Online Learning with Project Based Learning Approach in the Human Performance Technology Course

Lasamahu, Beatriks; Siregar, Eveline; Sukardjo, Moch.

doi:10.23887/jere.v5i2.32387

Cited by 6 publications

(7 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…PTs also stated that online PBL is one of the effective ways to implement the knowledge due to its learning-by-doing system. In addition, online PBL is also supporting the development of the technology because it uses various media and technology in its implementation as well as the online learning's flexibility of spaces (Lasamahu et al, 2021;Yuzulia, 2021). In this study, PTs believed that the project is relevant for them, especially as the person who is going to be a teacher.…”

Section: Discussionmentioning

confidence: 82%

Preservice Teachers’ Perception on the Implementation of Online Project-Based Learning

Ringotama

Setyaningsih

Handayani

2022

JOLLT

View full text Add to dashboard Cite

Current studies provide compelling evidence that project-based learning (PBL) is an effective method for the students. Considering the empirical findings, PBL is highly endorsed in many EFL contexts. However, with the major shift to online learning due the pandemic, little is known about the possibility of PBL implementation within this new context. This current case study attempts to portray the PBL implementation within the online context and how the students perceive the implementation. The study was carried out in an English Education Department involving 36 seventh-grade preservice teachers (PTs). The data were collected through classroom observations, online questionnaires, and in-depth semi-structured interviews. The data were analyzed using the interactive model and the results of the analysis show the stages of PBL can be implemented in the similar way to that in the offline setting. However, the technological use in the online setting differs in terms of the amount of its usage frequency. The study also revealed that the students consider the implementation of PBL in online setting as challenging yet motivating. The findings imply that the changes of teaching and learning setting do not affect the durability of the PBL. It means that with a little tweak, mainly in terms of technological usage, grouping and group communication, PBL might be successfully implemented in the online setting.

show abstract

Section: Discussionmentioning

confidence: 82%

Preservice Teachers’ Perception on the Implementation of Online Project-Based Learning

Ringotama

Setyaningsih

Handayani

2022

JOLLT

View full text Add to dashboard Cite

show abstract

“…Likewise, the study by other previous study also pointed out at the long time the teachers need to take in preparing materials for online learning (Cahyani et al, 2021;Lasamahu et al, 2021;Wei & Chou, 2020). This difficulty is quite reasonable.…”

Section: Discussionmentioning

confidence: 82%

Task-Based Learning Implementation through Google Classroom in Senior High School

Parmawan

Padmadewi

Utami

2022

JIPPG

View full text Add to dashboard Cite

The pandemic forces teachers to adjust their teaching methods to the online learning, which includes the implementation of Task-Based Learning. The online implementation would be different from the one in the conventional learning due to the use of learning platform. Therefore, this study was conducted to (1) analyse the implementation of Task-Based Learning through Google Classroom and (2) analyse the problems faced by the teacher in the implementation. This study took one English teacher along with 39 students as the subjects of the study. This study is descriptive qualitative study. The data collected through observation and interviews. The analysis was conducted through three stages, which were data reduction, data display, and conclusion drawing or interpretation. Then to ensure the validity of the findings of this study, the researcher conducted triangulation in the form of triangulation of method. The results indicated that the teacher implemented Task-Based Learning through Google Classroom by following three cycles, including (1) Pre-Task cycle, (2) Task cycle, and (3) Language Focus cycle. It was implemented by using several features on Google Classroom as well as other Google platforms, which was implemented synchronously and asynchronously. Besides that, the teacher faced three main problems related to the large number of students in a class, time limitation, and difficulty in preparing the learning materials.

show abstract

“…Students are free to consult regarding the assignments given by the teacher. The three components contained in this enriched virtual classroom are a pedagogical approach, learning strategies and learning technology (Lasamahu et al, 2021). The three components work as a system, supporting each other in creating virtual face-to-face learning models (Prawiradilaga & Chaeruman, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…This learning model is an alternative learning model that is carried out remotely where the learning process is dominated by technology replacing all types of mandatory activities and face-to-face learning is only an additional supplement if needed (Jaya Saragih et al, 2020;Park, S., Ryu & McChesney, 2019). The enriched virtual classroom that is developed must be supported by a pedagogical model (Hossain, 2021;Lasamahu et al, 2021). The pedagogical model used is the Student Team Achievement Division (STAD) because according to research conducted by previous researcher discussing the meta-analysis of the Effect of Application of the Student Team Achievement Division (STAD) Learning Model in Improving Student learning outcomes in the construction skills program that are proven to significantly improve student learning outcomes in students in the skills program subjects (Elpisah & Bin-Tahir, 2019;Hutama & Suparji., 2021;Nuayi et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Teacher Innovation to Facilitate Student Learning Experiences in Building Construction Cost Estimation Learning

Lutfiana

Siregar

Winarsih

2022

JERE

View full text Add to dashboard Cite

The construction and property business expertise program have obstacles in learning activities for Construction and Property Cost Estimation, namely the lack of face-to-face time in class. In addition, the limitations of space and the density of material cause learning activities not to run optimally. This study aims to create an enriched virtual classroom with a STAD approach on the subject of Construction Cost Estimation. This research is development research (R&D) and uses the PEDATI model in designing learning. The subjects of this study were 59 students who took Cost and Construction Estimates. The methods used to collect data are observation, interviews, and questionnaires. The instrument used to collect data is a questionnaire. The data analysis technique used is descriptive qualitative and quantitative analysis techniques. The results of the study resulted in an enriched virtual classroom learning design. Material selection, STAD discussion forms, assignments, and evaluation forms are arranged in such a way and combined with the LMS used. With the enriched virtual classroom, learning will be more varied to enrich the student learning experience.

show abstract

Online Learning with Project Based Learning Approach in the Human Performance Technology Course

Cited by 6 publications

References 9 publications

Preservice Teachers’ Perception on the Implementation of Online Project-Based Learning

Preservice Teachers’ Perception on the Implementation of Online Project-Based Learning

Task-Based Learning Implementation through Google Classroom in Senior High School

Teacher Innovation to Facilitate Student Learning Experiences in Building Construction Cost Estimation Learning

Contact Info

Product

Resources

About