Utilization of Project-Based Learning (PBL) Resources in Senior High School

2019

SEAQIS Journal of Science Education, 2021

STEM Education Review

National economic development is shifting from industrial sectors such as mining, and agriculture, amongst others, to prioritizing Science, Technology, Engineering, and Mathematics (STEM) en route to building new jobs, creating growth, and driving innovation. Different nations have made significant moves to invest in STEM education primarily driven by the need to foster human resources, henceforth creating specialized schools focused on STEM fields. These schools need to couple academic learning with its application to real-world contexts and problems through project-based learning (PBL). However, while implementation and evaluation have been the subject of many studies, there is still a dearth of studies that involve evaluating the implementation of PBL as a pedagogical approach in teaching research curricula in STEM schools.

International Journal on Research in STEM Education

STEM schools have put priority on establishing research education as a core program that enables students to choose a topic of their choice, identify a problem, and find a solution to it through experimentation and other modes of data collection. At the Philippine Science High Schools, one of its key goals is to foster a research culture among its scholars, who will help to strengthen the country's academic and scientific workforce and contribute to its success in the future. To improve instructional teaching, the project-based learning (PBL) approach has been utilized in many academic courses. A cache of studies has delved into the use of project-based learning approaches in many academic courses but the research education. This research project aimed to evaluate the implementation of project-based learning (PBL) in the STEM Research curriculum of the Philippine Science High School – Luzon campuses. Select teachers from the Philippine Science High School have shared their thoug...

The integration of project-based learning in Science, Technology, Engineering, and Mathematics activities has received much attention because of its potential in engaging students with real–world problem solving. This study was designed to examine the effectiveness of Science, Technology, Engineering, and Mathematics project-based learning lessons on students’ achievement in algebra, geometry, probability and problem solving. The achievements of two groups of students who participated in the study were compared longitudinally in 2008, 2009, and 2010. The results showed that lessons integrating Science, Technology, Engineering, and Mathematics project-based learning improved students’ scores in mathematics in general (d= 1.311), algebra (d=1.500), geometry (d=1.837), and probability (d=.487), but not in problem solving (d=.343). In addition, students in Science, Technology, Engineering, and Mathematics project-based learning schools showed higher scores in geometry, probability, and problem solving than those in non Science, Technology, Engineering, and Mathematics project-based learning schools. Implications for reforming instructional approaches and suggestions for further study were discussed.

ELEMENTARY: Islamic Teacher Journal, 2021

STEM Education, in various countries including Indonesia, is growing with a variety of classroom learning projects in elementary schools. This study aims to describe the development of basic education STEM research in Indonesia and the various types of learning projects developed based on the curriculum using systematic review. The technique of systematic review is qualitative (meta-synthesis). The primary sources in this study are various works of literature on STEM basic education contained in scientific journals indexed on the SINTA indexing page ranked 1-6 with the years of publication in 2017-2020. The data is analyzed using the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) method. The implementation has several steps consisting of (1) identifying research questions, (2) developing research protocols, (3) determining the location of the search area database, (4) selecting relevant research results, (5) selection criteria, (6) data extraction, (7) sy...

Learning and Individual Differences, 2016

Integrated Science Learning is a learning that combines Physics, Chemistry and Biology into a thematic learning. In this study the Integrated Science Learning conducted through Project Based Learning that emphasizes the analysis of the factual issues and investigating the problem solving by engaging 21st Century skills. Project Based Learning is centered on the learner and affords learners the opportunity for in-depth investigations of worthy topics. The steps of PBL are: Driving question, designs a plan for the project, arrange a schedule, monitor/evaluate the progress of the project and assess the outcome. 21 st Century skills to be taught and assessed are: critical thinking/problem solving, communication/oral presentation, collaboration, and tech literacy. Subjects in this study were students of grade X (chemistry subject), grade XI Science (Physics subject) and grade XII Science (Biology subject) at Sekolah Indonesia Singapura. In this study, aspects of assessment consist of a written test, oral/presentation test and observation. Based on the results of formative tests and summative tests, this study can enhance students' understanding of science and based on the observation during the study, it was concluded that 21st Century skills appears and possessed by the student when the learning processes.

Journal of Education For Sustainable Innovation

Problem-solving ability is a fundamental competence that must be mastered by students. Consequently, the educational orientation across various stages of learning should emphasize the development of this competence. The objective of this study is to enhance problem-solving skills among sixth-grade students at SDN Munjul 03 through the implementation of Project-Based Learning model with a STEM (Science, Technology, Engineering, and Mathematics) approach. The research approach employed is quantitative, employing a pre-experimental design with a one-group pretest-posttest design. The research sample comprises 41 sixth-grade students at SDN Munjul 03. Data for this study were collected through observation, interviews, and tests. The findings of the research reveal that the average scores in the problem-solving skills test after the implementation of the Project-Based Learning model with the STEM approach are significantly better than before. Descriptive analysis of these results indicat...

Design and Technology Education an International Journal, 2013