scholarly journals Entrepreneurial Skill Development in Indonesia and Nigeria through Project-Based Learning

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Muhammad Kristiawan ◽  
Henry Samuel Edosomwan ◽  
Sheren Dwi Oktaria ◽  
Elsa Viona
Keyword(s):  
Problem Solving ◽  
Qualitative Methods ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Skill Development ◽  
Project Based Learning ◽  
Class Structure ◽  
Entrepreneurial Skills ◽  
Alternative Option ◽  
Traditional Class

This study analyzed how students in Indonesia and Nigeria used Project-Based Learning to develop their entrepreneurial skills. Qualitative methods with observation and documentation instruments used in this study. The success of the Project-Based Learning strategy is evaluated by reviewing projects completed by students. The findings of this study can be used by universities in Indonesia, Nigeria, and other countries as an alternative learning strategy. This research has never been done before because it examines entrepreneurial skills using Project-Based Learning in the context of Indonesia and Nigeria. The results obtained in Nnamdi Azikiwe University and Universitas Bengkulu<strong> </strong>indicated that PjBL approach increases students’ entrepreneurship skill development, creative thinking, and problem solving. These are very important for future entrepreneurial endeavours. Hence, PjBL is an effective method that can be used to enhance the entrepreneurial skill of students compared to the traditional class structure where the teacher or lecturer do more of the teaching with less students’ involvement. This study provides an alternative option for developing entrepreneurial skills through project-based learning in both Indonesia and Nigeria.

scholarly journals Students’ Perceptions of Life Skill Development in Project-Based Learning Schools

2016 ◽  
Vol 2 (1) ◽  
pp. 91 ◽  
Author(s):  
Kimberly Meyer ◽  
Scott Wurdinger
Keyword(s):  
Problem Solving ◽  
Time Management ◽  
Life Skills ◽  
Skill Development ◽  
Positive Influence ◽  
Project Based Learning ◽  
Life Skill ◽  
Structured Interviews ◽  
Life Skill Development ◽  
Learning Schools

<p>This research aimed to examine students’ perceptions of their life skills while attending project-based learning (PBL) schools. The study focused on three questions including: 1) What are students’ perceptions of their development of life skills in project-based learning schools? 2) In what ways, if any, do students perceive an increase in their life skill development over a one-year period of time? 3) What relationship, if any, is there between grade level and students’ perceptions of their life skills? The subjects were 275 6-12 students from two project-based learning charter schools in Minnesota. One school was located in a rural location; the other in an urban location. The triangulating data collection methods included a Likert-scale survey, semi-structured interviews, and focus groups. Quantitative analysis using SPSS were used to analyze the survey data. Qualitative analysis methods used were coding and identification of emergent themes. Qualitative results showed perceptions of most improved skills as time management, collaboration, communication, and self-directedness. Quantitative data results showed most improved skills within an academic year as responsibility, problem-solving, self-directedness, and work ethic. Self-directedness was the single skill that was evident in all data results. The results showed students’ perceptions of their life skills were positive and that project-based learning helped them develop multiple life skills including, but not limited to communication, collaboration, problem-solving, responsibility, and time management. Implications of this research suggest that project-based learning has a positive influence on students’ life skills development across 6-12 grade levels and helps prepare them to be successful in the 21<sup>st</sup> century global community and economy.</p>

scholarly journals The Effect of Digital Documentary Production through Field Work on Geography Students’ Problem-Solving Skills

2017 ◽  
Vol 6 (1) ◽  
pp. 113 ◽  
Author(s):  
Rukiye Adanalı
Keyword(s):  
Problem Solving ◽  
Teacher Candidates ◽  
Creative Thinking ◽  
Field Work ◽  
Project Based Learning ◽  
Problem Solving Skills ◽  
Paired Samples ◽  
Significant Difference ◽  
Group Interviews ◽  
Field Works

In this study, views of students about the applicability of the digital documentary production through fieldwork model and the effect of it on their problem-solving skills were examined. The study was conducted in Turkey, in 2016-2017 spring term with 15 geography teacher candidates who chosen by convenience sampling method. In this study, within producing student digital documentary via fieldwork (FwDD) which is the outcome of the project-based learning (PBL) process, students were asked to carry out field works and to reflect their observations through a digital documentary, on Cultural Geography subjects. The data was collected through Problem-Solving Inventory and focus group interviews, in this case study. Paired Samples Test and content analysis were used for analysis of the data. The findings showed that FwDD-PBL lead to a significant difference regarding the students’ problem-solving skills since the effect size is 0.61. Students stated that they learned to use the technology for educational and reflective purposes, that the project increased their motivations and enterprisingness besides their creative thinking and decision-making skills. The study is important to provide the students effective instruction and teaching skills. It is expected that the results will be useful to encourage the use of FwDD-PBL model in geography education.

scholarly journals Learning Strategy to Develop Critical Thinking, Creativity, and Problem-Solving Skills for Vocational School Students

2019 ◽  
Vol 25 (1) ◽  
pp. 36-42
Author(s):  
Muchlas Samani ◽  
Sunwinarti Sunwinarti ◽  
Bima A.W. Putra ◽  
Reza Rahmadian ◽  
Juni Noor Rohman
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Solving ◽  
Learning Strategy ◽  
Project Based Learning ◽  
Learning Problems ◽  
School Students ◽  
Technology Program ◽  
Problem Solving Skills ◽  
Contextualized Learning

Critical thinking, creativity, and problem-solving skills are critical for vocational schools graduates to enter the workforce in the industrial era 4.0. This study aims to find a learning strategy that can develop these three skills. The study was carried out at SMK X Mojokerto in the Automotive Technology Program in the academic year of 2017/2018. Data were collected using an observation sheet validated by three experts and tested with inter-rater reliability. The data analysis method is t-test. The results of data analysis showed that the Contextual Project Based Learning (CPjBL) was generally effective to improve critical thinking, creativity, and problem-solving skills. Detailed observation included each of these aspects. The findings showed that the implementation of contextualized learning problems could improve the aspect of originality and problem understanding skills, which was usually difficult to improve. On the other hand, CPjBL was not effective in developing the ability of analysis in critical thinking and look-back in problem-solving skills.

scholarly journals Instructional Strategies to Support Creativity and Innovation in Education

2017 ◽  
Vol 6 (4) ◽  
pp. 201 ◽  
Author(s):  
Thapanee Seechaliao
Keyword(s):  
Problem Solving ◽  
Instructional Strategies ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Project Based Learning ◽  
Learning Problem ◽  
Design And Development ◽  
Innovative Teaching ◽  
Innovative Education

The purpose of the study focused on the instructional strategies that support creation of creative and innovative education. The sample for this study consisted of 11 experts in the field of instructional strategies that support innovation of education. Among them, five were specialists in design and development of teaching and learning, three were in technology and innovational education, and the other three were in the design and development of innovative teaching. Research instruments used in this study were three sets of interview questions designed for those specialists in their own expertise. Collected data was analyzed and categorized into key issues and themes based on literature. The results were presented through the form of descriptive analysis. The findings revealed that instructional strategies which support the creation of creative and innovative education should focus on system approach. The instructional strategies usually based on design based learning, problem solving, creative problem solving, creative thinking, research based learning, problem based learning, project based learning, science, or innovative teaching process could lead to innovative education creatively. Teaching that involves practicalities should also be focused. These instructional strategies have common elements and processes: problems in the beginning, solutions findings, testing, and evaluation. Also, using a variety of stimulating ideas to find possible solutions to the problems facilitates brainstorming and helps learners think about new ideas. Results also showed that instructional strategies using questions, classroom discussion, self-directed study, inductive and deductive thinking, media or social media make students engage students in learning activities and create innovation in learning.

scholarly journals Instrument of Creative Thinking Skills in Project Based Learning Physics

2021 ◽  
Vol 4 (1) ◽  
pp. 58-68
Author(s):  
Aldi Setia Utama ◽  
Undang Rosidin ◽  
Agus Suyatna
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Average Score ◽  
Excellent Quality ◽  
D Model ◽  
Model Approach

To identify students’ creative thinking skills, appropriate instrument is needed. This study aimed to produce a valid creative thinking skills instrument. From several relevant studies, they only focus their research on developing skills instruments using a 4-D model approach and problem solving, while this research uses a project-based pursuit approach. The results of the validation of the three validators covering aspects of construction, substance, and language, revealed that the average score of the validation results for the construction aspects was 83% which was considered very valid. The average score of the validation results on the substance aspect is 86% with very valid criteria, and in the language aspect it reaches 85% with very valid criteria. Accordingly, this instrument of creative thinking skills is said to have been qualified with very decent and excellent quality for use in learning in schools to help teachers to assess students’ creative thinking skills.

scholarly journals Kemampuan berpikir kreatif dan pemecahan masalah siswa melalui penerapan model project based learning

2017 ◽  
Vol 10 (2) ◽  
pp. 166-183 ◽  
Author(s):  
Rahmazatullaili Rahmazatullaili ◽  
Cut Morina Zubainur ◽  
Said Munzir
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Project Based Learning ◽  
T Test ◽  
Group Design ◽  
Paired Samples ◽  
Score Difference ◽  
Model Project ◽  
Banda Aceh ◽  
Better Than

[Bahasa]: Penelitian ini bertujuan mengetahui kemampuan berpikir kreatif dan pemecahan masalah siswa sesudah penerapan model Project based learning dibandingkan dengan sebelum penerapan model tersebut serta korelasi antara kemampuan berpikir kreatif dan pemecahan masalah. Penelitian ini merupakan penelitian eksperimen dengan desain penelitian one-group pretest-postest group design. Populasi penelitian ini adalah siswa Madrasah Tsanawiyah Swasta Darul Ulum Banda Aceh sedangkan sampel penelitian yaitu siswa kelas VIII2 sebanyak 30 siswa. Instrumen dalam penelitian ini terdiri atas tes kemampuan berpikir kreatif dan pemecahan masalah. Analisis data dilakukan secara kuantitatif menggunakan uji t yaitu Paired Samples T-Test untuk pengujian perbedaan skor yang diperoleh siswa sebelum pembelajaran (pretes) dan setelah pembelajaran (postes). Hasil penelitian menunjukkan bahwa kemampuan berpikir kreatif dan pemecahan masalah siswa setelah penerapan model Project based learning lebih baik dari sebelum penerapan. Selain itu, terdapat hubungan antara kemampuan berpikir kreatif dan pemecahan masalah siswa yang belajar melalui penerapan model Project based learning. Hubungan kemampuan berpikir kreatif dan pemecahan masalah berada pada kategori cukup. Kata kunci: Berpikir Kreatif; Pemecahan Masalah; Project based learning [English]: This research aims to understand the students’ creative thinking and problem solving ability after implementing project based learning compared to before implementation and correlation between creative thinking and problem solving ability. It is an experiment research with one-group pretest-postest group design. The population is all students in Madrasah Tsanawiyah Swasta Darul Ulum Banda Aceh, 30 students are selected as samples. The instruments used are creative thinking and problem solving test. Data analysis used t-test, i.e. paired samples T-test to examine score difference before the implementation of project based learning (pretest) and after it (posttest). The result shows that creative thinking and problem solving ability after implementation is better than before it. In addition, there is a correlation between creative thinking and problem solving ability in ‘enough’ category. Keywords: Creative Thinking; Problem Solving; Project Based Learning    

Sign in / Sign up

Export Citation Format

Share Document