Measuring Team Member Performance in Project Based Learning

Pintér, Róbert; Čisar, Sanja Maravić

doi:10.24368/jates.v8i4.56

Cited by 11 publications

(3 citation statements)

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“…Collecting qualitative and quantitative data regarding Project based Learning [14], Higher Order Thinking Skills (HOTS) [15], and Transmission Learning Media. In addition, the development of past cases in the manufacture of these learning media and future projections in dealing with technological developments in the automotive sector, especially for the Transmission course, is also collected [16].…”

Section: Methodsmentioning

confidence: 99%

Making Learning Media for HOTS-Based Transmission Course

Permana¹,

Syahruzah²

2022

Proceedings of the 1st UPY International Conference on Education and Social Science (UPINCESS 2022)

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The learning strategy Project based Learning is one part of the Higher Order Thinking Skill (HOTS). Both Project based Learning and Higher Order Thinking Skills (HOTS) have a goal in developing ways of thinking, analyzing, and creating something creative. This stage is expected to exist at the student level development. The database used as a reference is taken from studies that identify the application of Project based Learning in several examples of activities. The journals reviewed relate to the vocational education environment and the purpose of its application to support the knowledge and skills of students or students. In addition, the choice of learning strategy is also based on the vocational education system for Automotive Technology Vocational Education Department, Universitas PGRI Yogyakarta. Students are expected to be able to identify and investigate in depth the needs of Transmission learning media as a group project. Lecturers stimulate by giving important questions related to real analysis for the manufacture of learning media. Questions asked by lecturers must also be open, provoking, and triggering for students to apply Higher Order Thinking Skills (HOTS). The research used is a literature study with analysis of various cases regarding learning strategies and their application. At the end of the research, students can create and create a learning media product in the transmission course.

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Section: Methodsmentioning

confidence: 99%

Making Learning Media for HOTS-Based Transmission Course

Permana¹,

Syahruzah²

2022

Proceedings of the 1st UPY International Conference on Education and Social Science (UPINCESS 2022)

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“…Usually, researchers emphasise aspects of students' critical thinking skills (Barak & Yuan, 2021;Shin et al, 2021), cooperation (Pinter & C isar, 2018), creativity (Albar & Southcott, 2021;de Oliveira Biazus & Mahtari, 2022;Hanif et al, 2019;Salehudin et al, 2020;Ummah et al, 2019), motivation (Belagra & Draoui, 2018;Guo et al, 2020;Hernandez-Mangas & Alvarez, 2021;Hira & Anderson, 2021;Nicola s & Ramos, 2020;Oh et al, 2020), learning outcome (Alamri, 2021;Aliriad, 2021;Ngereja et al, 2020;Rohm et al, 2021;Simonton et al, 2021), project assignments (Morrison et al, 2021;Revelle et al, 2020), student engagement in learning (Almulla, 2020;Crespí et al, 2022;Greenier, 2020;Markula & Aksela, 2022;Umar & Ko, 2022;Wang, 2020;Wilson, 2021), teacher and student communication patterns in learning (Febiyanti et al, 2021;Oliver et al, 2020), learning evaluation (de la Torre-Neches et al, 2020;Sgro et al, 2019), and social aspects (Beier et al, 2019;Hidayat, 2020;Mahasneh & Alwan, 2018), which have also developed significantly developed with the use of this PJBL model. However, in several aspects, research related to the enjoyment of student learning in physical education is still very lacking.…”

Section: Introductionmentioning

confidence: 99%

Comparing project-based learning with conventional models: Enhancing students’ enjoyment of physical education

Ginanjar,

Samsudin,

Resmana

et al. 2024

Edu Sportivo: Indonesian j. of Physical Education

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Background Problems: The proliferation of diverse teaching methodologies underscores the evolving nature of pedagogical practices. Despite this trend, conventional instructional models persist in physical education and health curricula, with many educators continuing to employ traditional approaches. These conventional models limit student engagement and foster a sense of monotony within the learning environment. Conversely, effective physical education hinges on interactive communication, wherein student involvement and enjoyment serve as catalysts for positive motivation and enhanced learning outcomes. Research Objectives: The research aims to determine the enjoyment of students learning physical education using the project-based learning model. Methods: The experimental method was applied with a randomised control-group pretest-posttest design. The population consisted of 600 students from a junior school in Bandung City. The sample was selected using the simple random sampling technique. The enjoyment of student learning questionnaire, which has a reliability value of 0.942. Data were analysed for normality using the Kolmogorov-Smirnov test and homogeneity using the Levene test; after that, the paired test and independent sample t test were carried out. Findings/Results: The result shows that the project-based learning model provides a better influence than conventional learning, especially in the enjoyment of learning aspect, with t = 17.622 and sig = 0.000. Conclusion: The conclusions of this study indicate that employing a project-based learning paradigm centered on fostering enjoyment in the learning process represents a novel advancement in physical education curricula. Emphasising the role of enjoyment in learning, the project-based learning framework offers a fresh perspective on physical education programmes, enabling educators to facilitate more impactful instructional experiences compared to conventional methodologies.

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“…Problem-solving skills are among the most important skills mastered by students in physics [1], especially for those who are preparing to become teachers [2]. This skill requires mental and intellectual processes to identify problems, formulate strategies, and find the best solutions based on accurate data and information to be applied in relatively new and difficult situations [3], [4]. Problem-solving encourages students to think and use relevant theory [5] and requires mastery of the right concepts to solve and find solutions [2].…”

Section: Introductionmentioning

confidence: 99%

Mobile Interactive Multimedia to Assist Prospective Science Teachers Holding Conceptual Understanding in Problem-Solving Electrical Circuits

Widodo,

Mahdiannur,

Suryanti

et al. 2023

TEM Journal

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This research proposes a mobile interactive multimedia (MIM) system that allows students to interact with various simulations and animations of electrical phenomena and to apply their knowledge to solve problems in electrical circuits. MIM is a tool that enhances the students' conceptual understanding, correcting their misconceptions, and strengthening their problem-solving skills in electrical circuits, according to the students' knowledge type of transition in learning. The MIM was accessible through an Android-based device and was evaluated using a research and development (R&D) method. The Three Tier-Test and Multiple Misconception Revealing Test assessed students' conceptual comprehension and problem-solving ability. The study involved 53 prospective science teachers enrolled in the Electrical and Magnetism course in third-semester; 27 in the experimental group and 26 in the control group. The findings showed that the MIM met the validity, practicality, and effectiveness criteria. Therefore, the MIM was a valid, practical, and effective tool for enhancing the students’ conceptual understanding, correcting their misconceptions, and strengthening their problem-solving skills in electrical circuits, according to the students’ knowledge type of transition in learning.

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Measuring Team Member Performance in Project Based Learning

Cited by 11 publications

References 0 publications

Making Learning Media for HOTS-Based Transmission Course

Making Learning Media for HOTS-Based Transmission Course

Comparing project-based learning with conventional models: Enhancing students’ enjoyment of physical education

Mobile Interactive Multimedia to Assist Prospective Science Teachers Holding Conceptual Understanding in Problem-Solving Electrical Circuits

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