Vocational Student Interest in Applying Project-Based Learning (PjBL) Approach through Google Classroom in New Normal Era

2021 ◽  
Author(s):  
Nurul Hidayah ◽  
Aniesa Puspa Arum
Keyword(s):  
Project Based Learning ◽  
Student Interest ◽  
New Normal ◽  
Vocational Student

scholarly journals Project-Based Museum-School Partnerships in Support of Meaningful Student Interest- and Equity-Driven Learning Across Settings

2016 ◽  
Vol 43 (1) ◽  
pp. 184 ◽  
Author(s):  
Jrène Rahm
Keyword(s):  
Project Based Learning ◽  
Teacher Education Programs ◽  
Student Interest ◽  
Education Programs ◽  
School Partnerships ◽  
Teachers Experiences ◽  
Informal Educators ◽  
School Partnership ◽  
Museum School ◽  
Education Science

Abstract: In this paper, I focus on two teachers’ experiences with project-based museum-school partnerships that they participated in with their students. The partnerships implied collaborations with scientists, archaeologists, and artists in their classrooms, as well as informal educators from museums tied to the projects. The projects made new ways to engage in student interest-driven cross-setting learning available to the students and teachers. The participating teachers seemed to suggest a need to move towards the co-design of such partnerships in the future with youth—a process that could be initiated in teacher education programs or supported through innovative approaches to professional development.KEYWORDS:  Museum-school partnership; project-based learning; cross-setting learning;archaeology education; science education; arts education, robotic.Résumé: Je traite dans cet article de l’expérience de deux enseignants dans le cadre de projets de partenariats musée-école auxquels ont participé leurs étudiants. Ces partenariats exigeaient de collaborer avec des scientifiques, des archéologues et des artistes en salles de cours, sans oublier des éducateurs officieux des musées impliqués. Les projets ont exploré de nouvelles voies d’apprentissage croisé axé sur les intérêts des étudiants, accessibles aux étudiants et aux enseignants. Il appert que les enseignants participants jugent nécessaire de privilégier à l’avenir ce type de partenariats concertés avec la jeunesse, un processus qui pourrait être initié dans le cadre de programmes de formation des enseignants ou soutenu par le biais d’approches novatrices dans le domaine de perfectionnement professionnel.MOTS CLES: Programme de partenariat entre l’école et la musée; apprentissage basé au projet; apprentissage de cadre transversal; éducation archéologique; la formation artistique en sciences; la robotique;

scholarly journals The Implementation of Project-Based Learning to Improve the Learning Interest and Student Achievement

2017 ◽  
Vol 1 (2) ◽  
pp. 161
Author(s):  
Hamida Fauzia ◽  
Sawitri Dwi Prastiti
Keyword(s):  
High School ◽  
Student Achievement ◽  
Action Research ◽  
Research Design ◽  
Learning Model ◽  
Project Based Learning ◽  
Second Grade ◽  
Student Interest ◽  
Observation Instruments ◽  
Learning Interest

<p>The purpose of the research is project based learning model to improve student interest and achademic achievment of second grade of Social departement of State Senior High School 3 Blitar Through the implementation of project-based learning model. The research design is a Classroom Action Research (CAR) also using achademic achievment test and observation instruments. The research shows that the students learning interest and achademic achievment can be improved.</p><p><strong>Keywords:</strong> Project-Based Learning Model<em>, </em>Learning Interest, Achademic Achievment</p>

Engineering Science-Led Computer-Aided Design: A Project-Based Approach

1995 ◽  
Vol 23 (3) ◽  
pp. 181-193
Author(s):  
F. P. E. Dunne ◽  
D. A. W. Taylor
Keyword(s):  
Active Learning ◽  
Project Based Learning ◽  
Project Work ◽  
Engineering Science ◽  
Student Interest ◽  
Engineering Project ◽  
Design Work ◽  
Science Courses ◽  
Design Project ◽  
Software Packages

A project-based learning approach has been developed in which a commercial CAD package is employed to analyse and redesign a shaft and bearing system which is known to fail in service after short term use. The principal aim of the project is to emphasize the importance of the appraisal of design software packages. The students are required to apply their knowledge and understanding of the relevant engineering science to check and validate the results predicted by the software package. The project is therefore used to emphasize the importance of questioning the output obtained from software packages, and the need for validation. In addition, the project aims to introduce students to the power of the microcomputer in quickly carrying out the many iterative analyses that are often required at the detailed stages of design. The importance of project-based design work in enabling the acquisition of skills, and the development of understanding of fundamental engineering concepts is discussed and an approach is proposed for enabling integration of design teaching with first- and second-year engineering science courses within an engineering degree course. The approach presented seeks to exploit student interest and enthusiasm for engineering project work in order to aid, and enhance the development of understanding for a particular domain of engineering science. The design project considers a ‘real’ design problem, and the hardware is made available to the students for viewing and handling. It is argued that reality plays an important role in maintaining student interest and commitment, which is essential for effective learning in design. The paper gives an overview of the design project, and hence demonstrates how design teaching can provide an integrating theme within engineering science courses. The emphasis of the current approach on student-centred, active learning, rather than the traditional passive learning methods, is also discussed. Finally, an assessment is made of the project-based approach to design teaching and of its ability to develop understanding of engineering principles, to develop skills in CAD, and to maintain student enthusiasm using active learning techniques.

scholarly journals PRE SERVICE TEACHERS’ PERCEPTION ON THE IMPLEMENTATION OF PROJECT BASED LEARNING IN MATHEMATIC CLASS

2021 ◽  
Vol 10 (1) ◽  
pp. 109
Author(s):  
Marah Doly Nasution ◽  
Ahmad Ahmad ◽  
Zulkifley Mohamed
Keyword(s):  
Student Perceptions ◽  
Time Management ◽  
Project Based Learning ◽  
Good Time ◽  
Average Score ◽  
Student Interest ◽  
High Category ◽  
Data Collection Technique ◽  
Strongly Agree ◽  
Very High

Project based learning is one of the 21st century methods aof teching that can increase the students ability in having the good competence in their learning , especially in learning mathemathic. Hence, the teachers perception on the implementation of PBL is very important to know. The purpose of this study was to determine student perceptions about the application of project-based learning models . This research is a survey research with a quantitative descriptive approach. The samples used in this study amounted to 63 student of 6th semester in Mathematics Education department, Universitas Muhammadiyah Sumatra Utara . The data collection technique used a questionnaire. Test the validity of the research instrument based on logical and empirical validity. Reliability test using the Cronbach's Alpha technique . The data analysis technique uses quantitative analysis techniques with a statistical approach. The results of this study indicate that: (1) the students' perceptions of the interaction aspects of students and teacherss are in the very good category with a mean score of 85.32%. (2) students' perceptions on the aspect of motivation / increasing student interest in learning are in the very high category with an average score of 85.53%. (3) students' perceptions on the competency aspect of understanding subject matter are in the very good category with an average score of 85.48%. (4) students' perceptions on the competency aspects of critical, effective and efficient thinking are in the category of strongly agree with a mean score of 82.62%. (5) students' perceptions on the aspects of good time management competence are in the good category with an average score of 79.10%. (6) students' perceptions on aspects of good student learning outcomes are in the very good category with a mean score of 82.67%. (7) students' perceptions on the conformity aspect of the learning model with subject characteristics are in the very high category with a mean score of 84.05%.

scholarly journals PENERAPAN MODEL DISCOVERYLEARNINGMETODE INQUIRYSEBAGAI UPAYA PENINGKATAN PRESTASI BELAJAR EKONOMI DI MA AL-MUJADDADIYYAH MADIUN

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Sudjianto Sudjianto
Keyword(s):  
Learning Process ◽  
Learning Model ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Learning Ability ◽  
Student Interest ◽  
Learning Models ◽  
School Year ◽  
Improved Learning ◽  
The Right

<p>The teacher as the main implementer of learning to understand and master the application of learning models , make changes and to develop teaching skills . Teachers need to pay attention to the model of learning , because learning model is key to ensuring the learning process in the classroom .</p><p>There are three models of learning are applied to the curriculum in 2013 , namely the Discovery Learning model of learning , problem-based learning model and project -based learning model . The learning model discovery learning stimulation / arousal , statement / problem identification , data collection , data processing , verification / evidence and draw conclusions / generalizations .<br /> By applying the method of Discovery Learning , students actively seek and cultivate their own information content of higher mental processes or more banyak.siswa will be active in the learning process because one of the friends group is more aware of the material can explain the material to friends who are not informed about .</p><p>This research is Classroom Action Research Discovery Learning models by applying the inquiry method . The subjects in this study were students of class XI MA Al - Mujaddadiyyah Madison school year 2013/2014 . The data was collected using the observation sheet to assess learning ability and questionnaire to the data sheet student interest . Analysis of data for learning and student interest using descriptive qualitative analysis , quantitative data by calculating the percentage of first cycle and second cycle .</p>The results showed that the use of methods can improve the ability of Discovery Learning Study abroad and student interest . Improved learning ability of students can be seen from the increasing number of students who are active in the second cycle , Increasing student achievement can be seen from the increasing student mastery learning and getting better value from each of the aspects which include : discussion of the results of expression , receiving the opinion of the right reasons , concerned about the group , tasks and helping friends .

scholarly journals OPTIMALISASI PEMBELAJARAN DARING DI SEKOLAH DASAR: Sebagai Respon dari New Normal di Era Covid 19

2020 ◽  
Vol 2 (2) ◽  
pp. 68-76
Author(s):  
Murnie
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Sampling Technique ◽  
Project Based Learning ◽  
Snowball Sampling ◽  
New Normal ◽  
Equity In Education ◽  
Instructional Videos ◽  
Collection Data ◽  
Education Psychology

Abstrak: Penelitian ini dilakukan untuk mendeskripsikan strategi sekolah dalam optimalisasi pembelajaran daring di era New Normal Pandemi Covid 19 serta faktor pendukung dan kendala dalam optimalisasi pembelajaran daring. Pendekatan yang digunakan dalam penelitian ini ialah pendekatan kualitatif dengan rancangan studi kasus. Dimana informan ditentukan dengan teknik purposive dan snowball sampling. Proses pengumpulan data dilakukan dengan observasi, wawancara serta dokumentasi. Hasil penelitian yang terkumpul dianalisis dengan mengadopsi pola interaktif yang meliputi pengumpulan data, kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa optimalisasi pembelajaran daring di era new normal pandemi covid 19 sudah berjalan dengan baik, yang ditandai dengan: (a) adanya supervisi akademik yang dilakukan kepala sekolah; (b) pemanfaatan video-video pembelajaran serta metode project based learning dalam rangka mengantisipasi kejenuhan dan kebosanan siswa dalam mengikuti pembelajaran daring; (c) faktor pendukung dalam optimalisasi pembelajaran daring yang meliputi tersedianya jaringan internet, kuota internet, dan pemberian waktu yang cukup panjang bagi siswa untuk mengumpulkan tugas-tugas yang diberikan; serta (d) kendala yang dihadapi berupa masih terdapat siswa yang belum memiliki fasilitas handphone, dan orang tua siswa yang sibuk bekerja sehingga tidak dapat membimbing anaknya saat belajar dari rumah. Abstract: This research was conducted to describe the school's strategy in optimizing online learning so called as in the New Normal situation of Pandemic Covid 19 as well as supporting factors and obstacles in optimizing online learning. The approach used in this research is a qualitative method with a case study design. The informants are determined by purposive sampling technique and snowball sampling. The data collection process was carried out by observation, interviews and documentation. The results of the collected research were analyzed by adopting the interactive pattern of Miles, Huberman, and Saldana (2014) which includes data collection, data condensation, data presentation, and drawing conclusions. The results showed that the optimization of online learning in the new normal era of the COVID-19 pandemic was running well, which was indicated by: (a) the existence of academic supervision by the principal; (b) the use of instructional videos and project-based learning methods in order to anticipate student boredom and boredom in participating in online learning; (c) supporting factors in optimizing online learning which include the availability of an internet network, internet quota, and giving students sufficient time to collect the assignments given; and (d) the obstacles faced are there are still students who do not have cellphone facilities, and parents of students who are busy working so that they cannot guide their children when studying from home. References:  Berliani, T., & Wahyuni, R. (2020). Supervisi Akademik Berbasis Haroyong di Sekolah Dasar pada Daerah Aliran Sungai Rungan dan Kahayan. Equity in Education Journal, 2(1): 19-28. Bogdan, R., & Biklen, S. K. (1992). Qualitative Research for Education, second edition. USA: Allyn and Bacon. Dewi. (2020). Dampak Covid-19 Terhadap Implementasi Pembelajaran Daring di Sekolah Dasar. EDUKATIF: Jurnal Ilmu Pendidikan, 2(1): 55-61. Ghony & Almanshur. (2012). Metodologi Penelitian Kualitatif. Jogjakarta: AR-RUZZ MEDIA. Kurniasih. (2014). Sukses Mengimplementasikan Kurikulum 2013. Jakarta: Kata Pena. Lindawati, dkk. (2013). Penerapan Model Pembelajaran Project Based Learning untuk Meningkatkan Kreativitas Siswa MAN I Kebumen. Jurnal Radiasi, 3(1): 42-45. Masaong, A. K. (2013). Supervisi Pembelajaran dan Pengembangan Kapasitas Guru. Bandung: Alfabeta. Miles, M. B., Huberman, M. A., & Saldana, J. (2014). Qualitative Data Analysis A Methods Sourcebook. United States of America: SAGE Publications Inc. Mulyasa, E. (2013). Manajemen & Kepemimpinan Kepala Sekolah. Jakarta: PT Bumi Aksara. Nurfitriyanti. (2020). Model Pembelajaran Project Based Learning terhadap Kemampuan Pemecahan Masalah Matematika. Jurnal Formatif, 6(2): 149-160. Oktavian, R., & Aldya, R. F. (2020). Efektivitas Pembelajaran Daring Terintegrasi di Era Pendidikan 4.0. Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan, 20(2): 129-135. Purwanto, dkk. (2020). Studi Eksploratif Dampak Pandemi COVID-19 Terhadap Proses Pembelajaran Online di Sekolah Dasar. EduPsyCouns: Journal of Education, Psychology and Counseling, 2(1), 1-12. Putria, dkk. (2020). Analisis Proses Pembelajaran dalam Jaringan (DARING) Masa Pandemi Covid-19 pada Guru Sekolah Dasar. JURNAL BASICEDU, 4(4): 861-872. Rusman. (2011). Model-Model Pembelajaran Mengembangkan Profesionalisme Guru. Jakarta: PT. Rajagrafindo Persada. Sagala, S. (2013). Kemampuan Profesional Guru dan Tenaga Kependidikan. Bandung: Alfabeta. Sutikno. (2014). Metode dan Model-Model Pembelajaran. Lombok: Holistica. Ulfatin, N. (2014). Metode Penelitian Kualitatif di Bidang Pendidikan: Teori dan Aplikasinya. Malang: Bayumedia Publishing. Wajdi. (2017). Implementasi Project Based Learning (PBL) dan Penilaian Autentik dalam Pembelajaran Drama Indonesia. Jurnal Pendidikan Bahasan dan Sastra, 17(1): 81-97.

scholarly journals Robotics education in public schools using recycled materials and principles of Project-based Learning

2018 ◽  
Vol 6 (8) ◽  
pp. 145-152 ◽  
Author(s):  
Vinícius Ferreira Da Silva ◽  
Sandro César Silveira Jucá ◽  
Vitor Veras De Moura ◽  
Renata Imaculada Soares Pereira ◽  
Solonildo Almeida Da Silva
Keyword(s):  
Public Schools ◽  
Project Based Learning ◽  
Collaborative Problem Solving ◽  
Student Interest ◽  
Electronic Components ◽  
Robotics Education ◽  
Theory To Practice ◽  
Teaching Technique ◽  
The Common ◽  
Or Task

The proposed project aims to implement an educational robotic teaching project in public schools. The developed robot uses the concepts of meta-recycling, which aims to encourage the sustainability and the reuse of electronic components to minimize garbage generation. The teaching technique used is the methodology of Project-based Learning (PBL), defined by developing projects based on a question, problem or task, which motivate students to create solutions applying theory to practice. PBL uses collaborative problem solving to significantly increase student interest and involves analyzing each student learning evolution independently. The project also promotes interdisciplinarity among the common areas taught in schools, making the learning process more dynamic and interactive.

scholarly journals An online project-based learning model to improve students’ thinking ability in the new normal era

2021 ◽  
Vol 1760 ◽  
pp. 012038
Author(s):  
C P Bhakti ◽  
K W Noor ◽  
M A N Ghiffari ◽  
E Nurpitasari ◽  
A Oktradiksa ◽  
...  
Keyword(s):  
Learning Model ◽  
Project Based Learning ◽  
New Normal ◽  
Thinking Ability

Implementing project-based and experiential learning in the Aerospace Engineering program at Concordia University

2018 ◽  
Author(s):  
Catharine Marsden ◽  
Susan Liscouet-Hanke ◽  
Andrea Cartile
Keyword(s):  
Experiential Learning ◽  
Learning Experience ◽  
Learning By Doing ◽  
Project Based Learning ◽  
Aerospace Engineering ◽  
Student Interest ◽  
Learning From Experience ◽  
Engineering Program ◽  
Design Engineers ◽  
The University

Experiential learning can be defined as“learning from experience or learning by doing”. Theeffectiveness of the experiential learning techniquedepends on both the design and the implementation of the experience. The learning experience must be carefully designed so that students do not learn by rote but rather are obliged to self-teach, discover, and use engineering judgement to arrive at conclusions. Student interest and their perception of the project as being authentic and representative of the “real-world” is important for engagement. In this paper, the authors discuss the development and implementation of experiential and project-based learning in the new undergraduate aerospace engineering program at Concordia University.The paper describes a unique series of experientiallearning experiences that have been implemented in thefirst, third, and final years of the program. Two of theauthors are former aerospace industry design engineers,and a unique feature of the program is a blend of fieldbased experience and classroom-based learning made possible by collaborations with industrial partners and organizations external to the university

scholarly journals Engaging Underrepresented High School students in Data Driven Storytelling: An Examination of Learning Experiences and Outcomes for a Cohort of Rising Seniors Enrolled in the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP)

2017 ◽  
Vol 5 (4) ◽  
pp. 54 ◽  
Author(s):  
Lisa Dierker ◽  
Nadia Ward ◽  
Jalen Alexander ◽  
Emmanuel Donate
Keyword(s):  
High School ◽  
High School Students ◽  
Data Analysis ◽  
Real World ◽  
Research Question ◽  
Learning Experiences ◽  
Project Based Learning ◽  
Student Interest ◽  
Applied Statistics ◽  
School Students

Background: Upward trends in data-oriented careers threaten to further increase the underrepresentation of both females and individuals from racial minority groups in programs focused on data analysis and applied statistics. To begin to develop the necessary skills for a data-oriented career, project-based learning seems the most promising given its focus on real-world activities that are aimed at engaging student interest and enthusiasm. Method: Using pre and post survey data, the present study examines student background characteristics, learning experiences and course outcomes for a cohort of 33 rising high school seniors involved in a two-week, accelerated version of a project-based data analysis and applied statistics curriculum. Results: On average, students rated the experience as rewarding and the vast majority (78.1%) felt that they had accomplished more than they had expected. Based on responses to both the pre and post course surveys, roughly half of the students reported increases in confidence in applied skills (i.e. developing a research question, managing data, choosing the correct statistical test, effectively presenting research results, and conducting a statistical analysis of data), while more than 80% reported increased confidence in writing code to run statistical analyses. Fully 84.4% of students reported interest in one or more follow-up courses with interest in computer programming being endorsed by the largest number of students (53.1%). Conclusions: These findings support previous research showing that real-world, project-based experiences afford the best hope for achieving the kind of analytic and statistical literacy necessary for meaningful engagement in research, problem solving and professional development.

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