scholarly journals Project-based Learning (PBL) in EFL learning: Lesson from Indonesia

2021 ◽  
Vol 13 (2) ◽  
pp. 1114-1122
Author(s):  
Ngadiso Ngadiso ◽  
Teguh Sarosa ◽  
Muhammad Asrori ◽  
Nur Arifah Drajati ◽  
Anis Handayani
Keyword(s):  
High Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Project Based Learning ◽  
Educational Quality ◽  
Suitable Method ◽  
Efl Learning

Project-based learning (PBL) has gained popularity in education recently. This teaching method provides opportunities for students to learn independently by doing group works in the form of a project. It is seen as a suitable method to teach EFL to replace the traditional ways of teaching. Thus, this case study explores the students' and teachers' experience implementing PBL in the EFL class. Three EFL classes from three different high schools in Indonesia were observed to explore this issue. Six students and three teachers were interviewed to confirm the observation’s result and determine their perception of learning using PBL. The findings show that the class situation improved positively after implementing PBL. Furthermore, PBL was well perceived by both students and teachers. The teaching and learning process went smoothly and well-controlled. The students and teachers show positive perceptions toward PBL in EFL classes. However, some negative points of PBL were also pointed out. Thus, educational sectors may use this study's results to improve the educational quality, specifically for EFL classes. 

scholarly journals Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan

2021 ◽  
Vol 21 (2) ◽  
pp. 1-11
Author(s):  
Ratih Apri Sari ◽  
Bachrudin Musthafa ◽  
Fazri Nur Yusuf
Keyword(s):  
High School ◽  
High Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Project Based Learning ◽  
Vocational High School ◽  
Learning Models ◽  
High School English ◽  
Model Project

AbstrakPembelajaran berbasis proyek merupakan salah satu model pembelajaran yang direkomendasikan untuk digunakan dalam pembelajaran menurut kurikulum 2013. Pelaksanaan proses pembelajaran di Sekolah Menengah Kejuruan (SMK) memiliki karakteristik yang berbeda dengan pelaksanaan pembelajaran di Sekolah Menengah Atas (SMA). Guru SMK harus mampu mengembangkan model pembelajaran yang dapat menghasilkan aspek keterampilan kerja. Salah satu masalah paling kritis dalam proses belajar mengajar Bahasa Inggris di Sekolah Menengah Kejuruan adalah keengganan dan kreativitas guru yang kurang untuk menemukan cara agar pembelajaran lebih kreatif dan menyenangkan. Untuk mengetahui sejauh mana pemahaman siswa tentang suatu materi yang telah diajarkan dalam proses belajar mengajar, guru harus memberikan tugas kepada siswa. Penugasan dapat dilakukan dengan model Pembelajaran Berbasis Proyek (PjBL). Tujuan dari penelitian ini adalah untuk mengetahui bagaimana persepsi guru tentang pembelajaran berbasis proyek. Penelitian ini dilakukan dalam desain deskriptif kualitatif yang melibatkan tiga guru Bahasa Inggris SMK di Kabupaten Indragiri Hilir, Provinsi Riau sebagai responden. Penelitian ini menggunakan wawancara semi terstruktur sebagai instrumen pengumpulan data. Hasil analisis menunjukkan bahwa guru memiliki persepsi positif terhadap pembelajaran berbasis proyek. Dapat ditarik kesimpulan bahwa pembelajaran berbasis proyek perlu dilakukan oleh guru di kelas Bahasa Inggris sebagai salah satu model dalam proses belajar mengajar karena berfokus pada siswa.Kata Kunci: Pembelajaran Berbasis Proyek, Persepsi Guru, dan Sekolah Menengah Kejuruan. AbstractProject-based learning is one of the recommended learning models to be used in learning according to the 2013 curriculum. The implementation of the learning process in Vocational High Schools have different characteristics from the implementation of learning in Senior High Schools. Vocational high school teachers must be able to develop learning models that can produce aspects of work skills. One of the most critical problems in teaching and learning English at Vocational High School is teachers’ unwillingness and less creativity to find ways to make learning more creative and fun. To find out what extent students understand about the material that has been taught in the teaching and learning process, the teachers must give assignments to the students. The assignments can be done with the model Project-Based Learning. The aim of this study was to investigate how teachers’ perception about project-based learning. This research conducted in descriptive qualitative design which involved three vocational high school English teachers in Indragiri Hilir Regency, Riau Province as respondents. This research used semi-structured interview as an instrument to collect the data. The result of the analysis showed that teachers have positive perception toward project-based learning. The conclusion can be drawn that project-based learning was needed to do by the teachers in EFL classroom as one of the models in teaching and learning process because its focus on student-centered.Keywords: Project-Based Learning, Teachers’ Perception, and Vocational High School.How to cite (APA Style): Sari, R., Musthafa,B., Yusuf, F.N. (2021).  Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan.  Jurnal Penelitian Pendidikan, 21 (2), 2021. 1-11. doi: https://10.17509/jpp.v21i2.36972

Partnership of Learning Construction Through Model Making

2021 ◽  
pp. 285-305
Author(s):  
Sujatavani Gunasagaran ◽  
Tamil Salvi Mari ◽  
Sivaraman Kuppusamy ◽  
Sucharita Srirangam ◽  
Mohamed Rizal Mohamed
Keyword(s):  
Student Teacher ◽  
Learning Process ◽  
Teaching And Learning ◽  
Active Role ◽  
Project Based Learning ◽  
Architectural Education ◽  
Design Studio ◽  
Architecture Design ◽  
Construction Knowledge

Project-based learning offers an engaging instructional method to make learners active constructors of knowledge. This study aims to investigate the effectiveness of learning in two project-based learning of construction through model making in architecture using a case study and by designing. Model making is an innovative and time-consuming approach in teaching construction as this approach rely heavily on student-teacher partnership mimicking the studio learning. Learning construction through model making needs students to take an active role and to be ‘in-charge' of their learning and learning process. The study employs a survey to 78 participants of undergraduate architecture students. The results of this study demonstrated architecture students learn construction effectively using the model making method. This project-based learning allows students to have construction knowledge to consider buildability in their architecture design studio. The result can be used to improve teaching and learning of construction in architectural education.

scholarly journals The role and motivation of a teachers in the teaching and learning process case study at the technical high schools, vocational group of industry (thsv-gi) becora-dili, Timor-Leste

2021 ◽  
pp. 47106-47115
Keyword(s):  
High Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Independent Learning ◽  
School Students ◽  
Timor Leste ◽  
Industrial Group ◽  
Technical High Schools

This thesis is entitled, "The Role and Motivation of a Teacher in the Teaching and Learning Process with a Case Study at the technical high schools, vocational group of industry (THSV-GI) becora-dili,". The purpose of this study was to find out how the teaching duties and learning motivation of the THSV-GI Becora-Dili Industrial Vocational School students during the teaching and learning process and improving the quality of student learning. References from various articles, the internet, as well as some information from all informants (interviewers) were used in this study to increase the knowledge of the author in writing this thesis. The author uses qualitative research methods to describe the results of research to determine the importance of a teacher's task and learning motivation for students of the Technical high schools, vocational group of industry (THSV-GI) Becora-Dili, during the learning and learning process. Regarding the learning process in this study there were six (6) respondents. The instruments used in data collection were; observation, interview, documentation and researchers use six question indicators to interview directly. From the results of the existing research, the researcher concluded that the task of a teacher and learning motivation for students of the THSV-GI Becora-Dili Industrial Group during the teaching and learning process is very important because students can further improve their abilities. Their independent learning about the learning given by the teacher with different methods, they can get good grades and as qualified students about engineering.

Applying Project-Based Learning In Teaching Statistical Methods

2020 ◽  
Vol 7 (1) ◽  
pp. 41-53
Author(s):  
Soo-Cheng Chuah ◽  
Zarina Denan ◽  
JS Keshminder Singh
Keyword(s):  
Statistical Methods ◽  
Learning Process ◽  
Teaching And Learning ◽  
Knowledge Integration ◽  
Teaching Method ◽  
Research Result ◽  
Work Relationships ◽  
Project Based Learning ◽  
Business Economics ◽  
Economics Students

Teaching and learning processes can be effectively improved when the learning activities encounter an individual’s experience and interaction with their surrounding environments. Such interaction is highly significant throughout the learning process due to its role in enabling student participation and learning knowledge integration. This paper presents the option of teaching pedagogy for statistics teaching via project-based learning. This teaching method conduces cognitive development during the learning process by fostering active learning as it implements the application as opposed to the memorisation of statistical concepts. Therefore, a project was carried out with underpinned a common topic by all groups of students. The approach was incorporated in an undergraduate Statistical Methods class consisted of 34 business economics students in which they were to evaluate the learning process at the end of the course. Data collection consisted of closed-form and open-ended questions directed to the students for them to express their perceptions of project-based learning. The results showed that throughout the phases of project-based learning implementation, the students found that the processes of data presentation and analysis and research result discussion were challenging phases. They revealed the need for adjustment while carrying out a project, which was in line with the insight regarding the benefits and limitations faced by population. In particular, the aspect of limitations included the complexity of group work relationships and accessibility of resources applied in the project, while the benefit aspects are an increased level of student engagement in the learning process and their understanding of statistical concepts.

Applying Project-Based Learning In Teaching Statistical Methods

2021 ◽  
Vol 7 ◽  
pp. 41-53
Author(s):  
Soo-Cheng Chuah ◽  
Zarina binti Denan ◽  
JS Keshminder Singh
Keyword(s):  
Statistical Methods ◽  
Learning Process ◽  
Teaching And Learning ◽  
Knowledge Integration ◽  
Teaching Method ◽  
Research Result ◽  
Work Relationships ◽  
Project Based Learning ◽  
Business Economics ◽  
Economics Students

  Teaching and learning processes can be effectively improved when the learning activities encounter an individual’s experience and interaction with their surrounding environments. Such interaction is highly significant throughout the learning process due to its role in enabling student participation and learning knowledge integration. This paper presents the option of teaching pedagogy for statistics teaching via project-based learning. This teaching method conduces cognitive development during the learning process by fostering active learning as it implements the application as opposed to the memorisation of statistical concepts. Therefore, a project was carried out with underpinned a common topic by all groups of students. The approach was incorporated in an undergraduate Statistical Methods class consisted of 34 business economics students in which they were to evaluate the learning process at the end of the course. Data collection consisted of closed-form and open-ended questions directed to the students for them to express their perceptions of project-based learning. The results showed that throughout the phases of project-based learning implementation, the students found that the processes of data presentation and analysis and research result discussion were challenging phases. They revealed the need for adjustment while carrying out a project, which was in line with the insight regarding the benefits and limitations faced by population. In particular, the aspect of limitations included the complexity of group work relationships and accessibility of resources applied in the project, while the benefit aspects are an increased level of student engagement in the learning process and their understanding of statistical concepts.

scholarly journals The role and motivation of a teachers in the teaching and learning process case study at the technical high schools, vocational group of industry (thsv-gi) becora-dili, Timor-Leste

2021 ◽  
pp. 47106-47115
Keyword(s):  
High Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Independent Learning ◽  
School Students ◽  
Timor Leste ◽  
Industrial Group ◽  
Technical High Schools

This thesis is entitled, "The Role and Motivation of a Teacher in the Teaching and Learning Process with a Case Study at the technical high schools, vocational group of industry (THSV-GI) becora-dili,". The purpose of this study was to find out how the teaching duties and learning motivation of the THSV-GI Becora-Dili Industrial Vocational School students during the teaching and learning process and improving the quality of student learning. References from various articles, the internet, as well as some information from all informants (interviewers) were used in this study to increase the knowledge of the author in writing this thesis. The author uses qualitative research methods to describe the results of research to determine the importance of a teacher's task and learning motivation for students of the Technical high schools, vocational group of industry (THSV-GI) Becora-Dili, during the learning and learning process. Regarding the learning process in this study there were six (6) respondents. The instruments used in data collection were; observation, interview, documentation and researchers use six question indicators to interview directly. From the results of the existing research, the researcher concluded that the task of a teacher and learning motivation for students of the THSV-GI Becora-Dili Industrial Group during the teaching and learning process is very important because students can further improve their abilities. Their independent learning about the learning given by the teacher with different methods, they can get good grades and as qualified students about engineering.

scholarly journals Penekanan Visi Dan Misi Pensyarah Cemerlang Pendidikan Islam Dalam Pelaksanaan Pengajaran Dan Pembelajaran (Emphasizing on the Vision and Mission of the Excellent Lecturers in Islamic Education throughout the Teaching and Learning Process)

2020 ◽  
Vol 7 (2) ◽  
pp. 29-39
Author(s):  
Ahmad Firdaus Mohd Noor ◽  
Kamarul Azmi Jasmi ◽  
Muhd Imran Abd Razak ◽  
Khairunnisa A Shukor ◽  
Mohd Zahirwan Halim Zainal Abidin ◽  
...  
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Document Analysis ◽  
Islamic Education ◽  
The World ◽  
Five Elements ◽  
Six Elements

This article discusses the importance of vision and mission of the Islamic Education Lecturers (IELs) in teaching and learning (TnL). This study was fully conducted through qualitative method via case study. Six IELs were selected as participants and willing to be interviewed, and the data from the interview were supported by three Heads of Islamic Education Unit, 12 lecturers and 12 students. The data were triangulated with the data obtained through observation and document analysis. The data were analysed through N’Vivo software to generate a pattern of themes and characteristics of the vision and mission in TnL. The result found that there were six elements of vision and mission emphasized by the IELs in TnL. Five of them had formed a pattern. That five elements were; students receiving and appreciating, TnL objective achieved, spreading da’wah, moulding students attidtude and thinking, and achieving success in the world and the hereafter. Therefore, a model which is named as Model of the Vision and Mission Practice for the Excellent Islamic Education Lecturers was deloped. From the overall view, the emphasis on achieving mission and vision helps the IELs to successfully conduct TnL inside and outside classroom.

scholarly journals Innovation in the classroom: Engaging English as a foreign learning students using project-based learning

LingTera ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 61-67
Author(s):  
Alif Karyawati ◽  
Ashadi Ashadi
Keyword(s):  
Critical Thinking ◽  
Teaching Strategies ◽  
Learning Process ◽  
Project Based Learning ◽  
Instructional Approach ◽  
Teaching English ◽  
English Drama ◽  
New Learning ◽  
Speaking Skill

Project based learning (PBL) is an instructional approach that focuses on student centre learning, learning process, and students’ autonomy. This study was conducted at International Class Program in one of universities in Salatiga. Furthermore, this study explained the teaching strategies by using project based learning in English drama class. The researcher used a case study as the design and collected the data by using interview and observation. The participants of this study were an English drama lecturer and 20 students of International Class Program (ICP). The findings indicate that ICP students dominated the class especially to improve their speaking skill and the lecturer provided new learning atmosphere in teaching English by giving some activities which contains communication, critical thinking, collaboration, and creativity or 4Cs skills.

scholarly journals The Effective 21st-century Pedagogical Competence as Perceived by Pre-service English Teachers

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Renol Aprico Siregar
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Real Life ◽  
English Teachers ◽  
21St Century Education ◽  
Pedagogical Competence

As teaching is considered as a lifelong process, teachers should always intend to develop themselves to be able to effectively conduct the teaching and learning process. This study aimed at exploring the view of pre-service English teachers towards the effective 21st-century teachers’ pedagogical competence and how they develop their pedagogical competence for their future teaching. The data were obtained through interviews and questionnaires. The study was qualitatively conducted as a case study by involving 12 pre-service English teachers purposively chosen due to their familiarity with the study issue. The results indicated that in terms of 21st-century education, the participants perceived that the pedagogical competence focused on teachers’ capability of integrating the technology in classrooms and teachers’ ability to exploit adjusted methods and materials which furnish students with skills appropriate to their future real-life careers.  Further, there were eight very crucial traits of effective 21st-century pedagogical competence perceived by the participants. They were extended to; facilitating and inspiring students to learn creatively, utilizing, designin

Sign in / Sign up

Export Citation Format

Share Document