Implementation of Project Based Learning in Mechatronic Lab Course at Bandung State Polytechnic

Basjaruddin, Noor Cholis; Rakhman, Edi

doi:10.11591/ijere.v5i4.5955

Cited by 6 publications

(7 citation statements)

References 11 publications

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“…However, its successful implementation in our context is required. Basjaruddin and Rakhman (2016), who say there are problems faced by engineering students related to the material, and here also participants revealed the same.…”

Section: Theme 3: Challenge Students Faced In Our School Contextsupporting

confidence: 56%

Perceptions of Students on Project-Based Learning: Evidences from Public Schools in Pokhara

Sharma

2023

AJBM

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Many initiatives introduced to enhance students learning in Nepal, and Project-Based Learning is one such. It is compulsorily integrated into the school curriculum in all subjects. Despite its timely use and integration in a school course, many arguments are raised regarding its relevance and application. This study explores the lived experiences of the students studying at the secondary level in public schools run by the Nepal government regarding their perception of Project- Based Learning in school. Seven students were interviewed in-depth, and 15 interested students in classes nine contributed reflective notes to the data collection process. The study has coined three themes by processing the data: perceptions of students on project based learning, enhancement of skills and competencies, and challenges students face in the school context of Pokhara. Findings revealed that the project-based learning introduced in school turned out to be supportive to students in shaping their learning autonomously and through real-life learning. Therefore, the research revealed a positive impact on improving classroom practices and enhancing learning among participating students. The research also finds that some students find it burdensome and loaded as many projects are assigned in a hurry. Future research might explore modes of effective interventions for helping students grow in their practices of project-based learning. Keywords: project work benefits, student development, improved classroom practice, higher engagement

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Section: Theme 3: Challenge Students Faced In Our School Contextsupporting

confidence: 56%

Perceptions of Students on Project-Based Learning: Evidences from Public Schools in Pokhara

Sharma

2023

AJBM

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“…A similar study by Basjaruddin et al in 2016 was conducted which is along very similar foundation as to the case study that will be presented here in this talk. This study quantified students proclivity towards various tasks within a PBL integrated course, which was from the Mechatronics discipline [1].…”

Section: Graduate Implementationmentioning

confidence: 99%

Multi-Disciplinary Design Activity for Undergraduate and Graduate Engineering Students

Gryguc

Rennick²,

Roufail³

et al. 2022

PCEEA

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This paper describes a project with common equipment that was adapted and offered to both an undergraduate and a graduate-level course with learning outcomes tailored specifically to each group of students. This project is an immersive, multi-disciplinary engineering design activity with a focus on materials, solid mechanics, and instrumentation. The activity incorporates aspects of fundamental engineering theory, virtual predictive simulation, as well as physical testing and data collection. All of this was done in the context of a material selection and failure analysis of a piece of furniture (cantilever chair) which is a simplistic and recognizable device by the students. The project focusses on structural analysis of the chair under a variety of loading conditions, coupled with a virtual simulation model using Finite Element Analysis (FEA). FEA is utilized to identify critical regions of the structure which are prone to failure. The complexity, constraints, and provided resources of the model varied, depending on the specific implementation of the course. Finally, a physical test apparatus was constructed and used to generate experimental responses that the students were able to use to calibrate their predictive model and theoretical hand calculations. This activity was created initially for in-person instruction but was adapted for remote delivery during the pandemic. Both qualitative and quantitative data collected from 2nd year and graduate students indicated that the activity was effective in improving several forms of knowledge acquisition. This paper will discuss in detail how a common project platform was adapted for the two academic levels with evidence of its efficacy

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“…Project-based learning (PBL) is an instructional approach that emphasizes student engagement and active learning through the completion of real-world projects (Anazifa & Djukri, 2017;Basjaruddin & Rakhman, 2016;Muslimah et al, 2023;Nurinayah et al, 2021). It is a constructivist learning-teaching strategy in which students work together on a project to find a solution to a specific problem (Hafeez, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…By implementing PBL, students can engage in real-world projects, develop essential skills, and achieve positive learning outcomes (Krsmanovic, 2021). However, the successful implementation of PBL requires careful planning, pedagogical competency development, and the integration of technology (Basjaruddin & Rakhman, 2016). Although there exists a growing corpus of scholarly work examining the advantages and obstacles associated with Project-Based Learning (PBL) in several fields, there is a noticeable absence of research pertaining to its implementation in Participative Planning courses.…”

Section: Introductionmentioning

confidence: 99%

Project-Based Learning Implementation in a Participative Planning Course: Strategies, Outcomes, and Challenges

Noor,

Nurhayati

2024

JCP

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The principal aim of this research was to understand the strategies employed in Project Based Learning (PBL) implementation in higher education setting, evaluate its impact on students' learning experiences, and pinpoint challenges faced during its application. Employing a case study method, insights were derived from in-depth examinations of specific PBL implementations within the course, facilitated by structured interviews, observation, and document analysis. The research participants are two lecturers and twenty students. The lecturers were chosen for their extensive experience in PBL implementation, while the students were purposively selected to ensure diversity in terms of academic performance, gender, and previous exposure to PBL. Thematic analysis was employed as the methodological framework for scrutinizing and interpreting qualitative data sourced from in-depth interviews and observational data. Key findings highlight the critical importance of a structured PBL introduction, the essence of real-world application through fieldwork, and the central role of collaboration, especially leveraging modern digital platforms. While the benefits of PBL in enhancing conceptual grasp and promoting soft skills development were evident, challenges, notably in team dynamics, resource provision, and the inherent unpredictability of real-world tasks, were also brought to the fore. By aligning the insights from the Participative Planning course with established PBL literature, the study illuminates the universal principles of PBL and their associated challenges. Conclusively, the paper underscores PBL's potency as a transformative pedagogical tool, emphasizing the necessity for informed strategies, adaptability, and iterative refinement for its efficacious implementation in diverse educational contexts.

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Implementation of Project Based Learning in Mechatronic Lab Course at Bandung State Polytechnic

Cited by 6 publications

References 11 publications

Perceptions of Students on Project-Based Learning: Evidences from Public Schools in Pokhara

Perceptions of Students on Project-Based Learning: Evidences from Public Schools in Pokhara

Multi-Disciplinary Design Activity for Undergraduate and Graduate Engineering Students

Project-Based Learning Implementation in a Participative Planning Course: Strategies, Outcomes, and Challenges

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