Academic achievement: the effect of project-based online learning method and student engagement

Zen, Zelhendri; Reflianto,; Syamsuar,; Ariani, Farida

doi:10.1016/j.heliyon.2022.e11509

Cited by 41 publications

(28 citation statements)

References 44 publications

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“…Students are directed to the ability to think critically and find learning through the experiences they get in the way they choose to find it. Efforts to realize the success of the independent curriculum by using learning methods with case-based and project-based approaches that emphasize learning through the process, not just students' final grades (Christwardana et al, 2022;Zen et al, 2022).…”

Section: Student Mindsetmentioning

confidence: 99%

Education in Indonesia (Merdeka Curriculum) and Japan Curriculum : What’s the Difference?

Prakoso

Andriansyah

Rafsanjani

et al. 2023

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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The purpose of this study is analyze of the differences in education between Indonesia, which has begun to develop an independent curriculum, and education in Japan. This study used the systematic literature review method. The population consists of 99 articles that discuss education in Indonesia and Japan, and were published between 2010 and 2022. From 99 articles, 29 articles were sampled. This study used documentation instruments in the form of articles published with criteria for selecting these 29 articles as samples, which were articles published in nationally accredited journals, indexed proceedings, and Scopus-indexed international journals and then analyzed using thematic analysis. The results obtained are that the significant fundamental differences in education in Japan and Indonesia lie in international education, character education, ethics and discipline and fields of study. The implication of this research is that in the development of a new curriculum, elements of culture and values are still prioritized as the characteristics and profile characteristics of graduates.

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Section: Student Mindsetmentioning

confidence: 99%

Education in Indonesia (Merdeka Curriculum) and Japan Curriculum : What’s the Difference?

Prakoso

Andriansyah

Rafsanjani

et al. 2023

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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“…Project Based Learning ialah model pembelajaran berfokus pada pembelajarannya terdapat peserta didik untuk meningkatkan pemahaman siswa dengan mengaplikasikan pemahaman tersebut kedalam pembuatan suatu proyek sebagai bentuk output akhir (Zen & Ariani, 2022). Dengan model ini, menuntut siswa untuk paham terhadap teori yang dipelajari dan terampil dalam pengaplikasian pemahamannya tersebut kedalam sebuah proyek.…”

Section: Pendahuluanunclassified

Effect of Project Based Learning (PJBL) Learning Model on Creative Thinking Ability of High School Biology Students: A Literature Review

Deria

Fadilah

Nisa

et al. 2023

PAKAR

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Education is an effort made by the government to create an atmosphere in the learning process for students to be active in building their potential. In the educational process, students are expected to have religious values, be able to control themselves, personality, intelligent, intellectual, moral, and skilled. Students in schools are asked to have 21st-century skills, namely the appearance known as "4C", one of which is creative thinking skills. To realize this, the role of teachers in schools is needed as educators. In the learning process, the learning model needs to be considered by a teacher for the learning objectives to be achieved. The learning model is (Project Based Learning) which reveals whether the learning model influences the creative thinking of high school biology students, researchers conduct literature reviews related to this. The method in this study is a literature review method, namely analyzing relevant articles with a descriptive type qualitative approach by including the keywords "Project Based Learning" and "creative thinking ability". The result of this literature review is that the PJBL (Project Based Learning) learning model has a significant effect on the ability to think in high school biology class students. In addition to the syntax of the PJBL (Project Based Learning) model which can require students to solve problems in the form of projects so that students can think creatively, other things also support the use of the PJBL (Project Based Learning) learning model such as the use of interesting media-assisted or the use of supporting student worksheets.

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“…In online contexts, feedback must be interactive so as to encourage further dialogue between the learner and the instructor or between learners. In other words, feedback should not be an end in itself; rather, it should generate additional opportunities for shared meaning, continuous learner support, and scaffolding [37,38]. Moreover, it is crucial to maintain the immediacy of feedback in online contexts while allowing students sufficient time to respond.…”

Section: Effective Assessment Procedure: Validity Reliability and Dis...mentioning

confidence: 99%

“…Moreover, online education better accommodates individual learning styles and study plans. Integrating online FA while ensuring the aforementioned qualities will inevitably alter perceptions of validity and reliability and validate online FA as an innovative instructional strategy [38,39].…”

Section: Effective Assessment Procedure: Validity Reliability and Dis...mentioning

confidence: 99%

Implementation of Formative Assessment in Engineering Education

Sanchez-Lopez

Kasongo

Gonzalez-Sanchez

et al. 2023

Acta Pedagogia Asia

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Formative assessment is an assessment of student learning that aims to improve students' skills or understanding of certain course themes. Formative evaluations are often conducted in class, can be conducted anonymously, and are typically much more focused on certain abilities or knowledge. This article presents a comprehensive literature analysis on formative assessment in engineering education. As an integrated narrative review, this study's methodology included a systematic search, review, and writing of the literature in order to synthesize the important themes and conclusions of research in this field. The authors selected and reviewed the available literature using qualitative thematic criteria, focusing on the relationship between formative assessment and students' attitudes, FA and self-regulation skills, online formative evaluation, validity, reliability, and dishonesty of assessment, and engagement with critical learning processes. An increase in student involvement and centrality in the process as primary actors, as well as the building of a learning community, are among the cited benefits. According to the primary results, effective online formative assessment can generate a student- and assessment-centered emphasis through formative feedback and enhanced learner engagement with significant learning experiences. In the context of online formative assessment, it has been discovered that ongoing authentic assessment activities and interactive formative feedback are vital for overcoming validity and reliability concerns.

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Academic achievement: the effect of project-based online learning method and student engagement

Cited by 41 publications

References 44 publications

Education in Indonesia (Merdeka Curriculum) and Japan Curriculum : What’s the Difference?

Education in Indonesia (Merdeka Curriculum) and Japan Curriculum : What’s the Difference?

Effect of Project Based Learning (PJBL) Learning Model on Creative Thinking Ability of High School Biology Students: A Literature Review

Implementation of Formative Assessment in Engineering Education

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