Integrated project-based learning (IPBL) implementation for first year chemical engineering student: DIY hydraulic jack project

Ruslan, Muhammad Syafiq Hazwan; Bilad, Muhammad Roil; Noh, Mohd Hilmi; Sufian, Suriati

doi:10.1016/j.ece.2020.12.002

Cited by 34 publications

(26 citation statements)

References 11 publications

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“…Learners' responses indicated that most of them became aware of the managing time effectively and significance of planning each step of the project carefully, which was a finding supported by current research (e.g. Ruslan et al, 2021;Santoso et al, 2021). Some challenges regarding ineffective use of time were also on mentioned by the participants and they stated heightened awareness towards the importance of planning and managing time during the project, which is another similar finding (Aldabbus, 2018).…”

Section: Conclusion and Suggestionssupporting

confidence: 70%

Project-based online learning experiences of pre-service teachers

Taşkıran

2021

Journal of Educational Technology and Online Learning

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Student-centered learning approach, which embodies shifting the focus of instruction from teacher to student, actively engages students in their own learning process by incorporating their learning skills and interests. With the developments in instructional technologies making online learning widespread, the student-centered learning approach has found the opportunity to transition from theory to practice. How project-based learning, which is one of the best application areas of student-centered learning, can be realized in online learning environments and the views of pre-service teachers about this experience are the research subjects of this study. Conducted as a descriptive case study, this study investigates the views and experiences of 55 Computer and Instructional Technologies Education Department students towards application of project-based learning in an online course. Data gathered through close-ended Likert type questionnaire, open-ended questionnaire and self-evaluation reports revealed that project-based learning method provided learners with gains in terms of comprehension of course content through hands-on experience, developing research skills, improving collaboration and group work skills, and creating something by making use of their imagination and creativity in a fun way. Research Article

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Section: Conclusion and Suggestionssupporting

confidence: 70%

Project-based online learning experiences of pre-service teachers

Taşkıran

2021

Journal of Educational Technology and Online Learning

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“…There are several models in the method of centralised learning for students, for example, integrated project-based learning (Ruslan et al, 2021); role-playing (Church & Bateman, 2020); (Bumbuc, 2020); (Lestari, 2020); (Rolland et al, 2018). There is also a collaborative learning method (Meijer et al, 2020); (Armenteros et al, 2019).…”

Section: Student-centred Learning As a New Strategy For Conservation Of Culturementioning

confidence: 99%

Increasing youth awareness of local culture through active learning

Rosa

Olivia

Gayatri

et al. 2021

CJES

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This study aims to determine the influence of practice-based active learning on students' interest and response in learning local culture in drama classes. The research was conducted at public universities in Indonesia using two active learning strategies. Qualitative methods using participatory techniques, interviews, and observations were carried out in collecting data for this study. The sample of this research is fifty drama class students. The analysis of data was done after the drama classes ended, which was marked by the process of assessing student learning outcomes through stage performances. This study showed a statistically significant increase in students' interest and response to learning local culture through collaborative learning methods and role-play in drama classroom learning. This study recommends adopting an active learning strategy in teaching local cultural materials to students. Further research is recommended on designing different active learning strategies with other variables and in different locations. Keywords: Scriptwriting; classroom drama teaching; teaching local culture; active learning.

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“…Supporting the PjBFC model's success in online learning, it must be integrated with both synchronous and asynchronous strategies. The integration of synchronous and asynchronous strategies in implementing online PjBFC learning model focusses on the student and promotes critical thinking development (Zarouk, M.Y et al, 2019;Zarouk, The Impact of Project-Based Flipped Classroom (PjBFC) on … International Journal of Instruction, July 2022• Vol.15, No.3 M.Y et al 2020Sasson et al, 2018;and Ruslan et al, 2021). The implementation of the PjBFC learning model uses the Zoom for the synchronous strategy and the WhatsApp for the asynchronous strategy.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Project-Based Flipped Classroom (PjBFC) on Critical Thinking Skills

Listiqowati¹,

Budijanto²,

Sumarmi³

et al. 2022

INT J INSTRUCTION

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This study aimed to examine the impact of the project-based flipped classroom (PjBFC) model on online learning with synchronous and asynchronous strategies on student's critical thinking skills. The media used are Zoom meetings and WhatsApp. The research design was quasi-experimental research. The research subjects were students of the Geography Education Study Program taking Metode Penelitian Pendidikan Geografi (MPPG or Geography Education Research Methods) course at one of the universities in Indonesia. The sample was selected using a simple random sampling technique to 30 students divided to 2 groups, experimental group class A and the control group class B. The data collected from the post-test results dan data analyzed using t-test. Normality test and homogeneity test are carried before data analysis. The results showed that the PjBFC model in online learning with synchronous and asynchronous strategies had a significant effect to develop student's critical thinking skills. The PjBFC learning model is a superior learning approach for developing critical thinking skills both theoretically and practically. This study suggests that all relevant lecturers use PjBFC more widely in conducting lectures. Further research is recommended to apply the PjBFC model with different variables to test the generalizability and reliability of the PjBFC model.

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Integrated project-based learning (IPBL) implementation for first year chemical engineering student: DIY hydraulic jack project

Cited by 34 publications

References 11 publications

Project-based online learning experiences of pre-service teachers

Project-based online learning experiences of pre-service teachers

Increasing youth awareness of local culture through active learning

The Impact of Project-Based Flipped Classroom (PjBFC) on Critical Thinking Skills

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