Enhancing Active Learning and Fostering Employability: The Experience of a Two‐Stage Capstone Project at the University of Padova

Fedeli, Monica; Vardanega, Tullio

doi:10.1002/ace.20339

Cited by 6 publications

(4 citation statements)

References 18 publications

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“…Tahap ini memperjelas kegiatan pembelajaran yang menuntut siswa menghasilkan produk pembelajaran melalui kegiatan proyek terhadap sejauh mana siswa memahami konsep Biologi untuk direrapkan pada kehidupan sehari-hari. Pembelajaran dengan memberikan beban kerja kepada siswa merupakan suatu pembelajaran aktif untuk siswa menemukan informasi baru secara mandiri (Fedeli & Vardanega, 2019). Proses berpikir kreatif dibutuhkan dalam tahapan penelitian untuk memikirkan rencana, tahapan, objek, pengambilan keputusan dan memikirkan situasi kedepan dalam perencanaan kegiatan penelitian (Oncu, 2016).…”

Section: Pembahasanunclassified

Efektivitas Model Project-Based Learning Terintegrasi STEM (PjBL-STEM) terhadap Keterampilan Berpikir Kreatif Siswa Kelas X

Mamahit

Aloysius

Suwono

2020

Jur.Pend.Teo.Pen.Peng.

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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> Creative thinking skills are individual skills in using their thinking processes to generate new ideas. Creative thinking skills make students active in learning, able to express opinions, and process information easily. Creative thinking skills also enhance collaborative learning in which student-centered learning activities. One of the learning models that can be used is the STEM integrated Project Based Learning (PjBL-STEM) learning model. The research was conducted to determine the success of the PjBL-STEM model on students' creative thinking skills. This research was conducted in class X IPA SMAN 5 Malang with this type of research in the form of a quasi-experimental research. The data analysis was in the form of a single anacova analysis. Based on the results of research data analysis, the PjBL-STEM model is effective against creative thinking skills in the experimental class compared to the control class.</p><p class="Abstract"><strong>Abstrak:</strong> Keterampilan berpikir kreatif merupakan keterampilan individu dalam menggunakan proses berpikirnya untuk menghasilkan gagasan yang baru. Keterampilan berpikir kreatif membuat siswa aktif belajar, mampu mengemukakan pendapat, dan mengolah informasi dengan mudah. Keterampilan berpikir kreatif juga meningkatkan pembelajaran kolaboratif yang kegiatan belajarnya berpusat pada siswa. Salah satu model pembelajaran yang dapat digunakan adalah model pembelajaran <em>Project Based Learning</em> terintegrasi STEM (PjBL-STEM). Penelitian yang dilakukan untuk mengetahui keberhasilan dari model PjBL-STEM terhadap keterampilan berpikir kreatif siswa. Penelitian ini dilaksanakan di kelas X IPA SMAN 5 Malang dengan jenis penelitian ini berupa penelitian kuasi percobaan. Analisis data berupa analisis anakova tunggal. Berdasarkan hasil analisis data penelitian yang diperoleh model PjBL-STEM efektif terhadap keterampilan berpikir kreatif pada kelas eksperimen dibandingkan pada kelas kontrol.</p></td></tr></tbody></table></div>

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Section: Pembahasanunclassified

Efektivitas Model Project-Based Learning Terintegrasi STEM (PjBL-STEM) terhadap Keterampilan Berpikir Kreatif Siswa Kelas X

Mamahit

Aloysius

Suwono

2020

Jur.Pend.Teo.Pen.Peng.

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“…An industry-oriented capstone course is learner-centred teaching, combined with cooperation between university professors and industry. It emphasizes students' sense of responsibility and employment ability and encourages students to engage in group learning, solve problems in the real environments, write reports and finally present results (Fedeli and Vardanega, 2019). Industry-oriented capstone courses can enhance students' relevant employment abilities, enable students to integrate professional theories and practical skills and foster students' innovative creation, problem-solving, interpersonal communication and coordination abilities (Liao et al, 2016).…”

Section: Industry-oriented Capstone Coursesmentioning

confidence: 99%

The impact of industry-oriented capstone courses on the employability of EECS students in technological universities

Chang

Shih

Liao

2021

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PurposeThis study used the industry-oriented capstone course to increase the employability of electrical engineering and computer science (EECS) students in technological university.Design/methodology/approachIn this study, EECS students were selected and divided into groups, and the non-equivalent pretest–posttest quasi-experimental research method was adopted.FindingsIndustry-oriented capstone courses can improve students' employability, especially general ability, behaviour and attitude.Practical implicationsThe results of this study and many other studies show that capstone courses are helpful for the soft skills of students.Originality/valueThis study provides evidence that industry-oriented capstone courses can improve EECS students' employability.

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“…Students must provide timelines, team member progress reports, meeting agendas, and minutes for each meeting to model clients, mentors, and instructors. Students, instructors, industry professionals, and mentors must work collectively to enhance student learning and employability (Fedeli & Vardanega, 2019). Students will present an initial report that includes a preliminary investigation of the problem, schedule, team organization, roles, and responsibilities.…”

Section: Phase 3 -Teamworkmentioning

confidence: 99%

Capstone Courses and Major Projects for Enhancing Generation Z Career Readiness Through General Higher-Education Classroom Curriculum

2021

JHETP

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The limited literature connecting the design and implementation of capstone and major project courses in general education classrooms using a cross-disciplinary approach requires addressing. This manuscript aims to recognize Gen Z's unique characteristics in comparison to workforce requirements. Additionally, based on the groups' distinguishing traits and needs, a higher education general classroom major project or capstone course was designed. The design's purpose was to provide students with multiple opportunities to access high-impact strategies proven to enhance students' success beyond their major. An interdisciplinary process was developed to meet varying constituents' needs employing a five-phase planning and execution process.

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Enhancing Active Learning and Fostering Employability: The Experience of a Two‐Stage Capstone Project at the University of Padova

Abstract: 2This chapter presents how the method of capstone project in higher education can promote employability. Three primary forces guide the development of the capstone project at the University of Padova: employability, active learning, and responsibility in teaching and learning.

Cited by 6 publications

References 18 publications

Efektivitas Model Project-Based Learning Terintegrasi STEM (PjBL-STEM) terhadap Keterampilan Berpikir Kreatif Siswa Kelas X

Efektivitas Model Project-Based Learning Terintegrasi STEM (PjBL-STEM) terhadap Keterampilan Berpikir Kreatif Siswa Kelas X

The impact of industry-oriented capstone courses on the employability of EECS students in technological universities

Capstone Courses and Major Projects for Enhancing Generation Z Career Readiness Through General Higher-Education Classroom Curriculum

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