Tujuan dari penelitian ini adalah untuk mendiskripsikan kekuatan hubungan antara penerapan pembelajaran Pembelajaran Berbasis proyek dan jiwa kewirausahaan siswa, hubungan antara Pelaksanaan Unit ...Produksi dan jiwa kewirausahaan siswa serta kontribusi penerapan pembelajaran berbasis proyek dan pelaksanaan unit produksi dapat meningkatkan semangat dan jiwa kewirausahaan siswa. Hasil penelitian dapat disimpulkan bahwa adanya pengaruh yang positif antara penerapan pembelajaran berbasis proyek terhadap semangat kewirausahaan siswa. Dari hasil uji t terlihat bahwa thit>ttabel atau 2,119 > 2,0687, dan nilai sinifikasi hitung 0,045< 0,05. Pengaruh yang positif antara pelaksanaan unit produski terhadap semangat kewirausahaan siswa bahwa thit>ttabel atau 2,451 > T 2,0687, dan nilai signifikasi hitung 0,022 < 0,05. Pengaruh yang positif antara pembelajaran berbasis proyek dan pelaksanaan unit produski terhadap semangat kewirausahaan siswa. Dari hasil uji F terlihat bahwa nilai F hitung lebih besar dari F tabel dimana nilai Ftabel = 3,40.
Efektivitas Model Pembelajaran Project Based Learning Terhadap Kemampuan Menulis Kreatif Teks Editorial Bahasa Indonesia. Penelitian ini dilatarbelakangi dengan masalah yang terjadi dikalangan siswa ...yakni kurangnya kemampuan menulis siswa disebabkan oleh fakta bahwa siswa tidak diberikan metode pembelajaran yang sesuai dengan materi teks editoral yang sedang dipelajari. Tujuan penelitian adalah untuk menentukan tingkat ketuntasan siswa dalam model pembelajaran Project Based Learning dan hubungannya dengan menulis teks editorial yang kreatif. Penelitian ini menggunakan pendekatan deskriptif dan berbentuk penelitian kualitatif. Hasil penelitian membuktikan bahwa pembelajaran menulis kreatif teks editorial dengan model pembelajaran berbasis proyek berhasil meningkatkan nilai belajar siswa. Ini menunjukkan peningkatan yang signifikan dibandingkan dengan hasil pembelajaran sebelumnya dalam menulis kreatif teks editorial. Sehingga hasil yang didapatkan dalam penerapan model pembelajaran project based learning sangat membantu siswa dalam meningkatkan kemampuan menulis kreatifnya dengan rata-rata nilai 90 dari nilai sebelumnya yakni 77.
This research is motivated by the suboptimal learning process, resulting in low creativity among students, which affects the outcomes of Indonesian language subjects, particularly in poster making. ...The study aims to enhance creativity and learning outcomes in Indonesian language through poster making using project-based learning approach. The method employed is Classroom Action Research with two cycles, encompassing planning, implementation, data collection, and reflection. The research subjects are 27 sixth-grade students at SD N Kleco 1. Data collection is conducted through assessment of poster creativity and learning outcome tests. Through the implementation of Classroom Action Research with project-based learning approach, students' creativity and learning outcomes significantly improve from one cycle to another. Student creativity increases from 40% in the pre-cycle to 57% in cycle I and 81% in cycle II, with the average score rising from 56 in the pre-cycle to 70 in cycle I and 79 in cycle II. The increase in learning outcomes occurred due to students' curiosity about the material which was dominated by projects in learning.
This research aims to analyze the effect of the Project-Based Learning theme Blue My Sky is Healthy My Earth to increase environmental literacy. The research carried out was quasi-experimental ...quantitative research using statistical tests on numerical data. The overall N-gain value of environmental literacy in the experimental class that uses the Project-Based Learning model is 0.76. From the research results, it can be concluded that the hypothesis test value from the data results is fulfilled, namely, tcount 5.657 > ttable 2.012 so there is a difference in increasing environmental literacy between students who receive the Project-Based Learning model and the conventional learning model. The category of increasing environmental literacy is high. The value of each environmental literacy indicator is 0.73 for the ecological knowledge indicator in the high category, 0.81 for the environmental skills indicator in the high category, and 0.75 for the attitude towards the environment indicator in the high category.
•The initiative of STEM IPBL course is one of the frontiers in engineering education and evidence-based practice.•STEM Interdisciplinary PBL is an effective approach to improve college student’s ...learning motivation, self-efficacy, and creativity.•Interdisciplinary collaboration between engineering and design majored students can benefit the student’s development of human-computer interaction systems.
In recent years, STEM (Science, Technology, Engineering, and Mathematics) has been extensively advocated and implemented in education, as it is suggested to be very impactful on student’s interdisciplinary learning, which can be seen as a significant driving force for a country’s advancement in scientific and technical knowledge, innovation, economy, and international competitiveness. Developing a human-computer interaction (HCI) system to solve real-world problems requires the inventors to have interdisciplinary STEM knowledge and skills. Thus a STEM Interdisciplinary Project-based Learning (IPBL) approach was applied to teach a total number of 45 college students registered in the departments of engineering and design. Inspired by Design Thinking, the 18-week STEM IPBL course was delivered through four phases, including discover, define, develop, and deliver. All the finished HCI projects applied the interdisciplinary knowledge and skills from the domains of STEM. Evidence drawn from the 6-point Likert ‘Motivated Strategies for Learning Questionnaire (MSLQ)’ indicated that the STEM IPBL course was very impactful on student’s learning, which improved the participants’ (a) overall learning motivation (Pre M = 4.4, Post M = 4.64; p = .012), (b) self-efficacy of learning (Pre M = 4.03, Post M = 4.43; p = .003), (c) enjoyableness of learning STEM (Pre M = 4.68, Post M = 4.75; p = .556), and (d) recognizing the significance of learning STEM on future career development (Pre M = 4.73, Post M = 4.94; p = .077). It is also found that compared with design majored students, the course had a better effect on the engineering majored students. Evidence collected from ‘Abbreviated Torrance Test for Adults (ATTA)’ indicated that the student’s overall creativity was significantly improved (Pre M = 63.36, Post M = 68.44; p = .000). More specifically, among the four facets of creativity, the improvements were as follows: fluency (Pre M = 14.89, Post M = 16.2; p = .001), elaboration (Pre M = 16.69, Post M = 18.62; p = .000), flexibility (Pre M = 14.82, Post M = 16.04; p = .009), and originality (Pre M = 16.96, Post M = 17.58; p = .136). It is found that the STEM IPBL course had a different impact on the student's originality, while the originality of engineering majored students significantly improved (p = .006), the originality of design majored students did not change. Some educational implications were also provided in the article.
It is an essential factor that using a suitable learning model will enhance the learning outcomes for students. Project Based Learning (PJBL) is cosidered one of the learning model that guide the ...student to study inside the classroom and on the industrial world. The students learn theoritically and practically. This research was to find out the strength and weakness of PJBL during teaching and learning inside and outside of the classroom. It used qualitative research by using descriptive design. Data were collected by using interview question using semi structure interview and documentation. Data were analyzed by using theory of Miles & Huberman and Mc Carthy about discourse analysis. There were 71 students becoming the sample of the research from Politeknik Negeri Padang. After conducting the research, it is found some strengths and weaknesses of the PJBL for teaching and learning. PJBL. The strengths are for example: improving the student motivation, making the student to be diligent and challenging, being able to solve the problem, increasing the student collaboration and cooperation, teaching the student to make decision and conceptual framework, and how to work on the field. For the weakness are for example: taking much time and money, difficult to collect the information and best decision, do not make all student creative and innovative, and needing sufficient facilities and technologies to do the project.
The current learning model emphasizes student involvement, which aims to enable them to participate actively in implementing learning. Collaboration skills are considered one of the critical ...abilities of the 21st century. These skills are considered to encourage active student participation both in the classroom and in group projects. This research aims to determine the effectiveness of the project-based learning model in improving students' collaboration skills. The research methodology used is quantitative, using a quasi-experimental type. The sample used in this research consisted of 58 students, 29 students in class IX A and 29 in class IX E at MTs Negeri 2 Malang City. The data collection technique uses a research instrument in the form of a questionnaire, while the data analysis technique uses the independent sample t-test. The research results show that applying the project-based learning model significantly influences students' collaborative skills. Implementing a project-based learning model fosters greater student involvement in communication and greater responsibility for the tasks or problems given. The limitations of this research lie in the research respondents. Research respondents were less responsive when filling out the research sample determination questionnaire. This research suggests that the project-based learning model can be an alternative learning model to improve students' collaborative skills. Additionally, further studies might investigate project-based learning models while considering additional characteristics relevant to the 21st century.
This longitudinal study examines the relationship between students' knowledge‐in‐use performance and their performance on third‐party designed summative tests within a coherent and equitable learning ...environment. Focusing on third‐grade students across three consecutive project‐based learning (PBL) units aligned with the Next Generation Science Standards (NGSS), the study includes 1067 participants from 23 schools in a Great Lakes state. Two‐level hierarchical linear modeling estimates the effects of post‐unit assessments on end‐of‐year summative tests. Results indicate that post‐unit assessment performances predict NGSS‐aligned summative test performance. Students experiencing more PBL units demonstrate greater gains on the summative test, with predictions not favoring students from diverse backgrounds. This study underscores the importance of coherence, equity, and the PBL approach in promoting knowledge‐in‐use and science achievement. A systematically coherent PBL environment across multiple units facilitates the development of students' knowledge‐in‐use, highlighting the significance of designing science and engineering practices (SEPs) and crosscutting concepts coherently and progressively, with intentional revisitation of disciplinary core ideas (DCIs). The study also investigates how the PBL approach fosters equitable learning environments for diverse demographic groups, offering equitable opportunities through equity‐oriented design. Contributions include a coherent assessment system that tracks and supports learning aligned with NGSS, emphasizing the predictive power of post‐unit assessments, continuous monitoring and tracking. The implications of context similarity and optimal performance expectations within units are discussed. Findings inform educators, administrators, and policymakers about the benefits of NGSS‐aligned PBL systems and the need for coherent and equitable learning and assessment systems supporting knowledge‐in‐use development and equitable opportunities for all learners.
