The effect of project-based learning model on students’ critical and creative thinking skills in the ecosystem concept

Khafah, Fissilmi; Suprapto, Purwati Kuswarini; Nuryadin, Egi

doi:10.22219/jpbi.v9i3.27461

Cited by 3 publications

(2 citation statements)

References 52 publications

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“…Direct involvement in projects creates intrinsic motivation because students see the relevance and direct application of what they are learning (Almulla, 2020;Duke et al, 2020;Guo et al, 2020;Lam et al, 2009). In addition, PjBL provides opportunities for students to develop social skills, critical thinking, and creative thinking abilities, all of which are aspects that can significantly improve the quality of their learning activities (Anggito et al, 2021;Illahi et al, 2022;Khafah et al, 2023;Rohana et al, 2023). By emphasizing practical and collaborative experiences, PjBL promotes good and excellent levels of student participation and learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

Student competencies in intracurricular learning through project-based learning in Muhammadiyah junior high school

Chamisijatin,

Zaenab

2024

RADEN

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This research provides an overview of the application of the Project-based Learning (PjBL) model in intracurricular learning in forming student competencies. The objectives of this research are: (1) Describe the implementation of the PjBL model in intracurricular learning which can improve student competence in a Muhammadiyah junior high school in East Java, (2) Describe the competency achieved by students by implementing the PjBL model in intracurricular learning in a school Muhammadiyah junior high school in East Java, (3) Describe the school's obstacles and solutions in implementing the PjBL model in intracurricular learning at a Muhammadiyah junior high school in East Java. The research method used is descriptive research with a qualitative approach. The instruments in this research include in-depth interviews, observation and documentation studies. This research provides important information regarding the successful implementation of PjBL. All teaching modules have mentioned the implementation of PjBL, but only one teaching module clearly describes the PjBL-based learning steps. The average implementation of the PjBL model is 63% (sufficient category). Most students responded very well to the learning process carried out by the teacher. The range of student scores is 70 to 90. There are several problems and solutions taken by the school in an effort to make the implementation of PjBL successful. The research findings can be an illustration of examples or variations of good practice in implementing the PjBL model in intracurricular learning in implementing the independent curriculum in an effort to build student competency.

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Section: Discussionmentioning

confidence: 99%

Student competencies in intracurricular learning through project-based learning in Muhammadiyah junior high school

Chamisijatin,

Zaenab

2024

RADEN

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“…To stimulate EFL speaking, recent evidence has proven the effectiveness of PBL in providing various options and opportunities to support learners and overcome the difficulties above (Fitriati & Mafruudloh, 2020;Suryani & Argawati, 2023;Zhang & Ma, 2023). Research has also recognised that project work boosts students' decision-making and leadership skills (Hasanah et al, 2023;Matilainen et al, 2021), autonomous and collaborative learning (Chi, 2023;Imbaquingo & Cárdenas, 2023;Khoudri et al, 2023), creativity and creative thinking (Khafah et al, 2023;Khoiri, 2023;Latifaj, 2023), and problem-solving abilities (Gawade et al, 2023). Thus, PBL is a comprehensive approach that emphasises meaningful improvement of lifelong and language skills (Beckett & Slater, 2018a).…”

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confidence: 99%

The impact of mobile-assisted project-based learning on developing EFL students' speaking skills

Benlaghrissi,

Ouahidi

2024

Smart Learn. Environ.

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Combining mobile-assisted language learning (MALL) with project-based learning (PBL) might be the potential framework for enhancing EFL learners' speaking skills. However, only a few studies have scrutinised the impact of modern technologies on project work. More importantly, investigating how MALL, as a new field within ICT with unique pedagogical affordances, and PBL can enhance learners' speaking skills is still lacking in the literature. Accordingly, this study examines how integrating MALL through mobile phones and PBL, defined as mobile-assisted project-based learning or mobile-assisted projects, improves Moroccan secondary school students’ speaking performance. A true experimental study was conducted with 91 students assigned randomly to one experimental group and two control groups. The experimental group received instruction through mobile-assisted projects over one semester. In contrast, participants in the first control group taught speaking through project-based learning, and participants in the second control group received traditional teaching. Two instruments were employed to collect data: a speaking pre- and post-test to evaluate the three groups’ oral proficiency and a 5-Likert scale survey to detect the experimental group participants’ experience and attitudes toward the implementation. Based on independent sample t tests and paired sample t tests (SPSS-26), it was found that instruction through mobile-assisted projects was considerably more effective than project-based learning and conventional teaching in enhancing learners’ overall speaking performance and sub-skills: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. Further, the results of the attitude post-questionnaire demonstrated a very high positive perception of the participants toward the implementation. As a result, these findings confirm the pedagogical role of combining MALL with PBL as an innovative mode of instruction in enhancing EFL learners’ speaking performance.

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The Positive Impact of Game-Assisted Project Based Learning Model on Students’ Critical Thinking Ability in Mathematics Learning

Rahmadhani,

Herwin,

Nunung Lusiana

2024

International j.of Elementary Education

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Anxiety and difficulty understanding the material in mathematics learning in children results in a decrease in children's critical thinking abilities. The aim of this research was to analyze the application of the pure PjBL model and the game-based PjBL model to children's critical thinking abilities. This research was a type of quantitative research with experimental methods. The research design used was Mathing Pretest Posttest Control Group Design. The population of this research was between grades 1-6. The sample for this research is 32 grade 5 students divided into 2 classes, namely the control class and the experimental class. The method used to collect data was observation and tests. The instrument used to collect data was a question sheet. The data analysis technique was carried out using the t test and anova test using the SPSS 25 application. The results of the analysis were the pure PjBL model and game-based PjBL, both of which saw an increase in scores before and after being given treatment. Comparison between the game-based PjBL model and the pure PjBL model shows that the game-based PjBL model was superior to the pure PjBL. The conclusion of this research was that both pure and game-based PjBL models have an influence on critical thinking skills and the use of the game-based PjBL model was superior in improving critical thinking skills compared to the pure PjBL model.

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The effect of project-based learning model on students’ critical and creative thinking skills in the ecosystem concept

Cited by 3 publications

References 52 publications

Student competencies in intracurricular learning through project-based learning in Muhammadiyah junior high school

Student competencies in intracurricular learning through project-based learning in Muhammadiyah junior high school

The impact of mobile-assisted project-based learning on developing EFL students' speaking skills

The Positive Impact of Game-Assisted Project Based Learning Model on Students’ Critical Thinking Ability in Mathematics Learning

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