Development of a Project-Based Learning Assessment System to Improve Students’ Competence

Rahayu, Wening Patmi; Hidayatin, Hidayatin; Churiyah, Madziatul

doi:10.21009/jpeb.008.2.1

Cited by 7 publications

(9 citation statements)

References 21 publications

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“…Flipped classroom approach is an effective learning solution (Qingqing, 2016;Anugrah et al, 2020;Anjelina & Mawardi, 2021). In addition, the findings of this study align with previous studies that found that project assessment improves student competence (Hairida & Junanto, 2018;Rahayu et al, 2020).…”

Section: Resultssupporting

confidence: 89%

The Influence of Flipped Classroom-Based Project Assessment on Concept Understanding and Critical Thinking Skills in Physics Learning

Rapi

Suastra

Widiarini

et al. 2022

JPII

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This study aims to analyze the influence of flipped classroom-based project assessment on critical thinking skills and physics learning outcomes. This quantitative research has a post-test-only non-equivalent control group design. The population is distributed into two classes. The data are collected using questionnaires and tests and analyzed using descriptive statistics and Manova. The results indicate differences between critical thinking skills and physics learning outcomes between students who learned with project assessments based on the flipped classroom approach and students who learned with conventional assessments simultaneously and partially. The significance value indicates more than 0.05. Thus, it can be concluded that flipped classroom-based project assessment influences critical thinking skills and concept understanding. Flipped classroom-based project assessment is recommended as one innovative assessment based on constructivism to improve concept understanding and critical thinking. Excellent critical thinking skills and concept understanding will help students solve contextual problems.

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Section: Resultssupporting

confidence: 89%

The Influence of Flipped Classroom-Based Project Assessment on Concept Understanding and Critical Thinking Skills in Physics Learning

Rapi

Suastra

Widiarini

et al. 2022

JPII

View full text Add to dashboard Cite

show abstract

“…These project assessments enable students to develop his creativity in designing and building projects (Cifrian et al, 2020;Rahayu et al, 2020;Río & Rodríguez, 2022). Project assessments can illustrate the students' true abilities.…”

Section: Introductionmentioning

confidence: 99%

Project Assessment with Nationalism Insight at Elementary Schools and Its Impact Towards Students’ Social Science Achievement and Nationalism Attitude

Wayan

2022

JERE

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The low of social science learning outcomes occur because teacher tends to give tests that lead to cognitive assessments and only assess students’ attitudes when doing tests without paying attention towards student skills. This study aimed to analyse the effect of learning by applying a project assessment with a national perspective on social studies learning outcomes and students’ attitudes toward nationalism. The type of research was quasi-experimental design with a non-equivalent post-test-only control group. This study’s population was all class V students by total 231 students. The amount of sample in this study is 46 people. Data collection methods were test and non-test. Instruments of learning outcomes and attitudes of nationalism were then validated in content and empirically by two experts with item validity and reliability tests. The data collected were analysed using analysis with MANOVA. The study’s results based on the calculation of the MANOVA test obtained a significant number of 0.000 which means less than 0.05 (0.000 <0.05). It means that there are differences, either partially or simultaneously, in social studies learning outcomes and students’ attitudes toward nationalism who were taught by applying a project assessment with a national perspective. It is concluded that using project assessment with a national view positively affect social studies learning outcomes and the nationalism attitude of fifth grade elementary school students.

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“…The learning process cannot be separated from teaching and learning activities. A behavior change is a sign that someone has learned something (Rahayu et al, 2020;Rubini et al, 2018). These behavioral changes include changes in knowledge (cognition), skills (psychomotor), values , and attitudes (emotions) (Ferreira et al, 2018;Khiat, 2017;Rahayu et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…A behavior change is a sign that someone has learned something (Rahayu et al, 2020;Rubini et al, 2018). These behavioral changes include changes in knowledge (cognition), skills (psychomotor), values , and attitudes (emotions) (Ferreira et al, 2018;Khiat, 2017;Rahayu et al, 2020). Learning is a process of interaction between students and their environment, which leads to changes in behavior for the better.…”

Section: Introductionmentioning

confidence: 99%

Trigger factors of using Moodle or e-learning by faculty of Medicine and health Sciences College and Education College

Affouneh

2022

j.of education technology

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There are several obstacles to implementing e-learning. This study aims to identify barriers and facilitators in using Moodle or e-learning by the Faculty of Medicine and Health Sciences, the College of Health Sciences, and the College of Education. This type of research is qualitative research. This research report is based on the SRQR guidelines. The sample used in this study amounted to seven Faculties of Medicine and Health Sciences, Colleges, and Schools of Education. The method used in collecting data interviews. The instrument used in data collection is an interview sheet. The technique used in analyzing the data is descriptive qualitative analysis. The result of this research is that the study reveals three key factors that represent barriers to using Moodle or e-learning from the participants' perceptions. First, individual barriers (educators & students). Second, institutional barriers or workplace barriers. Third, the participants considered the use of social media (Facebook) in the teaching process unprofessional at the academic level. The English competence of Medical and Health Science students is considered the central supporting factor in using e-learning compared to education students. Participants considered the use of Facebook as unprofessional in academic level communication.

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Development of a Project-Based Learning Assessment System to Improve Students’ Competence

Cited by 7 publications

References 21 publications

The Influence of Flipped Classroom-Based Project Assessment on Concept Understanding and Critical Thinking Skills in Physics Learning

The Influence of Flipped Classroom-Based Project Assessment on Concept Understanding and Critical Thinking Skills in Physics Learning

Project Assessment with Nationalism Insight at Elementary Schools and Its Impact Towards Students’ Social Science Achievement and Nationalism Attitude

Trigger factors of using Moodle or e-learning by faculty of Medicine and health Sciences College and Education College

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