Environmental Explorations: Integrating Project-Based Learning and Civic Engagement Through an Afterschool Program

This study examined the Community Super Investigators Club, through which we aimed to apply mathematics and literacy skills by using project-based learning (PBL) to investigate elementary students’ interest in learning how to improve the environment for animals. PBL is a teaching method used to improve critical thinking skills around a project that is based on students’ questions. The study used a mixed-method design to examine the following research questions: How do students engage in PBL on topics relevant to their community in an afterschool club? How can critical math and literacy skills be integrated with community engagement? How did the experience in the club influence students’ beliefs about math and literacy? During Community Super Investigators Club, participating second- and third-grade students chose the topic of improving the environment for animals. Students learned about the following topics: reducing waste and recycling, the amount of trash produced around the world, using recyclable items to build bird feeders, and how trash in the oceans affects animals. Researchers interviewed and surveyed students. Students reported that they could make a positive impact in their community by not littering, reusing materials to minimize waste, and turning off the water while brushing their teeth. As a final project, students selected an outlet or person (e.g. newspaper, governor) to write a postcard to voice their concerns about the environment by including at least one fact and one proposed solution. Implications for practice are integrated into the findings and discussion.

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Identifying Problems in Students’ Final Projects Based on Scientific Writing Guidelines

Lingua Cultura ◽

10.21512/lc.v4i2.368 ◽

2010 ◽

Vol 4 (2) ◽

pp. 201

Author(s):

Endang Ernawati

Keyword(s):

Writing Skills ◽

Thinking Skills ◽

Theoretical Background ◽

Literacy Skills ◽

Critical Thinking Skills ◽

English Department ◽

Final Project ◽

Information Literacy Skills ◽

Preliminary Study ◽

Bahasa Indonesia

Article analyzed student’s difficulties and abilities in writing their final projects, which were undergraduate theses and undergraduate paper conducted by some students at the English Department, Bina Nusantara University. This was a preliminary study to support an appropriate student guideline in writing their final project. The study was conducted by applying qualitative methods that was by analyzing the four theses and one paper in terms of their format: titles, introduction, theoretical background, analysis, conclusion, bibliography, and paper rubric to analyze the contents. It can be concluded that generally, students, guided by their mentor/lecturer, understand the final paper guidelines and they are able to apply it in their thesis and paper. But, there are still lack of clarity and relevancy in expressing their ideas properly, and their ability in writing in both English and Bahasa Indonesia must be improved. These problems can be overcome by socializing the writing guidelines to both students and lecturers, providing them with critical thinking skills, cooperation with library that will guide them in information literacy skills, and language center that will improve their writing skills.

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Project Based Learning Model Based on Simple Teaching Tools and Critical Thinking Skills

Kasuari Physics Education Journal (KPEJ) ◽

10.30862/kpej.v1i1.728 ◽

2018 ◽

Vol 1 (1) ◽

pp. 12 ◽

Cited By ~ 1

Author(s):

Sri Wahyu Widyaningsih ◽

Irfan Yusuf

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Laboratory School ◽

Teaching Tools ◽

Model Based ◽

Language Writing ◽

School Laboratory ◽

Research Type

This study aims to determine the application of PjBL model based on simple props and critical thinking skills of students in the School Laboratory course. This research uses research type Pre-Experimental Design with sample of all students of semester II which programmed Laboratory School on even semester 2016/2017 in Program Studi Pendidikan Fisika Fakultas Keguruan dan Ilmu Pendidikan Universitas Papua. The results showed that the props designed by students 74.0% ± SD 4.2 or are in a good category. Assessment of practical worksheet covers the aspect of format, content, language/writing, and benefits/functions obtained 80.3% ± SD 7.4 or are in the very good category. Critical thinking skills of the students during the learning that is 66.7% ± SD 4.9 or are in a good category. Therefore the application of PjBL learning based on simple props can be used to develop critical thinking skills.

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Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

Education Sciences ◽

10.3390/educsci11020046 ◽

2021 ◽

Vol 11 (2) ◽

pp. 46

Author(s):

Maki K. Habib ◽

Fusaomi Nagata ◽

Keigo Watanabe

Keyword(s):

Critical Thinking ◽

Experiential Learning ◽

Learning Process ◽

Laboratory Experiments ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Learning Approach ◽

Learning Approaches ◽

Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

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PEMANFAATAN MEDIA SOFTWARE TRACKER UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI IMPULS DAN MOMENTUM DI SMKN 1 SOREANG

Journal of Teaching and Learning Physics ◽

10.15575/jotalp.v2i1.6583 ◽

2017 ◽

Vol 2 (1) ◽

pp. 17-22

Author(s):

Furi Chorina Agustin ◽

Yudi Dirgantara ◽

Ade Yeti Nuryantini

Keyword(s):

Critical Thinking ◽

Cognitive Abilities ◽

Positive Impact ◽

Sampling Technique ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Critical Thinking Ability ◽

Analysis Technique ◽

Thinking Ability ◽

High Level

This study originated from the lack of utilization of learning media during the learning process. Teaching methods used by teachers are less varied so that learners are only trained in cognitive abilities only while for high-level thinking skills such as critical thinking ability is still low. One alternative that can be done to improve the skills of critical thinking is to utilize the Software Tracker media. This study aims to determine the improvement of critical thinking skills of learners through the use of Software Tracker media on the material impulse and momentum. The research method used is Pre-Experiment with design One-Group Pretest-Posttest Design. The sample of this research using Purposive Sampling technique. The research instrument used in this research is the critical thinking skills of the students of impulse material and momentum to measure the critical thinking ability of learners. The data analysis technique uses normality test, and t test to normalized n-gain value from pretest and posttest value of learners using Microsoft Excel. The results showed that the critical thinking skills of learners increased after utilizing the Software Tracker media during learning. The result of this research is proved from the significant value of ttable test of 1.691 while t count is 24.53 which means H0 is rejected and Ha accepted. The results of this study indicate that the use of Software Tracker media on the material impulse and momentum have a positive impact on improving the critical thinking skills of learners.

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Project and problem based learning on students' critical thinking skills at cell material

JPBIO (Jurnal Pendidikan Biologi) ◽

10.31932/jpbio.v5i2.580 ◽

2020 ◽

Vol 5 (2) ◽

pp. 127-139

Author(s):

Isti Citra Wulandari ◽

Nuri Dewi Muldayanti ◽

Anandita Eka Setiadi

Keyword(s):

Critical Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Control Group ◽

Control Group Design ◽

Average Value ◽

Cell Material

Based on observations when apprenticed at SMAN 7 Pontianak it was known that students' critical thinking skills are still low. Therefore, a variety of learning models are needed to improve students' critical thinking skills. The purpose of this research was to determine the differences and effective learning model in improving students' critical thinking skills between students taught using the project-based learning model and the problem based learning model. The research method used was a quasi-experiment with a nonequivalent control group design. The data collection techniques used were measurement. The results showed a significant value of the T-test was 0.000<0.05. This means that there are differences in students' critical thinking skills taught using the project-based learning model and problem-based learning. The average value of N-Gain in the project-based learning model was 0.69 (moderate) while the problem-based learning model was 0.58 (moderate), so the project-based learning model is more effective than the problem based learning model on students' critical thinking skills.Keywords: Critical thinking skills, problem-based learning, project-based learning, cell material

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The Effects of Applying the Problem-Based Learning (PBL) Theory on the 11th Grade Scientific Stream Students’ Acquisition of the Concepts of Physics and the Development of Their Critical Thinking Skills

Asian Social Science ◽

10.5539/ass.v17n3p60 ◽

2021 ◽

Vol 17 (3) ◽

pp. 60

Author(s):

Sami Salameh Almasarweh ◽

Mohammad Khudairat

Keyword(s):

Critical Thinking ◽

Teaching Method ◽

Problem Based Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Traditional Teaching ◽

Study Results ◽

Independent Variable ◽

11Th Grade

The current study explores the effects of applying the Problem-Based Learning (PBL) Strategy on the 11th-grade scientific stream Jordanian students' acquisition of the concepts of developing their critical thinking skills. This study's significance lies in its emphasis on the worldwide growing tendency to apply PBL teaching strategies that consider developing the students' mental capabilities and creative thinking skills and, consequently, help them solve status-de- facto educational problems face and solve problems in their lives. The researchers used the experimental method in their study, which is based on studying the relationship between the independent and the dependent variables. For this reason, three study student groups, equal in their age, intelligence, academic achievement, social and economic standing, were selected. Two experimental groups were exposed to the independent variable (PBL) method, whereas the third control group was not exposed to the independent variable. Instead, it was taught in the Motion Unit in Physics by using the traditional teaching method. The results of the study were analyzed statistically, applying for the SPSS program. The Arithmetic Mean, the Standard Deviation, the Torsional Modulus, and the T-Test were used for the study analysis. The study results revealed that the two (PBL) experimental groups have proved to be much more superior to the control group's third traditional teaching method.

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PENGARUH PROJECT BASED LEARNING TERHADAP MOTIVASI BELAJAR SEKOLAH DASAR NEGERI 167 PEKANBARU

JMIE (Journal of Madrasah Ibtidaiyah Education) ◽

10.32934/jmie.v4i1.175 ◽

2020 ◽

Vol 4 (1) ◽

pp. 127

Author(s):

Sakilah Sakilah ◽

Ardi Yulis ◽

Nursalim Nursalim ◽

Rian Vebrianto ◽

Abu Anwar ◽

...

Keyword(s):

Student Learning ◽

Thinking Skills ◽

Learning Model ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Learning Motivation ◽

Control Group ◽

Control Group Design ◽

Significance Level ◽

Quasi Experimental

This study aims to study: the differences between students who take part in spending with a project-based learning model and students who follow learning with conventional models of student learning motivation. This study was a quasi-experimental study with nonequivalent control group design. The population in this study were fifth grade students of Public Elementary School 167 Pekanbaru in 2018/2019. Data collection using tests to determine critical thinking skills and questionnaires to learn learning motivation. Data analysis using t-test and Manova with a significance level of 5%. The results of this study indicate that there are differences between students who take part in spending with a project-based learning model with students who take learning with the conventional model on student learning motivation with the results of data calculations also understand Thitung at 17.412 and P = 0.00.

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Kemampuan Berpikir Kritis pada Model Project Based Learning disertai STEM Siswa SMA pada Suhu dan Kalor

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v4i7.12618 ◽

2019 ◽

Vol 4 (7) ◽

pp. 874

Author(s):

Sumardiana Sumardiana ◽

Arif Hidayat ◽

Parno Parno

Keyword(s):

Critical Thinking ◽

Mixed Method ◽

Thinking Skills ◽

Experimental Models ◽

Project Based Learning ◽

Critical Thinking Skills ◽

School Level ◽

Learning Models ◽

High School Level ◽

Model Project

Abstract: Critical thinking skills can be grown with learning project based learning models. The purpose of this study was to analyze Critical Thinking abilities with project-based learning (PjBL) students at temperature and heat at the high school level. This research was conducted at SMAN 2 Batu class XI. The subjects of this study were 35 students. This type of research is a mixed method embedded in experimental models. With a test of critical thinking skills the essay forms as many as 8 items. The results showed that there were differences in critical thinking of students before and later getting PjBL training on the material heat and temperature. The result of the research showed that students’ critical thinking has increas.Abstrak: Keterampilan berpikir kritis dapat ditumbuhkan dengan model pembelajaran project based learning. Tujuan penelitian ini adalah untuk menganalisis kemampuan berpikir kritis dengan project based learning (PjBL) siswa pada suhu dan kalor pada tingkat SMA. Penelitian ini dilakukan di SMAN 2 Batu kelas XI. Subjek penelitian ini berjumlah 35 siswa. Jenis penelitian ini Mixed method embedded experimental model. Dengan test kemampuan berpikir kritis berbentuk essay sebanyak delapan butir. Hasil penelitian menunjukkan bahwa terdapat perbedaan keterampilan berpikir kritis siswa sebelum dan sesudah mendapatkan perlakuan PjBL pada materi suhu dan kalor. Kemampuan berpikir kritis siswa mengalami peningkatan pada setiap indikator.

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THE EFFECTS OF MODEL PROJECT-BASED LEARNING APPROACH ON STEM (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATIC) ON SCIENCE LEARNING TO JUNIOR HIGH SCHOOL STUDENT’S CRITICAL THINKING SKILLS AND COOPERATIVE SKILLS

Journal of Science Education Research ◽

10.21831/jser.v4i1.34232 ◽

2020 ◽

Vol 4 (1) ◽

pp. 5-10

Author(s):

Riyani Septi Indriyana ◽

Susilowati Susilowati

Keyword(s):

High School ◽

Critical Thinking ◽

Junior High School ◽

Science Learning ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Learning Approach ◽

Science Technology ◽

Model Project

The research aimed to (1) analyzes the effects of model project-based learning approach on STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills, and (2) analyze how the effects of model project-based learning approach on STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills. The research was quasi-experimental with a non-equivalent control group design. The population was eighth-grade students of SMP Negeri 1 Berbah. The sample of the study was selected with cluster random sampling techniques and obtained grade-VIII B as an experimental class and grade-VIII C as a control class. Learning in the experimental class with a project-based learning model was STEM-oriented and the control class used a scientific approach. The data were pretest and posttest of critical thinking and observation sheets of cooperation. The analysis used the normality test, homogeneity test, MANOVA test, and effect size. The results showed that (1) there was an effect of project based learning model on STEM approach on critical thinking skills and cooperative skills of students of SMP Negeri 1 Berbah, (2) the effect of science learning project based learning model on STEM approach on critical thinking and collaborative skill was on medium category.

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Pengaruh Model Pembelajaran Project Based Learning Pada Mata Pelajaran IPA Terhadap Kemampuan Berpikir Kritis Siswa Kelas VI SD Negeri Margorejo VI Surabaya

Child Education Journal ◽

10.33086/cej.v1i1.879 ◽

2019 ◽

Vol 1 (1) ◽

pp. 28-35

Author(s):

Milda Mabruroh

Keyword(s):

Elementary School ◽

Critical Thinking ◽

Sixth Grade ◽

Analysis Data ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Matched Pair ◽

Post Test ◽

Parametric Statistical Test

The research aim was to determine the influence of Project Based Learning Models On Students’ Critical Thinking Skills of Sixth Grade Elementary School Student on science subjects at Elementary School VI Margorejo. This type of research is descriptive quantitative with experimental methods and the design of One Group Pre-test and Post-test. The subject of this research was the student members of Class VI at Elementary School VI Margorejo, Surabaya. The techniques carried out to support my research using data collection, observations, questionnaires and tests in the form of pre-test and post-test. Validation of this research is expert validator and using SPSS calculation. Analysis data used is a non-parametric statistical test with Wilcoxon "matched pair. The results of this study indicate that the output of the "Test Statistics" 0.000 <0.05, it can be concluded that the hypothesis 1 (H1) is accepted, which means there is a difference in the value of the pre-test and post-test and there is big influence from this project on students' critical thinking abilities of Sixth Grade Elementary School VI Margorejo Surabaya.

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