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Journal articles on the topic 'Project Based Learning'

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Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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1

Arisanty, Deasy. "Improving Geography Learning through Project-based Learning Model." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 585–94. http://dx.doi.org/10.37200/ijpr/v24i5/pr201723.

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2

Mammadova, Lala. "Project-based learning." Azerbaijan Journal of Educational Studies 1, no. 1 (2020): 27–40. http://dx.doi.org/10.29228/edu.94.

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3

Oliveira, Júlia, Leonardo Panontim, Vitor Hugo Fonseca, Pedro Gonçalves, Diovana Napoleão, and Marco Alcântara. "Project-Based Learning." International Journal for Innovation Education and Research 9, no. 7 (July 1, 2021): 224–37. http://dx.doi.org/10.31686/ijier.vol9.iss7.3244.

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One of the problems that concerns engineering courses in Brazil is the students low level of motivation in regarding the type of teaching and, as a consequence, low academic performance. This article encourages the introduction of active methods in Engineering teaching, emphasizing the methodologies of Project Based Learning. The approach used was proposing a project for students to analyze important aspects in the production of cylindrical cans. The students applied calculus concepts and developed a model for the optimal dimensions of the cylinder and the utilization of the plates used. Characteristics of two materials used in the manufacture of these cans (tinplate and aluminum) were also gotten. Such aspects are relevant for both environmental sustainability and production costs. Concepts of application of derivatives and Fermat's theorem were used, learned in the discipline of Differential and Integral Calculus, in order to obtain the maximum and minimum values of an established function which relates the dimensions of the can and the amount of material needed. The dimensions obtained theoretically proved to be close to the real values found in cans available on the market. After analyzing the resistance to corrosion, the cost, the decomposition time and the mechanical resistance, it was concluded that the most appropriate material for the production of cans was the tinplate. In this context, teaching with Project Based Learning methodologies may contribute to innovative teaching practices in the training of engineering professionals, overcoming the limitations of traditional teaching methods.

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4

Knight, Melinda. "Project-Based Learning." Business and Professional Communication Quarterly 79, no. 2 (June 2016): 139–40. http://dx.doi.org/10.1177/2329490616651428.

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5

Bromley, Matt. "Project-based learning." SecEd 2016, no. 13 (May 5, 2016): 8–9. http://dx.doi.org/10.12968/sece.2016.13.8.

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6

Gary, Kevin. "Project-Based Learning." Computer 48, no. 9 (September 2015): 98–100. http://dx.doi.org/10.1109/mc.2015.268.

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7

Susanti, Melly, Meiffa Herfianti, Eska Prima Monique Damarsiwi, Feby elra perdim, and Joniswan. "Project-Based Learning Model to Improve Students ‘Ability." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 12, 2020): 1378–87. http://dx.doi.org/10.37200/ijpr/v24i2/pr200437.

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Simbolon, Naeklan. "PROJECT BASED LEARNING IMPLEMENTATION TO ENABLE STUDENTS’ ACTIVITIES." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 4, no. 2 (December 30, 2015): 1–8. http://dx.doi.org/10.24114/sejpgsd.v4i2.3615.

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Simbolon, Naeklan. "PROJECT BASED LEARNING IMPLEMENTATION TO ENABLE STUDENTS’ ACTIVITIES." ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 5, no. 2 (June 30, 2016): 41–48. http://dx.doi.org/10.24114/esjpgsd.v5i2.4467.

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10

Kordova, Sigal. "Developing systems thinking in a Project-Based Learning environment." International Journal of Engineering Education 2, no. 1 (June 15, 2020): 63–81. http://dx.doi.org/10.14710/ijee.2.1.63-81.

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As science and engineering projects are becoming increasingly more complex, sophisticated, comprehensive and multidisciplinary, there is a growing need for systems thinking skills to ensure successful project management. Systems thinking plays a major role in the initiation, effective management, and in facilitating inter-organizational tasks. This research assesses the capacity for engineering systems thinking and its contribution in carrying out a multidisciplinary project. The research also reviews the cognitive process through which systems thinking skill is acquired. The study focused on a group of students who have completed their senior design projects in high-tech industry, while their plans were being integrated into existing larger projects in the respective industrial sites. The systems thinking skill of the students was examined according to a questionnaire for assessing the Capacity for Engineering Systems Thinking (CEST). Statistical analysis shows significant differences in the students capacity for systems thinking at the beginning and end of the work (p<0.001). This research demonstrates that systems thinking skills can be improved through awareness and involvement in multidisciplinary projects.

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Usmonova, Zamira, Dilfuza Pulatova, Saida Maksumova, Ozoda Dadajonova, and Shohista Zoitova. "The Use of Project Based Learning in Teaching Process." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 537–42. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201188.

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Manuel Guerrero, Juan, Jorge Garcia, and Pablo Arboleya. "“laboratory”: A Project-based Learning Example On Power Electronics." Eletrônica de Potência 19, no. 4 (November 1, 2014): 430–37. http://dx.doi.org/10.18618/rep.2014.4.430437.

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13

Maindalkar, Advait, Sarvesh Gharat, and Prof Vinod Rathod. "Learning Game Development Life Cycle through Project-Based Approach." International Journal of Trend in Scientific Research and Development Volume-2, Issue-3 (April 30, 2018): 1302–5. http://dx.doi.org/10.31142/ijtsrd11314.

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14

Kurzel, Frank, and Michelle Rath. "Project Based Learning and Learning Environments." Issues in Informing Science and Information Technology 4 (2007): 503–10. http://dx.doi.org/10.28945/967.

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15

Lim, Sin Wei, Rosmawijah Jawawi, Jainatul Halida Jaidin, and Roslinawati Roslan. "Learning history through project-based learning." Journal of Education and Learning (EduLearn) 17, no. 1 (February 1, 2023): 67–75. http://dx.doi.org/10.11591/edulearn.v17i1.20398.

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In a 21st century classroom, project-based learning (PBL) can be the key strategy in helping students become independent learners and thinkers. PBL provides a pedagogical approach that is appealing and can be used not only in the subject of history but also across different disciplines. This study examines the impact of project-based learning on students’ understandings of Upper Secondary Brunei history lessons. Data was collected from a Year 10 Upper Secondary history classroom in one secondary school in Brunei through an action research method. The instruments used were lesson observations, semi-structured interviews and pre- and post-tests. The interview was conducted with eight students while classroom teaching of the subject teacher was observed. The pre- and post-tests were given to students before and after the intervention of PBL. The findings in this study showed that the students were still underperforming after the PBL intervention but had shown potential for further improvements with more exposure to project-based learning.

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Ibrahim, Mohd Faisal, Rosanita Adnan, Zarina Zainol, and Nur Atiqah Sia Abdullah. "A Private Cloud-Based Video Transcoding Architecture for Project-Based Learning Environment." International Journal of Machine Learning and Computing 8, no. 2 (April 2018): 164–68. http://dx.doi.org/10.18178/ijmlc.2018.8.2.681.

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17

Stanojević Gocić, Maja, and Goran Petković. "PROJECT-BASED LEARNING OBJECTIVES AND CHALLANGES." Knowledge International Journal 28, no. 3 (December 10, 2018): 803–7. http://dx.doi.org/10.35120/kij2803803m.

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The utilization of new and modern technology tools has changed the ways of learning and obtaining knowledge. Project-based learning (PBL) is a type of learning that encourages students to apply their knowledge for solving interdisciplinary problems. It is used as an approach to build students’ thinking competencies, as well as communication and collaboration skills. In addition, it can help teachers to create flexible teaching and learning environment based on applying technological tools for presenting materials, assessing quality of students’ project work, planning and managing project tasks, activities, and deadlines. Content development tools and assessment tools are beneficial for students and should be used in an effective manner. On the other side, time management tools can help teachers to design and plan the successful execution of project activities, or efficient use of classroom time. Collaboration tools enable teachers to be close to students throughout the project, and enable students to collaborate with each other in the same organization and beyond, with professionals and experts from the field of task management. Different types of content can be used for transferring and acquiring knowledge, such as interactive presentations, movies, spreadsheets, diagrams and social media. PBL web platforms can be used to publish and share materials with students, and help them to improve their capacities in solving problems and facing challenges. Teachers can define multi-step projects and teach students how to use project management tools, including strategies and standards. Students learn how to assess the quality of their work from their projects. Students’ projects and working on project tasks are presented, discussed and elaborated after their successful completion. Feedbacks can help both students and teachers to improve their future activities and the quality of their work, as well as their way of thinking about the problem. Public presentation of students’ work can demonstrate what students know and what they can do. Past project-based learning performances can help teachers to mange project activities, design and plan project tasks, and assess students’ attainments. Project-based learning allows students to develop creative freedom and innovative way of solving problems. Furthermore, students learn how to become effective team members and leaders that can complete complex project tasks. According to the results of this study, students are satisfied with project-based learning activities, and project-based tasks that can be integrated in study programmes.

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Cho, Jung-Won, and Ji-Hye Kim. "Collaborative Project Curriculum applying Project-based Learning." Journal of the Korea Academia-Industrial cooperation Society 11, no. 1 (January 31, 2010): 214–19. http://dx.doi.org/10.5762/kais.2010.11.1.214.

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19

Debnath, Mousumi, and Mukeshwar Pandey. "Enhancing Engineering Education Learning Outcomes Using Project-Based Learning." International Journal of Quality Assurance in Engineering and Technology Education 1, no. 2 (July 2011): 23–34. http://dx.doi.org/10.4018/ijqaete.2011070103.

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This paper presents a case study of how project-based learning (PBL) can be seen as a pedagogical innovation for Jaipur Engineering College and Research Centre, Jaipur, India (JECRC) for better recruitment drives for on-campus recruitments. The practical knowledge of engineering, basic knowledge of engineering design, soft skills or personal competences can be correlated with the academic performance and recruitment status. Project based learning (PBL) is a learner-centric pedagogy where the learner is expected to take responsibility for his or her own learning. PBL uses in-depth and rigorous classroom projects to facilitate learning and assess student competence. Students have projects as a compulsory course in their curriculum in the final semester of engineering. The challenge to acquire knowledge and skills during their project gives a student an opportunity to develop their weaker skills and enhance their practical knowledge of engineering. This study has been successful in helping students acquire a high rate of actual skill and technical learning. The learning outcomes of the PBL-course can be correlated with their success in recruitment and academic performances.

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20

Naviri, Sinta, Sumaryanti Sumaryanti, and Paryadi Paryadi. "Explanatory Learning Research: Problem-Based Learning or Project-Based Learning?" Acta Facultatis Educationis Physicae Universitatis Comenianae 61, no. 1 (May 1, 2021): 107–21. http://dx.doi.org/10.2478/afepuc-2021-0010.

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Summary Problems in learning are one of the obstacles to student’s success in understanding and achieving success. Learning problems also occur in physical education learning, the problems that have occurred in the last decade are caused by the individual students. To minimize and even overcome these learning problems an appropriate learning approach model is needed. In the last 5-10 years, the learning approach models that are often used are problem-based learning and project-based learning. This study aims to review and examine problem-based learning approaches and project-based learning approaches in designing and improving physical education learning. The literature review that will be discussed is about the characteristics, advantages, and disadvantages of each learning approach model. The results of the literature review are expected to be able to be used as a study or information that can be used as a theoretical basis for further research in the use of a learning approach model to complete or improve physical education learning including problem-based learning and project-based learning.

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21

Wang, B. T., C. W. Teng, and Y. H. Lin. "Let‘s Go Traveling – Project-Based Learning in a Taiwanese Classroom." International Journal of Information and Education Technology 5, no. 2 (2015): 84–88. http://dx.doi.org/10.7763/ijiet.2015.v5.481.

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22

Lamovsek, Alma Zavodnik. "Interdisciplinary approach to project based learning: Experience through student workshops." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 5 (July 23, 2017): 95–103. http://dx.doi.org/10.18844/prosoc.v3i5.2009.

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23

McDonald, Professor Betty. "Assessment for Learning in Project Based Learning." International Journal of Learning: Annual Review 14, no. 10 (2008): 15–28. http://dx.doi.org/10.18848/1447-9494/cgp/v14i10/45493.

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24

Pan, Gary, Poh-Sun Seow, and Grace Koh. "Examining learning transformation in project-based learning process." Journal of International Education in Business 12, no. 2 (November 4, 2019): 167–80. http://dx.doi.org/10.1108/jieb-06-2018-0022.

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Purpose The purpose of this paper is to present a learning transformation framework for analyzing how learning evolves during project-based learning (PBL) process. Here, the authors adopt Lewin’s (1951) change theory as an analytical lens to examine the project-based learning curriculum at a University called UNI-X. This is a major contribution to PBL literature, as little is known about the dynamics of learning during PBL process. In fact, the learning transformation framework can serve as the basis for further research in PBL process. For educators, this paper provides them with useful insights on how to break project members’ escalating commitment to previous failing ideas and accept alternative workable ideas. Educators can use the framework in post-mortem analyses of projects to devise useful actions for facilitating learning transformation during PBL process. Design/methodology/approach The strategy used in this paper was to undertake in-depth case research of PBL courses developed and taught in UNI-X. Focused group interviews were conducted with 28 students, 12 faculty and 5 industry project sponsors asking specifically their perceptions of PBL’s course design, delivery and its impact on overall student experience. Findings This paper presents a learning transformation framework for analyzing the change process of how learners experiment new ideas, explore alternative ideas and eventually come to a consensus to accept new ideas during PBL in a collaborative project environment. By drawing upon a case study of UNI-X, the authors argue that unfreezing beliefs of previous ideas is critical if alternative ideas are to be developed. It is clear that the entire process of ‘unfreezing-changing-refreezing’ has occurred in the PBL courses at UNI-X and enacted through unfreezing beliefs in previous ideas, changing previous beliefs and refreezing the new beliefs. Through interviews with students, instructors and project sponsors in the PBL courses, the authors gathered data to examine how project members could give up previous ideas and accept alternative ideas. Originality/value The authors adopt Lewin’s (1951) change theory as an analytical lens to examine the project-based learning curriculum at UNI-X. This is a major contribution to PBL literature, as little is known about the dynamics of learning during PBL process. In fact, the learning transformation framework can serve as the basis for further research in PBL process.

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Syaifuddin, M., Amrullah Amrullah, Rico Imanta Ginting, M. Iswan, and Juniar Hutagalung. "PROJECT-BASED LEARNING ON CRYPTOGRAPHIC USING LMS." JURTEKSI (Jurnal Teknologi dan Sistem Informasi) 8, no. 2 (April 7, 2022): 147–52. http://dx.doi.org/10.33330/jurteksi.v8i2.1381.

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Abstract:” Cryptography is one of the important subjects to learn because the content of the discussion discusses data security. Data security has a very important role considering that most transaction activities are carried out on the internet. Many platforms offer virtual transactions, such as motorcycle taxis, online marketplaces, and banking. For transacting on the internet, reliable data security is needed to maintain the security of user data from internet crimes (cybercrime). For cryptography learning to produce students who understand cryptography in-depth, this learning is carried out independently. One of the lessons to improve independent skills is a project approach. With project-based learning, students will be actively involved in completing projects given by the lecturer. To facilitate interaction and monitor projects completed by students, an LMS (Learning Management System) was created. The lecturer will later upload the student projects through the LMS, and if the student wants to work on the project, they can download it from the LMS. Keywords: Cryptography; LMS; Online transactions Abstrak:” Kriptografi merupakan salah satu mata pelajaran yang penting untuk dipelajari karena isi bahasannya membahas tentang pengamanan data. Saat ini, keamanan data memiliki peran yang sangat penting, mengingat sebagian besar aktivitas transaksi dilakukan di internet. Banyak platform yang menawarkan transaksi virtual, seperti ojek online, pasar online dan perbankan. Dalam bertransaksi di internet dibutuhkan keamanan data yang handal untuk menjaga keamanan data pengguna dari kejahatan internet (cyber crime). Agar pembelajaran kriptografi menghasilkan mahasiswa yang memahami kriptografi secara mendalam, maka pembelajaran ini dilakukan secara mandiri. Salah satu pembelajaran untuk meningkatkan kemampuan mandiri adalah dengan pendekatan project. Dengan pembelajaran berbasis project, mahasiswa akan terlibat aktif menyelesaikan project yang diberikan dosen. Untuk memudahkan interaksi dan monitor project yang diselesaikan mahasiswa, maka dibuat LMS (Learning Manajement System). Setiap project mahasiswa nantinya akan di unggah oleh dosen melalui LMS dan mahasiswa bisa mengunguh project di LMSDengan menambahkan LMS dan pembelajaran yang berbasis project pada pembelajaran kriptografi menunjukkan hasil belajar yang lebih baik. Hal ini dapat dilihat pada hasil tinjauan dilangan dengan penyelesaian sebuah soal dan hasil ujian akhir mahasiswa. Kata kunci: Kriptografi; LMS; Transaksi Online,

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KOVÁCSNÉ PUSZTAI, Kinga. "Evaluation of Project-Based Learning." Acta Didactica Napocensia 14, no. 1 (July 2021): 64–75. http://dx.doi.org/10.24193/adn.14.1.5.

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"Abstract: In our rapidly changing world, the role of education is not only to pass on knowledge, because the acquired knowledge will be quickly expired, the different professions are also changing in a short time. It would be also important to pass on a kind of ability which the students will be able to independently acquire knowledge after completing their studies with or they would be able to navigate safely through the world, or to work in a team. The project-based education is one opportunity to reach this, with many people have been dealing since the mid- 20th century with, but it has not become popular in education. One explanation to this is that the project work is managed in team, hence it is difficult to evaluate well. In my article, in addition to the general description of the evaluation of the project task, I give valid examples of how this evaluation can be applied in education. Considering the importance of projectbased education being present in all age group, some of my examples can be used in public education and the other in higher education."

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27

Du, Jianxia, Byron Havard, James Adams, and Heng Li. "A Project-Based Learning Approach." International Journal of Information and Communication Technology Education 1, no. 4 (October 2005): 13–24. http://dx.doi.org/10.4018/jicte.2005100102.

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Amamou, Sonia, and Lilia Cheniti-Belcadhi. "Tutoring In Project-Based Learning." Procedia Computer Science 126 (2018): 176–85. http://dx.doi.org/10.1016/j.procs.2018.07.221.

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Yassine, Benjelloun Touimi, Nourrdine EL Faddouli, Bennani Samir, and Mohammed Khalidi Idrissi. "Project-based Learning Modeling Language." Procedia - Social and Behavioral Sciences 106 (December 2013): 2159–78. http://dx.doi.org/10.1016/j.sbspro.2013.12.247.

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Brown, Bennett. "Project- and problem-based learning." ACM Inroads 6, no. 4 (November 17, 2015): 87–91. http://dx.doi.org/10.1145/2832918.

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Carpenter, James. "Drama in Project-Based Learning." JALT PIE SIG: Mask and Gavel 3, no. 1 (August 2014): 16–23. http://dx.doi.org/10.37546/jaltsig.pie3.1-2.

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This paper describes a student-centered project-based language learning approach currently practiced at an English language school in Japan. The approach focuses on the creation and performance of original dramas as part of a school festival held every six months. These dramas are written and staged entirely by students. Instructors are responsible for providing language support and content feedback. Assessments are handled through peer and self-assessment based on criteria developed in consultation with instructors. While there are a number of important empirical questions about both project-based learning generally and this learning approach specifically that need to be addressed, the learning approach outlined here provides a good organizing frame for incorporating drama into more rigorous, student-centered project-based language courses in a variety of contexts, e.g., elementary, high school, or university English language courses.

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Cox, Dannon G., and Karen S. Meaney. "Lights, Camera, Project-Based Learning!" Strategies 31, no. 1 (January 2, 2018): 23–29. http://dx.doi.org/10.1080/08924562.2017.1394240.

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Poell, Rob F., and Ferd J. Van der Krogt. "Project‐based learning in organizations: towards a methodology for learning in groups." Journal of Workplace Learning 15, no. 5 (September 1, 2003): 217–28. http://dx.doi.org/10.1108/13665620310483912.

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This article introduces a methodology for employees in organizations to set up and carry out their own group learning projects. It is argued that employees can use project‐based learning to make their everyday learning more systematic at times, without necessarily formalizing it. The article emphasizes the specific characteristics that distinguish learning projects from other projects: a focus on the learner rather than the leader, on execution rather than planning, on continuation rather than output, on diversity rather than optimal‐solution thinking. Three phases in the creation of a learning project are described: orientation, learning and optimizing, and continuation. Four ideal types of learning project are distinguished: a liberal‐contractual, vertical‐regulated, horizontal‐organic, and external‐collegiate type. The various phases and types can be used by employees (plus managers and educators) to create learning projects that fit their specific work situation.

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Eickholt, Jesse, Vikas Jogiparthi, Patrick Seeling, Quintrese Hinton, and Matthew Johnson. "Supporting Project-Based Learning through Economical and Flexible Learning Spaces." Education Sciences 9, no. 3 (August 9, 2019): 212. http://dx.doi.org/10.3390/educsci9030212.

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Project-based learning often centers learning experiences around projects and is characterized by the application of knowledge, management of resources, and self-directed learning. In recent years, newer classroom designs have been developed to facilitate communication, classroom interaction and active learning but the cost of such spaces can be prohibitive. Here we present two economical options for flexible learning spaces that support the aims of project-based learning and cost much less than typical active learning classroom models. In a quasi-experimental study, one of our economical active learning environments was paired with a traditional classroom and a prototypical active learning classroom. These learning environments were used in a CS2 course that employed a group-based, active learning pedagogy centered on in-class projects. Students’ perceptions were gathered on the classrooms and their supporting technology. Between the economy and prototypical active learning environment, no significant differences were found in students’ perceptions of the space as it related to collaboration and supporting learning. Results from accompany focus groups indicates that the space was conducive to their learning and helped them engage with peers. These economical and flexible options support the aims of project-based learning at a reduced cost.

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Apeanti, Wilson Osafo, and Daniel Essel. "Learning Computer Programming Using Project-Based Collaborative Learning." International Journal for Innovation Education and Research 9, no. 8 (August 1, 2021): 191–207. http://dx.doi.org/10.31686/ijier.vol9.iss8.3278.

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The major concern of teaching computer programming in higher education is to provide students with the skills necessary to integrate theory and practice. One of the methods most suited for this task is project-based collaborative learning (PBCL). This study provides an in-depth analysis of students’ experiences, levels of collaboration and challenges in learning computer programming in a PBCL setting. A survey of 428 students was selected from a population of 840 undergraduate computer programming students at all levels using a stratified random sampling technique. It was found that focusing programming courses on real problems made the course more interesting for students. The students gained new interpersonal skills and understood the technical concepts of the courses better. PBCL was found to be suitable for teaching lower level (level 100 and 200) undergraduate programming courses compared with higher level (level 300 and 400) courses. Students' challenges in PBCL computer programming courses include time allocation for projects, choosing appropriate problems and piggy riding in project groups. We expect the findings of this study to influence policy on the teaching of computer programming courses at the undergraduate level.

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Frank, Martin, and C. Roeckerrath. "Augmenting Mathematics Courses by Problem-Based Learning." International Journal of Engineering Pedagogy (iJEP) 6, no. 1 (February 22, 2016): 50. http://dx.doi.org/10.3991/ijep.v6i1.5368.

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We describe a project that aims to motivate undergraduate engineering students to participate more in mathematics courses. Our approach shares characteristics of active, project-based and problem-based learning. We have developed interactive projects that deal with the mathematics behind real-world applications. In this paper, we describe one example project in detail, and discuss our guiding principles in designing projects. The projects are open in the sense that there are many possible solutions, and several possible follow-up questions. We use a MATLAB environment, which helps intuitive understanding of mathematical notions, lowers the barrier to programming, and provides many interfaces. Our activities are bundled in an education lab, which we also briefly describe. We conclude with an assessment of the impact of the supplementary courses.

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Sumarmi, Sumarmi, Syamsul Bachri, Listyo Yudha Irawan, Muhammad Aliman, and Wan Ibrahim Wan Ahmad. "Project-Based Research Learning (PBRL) Integrated With E-Learning in Projects Completion." International Journal of Emerging Technologies in Learning (iJET) 16, no. 07 (April 9, 2021): 16. http://dx.doi.org/10.3991/ijet.v16i07.21193.

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Project-Based Research Learning (PBRL) is one of the learn-ing models that stimulate students to be active and innovative in developing products. The purposes of this study were to determine 1) the influence of the PBRL integrated with e-learning on students' spatial thinking ability, 2) the influence of the PBRL integrated with e-learning on the students' ability to make disaster management projects, and 3) the influence of the PBRL in-tegrated with e-learning on learning outcomes. The data analysis was used independent samples t-test from six essay questions and grading rubrics measurement. The results showed 1) a significant influence of the PBRL in-tegrated with e-learning on students spatial thinking ability, 2) an influence of the PBRL integrated with e-learning on the students' ability to make dis-aster management projects, and 3) a significant influence of the PBRL inte-grated with e-learning on learning outcomes. The learning model is also ef-fective as an alternative for distance learning.

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Quynh, Trang, Vu Thi. "Students’ Perceptions on Learning Writing Skills through Project-based Learning." International Journal of Applied Science and Research 05, no. 04 (2022): 198–205. http://dx.doi.org/10.56293/ijasr.2022.5421.

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This research is aimed at exploring students' perception on learning writing skills based on Project-based learning (PBL) method. The researcher applied descriptive research design for this study. A questionnaire was designed to find out the student's perception after they had been taught writing skills through PBL for a semester of 3.5 months. Thirty-five students in class 11 Mathematics at Ha Long high school for gifted students participated in the study. The result of this study showed that project-based learning provides immense opportunities for students to develop their writing skills. The students felt more confident in their ability to write, to work with others and to clearly communicate information. In addition, they enjoyed being an active participant in the learning process and assignments and activities in PBL were helpful. Findings from the study suggest that when guiding groups to implement projects, teachers need to make requirements on objectives, set of content-oriented commands, scale, implementation process and products of the project. The plans of the groups are discussed, unified with the teachers and recorded in each individual project. It is also necessary to ask students to clarify the benefits, difficulties encountered and remedies, new ideas for developing the project are born during the implementation of the project by the team.

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Sauri, Muhammad Supian, Yoppy Wahyu Purnomo, and Ali Mustadi. "Analysis of Student Learning Motivation using Project-Based Learning Method." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (July 11, 2022): 3405–12. http://dx.doi.org/10.35445/alishlah.v14i3.665.

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This study aims to ascertain student motivation for learning in the Elementary Mathematics Education Research Course by utilizing the Project-Based Learning (PjBL) method. The sample for this study is made up of 37 PGSD students at Yogyakarta State University. The data collection methods used were observation, a questionnaire focused on student motivation to learn, and student-led project evaluation. The data analysis technique employed is descriptive statistical analysis. The findings indicated that students' motivation for learning elementary mathematics research subjects was high, and their projects were excellent.

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Shekarian, Mansoor, and Mahour Parast. "Do Entrepreneurship Skills Improve Project Performance? A Project-Based Learning Perspective." Journal of Entrepreneurship 30, no. 2 (July 2, 2021): 267–305. http://dx.doi.org/10.1177/09713557211025653.

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This study examines the effect of entrepreneurship skillsets on project performance. Building upon the theory of planned behaviour, we examine the impact of individual entrepreneurship orientation (IEO) and entrepreneurship self-efficacy (ESE) on project performance, using a sample of 243 observations from students’ projects in areas of science, engineering and technology. We examine our research questions using a combination of multivariate regression analysis and robust regression. The results show that the survey is valid and reliable in measuring IEO and ESE, and the survey can be used to assess the relationship between IEO, ESE and project performance. In addition, the findings indicate that appearance self-efficacy is the variable that most significantly contributes to project performance, followed by social skills, then management skills. The study provides insights into how entrepreneurship skills can be viewed as important skillsets for success in projects and how operations and project managers can emphasise certain entrepreneurship skills to enhance project performance. At the individual level, entrepreneurship skills can be viewed as skillsets that improve project performance even in projects that are less entrepreneurial in nature. The improvement in performance is primarily in projects that are more structured, have a specific timeline and have defined objectives.

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Sarioglan, Mehmet. "Project based learning approach in fusion cuisine education: A modal proposal." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 574–78. http://dx.doi.org/10.18844/prosoc.v4i1.2303.

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López, María Mercedes López. "Project-based Learning Strategy: An Innovative Proposal for Local Education System." International Journal of Psychosocial Rehabilitation 24, no. 1 (January 20, 2020): 1666–81. http://dx.doi.org/10.37200/ijpr/v24i1/pr200267.

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Utami, Soffi Nurhalizza, Resty Gustiawati, and Tedi Purbangkara. "Model Project Based Learning Terhadap Kreativitas Siswa dalam Pembelajaran Pendidikan Jasmani." Jurnal Porkes 5, no. 2 (December 30, 2022): 442–50. http://dx.doi.org/10.29408/porkes.v5i2.6121.

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This research was conducted to determine the effect of the project based learning model on student creativity in sports and health physical education at SMA Negeri 1 Cilamaya. This research is an experimental study to find out whether the project-based learning model has an effect on student creativity in sports and health physical education. The number of samples is 36 students of class XI MIPA 2 taken by purposive sampling technique where the sample criteria are based on the class that is willing to be given treatment. The data of this research was carried out with a one group pretest-posttest design using a student creativity questionnaire using a Likert scale which was distributed at the beginning and end of the meeting. The results obtained through the normality test of the data with the results stating that the pretest data was 0.112 > 0.05 and the posttest 0.094 > 0.05. the results of the pretest-posttest stated that the data was homogeneously distributed and the t-test calculation obtained the Sig value. (two-tilled) 0.001 <0.05 indicates a significant difference between the results before and after the treatment. it can be concluded from the results of the research conducted that it can be stated that there is an effect of the project based learning model on students' creativity in learning physical education, sports and health at SMA Negeri 1 Cilamaya.

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A. Aldaberdikyzy and N. K. Berdibay. "TERMINOLOGIZATION AND DEFINITION OF PROJECT-BASED LEARNING." Bulletin of Toraighyrov University. Pedagogics series, no. 4.2021 (December 29, 2021): 18–24. http://dx.doi.org/10.48081/vcjd4665.

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"New, convenient, compact, understandable and effective approaches are needed for all students to master their language learning. Considering these criteria, we can consider one of the young approaches that are currently developing. It is a Project-based learning approach PBL is the abbreviation. Project-based learning of which will be used throughout article. The article provides a brief overview of the theoretical approaches to project-based learning. This approach is one of the most useful and absorbing methods in teaching and it was created as an idea in the twentieth century; today it is one of the beneficial approaches in education. The use of project-based learning in the classroom really comes in handy for those situations where students are just bored at lectures. The best part of PBL is that it increases student engagement. Student will enjoy working on these projects and be much more pleasant. This article explains theoretical fundamentals of PBL and the benefits of project-based learning technology. "

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Turner, Elizabeth T. "Meeting Learners’ Needs through Project-Based Learning." International Journal of Adult Vocational Education and Technology 3, no. 4 (October 2012): 24–34. http://dx.doi.org/10.4018/javet.2012100103.

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There is a significant divide between what students want and what students receive in the classroom. Students increasingly lack interest and motivation to participate and learn. Instructional practices within and across schools vary widely, creating inconsistencies. Teachers’ instructional plans may put content and curricular needs above individual student needs. For some, the lack of desire to learn causes them to leave school. However, project-based learning, a student-centered, inquiry-based activity set in a real-world context, which uses technological tools to produce real-world artifacts, may be the solution to this dilemma. Project-based learning motivates students to actively apply critical thinking skills for project planning, collaborative problem solving, and higher-order thinking. Project-based learning can motivate students because it requires students to take ownership of their projects and learning, employ real-world technological tools and skills, collaborate with peers, reflect continuously on the process and the project, and develop a solution to a complex problem.

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Wan, Caiyu, and Zhenlong Hu. "Research on Application of Artificial Intelligence Teaching Mode Based on Project-based Learning." International Journal of Education and Humanities 6, no. 1 (November 24, 2022): 121–22. http://dx.doi.org/10.54097/ijeh.v6i1.3063.

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AI learning emphasizes learning based on real projects. The projects that students need to do must be real, complete, meaningful, and can be completed in a short time. It helps students comprehensively apply various knowledge and skills in the process of exploration and practice, and improve the core quality of AI. This study made a preliminary exploration of the AI teaching mode based on project-based learning. Combined with teaching practice, it summarized the basic links of AI teaching based on project-based learning: based on the situation, ingenious project design, brainstorming, creativity generation, role assignment, each role, activity exploration, engineering design, iterative iteration, product optimization, achievement sharing, and ability improvement. Through these six main links to carry out teaching activities, the artificial intelligence teaching model based on project-based learning has achieved good teaching results.

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Panasan. "Learning Outcomes of Project-Based and Inquiry-Based Learning Activities." Journal of Social Sciences 6, no. 2 (February 1, 2010): 252–55. http://dx.doi.org/10.3844/jssp.2010.252.255.

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Ardhyantama, V., and S. Widodo. "Creativity Skill Proses in Project Based Learning: A Case Study of Distance Learning in Pacitan." Randwick International of Education and Linguistics Science Journal 1, no. 2 (September 30, 2020): 152–58. http://dx.doi.org/10.47175/rielsj.v1i2.82.

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Learning creativity skill is important for students. Distance learning during the Covid-19 period is the best option for study. However, students' needs among cognitive, affective, psychomotor and various skills need to be well accommodated. This study aims to describe the process of creativity in project-based learning in distance learning. The research subjects were 10 elementary school education students grade 2nd. The learning project was carried out at home with online guidance and discussion due to the conditions of Covid-19 which made it impossible to gather. The learning project that is designed is to create a learning media for beginning reading for elementary school students. Wallas' creative process includes 5 stages: preparation, incubation, intimacy, illumination and verification. Distance learning projects are carried out in 7 stages, namely: (1) formulating learning outcomes, (2) understanding concepts, (3) skills training, (4) designing the project, (5) making the project proposal, (6) executing projects and (7) project report. The results showed that in distance project learning can still be done to train creativity with paying more in accessibility of communication and following the learning stage

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Jääskä, Elina, Kirsi Aaltonen, and Jaakko Kujala. "Game-Based Learning in Project Sustainability Management Education." Sustainability 13, no. 15 (July 22, 2021): 8204. http://dx.doi.org/10.3390/su13158204.

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Projects and project-based activities account for over 30% of the global GPD and act as significant vehicles in the transition towards a more sustainable future. Sustainability strategies are typically enacted and implemented through projects in project-based organisations and firms. Incorporating sustainability principles into the project, product, and service management processes with successful project decision making is a challenging task and requires new personnel competencies and skills. Project sustainability management education requires the embedding of sustainability principles into project management education in a purposeful, integrative, innovative, and seamless manner. One way to facilitate this process is educational games. Active and experiential teaching methods will enable learning and practising complex project management activities in a simulative environment and are challenging at the same time. To extend knowledge of designing and using educational games for project sustainability management education, we explore the development and use of a novel educational game solution called the Project Business Game. It provides students and teachers with a computer game environment and game-based learning solution in which project planning, stakeholder management, cost management, decision making, and risk management skills can be enhanced by means of experiential, situational, and problem-based learning. The use of the game was explored in the context of educating European students of ‘Junior Expert in Circular Economy’ on a blended learning course in spring 2021. Action design research was applied as a research method. The results describe the requirements and goals for the instruction and the game design process based on these needs and experiences of the implementation. The findings indicate the strong suitability of using game-based learning methods to teach project sustainability management and create positive student experiences of achieving learning goals and improving engagement.

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Nurdiansah, N., S. Kartadinata, E. Maryani, and N. Supriatna. "Collaboration learning: project-based learning and local wisdom." IOP Conference Series: Earth and Environmental Science 683, no. 1 (March 1, 2021): 012040. http://dx.doi.org/10.1088/1755-1315/683/1/012040.

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