The Development of Mathematics and Soft Skills at the Graduate Level through Project- Based Learning in Times of COVID-19

The merdeka curriculum establishes project-based learning as a learning design for developing soft skills and student character to support the development of the Pancasila Student Profile character. As a new paradigm, students must be responsive in following the existing learning schemes in the merdekacurriculum structure. Therefore, a good Adversity Quotient is needed for students as a benchmark for psychological adaptability in facing learning obstacles and fulfilling learning outcomes according to the objectives of the merdeka curriculum. Therefore, this research focuses on the efforts of SMK Negeri 4 Malang to develop students' Adversity Quotient through project-based PAI learning. Through a qualitative approach and type of case study research, this research assembles a critical analysis that can unravel the root of the problem as well as efforts to develop an Adversity Quotient for students at SMKN 4 Malang so that it has implications for achieving learning objectives according to the mandate of the merdekacurriculum. Data was collected through interviews, participant observation, and documentation studies. Data analysis was performed using the interactive model Miles, Huberman and Saldana. This study concludes that students' Adversity Quotient can develop through four stages called DEAL (Listen, Explore, Analyze, Do). The four stages are empirically able to frame the axiological framework for developing Adversity Quotient in students during the project-based learning (PjBL) process at SMKN 4 Malang.

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“…Book function analysis; (5). Analysis of the theme of the book; (6). Color analysis and book illustrations; (7).…”

Section: Implementation Project Based Learning At Smkn 4 Malangmentioning

confidence: 99%

Adversity Quotient in the Implementation of Project-Based Learning

Mardiana

Amalia

2022

Al-Hayat J. Islamic. E.

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“…It is important to note the ability PjBL has on improving soft skills concurrently with technical skills. Combining technical skill acquisition with soft skill development increases a student's opportunity for employment (Cardoso-Espinosa et al, 2021). Hartati et al (2022) note that, "the Project-Based Learning model can stimulate motivation, process, and improve students' soft skills and hard skills by using problems related to certain subjects that exist in real situations" (p. 181).…”

Section: Developing Soft Skills From Project-based Learningmentioning

confidence: 99%

How innovative high school programs grow and scale: a case study on the implementation of an innovative profession-based learning program

Harmon

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The purpose of this study was to examine the implementation process of an innovative high school program focusing on improving soft skill development and career readiness for students. The Diffusion of InnovationTheoretical Framework was utilized to guide the design and analysis of this study. The study was further informed by a literature review highlighting the need for innovation in education, soft skill development, innovative learning programs, and best practices for program implementation. The overarching research question asked how the school district implemented an innovative high school learning program. To answer this question this study looked to answer the following questions: (1) How did the school district explore innovative programs to improve soft skill development and career readiness for students? (2) How did the school district and program leaders prepare for the startup and implementation of the program? (3) How did the school district, program leaders, and staff implement the program? (4) How does the school district and program leaders support and sustain the program? The study utilized an instrumental case study approach to offer insight into the phenomenon of implementing innovative programs through a particular case. The study revealed important aspects of the implementation process across the four phases of exploration, preparation, implementation, and sustainment. In addition, the research emphasized the importance of identifying program outcomes, preparing program staff, embracing the uncertainty of innovation, and ensuring the availability of adequate support systems. The findings of this study have the potential to inform similar districts and policy makers interested in implementing innovative learning programs for the purpose of improving soft skill development and career readiness.

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Ways to develop soft skills in pre-service mathematics and physics teachers when studying certain topics of olympiad mathematics

Shyshenko,

Lukashova,

Drushlyak

et al. 2024

Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”

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The development of soft skills in pre-service teachers helps to improve the quality of teaching, create a positive classroom environment and ensure an individualized approach to learning. The integration of soft skills, in particular flexibility and adaptability to change, helps teachers to respond effectively to new teaching methods, technological innovations and the requirements of the modern educational environment. The authors of this article aimed to investigate the possibilities of developing soft skills within the educational components of the training programme for pre-service mathematics and physics teachers. The methodological basis of the study was the analysis of scientific literature, synthesis, formalization of scientific sources, description, comparison, and theoretical generalization of own pedagogical experience of teaching the course “Olympiad Mathematics”. The results of the study reveal some ways of developing soft skills of future masters of secondary education of Sumy State Pedagogical University named after A.S. Makarenko in the process of studying the course “Olympiad Mathematics”. At the same time, among the various topics of the course, the topic “Proof of Inequalities” was singled out. The peculiarities of applying the following methods and techniques to the proof of inequalities in the context of development of soft skills are revealed: the method of strengthening (weakening) of inequality, the method of mathematical induction, the Malikov's method, the method of transforming the common term in sums and its evaluation, the method of evaluating the terms of the product and introducing an additional factor, the method of applying the properties of functions to the proof of inequalities, the method of using the properties of the definite integral of a certain function on a segment. It has been found that the most common methods of proving inequalities have wide possibilities in the context of development of soft skills. Each of the methods of proving inequalities discussed in the article is illustrated by relevant examples with detailed explanations. It is proved that this topic opens up wide opportunities for the acquisition and development of a number of soft skills. The research allows identifying specific ways to improve soft skills in pre-service mathematics and physics teachers, which are practically significant for further development of these professions when studying specific topics of the “Olympiad Mathematics” course: using group work formats during seminars, problem-based learning in mathematics, applying digital technologies in the study of Olympiad Mathematics, self-analysis and reflection, using mentoring support technology, public speaking during seminars with presentations of own solutions

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The Development of Mathematics and Soft Skills at the Graduate Level through Project- Based Learning in Times of COVID-19

Cited by 3 publications

References 21 publications

Adversity Quotient in the Implementation of Project-Based Learning

Adversity Quotient in the Implementation of Project-Based Learning

How innovative high school programs grow and scale: a case study on the implementation of an innovative profession-based learning program

Ways to develop soft skills in pre-service mathematics and physics teachers when studying certain topics of olympiad mathematics

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