International cooperative project-based learning using internet web board for designing anchored instruction in Korean elementary classroom

2000 ◽  
Vol 16 (1) ◽  
pp. 247-266 ◽  
Author(s):  
Eun Soon Cho
Keyword(s):  
Elementary Classroom ◽  
Project Based Learning ◽  
Anchored Instruction ◽  
Cooperative Project

A Cooperative Project Based Learning Course for Engineer Students in Biotechnology and Chemical Engineering

2015 ◽  
Vol 1 (1) ◽  
pp. 9-17
Author(s):  
Carola Fortelius ◽  
Arto Yli-Pentti ◽  
Mikko Halsas ◽  
Hannu Turunen ◽  
Timo Seuranen ◽  
...  
Keyword(s):  
Applied Sciences ◽  
Chemical Engineering ◽  
Positive Response ◽  
Independent Study ◽  
Project Based Learning ◽  
Cooperative Teaching ◽  
University Of Applied Sciences ◽  
Role Conceptions ◽  
Cooperative Project ◽  
Learning Concept

AbstractProblem/project-based learning is the base for the new curriculum at the department of Biotechnology and Chemical Engineering, Helsinki Metropolia University of Applied Sciences. The problem based learning concept, in connection with practical solutions for organizing the courses, is discussed. The new way to pursue studies in biotechnical and chemical engineering has meant a significant change for both students and educators. A positive response from the students can be seen in the form of augmentation of motivation and activity. Team skills have improved, as well as independent study capacity. Cooperative teaching and being more of a facilitator than a traditional instructor, challenge the role conceptions for the educators.

scholarly journals PENGARUH ENTERPRENEURSHIP COOPERATIVE PROJECT BASED LEARNING (Enco-PjBL) TERHADAP PENINGKATAN KREATIFITAS BERWIRAUSAHA MAHASISWA DALAM MATA KULIAH KEWIRAUSAHAAN

2020 ◽  
Vol 5 (2) ◽  
pp. 35
Author(s):  
Nailariza Umami ◽  
Rohmat Duwi Cahyoino ◽  
Yuniar Purbo Rini
Keyword(s):  
Project Based Learning ◽  
Purposive Sampling ◽  
Cooperative Project

<em>Penelitian ini bertujuan untuk mencari pengaruh penerapan model pembelajaran Enterpreneurship Cooperative Project Based Learning (EnCo-PjBL) terhadap peningkatan kreatifitas mahasiswa. Desain penelitian ini adalah one-shot case study. Populasi penelitian adalah seluruh mahasiswa Jurusan Pendidika Ekonomi Univeritas Bhinneka PGRI semester genap kelas VIA dan B yang sedang menempun Mata Kuliah Kewirausahaan yang berjumalah 65 mahasiswa. Sedangkan sampel yang diambil adalah 1 kelas yaitu VIA yang memiliki jumlah mahasiswa sebanyak 35 mahasiswa. Pengambilan sampel dilakukan dengan tehnik Purposive Sampling. Tehnik pengumpulan data menggunaka tes kemampuan berpikir kreatif dan angket respon mahasiswa terhadap penerapan model pembelajaran  Enterpreneurship Cooperative Project Based Learning (EnCo-PjBL). Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Enterpreneurship Cooperative Project Based Learning (EnCo-PjBL) berpengaruh secara signifikan terhadap kemampuan berpikir kreatifitas mahasiswa.                                                                                                                           </em>

scholarly journals Pengaruh Model Project-Based Learning Berbasis Alat Peraga Terhadap Kemampuan Berpikir Kritis Siswa Kelas VII MTS Raudhatul Thalabah

2018 ◽  
Vol 6 (2) ◽  
pp. 139-148
Author(s):  
Zulfa Husniatul Islamiyah ◽  
Windra Eka Lestari
Keyword(s):  
Critical Thinking ◽  
Project Based Learning ◽  
Control Group ◽  
Learning Models ◽  
Seventh Grade ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Model Project ◽  
Cooperative Project

Abstract:The purpose of this research was to know the influence of Project-Based Learning models by Props toward critical thinking of the seventh grade students in Mathematic learning. The design of the study was true-experimental research design with non-equivalent post-test only control group design. On the experimental group it was applied Project-Based Learning model, where as in the control group it was applied a conventional learning model. The data were collected through documentations as written test. This study concluded that students who follow the cooperative project-based learning are more critical thinking better learning outcomes than the other class who follow the direct instruction strategy. So, there is the influence of Project-Based Learning models by props toward critical thingking ability of the seventh grade students at MTs Raudhatul Thalabah.Abstrak:Penelitian ini bertujuan untuk mengetahui pengaruh model Project-Based Learning berbasis alat peraga terhadap kemampuan berpikir kritis siswa pada pembelajaran Matematika. Jenis penelitian ini adalah penelitian true-experiment dengan rancangan non-equivalent post-test only control group design. Pada kelompok eksperimen diterapkan model pembelajaran berbasis proyek, sedangkan pada kelompok kontrol diterapkan model pembelajaran konvensional. Data dikumpulkan menggunakan dokumentasi berupa tes tulis. Hasil penelitian ini menunjukkan bahwa kemampuan berpikir kritis siswa yang mengikuti cooperative Project-Based Learning lebih baik dibandingkan siswa yang mengikuti pembelajaran langsung seperti yang dilaksanakan selama ini. Dengan kata lain ada pengaruh model pembelajaran Project-Based Learning berbasis alat peraga terhadap kemampuan berpikir kritis siswa kelas VII MTs Raudhatul Thalabah.

scholarly journals Characterizing Team Orientations and Academic Performance in Cooperative Project-Based Learning Environments

2021 ◽  
Vol 11 (9) ◽  
pp. 520
Author(s):  
Aparajita Jaiswal ◽  
Tugba Karabiyik ◽  
Paul Thomas ◽  
Alejandra J. Magana
Keyword(s):  
Learning Environments ◽  
Team Performance ◽  
Systems Analysis ◽  
Interpersonal Relations ◽  
Project Based Learning ◽  
Information Technology Professionals ◽  
Analysis And Design ◽  
Systems Analysis And Design ◽  
Cooperative Project ◽  
Method Approach

Information technology professionals are required to possess both technical and professional skills while functioning in teams. Higher education institutions are promoting teamwork by engaging students in cooperative and project-based learning environments. We characterized teams based on their collective orientations and evaluated their team performance in a cooperative project-based learning environment situated in a sophomore-level systems analysis and design course. We explored the orientation patterns in terms of goals, roles, processes, and interpersonal relations (GRPI). Specifically, we analyzed team retrospectives of 23 teams using a mixed-method approach. Findings characterized teams into balanced and unbalanced orientations. Teams with balanced orientations demonstrated a higher level of team performance in terms of academic achievement than the unbalanced category.

scholarly journals Effectivity of The Cooperative-Project Based Learning (CPjBL) in Enhancing HOTS of Vocational Education Students

2018 ◽  
Author(s):  
Nizwardi Jalinus ◽  
Syahril ◽  
rahmat azis nabawi
Keyword(s):  
Opportunity To Learn ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
High Order ◽  
Learning Activities ◽  
Education Students ◽  
Experiment Method ◽  
Cooperative Project ◽  
High Order Thinking

This study intends to reveal effectivity of the cooperative-project based learning model in enhancing cognitive competencies up to the level high order thinking skills. The study was carried out experiment method using research design twogroup pretest-posttest design. Based on the result of the study, the students with the implementation cooperative-project based learning model have competencies on the level high order thinking skills. Through blended of the cooperative and project based learning, the students learn s in the groups and mutual responsibility for the success of their project tasks. Increased the students learning activities occurred during project task, the student actively improves and develop their competence inthrough principle of cognitivist and constructivist. With the application of their knowledge on project tasks, they get the opportunity to learn at the level of apply, analyze, evaluate and create.

scholarly journals Pengaruh cooperative project-based learning terhadap motivasi dan hasil belajar praktik “perbaikan motor otomotif” di SMKN 1 Seyegan

2015 ◽  
Vol 5 (1) ◽  
pp. 117
Author(s):  
Tafakur Tafakur ◽  
Wardan Suyanto
Keyword(s):  
Direct Instruction ◽  
Project Based Learning ◽  
Learning Motivation ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Intact Group ◽  
Equivalent Control ◽  
Cooperative Project ◽  
Motivation And Achievement ◽  
Quasi Experiment

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan cooperative project-based learning terhadap motivasi dan hasil belajar siswa pada praktik ”Menentukan dan memperbaiki gangguan pada sistem kerja mesin”. Penelitian ini menggunakan pendekatan quasi-experiment dengan desain non equivalent control group. Populasi dalam penelitian ini adalah siswa kelas XII Teknik Kendaraan Ringan SMKN 1 Seyegan Tahun 2013/2014. Sampel penelitian dipilih melalui intact group, terdiri atas kelas XII TKR3 yang diberi perlakuan cooperative project-based learning sebagai kelas eksperimen dan kelas XII TKR2 yang diterapkan pembelajaran langsung sebagai kelas kontrol. Data dikumpulkan menggunakan angket, observasi, tes praktik, dan dokumentasi, kemudian dianalisis menggunakan uji t sampel bebas dan analisis kovarian (ANAKOVA). Hasil penelitian ini menunjukkan bahwa motivasi maupun hasil belajar siswa yang mengikuti cooperative projectbased learning lebih baik dibandingkan siswa yang mengikuti pembelajaran langsung seperti yang dilaksanakan selama ini. THE EFFECTS OF COOPERATIVE PROJECT-BASED LEARNING ON LEARNING MOTIVATION AND ACHIEVEMENT IN PRACTICE ”AUTOMOTIVE MOTOR ” IN SMKN 1 SEYEGANAbstractThis study aims to investigate the effect of cooperative project-based learning implementation on student`s learning motivation and achievement in practice ”Determining and solving problems of engine working systems”. This research using a quasi-experiment method with equivalent control group design. The population of this research consists of year XII students of TKR major in SMK N 1 Seyegan in the 2013/2014 academic year. A sample was established using intact group which consists of XII TKR 2 class were taught using cooperative project-based learning strategy as experimental group and XII TKR 3 class were taught using direct instruction strategy as control group. The data were collected through questionnaire, observation, performance test and documentation then were analyzed using the independent sample t test and analysis of covariance (ANCOVA). This study concluded that students who follow the cooperative project-based learning are more motivated and achieve better learning outcomes than the other class who follow the direct instruction strategy.

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