Competence and Perceived Benefits in Project-Based Learning for Postgraduate Students in History Education
Keywords:
Project-Based Learning, postgraduate students, History Education
Abstract
The paradigm developed at the State University of Jakarta (UNJ) in recent years has focused on competence to achieve workability. This paradigm shift requires a more flexible and active teaching-learning context. This paper presents empirical research into the application of a case-based project-based learning model (Case-Project Based Learning, CPjBL) in the learning of Evaluation, Process, and Learning Outcomes courses at the History Education Postgraduate Program of UNJ. Considering the important role of motivation and performance, we pursue three main goals. First, this study aims to analyze students' perceptions of the effectiveness of the CPjBL learning model to improve key competencies for employability. Second, we explored whether the perceived benefits of these competencies changed after the PBL trial. Finally, we aim to explore students' opinions about the usefulness, advantages, and disadvantages of this model. Our findings support the perceived effectiveness of PBL for improving teamwork, communication, creativity, organization, and information management competencies.
References
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Barak, M., & Dori, Y. J. (2005). Enhancing undergraduate students’ chemistry understanding through project-based learning in an IT environment. Science Education, 89(1), 117–139. https://doi.org/10.1002/sce.20027
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3–4), 369–398. https://doi.org/10.1080/00461520.1991.9653139
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Emery, L. R., & Morgan, S. L. (2017). The application of project-based learning in bioinformatics training. PLoS Computational Biology, 13(8), e1005620. https://doi.org/10.1371/journal.pcbi.1005620
Esteban, S., & Arahal, M. R. (2015). Project-Based Learning Methodologies Applied to Large Groups of Students: Airplane Design in a Concurrent Engineering Context. IFAC-PapersOnLine, 48(29), 194–199. https://doi.org/10.1016/j.ifacol.2015.11.236
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Fernandes, M. A. C. (2017). Project-based learning applied to an embedded systems course. International Journal of Electrical Engineering Education, 54(3), 223–235. https://doi.org/10.1177/0020720916675830
Fernandes, S. R. G. (2014). Preparing Graduates for Professional Practice: Findings from a Case Study of Project-based Learning (PBL). Procedia - Social and Behavioral Sciences, 139, 219–226. https://doi.org/10.1016/j.sbspro.2014.08.064
Francese, R., Gravino, C., Risi, M., & Scanniello, G. (2015). Journal of Visual Languages and Computing Using Project-Based-Learning in a mobile application development course — An experience report. Journal of Visual Language and Computing, 1–10. https://doi.org/10.1016/j.jvlc.2015.10.019
García, C. (2016). Project-based Learning in Virtual Groups - Collaboration and Learning Outcomes in a Virtual Training Course for Teachers. Procedia - Social and Behavioral Sciences, 228(June), 100–105. https://doi.org/10.1016/j.sbspro.2016.07.015
Gibbings, P., Lidstone, J., & Bruce, C. (2014). Students’ experience of problem-based learning in virtual space. Http://Dx.Doi.Org/10.1080/07294360.2014.934327, 34(1), 74–88. https://doi.org/10.1080/07294360.2014.934327
Hastie, P. A., Chen, S., & Guarino, A. J. (2017). Health-Related Fitness Knowledge Development Through Project-Based Learning. Journal of Teaching in Physical Education, 36(1), 119–125. https://doi.org/10.1123/jtpe.2016-0151
Heo, H., Lim, K. Y., & Kim, Y. (2010). An exploratory study on the patterns of online interaction and knowledge co-construction in project-based learning. Computers & Education, 55(3), 1383–1392. https://doi.org/10.1016/J.COMPEDU.2010.06.012
Hosman, L., & Jacobs, G. (2018). From Active Learning to Taking Action: Incorporating Political Context Into Project-Based, Interdisciplinary, International Service Learning Courses. Journal of Political Science Education, 14(4), 473–490. https://doi.org/10.1080/15512169.2017.1419876
Hsu, Y. C., & Shiue, Y. M. (2018). Exploring the influence of using collaborative tools on the community of inquiry in an interdisciplinary project-based learning context. Eurasia Journal of Mathematics, Science and Technology Education, 14(3), 933–945. https://doi.org/10.12973/ejmste/81149
Kek, M. Y. C. A., & Huijser, H. (2011). The power of problem-based learning in developing critical thinking skills: Preparing students for tomorrow’s digital futures in today’s classrooms. Higher Education Research and Development, 30(3), 329–341. https://doi.org/10.1080/07294360.2010.501074
Koh, J. H. L., Herring, S. C., Hew, K. F., Hwee, J., Koh, L., Herring, S. C., Foon, K., Koh, J. H. L., Herring, S. C., & Hew, K. F. (2010). Project-based learning and student knowledge construction during asynchronous online discussion. Internet and Higher Education, 13(4), 284–291. https://doi.org/10.1016/j.iheduc.2010.09.003
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733
Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Soloway, E. (1998). Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students. Journal of the Learning Sciences, 7(3–4), 313–350. https://doi.org/10.1080/10508406.1998.9672057
Krajcik, J., Neill, K. L. M. C., & Reiser, B. J. (2016). Learning-Goals-Driven Design Model: Developing Curriculum Materials That Align With National Standards and Incorporate Project-Based Pedagogy. 112109(111), 203503. https://doi.org/10.1002/sce
Lou, S. J., Chou, Y. C., Shih, R. C., & Chung, C. C. (2017). A study of creativity in CaC 2 steamship-derived STEM project-based learning. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2387–2404. https://doi.org/10.12973/EURASIA.2017.01231A
Maćias, J. A. (2012). Enhancing project-based learning in software engineering lab teaching through an e-portfolio approach. IEEE Transactions on Education, 55(4), 502–507. https://doi.org/10.1109/TE.2012.2191787
Manaf, N. A. A., Manaf, N. A. A., Ishak, Z., & Hussin, W. N. W. (2011). Application of Problem Based Learning (PBL) in a Course on Financial Accounting Principles. Malaysian Journal of Learning and Instruction, 8(0), 21–47. http://e-journal.uum.edu.my/index.php/mjli/article/view/7625
Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., & Soloway, E. (1997). Enacting Project-Based Science. The Elementary School Journal, 97(4), 341–358. https://doi.org/10.1086/461870
McMay, D. V., Gradel, K., & Scott, C. (2013). Using Problem Based Learning to Develop Class Projects in Upper-Level Social Science Courses: A Case Study with Recommendations. Creative Education, 04(01), 62–70. https://doi.org/10.4236/ce.2013.41009
Meyer, D. K., Turner, J. C., & Spencer, C. A. (1997). Challenge in a Mathematics Classroom: Students’ Motivation and Strategies in Project-Based Learning. Elementary School Journal, 97(5), 501–521.
Mo, J. P. T., & Tang, Y. M. (2017). Project-based learning of systems engineering V model with the support of 3D printing. Australasian Journal of Engineering Education, 22(1), 3–13. https://doi.org/10.1080/22054952.2017.1338229
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Published
2021-12-31
How to Cite
Kurniawati. (2021). Competence and Perceived Benefits in Project-Based Learning for Postgraduate Students in History Education . JTP - Jurnal Teknologi Pendidikan, 23(3), 307-320. https://doi.org/10.21009/jtp.v23i3.23926
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