Students' Perception of Project-Based Learning Model in Blended Learning Mode Using Sipejar (original) (raw)
Related papers
2019
The objective of this research is to know the perception of future teachers of Elementary and Early Childhood Education in Blended Learning mode of the Faculty of Education at the Pontifical University of Salamanca on the use of an innovative methodology as is the Project Based Learning (PBL) for the acquisition of digital competence. In order to do this, we are here presenting a didactic proposal using Project Based Learning (PBL) as a methodological approach, which is framed in the subject of Information and Communication Technologies (ICT) in the field of education. A quantitative methodology has been carried out using the technique of the questionnaire for data collection. For the assessment, the Questionnaire of Effectiveness of the use of methodologies for Active Participation (CEMPA) has been used. This has been divided into 4 dimensions: Specific Skills, General Skills, Systemic and Interpersonal Skills (Carrasco, Donoso, Duarte-Atoche, Hernandez & Lopez, 2015). The outcomes are highly positive. These results are supported by other results obtained in former investigations which underwent similar research. Likewise, it is shown that the use of this methodology facilitates the acquisition of digital competence, as well as the development of different skills that are addressed with the use of this type of methodology. In conclusion, it can be established that the PBL has helped students of the Blended Learning mode to obtain a significant learning both, in the Specific skills as in the General and Systemic ones. On the contrary, no significant learning in Interpersonal skills has been obtained. This may be due to the fact that students under the Blended Learning mode have little interaction with the rest of their peers since it takes place mainly through digital channels.
International Journal of Social Science and Human Research, 2021
This research objective was to determine the effect of training with blended project-based learning on the lecturers' competence in developing teaching materials. The research participants consisted of 15 lecturers. The research method was a weak experimental by comparing the results of the participants' pretest and posttest. The data analysis technique of this research used N-gain of the pretest and posttest. The results showed that the N-gain score of 63.61% was classified as medium. Training with blended project-based learning for lecturers had a significant effect in increasing the competence of developing teaching materials. Blended project-based learning could increase the participation and the trainees' positive attitude.
The effect of project-based blended learning (PJB2L) learning model on students learning outcomes
International Journal for Educational and Vocational Studies, 2021
The main problem in education today is the lack of effectiveness in the learning process. This can be seen from the average student learning outcomes which are always still low. Especially for vocational high school students who emphasize learning skills in order to produce work-ready graduates, but it is inversely proportional to the facts in the field. Low learning outcomes are indicated because the learning conditions are still conventional (lectures, practicum, and discussions) where teachers are still a source of learning (teacher centered). This study aims to determine the effect of the project based blended learning model on learning outcomes of vocational high school students. This research was conducted through a literature review and relevant research results and was continued through a Focus Group Discussion (FGD). From the research it was found that there was a significant positive influence between the variable model of project based blended learning and student learnin...
Jurnal Pendidikan Jasmani dan Olahraga, 2021
This study aimed to improve the student knowledge and skills in Pencak Silat by applying project-based learning on a blended learning basis. The research method used was the experimental research method. The design of this study was quasi-experimental by involving a control group and an experimental group. The participants of the study involved 60 students of Universitas Ganesha selected using a random sampling technique. The data in the study were collected by utilizing a questionnaire. Data processing was carried out using Paired Sample T-test method. The result showed that the project-based learning model on a blended learning basis could improve the student knowledge and skills in the Pencak Silat learning process. It can be seen from the increase that occurred in the control and experimental classes. Thus, learning Pencak Silat through Project-Based Learning on a blended learning basis can be used as an alternative to improve student knowledge and skills in Pencak Silat.
Applied study of training projects as a learning strategy
CIERMMI Women in Science Engineering and Technology TXV, 2021
This article analyzes the use of Training Projects as a learning strategy, a two-step methodology is carried out: the first corresponds to an applied research, in which the phases of the Training Project are implemented during the course of a learning unit (Software Project Management). The second, once the case study has been put into practice, a field investigation is applied, for the self-evaluation of the applied strategy. The data collection instrument is a survey designed with the Google Forms tool and shared via institutional email. The results of the study are promising, the use of Formative Projects in learning, they are fully aligned to the learning unit and the achievement of its competence was very satisfactory, showing that 96.1% of the students agree or fully agree that they successfully completed their projects and clearly identify the disciplinary competence achieved in the process. There is no doubt that this study opens the gap to design methodologies and/or action...
ENGLISH FRANCA : Academic Journal of English Language and Education
This Classroom Action Research aims to determine the improvement in students' English speaking skill by implementing Project Based Learning in a Blended Learning system. This model of learning was conducted in two cycles consisting of four meetings in each of the cycle. The research began with a pre-test to determine initial speaking skills and language aspects which became the weaknesses of Polytechnic students in speaking English. The results of the pre-test then became the basis for implementing the Project Based Learning model. Online learning was conducted by using online media to observe the process of projects making and to submit those speaking projects which were regarded as post-test at the same time. Face-to-face learning, on the other hand, was carried out to discuss the learning topics before the speaking project assignment. The results of the study showed an improvement in students' English speaking skills after the implementation of Project Based learning. In ...
Designing a project management e-course by using project based learning
Procedia - Social and Behavioral Sciences, 2010
The aim of this study is designing an e-course system for Project Management courses. The primary objective of the system is providing course materials for students and increasing the course success. The e-course platform will assist the students for changing their negative feelings with positive ones such as when they feel anxiety, feel of failing the course or having pre convinced attitudes for the course. The e-course platform will has "Cognitive Learning Tool", "Learning Cards for Key Terms", "Key Term Matching", "Cognitive Concept Maps" and "Online Adaptive Examination" modules inside. For analyzing the students' needs a survey was conducted. Survey is organized based on to the first eight steps of project based learning approach. Survey results show that validity of survey is high (Cronbach's alfa, 0.86), and also significant correlations obtained between factors. These results state that e-courses should be supported with project based learning approach and real life projects.
Supporting the design and development of Project Based Learning courses
2014 IEEE Frontiers in Education Conference (FIE) Proceedings, 2014
The use of Project Based Learning has spread widely over the last decades, not only throughout countries but also among disciplines. One of the most significant characteristics of this methodology is the use of ill-structured problems as central activity during the course, which represents an important difficulty for both teachers and students. This work presents a model, supported by a tool, focused on helping teachers and students in Project Based Learning, overcoming these difficulties. Firstly, teachers are guided in designing the project following the main principles of this methodology. Once the project has been specified at the desired level of depth, the same tool helps students to finish the project specification and organize the implementation. Collaborative work among different users is allowed in both phases. This tool has been satisfactorily tested designing two real projects used in Computer Engineering and Software Engineering degrees.
VII INTERNATIONAL CONFERENCE “SAFETY PROBLEMS OF CIVIL ENGINEERING CRITICAL INFRASTRUCTURES” (SPCECI2021)
This study aims to obtain the formulation of the appropriate project-based learning stages to be implemented in complex machining learning. In addition, the achievement of employability skills and student learning achievement were also investigated in this study. The approach used is the Kemmis and Taggart class action research. Data collection techniques using observation, documentation, and interviews. The collected data was then analyzed by quantitative descriptive analysis. The results showed that the formulation of the appropriate project-based learning stages to be implemented in complex machining learning was group division, determination of themes (jobs/tools), job/tool design, job/tool making process, assembly process, testing & finalization. In addition, the achievement of student employability skills is 95.7% while the average student achievement is 87.14. INTRODUCTION Learning with the right model or strategy will be able to improve the quality of education. The quality of education can be realized if the learning process is carried out effectively, meaning that the teaching and learning process can take place smoothly, directed and in accordance with the learning objectives. Effective teaching and learning process criteria include: (1) the teaching and learning process is able to develop generalization concepts and abstract materials into clear and real things, (2) the teaching and learning process is able to serve the learning development of different students, (3) the teaching and learning process involve students actively in teaching so that PBM is able to achieve the goals according to the program that has been set [1]. The model or strategy that is applied in a learning process really depends on the situation and conditions that are happening. Currently almost all over the world is experiencing a pandemic of the covid 19 virus outbreak. Apart from health problems, the impact is felt in almost every line of life, whether economic, educational, socio-cultural, and political. One of the efforts to reduce this outbreak, the government has taken a policy to implement social/physical distancing, which is related to restrictions on gathering. The existence of this outbreak requires all of us to always obey health protocols in every activity we carry out. This impact is also felt by the world of education. Until now, the policy implemented related to education is Study Form Home, which is implemented online. Online learning certainly has many obstacles. This also happens in the Department of Mechanical Engineering Education, moreover, the superior characteristic is practical competence. Maybe for theoretical learning, the online method is not a problem, but what really becomes a problem is in the practical learning process. Education is very important for the reconstruction or reorganization of experiences that add meaning to experiences and increase the ability to add to subsequent experiences [2]. Education plays an important role in spurring human performance so that it can adapt to the needs of an increasingly advanced and rapidly developing era [3]. Practical learning is a process to improve the skills of students by using various methods in accordance with the skills provided and the equipment used. In addition, practical learning is an educational process that functions to guide students in a systematic and directed manner to be able to perform a skill [4].
VII INTERNATIONAL CONFERENCE “SAFETY PROBLEMS OF CIVIL ENGINEERING CRITICAL INFRASTRUCTURES” (SPCECI2021)
The COVID-19 outbreak has swept across the world and has had a long-lasting impact on all aspects of life in society. Indonesia is one of the countries most affected by the covid 19 outbreak. Several policies in education have been implemented. One of the learning innovation models applied in Vocational High Schools (Yogyakarta Special Region and Central Java Province) is the project-based blended learning model. The project-based blended learning model is believed to be by the characteristics of Vocational Schools, which can facilitate the achievement of student's cognitive and psychomotor competencies. The concept built is mixed learning between face-to-face in-class and online systems. So, project-based learning (PjBL) is carried out face-to-face (in the workshop), while theory is carried out online with an existing platform. However, there are still many complaints from teachers and students in implementing the innovation model. The results of data analysis in several journals: the findings of practical learning by using PjBL during the digital technology assistance period can improve learning outcomes, motivation, critical thinking skills. Several findings regarding the obstacles experienced in the implementation of PjBL during the Covid-19 pandemic, among others: signals and educators and students who do not master technology. Many factors cause the model to not be optimal, such as the lack of information related to the new model procedure, lack of socialization and technical guidance to teachers as model implementers, accessibility of information and communication technology is still low, human resources form of interaction that exists between educators and students, not running as, it should or communicative-interaction, the sensitivity of the education community in accepting educational innovations, media channels have not been able to distribute innovation information during society, and the perception of educational community groups in solving problems and accepting innovations.