐levels of their cognitive presence were positively associated with their academic performance. Practical implications for teachers and suggestions for further research are provided.
Lay Description
What is already known about this topic
Social and cognitive presences predict academic performance in non‐project‐based online learning.
What this paper adds
Various components of social presence predict group artefact performance in online project‐based learning.
Different levels of cognitive presence predict group artefact performance in online project‐based learning.
Implications for practice and/or policy
Students should acquire basic content knowledge before participating in online project‐based discussions.
Teachers might consider assisting students with the direction of online project‐based discussions.
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