The Evaluation of Project-Based Learning at the Mechanical Engineering Department, Polytechnic Malaysia: A Prosess Dimension Assessment

Abstract

The purpose of the study was to evaluate the effectiveness of Project-Based Learning in the Mechanical Engineering Department at the Polytechnic in Malaysia. This study was designed with Context, Input, Process and Product (CIPP) model. Project-Based Learning is a different approach than the traditional learning in the sense that it is a student-centered learning approach based on the principles of constructivism. This study involved a random sample of 118 students and 43 supervisors in the Mechanical Engineering Department in Polytechnic Kota Bharu Malaysia. The instrument used in this study were a set of questionnaire. In terms of finding ideas, both students and supervisors agreed that students were encouraged to assess the real problem by their supervisors. However, the supervisors were uncertain whether the students went to the library to get the ideas for their project. In addition, the supervisors were barely agreed about the creativity of the students in finding the project ideas. However, students and their supervisors believed that critical thinking and creativity were needed in the Project-Based Learning. The respondents also believed that e-SOLMS helped the students to work in group to complete the project.

Project Based Learning (PjBL) Model Integration of Sasak Ethnic Nenun Local Wisdom in Sociology Subjects

“…The PjBL method provides opportunities for students to make decisions in determining their own projects. Students can develop their critical and creative thinking skills because these two skills are very important in completing projects (Sadrina & Mustapha, 2017). PjBL encourages students to have a level of perceived self-efficacy and control, is open to group work and mindset growth and has great potential for deep learning, as they can tap into real-world knowledge, which they gain from developing their projects (Georgia Institute of Technology, 2016).…”

The Influence of Instagram-Assisted Project Based Learning Model on Critical Thinking Skills

“…PjBL provides opportunities for students to make decisions on determining their own projects. The students can develop their critical and creative thinking skills because the two skills are very important in finishing the project (Sadrina & Mustapha, 2017). PjBL encourages students to have a high level of self-efficacy and perceived control, to be open to group work and mindset growth as well as to have a great potential for deep learning, because they can scaffold real-world knowledge, they gained from developing their project (Iwamoto et al, 2016).…”

“…Thus, a learning model that can foster students' critical thinking skills based on the principles of constructivism is needed, so that students can participate in the learning activities actively and be given a direct experience (Sadrina & Mustapha: 2017). One learning model that can create direct experience is Project Based Learning (PjBL) model.…”

“…Meanwhile, here the teacher only serves as a facilitator who provides guidance and advice (Chatwattana & Nilsook, 2017). PjBL helps students solve problems (Chatwattana & Nilsook, 2017;Chu et al, 2012;Robinson, 2013), improve their critical thinking skills (Lee & Lim, 2012;Hasan et al, 2017), train their decision making skills (Marklund et al, 2014;Thomas, 2000) and can also increase their learning motivation (Sadrina & Mustapha: 2017).…”