Business Integration Using the Interdisciplinary Project Based Learning Model (IPBL)

This article describes the approach to promote project-based learning and interdisciplinarity within established engineering undergraduate programs at the University of Brasilia. The implementation process and some representative projects developed are presented, as well, as a discussion about the role of interdisciplinarity in transferable skills acquisition and their many benefits for all students from undergraduate courses involved.

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Meta Analisis Pengaruh Integrasi Pendidikan STEM dalam Model Project Based Learning Terhadap Hasil Belajar Siswa

Jurnal Penelitian Pembelajaran Fisika ◽

10.24036/jppf.v7i1.111853 ◽

2021 ◽

Vol 7 (1) ◽

Author(s):

Nurul Izzah ◽

Venny Mulyana

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Stem Education ◽

Meta Analysis ◽

Student Learning Outcomes ◽

Learning Model ◽

Project Based Learning ◽

Student Centered ◽

Student Centered Learning ◽

And Mathematics

Education is essentially an activity carried out by students which results in changes in themselves. This principle implies that what must be prioritized is the learning activities of students instead of something that is given to students. STEM-based learning (Science, Technology, Engineering, and Mathematics) can train students to apply their knowledge to create designs as a form of solving environmental problems by utilizing technology. The learning model recommended for use in the 2013 curriculum is a student-centered learning model, one of which is the Project Based Learning model. This study will analyze how much influence STEM education with the PjBL model has on student learning outcomes. This study uses a meta-analysis method. determined via the Effect Size (ES). Research data were obtained from 25 national and international journals. The meta-analysis study is based on three categories, namely education level, subjects and student learning outcomes. The results showed that; first, the influence of the PjBL model of STEM education based on the level of education is most effective in SMP. ES value = 1.89 and categorized as high. Second, based on the type of subject, the most effective influence of the PjBL model of STEM education is Mathematics. ES value = 3,7 and categorized as high. Third, based on student learning outcomes, the influence of the PjBL model of STEM education is the most effective in the aspect of skills. ES value = 1.68 and categorized as high.

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Pembelajaran Berbasis Proyek Menggunakan Senam Transformasi dan Tetris Geogebra untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa

Idealmathedu: Indonesian Digital Journal of Mathematics and Education ◽

10.53717/idealmathedu.v6i2.99 ◽

2019 ◽

Vol 6 (2) ◽

pp. 657-666

Author(s):

Muhammad Abror

Keyword(s):

Data Analysis ◽

21St Century ◽

Creative Thinking ◽

Thinking Skills ◽

Learning Model ◽

Project Based Learning ◽

T Test ◽

Significant Difference

The ability to think creatively is an important ability in mathematics to deal with the demands of the 21st century. One learning model that can improve students' mathematical creative thinking skills is Project Based Learning. This study aims to determine the improvement of students' mathematical creative thinking abilities through Project Based Learning using Transformation Gymnastics and Tetris GeoGebra. Research instruments used in this study is a test in the form of description, consisting of pretest and posttest that measures the ability of mathematical creative thinking including fluency, flexibility, originality, and elaboration. Data analysis includes tests of normality, homogeneity, and t-test using SPSS application assistance. The results showed that there was a significant increase in the value of students' creative thinking abilities, both in classrooms with Project Based Learning using Transformation Gymnastics and in classrooms with Project Based Learning using Tetris GeoGebra. There was no significant difference between the average posttest in the two classes. Thus, the two project tasks used in this Project Based Learning can be used in learning Transformation material.

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Project Based Learning untuk Meningkatkan Hasil Belajar Kimia Siswa Pokok Bahasan Hakikat Ilmu Kimia

JIPVA (Jurnal Pendidikan IPA Veteran) ◽

10.31331/jipva.v2i2.727 ◽

2018 ◽

Vol 2 (2) ◽

pp. 189

Author(s):

Sasmono Sasmono

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Subject Matter ◽

Student Learning Outcomes ◽

Learning Model ◽

Project Based Learning ◽

Average Value ◽

Model Project ◽

The Subject ◽

Improve Student Learning

Tujuan dari penelitian ini adalah untuk mengetahui apakah pembelajaran menggunakan model Project Based Learning (PjBL) dapat meningkatkan hasil belajar siswa pada pelajaran kimia dengan pokok bahasan Hakikat Ilmu Kimia, serta untuk mengetahui besar peningkatannya. Metode penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam 2 siklus. Variabel yang digunakan adalah peningkatan hasil belajar mencakup nilai kognitif dan psikomotorik. Adapun instrumen yang digunakan adalah pretes-postes, portofolio, lembar observasi, dan angket kuisioner. Data dianalisis secara deskriptif kualitatif. Dari hasil penelitian diperoleh gambaran siswa yang mencapai Kriteria Ketuntasan Minimal (KKM) nilai kognitif sebesar 97% dengan rata-rata nilai 82, siswa yang mencapai KKM nilai psikomotorik sebanyak 100% dengan rata-rata nilai 91. Terjadi peningkatan keberhasilan guru dalam menerapkan model pembelajaran PjBL pada siklus I sebesar 88% meningkat pada siklus II sebesar 97%. Peningkatan keaktifan rata-rata siswa pada siklus I sebesar 82%, meningkat pada siklus II sebesar 93%. Ketertarikan rata-rata siswa juga mengalami peningkatan pada siklus I sebesar 84% meningkat pada siklus II sebesar 92%. Hasil observasi penerapan PjBL secara keseluruhan menunjukkan nilai sangat baik yaitu 95. Berdasarkan hasil analisis data tersebut menunjukkan bahwa pembelajaran menggunakan model Project Based Learning dapat meningkatkan hasil belajar siswa pokok materi hakikat ilmu kimia. Project Based Learning to Improve Student Learning Outcome in Chemistry Lessons with the Subject Matter of the Nature of Chemistry Abstract The purpose of this study was to determine whether learning using the Project Based Learning model can improve student learning outcomes in chemistry lessons with the subject matter of the nature of Chemistry, and to determine the magnitude of the increase. Classroom Action Research is carried out in 2 cycles. The variables used are improvement in learning outcomes including cognitive, and psychomotor values. The instruments used were pretest-posttest, portfolio, observation sheet, and questionnaire questionnaire. Data were analyzed qualitatively descriptive. From the results of the study obtained a picture of students who reached KKM cognitive value as much as 97% with an average value of 82, students who achieved KKM psychomotor value as much as 100% with an average value of 91. There was an increase in the success of teachers in applying the PjBL learning model in the first cycle of 88%, increasing in the second cycle by 97%. The increase in the average activity of students in the first cycle was 82%, increasing in the second cycle by 93%. The average interest of students also increases in the first cycle by 84%, increasing in the second cycle by 92%. Observation of the application of PjBL as a whole shows a very good value of 95. Based on the results of the analysis of the data shows that learning using the Project Based Learning model can improve student learning outcomes of the subject matter of the nature of chemistry.

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Projects Based Learning Model to Increase Results and Student Activities

Technium Social Sciences Journal ◽

10.47577/tssj.v9i1.1060 ◽

2020 ◽

Vol 9 ◽

pp. 114-118

Author(s):

Mesterjon ◽

Suwarni ◽

Diah Selviani

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Action Plan ◽

Action Observation ◽

Research Problem ◽

Student Learning Outcomes ◽

Learning Model ◽

Project Based Learning ◽

Average Value

The implementation of this research is Classroom Action Research (CAR). The data of SMKS 4 PGRI Bengkulu city. students from 14 students were only 5 students (36%) who had received Good grades, while 9 students (64%) needed guidance or had not reached KKM and based on the above background, the research problem can be formulated, namely how to apply the Project Based Learning model to improve student learning outcomes. The Method was conducted in two cycles with the flow of research, namely: action plan, implementation of action, observation and reflection. The results of the research that have been carried out can be concluded that the application of the Project Based Learning model can improve the quality of student learning process activities, by giving projects to students, providing feedback to students and motivating students. Learning models based on Project Based Learning can also improve the quality of student learning outcomes and activities. In each cycle there is an increase, this is seen from the results of the analysis of the cycle I test until the second cycle. Student learning outcomes, namely for the first cycle the average value of students is 71.66 with classical learning completeness 83.33%, increasing in the second cycle with an average value of 80.42 with 100% classical learning completeness. This research had a weakness which is the students had not ability to their kognitif aspect because to lowest the teacher was not creativity to leraning process in the classrooom.

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Penerapan Project Based Learning (PjBL) Terbimbing untuk Meningkatkan Keaktifan dan Pemahaman Siswa pada Konsep Momentum, Impuls, dan Tumbukan

Physics Education Research Journal ◽

10.21580/perj.2020.2.2.4959 ◽

2020 ◽

Vol 2 (2) ◽

pp. 69

Author(s):

Lisa Puspitasari ◽

Budi Astuti ◽

Masturi Masturi

Keyword(s):

High School ◽

Data Analysis ◽

Conceptual Understanding ◽

Research Method ◽

Multiple Choice ◽

Significance Test ◽

Learning Model ◽

Project Based Learning ◽

Test Instrument

This study aims to analyze the increase in students' activeness and conceptual understanding after the guided Project Based Learning (PjBL) model is applied. The research method used was a pre-experimental one group pretest-postest design. The research instruments included test and non-test instruments. The test instrument in this study was a reasoned multiple choice. The non-test instrument uses student activeness observation sheets. Students' activeness and conceptual understanding were analyzed using the N-Gain test. The significance of increasing students' activeness and understanding of concepts was analyzed using the Wilcoxon mathced pairs test. The results of the data analysis showed that the students' activeness and conceptual understanding of the Momentum, Impulse, and Collision material after being applied to guided PjBL experienced a low increase with N-Gain of 0.20 and 0.22. The results of the significance test of students' activeness and conceptual understanding were obtained values of 0.041 and 0.000 (<0.050). Based on the results of the analysis, it can be concluded that the implementation of the guided Project Based Learning model was able to significantly increase the activeness and understanding of students' concepts in the material Momentum, Impulse and Collision at Nurul Islami High School.

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