The Impact of Inquiry Collaboration Project Based Learning Model of Indonesian Language Course Achievement

Darmuki, Agus; Nugrahani, Farida; Fathurohman, Irfai; Kanzunnudin, Mohammad; Hidayati, Nur Alfin

doi:10.29333/iji.2023.16215a

Cited by 10 publications

(11 citation statements)

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“…The theories behind PBL prove that learners typically have more autonomy over what they learn, and the method helps maintain interest and motivates learners to take more responsibility for their learning. With more autonomy, learners often shape their project learning environment to fit their own interests and abilities (Arantes (2018), Baran (2018), Choden (2020), Chu (2011), Darmuki (2023), Gunawan (2020), Indrawan (2019), Maksum (2022), Mursid (2022), Nainggolan (2020), Putra (2021, Santyassa (2020, Saputra (2019), Supena (2021), Zulfa (2022), andSudjimat (2021)). Therefore, PBL enables the expression of diversity in learners, such as interests, abilities and learning styles.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Many other current researchers (Arantes (2018), Baran (2018), Choden (2020), Chu (2011), Darmuki (2023), Gunawan (2020), Indrawan (2019), Maksum (2022), Mursid (2022), Nainggolan (2020), Putra (2021, Santyassa (2020, Saputra (2019), Supena (2021), Zulfa (2022), and Sudjimat (2021), etc.) have further established the importance and effectiveness of PBL and collaborative learning in a variety of STEM-based disciplines, including its adaptability during the COVID-19 pandemic (Maksum (2022)).…”

Section: Using Project Based Learning To Improve Student …mentioning

confidence: 99%

“…Based off of the literature survey and the importance of the sustainability topic, a PBL methodology was developed that uses modern findings, implementation, and is at the forefront of the course delivery by incorporating milestones as suggested by multiple authors (Arantes (2018), Torres et al (2017), Darmuki (2023)). The milestone-based PBL methodology was developed and implemented in this study to determine its effectiveness in teaching sustainability topics as it relates to the cement and concrete Industry..…”

Section: Using Project Based Learning To Improve Student …mentioning

confidence: 99%

“…This methodology showed meaningful improvements to students' perceptions and performance (Torres, 2017). Other authors support the importance of making the PBL project being at the center of the course (Arantes (2018), Darmuki (2023), Gunawan (2020), Sudjimat (2021)) Therefore, a PBL methodology was implemented that used milestone-based formatting as described by Torres et al (2017). The milestone-based PBL was implemented in the next six offerings of the course and was compared to the original 2014 (control) semester.…”

Section: Introductionmentioning

confidence: 97%

“…PBL is facilitated through students spending an extended period of time investigating a complex question, challenge, or problem that allows students to inquire and make beneficial gains through their own discovery process. The project is often guided by an instructor or instructional aides who help transmit the knowledge as the students develop and work on their project (Arantes (2018), Baran (2018), Choden (2020), Chu (2011), Darmuki (2023), Gunawan (2020), Indrawan (2019), Maksum (2022), Mursid (2022), Nainggolan (2020), Putra (2021, Santyassa (2020, Saputra (2019), Supena (2021), Zulfa (2022), and Sudjimat (2021)). Torres et al (2017) developed a milestone based PBL methodology that was used in a college level construction course.…”

Section: Introductionmentioning

confidence: 99%

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Using Project Based Learning to Improve Student Comprehension of Sustainability in Concrete Technology

Torres

2024

INT J INSTRUCTION

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The objective of this study is to develop and implement a Project Based Learning (PBL) methodology to improve student comprehension of sustainability topics relating to the concrete industry. A milestone-based PBL methodology was implemented in a concrete technology course that emphasizes the project by creating individual milestones that are due throughout the semester. This intervention took place in an undergraduate program during six semesters, not including the control semester in which a conventional end-of-semester project was used to teach the same topic. The milestone-based PBL methodology was assessed indirectly using pre-and post-questionnaires to the participants and directly using quiz, homework, exam, project, and overall grades. Additionally, the participants provided feedback regarding the methodology. The results show that the students overwhelmingly preferred the milestone-based PBL over the standard project, which is complemented with an average increase of 16, 13, 17, 28, and 14 percentage points for the quiz, homework, exam, project, and overall grades respectively. This amounted to an overall average increase from 74% to 92%. These conclusions not only demonstrate a positive impact of PBL to the students in this course, but also provide further insight and evidence regarding the effectiveness of PBL methodologies for the engineering education community.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Using Project Based Learning To Improve Student …mentioning

confidence: 99%

Section: Using Project Based Learning To Improve Student …mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

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Using Project Based Learning to Improve Student Comprehension of Sustainability in Concrete Technology

Torres

2024

INT J INSTRUCTION

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Individual and collaborative infographic design and cognitive strategies in visual literacy support process: a qualitative research perspective

Özer Şanal,

Torun

2024

Journal of Visual Literacy

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Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement

Li,

Ismail,

Patra

et al. 2024

BMC Psychol

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This study investigates the impact of Philosophy-Based Language Teaching (PBLT) on the critical thinking skills and learner engagement of English as a Foreign Language (EFL) students. A concurrent mixed-methods approach, including semi-structured interviews, document analysis, and academic achievement tests, was employed with an experimental group (EG) exposed to PBLT and a control group (CG) receiving traditional instruction. The results reveal a substantial positive effect of PBLT on the critical thinking abilities of EFL learners, as evidenced by thematic analyses of interviews and document content. Themes include heightened critical thinking awareness, collaborative knowledge construction, and increased learner engagement. Academic achievement tests further demonstrate significant improvement in the experimental group’s performance. A comparison with existing literature underscores the novelty of our mixed-methods approach. Implications for language teachers, materials developers, syllabus designers, and policy-makers are discussed, highlighting the potential of PBLT in cultivating critical thinking and learner engagement.

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The Impact of Inquiry Collaboration Project Based Learning Model of Indonesian Language Course Achievement

Cited by 10 publications

References 0 publications

Using Project Based Learning to Improve Student Comprehension of Sustainability in Concrete Technology

Using Project Based Learning to Improve Student Comprehension of Sustainability in Concrete Technology

Individual and collaborative infographic design and cognitive strategies in visual literacy support process: a qualitative research perspective

Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement

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