The effect of project based learning and authentic assessment on students’ natural science learning outcome by controlling critical thinking skill

Parwati, Ni Wayan; Suarni, Ni Ketut; Suastra, I Wayan; Adnyana, Putu Budi

doi:10.1088/1742-6596/1318/1/012096

Cited by 16 publications

(17 citation statements)

References 6 publications

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“…STEM-integrated PJBL is sustainable and constructive or design-oriented. It involves lessons in constructive inquiry in design, decision making, problem finding, problem-solving, knowledge discovery, knowledge transformation, and knowledge construction (Parwati 2019;Mergendoler 2007). While conventional learning is learning that is often done by teachers and tends to be teacher-centered.…”

Section: Discussionmentioning

confidence: 99%

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The Implementation of Integrated Project-Based Learning Science Technology Engineering Mathematics on Creative Thinking Skills and Student Cognitive Learning Outcomes in Dynamic Fluid

Sinurat

Syaiful

Muhammad

2022

jpppf

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This study aims to determine the effect of implementing STEM-integrated PJBL on students' creative thinking skills and cognitive learning outcomes. This research is quasi-experimental with a two-group pretest-posttest design. The research population is all grade 11th IPA SMAN 3 Bungo students, and the sample was determined by random sampling. Three projects conducted by the students were water pump free energy, fountain free energy, and air bubble generator. Two instruments of creative thinking test in essay form and multiple-choice for learning outcome test were used. The averages of pretest results of creative thinking and learning outcomes were 27.97 and 30.00 for the experiment class and 30.16 and 30.31 for the control, respectively. This shows that initial student ability in both the creative thinking skill and learning outcome of both types are level. STEM integrated PJBL was then used in the experiment class, and a conventional learning strategy was used for the control class. The average posttest results indicate that the student creative thinking skill of the STEM integrated PJBL class (82.81) is significantly higher than that of the control (36.72). Contrast with the posttest learning outcome showed no difference. These results show that the students actively engaged with the projects in the STEM integrated PJBL class improved their creative thinking skills significantly compared to the control class. This research's main finding is that implementing the STEM-integrated PJBL effectively enhances students' creative thinking skills. Manova analysis shows the students of the experiment class scored 76% in high and 63% in medium categories for both the creative thinking skills and learning outcome, respectively.

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Section: Discussionmentioning

confidence: 99%

“…While conventional learning is learning that is often done by teachers and tends to be teacher-centered. Traditional learning activities based on behavioristic theory are dominated by teachers (Parwati 2019). If it is related to the implementation, holistic information about students' abilities cannot be known comprehensively.…”

Section: Discussionmentioning

confidence: 99%

The Implementation of Integrated Project-Based Learning Science Technology Engineering Mathematics on Creative Thinking Skills and Student Cognitive Learning Outcomes in Dynamic Fluid

Sinurat

Syaiful

Muhammad

2022

jpppf

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“…Project-based learning is a teaching model that focuses on students learning through discovery, asking authentic questions, and completing tasks to achieve their goals . Project-based learning is defined as collaborative learning to achieve the final target and apply the constructivist learning theory .…”

Section: Literature Reviewmentioning

confidence: 99%

“…In line with this, hands-on activities and writing skills can be incorporated into STEM classrooms using a project-based learning approach. This approach is described as active learning and student-centered, as reported by previous studies. , On the basis of all explanations, this study aims to implement project-based learning as an alternative assessment that integrates the practical and scientific writing skills in a chemistry course for Pre-University students. This study describes the implementation of the assessment known as the Chemistry Group Project.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Practical and Scientific Writing Skills for Pre-University Students through Project-Based Learning

et al. 2021

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Chemistry is one of the STEM (science, technology, engineering, and mathematics) subjects that has been perceived as an unattractive subject among students due to its scientific theories and practices in a laboratory. Practical and scientific writing skills are two crucial components in chemistry courses, including at the Pre-University level, thus requiring educators to design activities that integrate both skills in chemistry learning. This article describes the assessment using a projectbased learning approach to assess students' practical and scientific writing skills for the Organic Chemistry course at the Universiti Malaysia Sarawak Foundation in Science program. A total of 72 Pre-University science students participated in a Chemistry Group Project assessment. The students were divided into 6 groups and asked to write a proposal on the basis of a chosen title, conduct laboratory work, collect data, and prepare a final report. The assessment was conducted in a single semester from learning week 1 to learning week 17. Results of this study were collected through the submitted proposal, final reports, practical sessions, and students' feedback. Students obtained good marks for practical and scientific writing with average marks of 84.9% and 84.4%, respectively. The results revealed that implementing the Chemistry Group Project as project-based learning leads to increased performance in practical and scientific writing skills and social skills among Pre-University students. Therefore, the Chemistry Group Project should be conducted as one of the learning activities and practical approaches at the Pre-University level.

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“…Critical thinking is the cognitive foundation of the scientific method. On the other hand, following the scientific method in teaching develops critical thinking (Parwati et al, 2019). The starting point for the scientific method is the problem situation.…”

Section: Introductionmentioning

confidence: 99%

Natural-Scientific Cases As A Tool For The Development Of Critical Thinking

Solodikhina¹

2021

European Proceedings of Social and Behavioural Sciences

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The effect of project based learning and authentic assessment on students’ natural science learning outcome by controlling critical thinking skill

Cited by 16 publications

References 6 publications

The Implementation of Integrated Project-Based Learning Science Technology Engineering Mathematics on Creative Thinking Skills and Student Cognitive Learning Outcomes in Dynamic Fluid

The Implementation of Integrated Project-Based Learning Science Technology Engineering Mathematics on Creative Thinking Skills and Student Cognitive Learning Outcomes in Dynamic Fluid

Assessment of Practical and Scientific Writing Skills for Pre-University Students through Project-Based Learning

Natural-Scientific Cases As A Tool For The Development Of Critical Thinking

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