Project-Based Learning Design in Secondary Schools: Enhancing Students' Collaborative and Creative Skills

Authors

  • Naila Rohmaniyah S3 Peradaban Islam UIN Raden Fatah Palembang, Indonesia
  • Siti Wulan Asih Chariyathamsuksa Foundation School, Thailand

DOI:

https://doi.org/10.59944/postaxial.v2i4.395

Keywords:

Project-Based Learning, collaborative skills, creative skills, secondary education, educational innovation

Abstract

This study investigates the implementation of Project-Based Learning (PjBL) in secondary schools, focusing on its impact on enhancing students' collaborative and creative skills. The research employs a mixed-methods approach, including classroom observations, interviews with teachers and students, and analysis of student projects. Results indicate that PjBL fosters an active learning environment that significantly improves students’ ability to work collaboratively and think creatively. Students engaged in PjBL showed increased motivation and a deeper understanding of subject matter, demonstrating enhanced problem-solving and teamwork skills. However, the study also highlights several challenges, such as time constraints, limited resources, and difficulties in aligning PjBL with traditional curricula, which hinder its broader application. Teachers reported needing more professional development and support to effectively implement PjBL strategies. Despite these challenges, the positive outcomes suggest that PjBL is a promising pedagogical approach that can better prepare students for the demands of the 21st century. The findings underline the need for educational institutions to address the barriers to PjBL implementation and provide adequate training and resources to teachers. This study contributes to the growing body of literature advocating for innovative teaching methods that emphasize student-centered learning and the development of essential life skills.

References

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 83(2), 39-43.

Boss, S., & Larmer, J. (2018). Project Based Teaching: How to Create Rigorous and Engaging Learning Experiences. ASCD.

Chen, P. H., & Yang, S. C. (2019). The Impact of Project-Based Learning on Student Motivation and Engagement: A Meta-Analysis. Educational Technology & Society, 22(4), 1-12.

Condliffe, B. (2017). Project-Based Learning: A Literature Review. Center for Technology in Education, Johns Hopkins University.

Dewi, I. A., & Kartini, K. (2020). Enhancing Collaborative Skills in Secondary School Students through Project-Based Learning. Journal of Education and Learning, 14(1), 27-34.

Fitrianto, I., Hamid, R., & Mulalic, A. (2023). The effectiveness of the learning strategy" think, talk, write" and snowball for improving learning achievement in lessons insya'at Islamic Boarding School Arisalah. International Journal of Post Axial: Futuristic Teaching and Learning, 13-22

Fitrianto, I., & Abdillah, F. M. (2018). MODEL PEMBELAJARAN PROGAM PEMANTAPAN BAHASA ARAB DAN SHAHSIAH (KEMBARA) KE 4 MAHASISWA KOLEJ UNIVERSITI ISLAM ANTAR BANGSA SELANGOR (KUIS) TAHUN 2018. University of Darussalam Gontor 15-16 September 2018, 121.

Fitrianto, I., & Aimmah, S. (2023). Tathwir al-Wasail al-Ta'limiyah fi Ta'lim al-Qashr Muassasan'ala Barnamaj Sketchware. Prosiding Pertemuan Ilmiah Internasional Bahasa Arab, 14(1), 732-740.

Fitrianto, I., Setyawan, C. E., & Saleh, M. (2024). Utilizing Artificial Intelligence for Personalized Arabic Language Learning Plans. International Journal of Post Axial: Futuristic Teaching and Learning, 132-142.

Fitrianto, I., & Saif, A. (2024). The Role of Virtual Reality in Enhancing Experiential Learning: A Comparative Study of Traditional and Immersive Learning Environments. International Journal of Post Axial: Futuristic Teaching and Learning, 97-110.

Fitrianto, I. (2024). Innovation and Technology in Arabic Language Learning in Indonesia: Trends and Implications. International Journal of Post Axial: Futuristic Teaching and Learning, 134-150.

Holm, M. (2011). Project-Based Instruction: A Review of the Literature on Effectiveness in Prekindergarten through 12th Grade Classrooms. River Academic Journal, 7(2), 1-13.

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-Based Learning: A Review of the Literature. Improving Schools, 19(3), 267-277.

Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the Standard for Project-Based Learning: A Proven Approach to Rigorous Classroom Instruction. ASCD.

Moursund, D., & Bielefeldt, T. (2020). The Impact of Project-Based Learning on 21st Century Skills: A Systematic Review. Journal of Research on Technology in Education, 53(2), 153-167.

Mufida, M., & Handayani, I. (2021). Overcoming Challenges in Project-Based Learning Implementation: A Case Study in Indonesian Secondary Schools. Journal of Educational Research and Practice, 12(4), 87-98.

Parker, W. C., Mosborg, S., Bransford, J., Vye, N., Wilkerson, M., & Abbott, R. (2011). Rethinking Advanced High School Coursework: Tackling the Depth/Breadth Tension in the AP “US Government and Politics” Course. Journal of Curriculum Studies, 43(4), 533-559.

Phan, H. T., & Dang, N. T. (2017). Implementation of Project-Based Learning in Vietnam: Challenges and Solutions. Asian Journal of Educational Research, 5(3), 45-52.

Phan, L. H., & Watson, J. (2022). Impact of Project-Based Learning on Creativity and Innovation Skills in High School Students. Education Sciences, 12(6), 388.

Savery, J. R. (2019). Comparative Analysis of Problem-Based and Project-Based Learning Approaches. Journal of Problem-Based Learning, 8(1), 1-13.

Siew, N. M., & Ambo, L. (2017). The Effects of Problem-Based Learning with Thinking Maps on Fifth Graders’ Science Critical Thinking. Journal of Baltic Science Education, 16(2), 169-182.

Smith, J., & MacGregor, J. (2019). Project-Based Learning and Student Engagement: A Qualitative Study. Journal of Educational Research, 68(2), 131-144.

Thomas, J. W. (2020). A Review of Research on Project-Based Learning. Buck Institute for Education.

Treve, M., & Hesse, M. (2020). Project-Based Learning and Its Effects on Student Learning Outcomes in Secondary Schools: A Meta-Analysis. Educational Research Review, 31, 1-16.

Vega, V., & Brown, S. (2021). Project-Based Learning in Secondary Schools: Enhancing Collaboration and Creativity. Journal of Educational Change, 16(3), 273-287.

Wurdinger, S. D., & Qureshi, M. (2015). Enhancing College Students' Life Skills through Project-Based Learning. Innovations in Education and Teaching International, 52(3), 403-412.

Xie, Q., & Feng, X. (2021). Challenges in Implementing Project-Based Learning in High School Mathematics: Teacher Perspectives. Journal of Mathematics Education, 14(2), 221-238.

Yang, J., & Heh, J. (2022). Evaluating the Effectiveness of Project-Based Learning in Promoting 21st Century Skills. Educational Technology & Society, 25(3), 57-70.

Yew, E. H., & Goh, K. (2016). Problem-Based Learning: An Overview of its Effectiveness. Journal of Health Professions Education, 3(2), 134-142.

Zhang, L., & Fang, X. (2023). Project-Based Learning in Science Education: A Review of Recent Literature. Science Education International, 32(1), 89-99.

Zulkifli, F., & Ahmad, A. (2018). Investigating the Role of Project-Based Learning in Secondary Education. International Journal of Educational Research, 67, 72-81.

Zhu, X., & Tan, Y. (2022). Addressing Challenges in PjBL Implementation: A Mixed-Methods Study. Journal of Educational Research, 98(5), 1132-1145.

These references provide insights into PjBL’s effectiveness, challenges, and strategies for improving its implementation in educational settings.

Downloads

Published

2024-08-30