Digitizing Project-Based Learning in engineering education

This research aims to develop Class IV Mathematics Comic Media with Fraction Material that is valid, practical and effective to improve elementary school students' problem solving abilities and interest in learning mathematics subjects. This research method is development research or Research and Development (R & D). The procedure used is to simplify the Borg & Gall development model (in Sugiyono, 2015: 298-331) which consists of 10 steps, in this research it will be limited to the seventh step. The population in this study is the population in this study are students at SD Negeri 02 Amban. The research sample chosen was class IV students for the 2023/2024 academic year. The sample in this study was divided into two, namely class IV A students as the experimental class and class IV B students as the control class. Data collection techniques used in this research include questionnaires, interviews, validator assessment sheets, and problem solving ability tests. The data analysis techniques used in this research consist of three, namely validity, practicality and effectiveness data analysis. The research instruments consisting of learning implementation plans, student worksheets, comic media, problem solving ability tests, and learning interest questionnaires that have been developed are in the very good category based on the assessments of the three validators. Practicality obtained a positive response from students of 88.6%, which is in the very practical category. Students' problem solving abilities are better than the problem solving abilities of Control class students. The average problem solving ability of Control Class students is 60.31, while the average problem solving ability of experimental class students is 72.50. There is an influence of interest in learning on students' problem solving abilities.

Students' difficulty in understanding the learning material becomes a problem in achieving learning success. This is due to the lack of variety of learning models used by teachers, so far teachers have applied more cooperative learning models. Therefore, researchers try to apply the PBL (Problem Based Learning) learning model, which is one of the learning models that can stimulate students to think in problem-oriented situations. The purpose of this study was to determine the influence of the PBL model on students' problem-solving ability and cognitive learning outcomes. This research was conducted on grade 8th students of SMP Negeri 2 Kediri. This type of research is a pseudo-experiment (quasi-experimental). Data analysis using an independent sample t-test. The population in this study were all students from class 7th to class 9th. While the sample is students in grade 8th A as the experimental class and 8th B as the control class.The samples in this study were students of class 8th A as an experimental class and 8thB as a control class. The sampling technique uses purposive sampling technique. The results of the hypothesis test of problem-solving ability of experimental class and control class students obtained data that the sig < α was 0.009 < 0.05 at a significance rate of 5% so that H 0was rejected and H1 was accepted. In addition, on the results of the cognitive learning hypothesis test of experimental class and control class students, data were obtained that the sig < α was 0.003 < 0.05 at a significance rate of 5% so that H 0 was rejected and H1 was accepted. This shows that the PBL learning model affects students' problem-solving ability and cognitive learning outcomes.

This research aims to analyze whether there are significant differences in problem-solving abilities and scientific attitudes between students who use the ethnoscience-based creative problem-solving learning model and students who use the Discovery learning model on colloidal materials. This research was conducted at SMA N 6 Yogyakarta and SMA N 11 Yogyakarta using a quasi-experimental method with data analysis techniques using MANOVA. Data collection techniques in this research are observation, interviews, questionnaires, and tests. The results showed that there were significant differences in problem-solving abilities and scientific attitudes between experimental class and control class students, with a significance of 0.00 < 0.05 and an effective contribution of 13.6% in the moderate category. Therefore, it can be concluded that the use of a creative problem-solving learning model based on ethnoscience has a significant influence on improving students' chemical problem-solving abilities and scientific attitudes towards colloidal materials.

Objectives: To investigate the effect of interactive multimedia in gas ideal teaching on problem-solving ability performance of prospective teacher. Methods/Statistical Analysis: The method used is quasi experiment with pretest-posttest control design. A test of problem solving ability consisting of six essay questions. Sample were selected by random method (probability sampling). The experimental groups of 40 students was taught by interactive multimedia in gas ideal teaching while the control group of 40 students was taught by traditional method. Hypothesis testing is used by the t-tes. Finding: The finding of this study was the experimental classes that are taught with interactive multi-media in gas ideal learning get an average score of problem solving abilities is 80.50 and the control class taught with conventional learning obtains problem solving abilities with an average of 74.96. The data above showed that t count> t table (3,514> 1,667), that the problem-solving ability of students who learned physics using interactive multi-mediabased problem solving was better than of students who learned through conventional methods. In addition, in ideal gas learning based on interactive multimedia students conduct problem solving and physical symptom exercises shown by multi-media, so that they understand physics thoroughly and are skilled at performing problem-solving tasks. Multi-media helped them emphasize and engage actively in problem-solving process as it is related to real materials and real life situations which made it easier for them to remember. Application/Improvements: To improve this media, the involvement of students in problem-solving task and multi-media helps retention of students’ knowledge and motivates interest can be applied to other physical materials. Keywords: Ability, Ideal Gas, Improved, Interactive Multimedia, Problem-Solving, Teaching

This study aims to determine the effectiveness of STEM-PjBL learning in improving students' problem-solving abilities in alternative energy materials. This research was conducted in one of the high schools in the city of Bandung. Samples were obtained by rational sampling of 35 students in class X MIPA I (experimental class) and 35 students in class X MIPA II (control class). The method used is a quasi-experimental design with a non-equivalent control group design. Data collection technique is a description test in the form of pre-test and post-test. Based on data analysis it is known that the use of STEM-PjBL can improve students' problem solving skills (N-Gain = 0.65) in the experimental class compared to the control class (N)-Gain = 0.44). The t-test results with SPSS 22 with Sig. (2-value) less than 0.05 indicates that there is a significant difference in the increase in the problem solving ability of students in the experimental class and the control class. Based on these results, learning has a positive impact on students' problem solving abilities. STEM-PjBL learning can be used as an alternative teaching strategy at various school levels.

Using Project-Based Learning to Foster Mathematics Creative Thinking and Problem-Solving Skills of Elementary School Students . Objectives: This research aims to describe creative thinking skills and mathematical problem-solving abilities by implementing the Project-Based Learning model. Methods: This research used a quasi-experimental approach with a posttest-only control group design. The research was conducted at the Mano I of Catholic Elementary School during the odd semester of the 2023/2024 academic year. The research sample involved 53 fifth-grade students selected using random sampling techniques. The data collection instrument employs a descriptive test consisting of five questions each to assess creative thinking skills and problem-solving abilities. These instruments have undergone testing and have demonstrated reliability coefficients of 0.84 and 0.81, within the high category. The data collection method used in this research uses a test technique on fraction material, which consists of 10 questions with details of 5 creative thinking skills test items and 5 problem-solving ability test items. The instruments in this research are test questions, divided into creative thinking skills tests and problem-solving ability tests, each of which uses high-level thinking indicators, classified into C4 and C5 questions. The rubric for assessing creative thinking skills and problem-solving abilities is used in this research as a basis for consideration when assigning grades. The data analysis employed the Multivariate Analysis of Variance (MANOVA) test technique using the Statistical Package for Social Sciences (SPSS) version 23.0 program for Windows. Before this, several assumption tests were conducted, including tests for normality of data distribution, homogeneity of variances, and multicollinearity. Findings: Simultaneously, students taught utilizing project-based learning demonstrate higher creative thinking and problem-solving skills than those taught using conventional methods. The PjBL model significantly impacts elementary school students' creative thinking and mathematics problem-solving skills. Conclusion: The PjBL approach is an acceptable choice for educators to foster creativity. Keywords: creative thinking skills, problem solving mathematics, project-based learning. DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202453

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 indicates a notable enhancement in problem-solving skills among students following the Project-Based Learning treatment with a STEM approach. The results of the hypothesis testing, utilizing the paired sample t-test method, also indicate that the difference between pre-treatment and post-treatment problem-solving skills test scores is statistically significant. Consequently, it can be deduced that a tangible improvement has occurred in the problem-solving abilities among the experimental class students. The conclusion drawn from this study is that the Project-Based Learning model with a STEM approach is effective in elevating problem-solving skills. The implementation of the Project-Based Learning model through the STEM approach can be regarded as one of the alternative solutions available to educators for enhancing students' problem-solving capabilities.

This study aimed to obtain description in application the cooperative learning model type scramble on student’s learning outcomes in hydrocarbon material in class X SMAN 8 Palu. This type of research was quasi-experimental research. This study was conducted at two group, 27 students in class XB as an experimental group and 28 students in class XA as a control group. The testing of student’s learning outcomes data used the statistical analysis t-test of the two parties with the prerequisite test: normality test and homogeneity test. The results of the data analysis, it was obtained the average values of students in experiment class () was 72.40 with a standard deviation of 11.86 and students in control class () was 67 with a standard deviation of 12.03. Based on the results of testing hypotheses by statistical t-test two parties, it was obtained –ttable­<tcalculation> +ttable (tcalculation=2.37 and ttable=1.67) with a significance level α = 0.05 and degrees of freedom 53, then H0 was rejected and ha was accepted. It can be concluded that there is the effect of applying the cooperative learning model type scramble toward student’s learning outcomes in the hydrocarbon material in class X SMA 8 Palu.

Based on the results of initial observations at SMA Negeri 7 Tangerang, it shows that students are less involved in the learning process, students tend to be passive, one of the factors that causes students to be less involved in learning is because the learning model and learning approach applied by the teacher is less varied. Therefore, research has been carried out on the influence of the Guided Inquiry learning model on problem solving abilities and cognitive learning outcomes of Biology students in Class XI SMA Negeri 7 Tangerang in the 2018/2019 academic year. The purpose of this study was to examine whether there was an effect of the Guided Inquiry learning model on problem solving abilities and cognitive learning outcomes of class XI students of SMA Negeri 7 Tangerang in the 2018/2019 academic year. The type of research used in this research is Quasi Experiment. The research design in this study was pre-test and post-test and the research sample was 19 students in class XI IPA 1 as the experimental class and 18 students in class XI IPA 2 as the control class. Collecting data using observation sheets to determine students' problem solving abilities, test sheets to determine cognitive learning outcomes. Based on data analysis, the average value of the control class for problem solving ability is 82.5% in the high category and the average value of the experimental class for problem solving ability is 90.62% in the very high category. The average value for cognitive learning outcomes for the control class is 77.2 while the average value for the experimental class is 85.7. Testing the hypothesis by using t-test analysis (t-test) at a significant level of 5% obtained a tcount value of 6.248 > ttable value of 1.684, so it can be concluded that there is an influence of the Guided Inquiry learning model on cognitive learning outcomes of class XI students at SMA Negeri 7 Tangerang in the academic year 2018/2019.

This purposes of this research are (1) to identify the effect of the cooperative model STAD type on students’ writing skill of seventh grade students of SMP Negeri 12 Tanjung Jabung Timur academic year 2019/2020, and (2) to describe the steps of writing descriptive text through the cooperative model STAD type of class VII students of SMP Negeri 12 Tanjung Jabung Timur academic year 2019/2020. This research is Quasi-Experimental. The subjects of the research was the students of class VII SMP Negeri 12 Tanjung Jabung Timur in which 30 students in control class and 30 students in experimental class. The data was taken by written test techniques. The data analysis was done by calculating the total score of the control class and the experimental class of each student which was then compared with their skill categories. The indicator of success in this research is the effect of students’ ability in writing descriptive text in class VII of SMP Negeri 12 Tanjung Jabung Timur through the use of cooperative learning model STAD type. This research is said to be successful if the percentage of the students in the experimental class is 82.63 higher than the control class which falls into 70.20. The results showed: (1) the use of cooperative learning model type STAD has an effect in writing descriptive text. (2) The steps of the cooperative learning model STAD type in writing descriptive text are: 1) conveying goals and motivating students, 2) presenting information, 3) organizing students in cooperative groups, 4) guiding groups to work and study, 5) evaluating, and 6) giving awards. Thus the cooperative learning model STAD type significantly influence students’ skill in writing descriptive text.

Problem-solving ability is a crucial skill that is essential in many areas of life, including education, job, and daily decision-making. Problem-solving ability is a multidimensional cognitive skill that entails recognizing, analyzing, and addressing problems in a variety of circumstances. Problem-solving abilities are required to navigate the intricacies of everyday life, from calculating mathematical calculations to resolving interpersonal conflicts. Problem-solving ability is a critical cognitive skill that allows people to navigate the problems and hurdles that arise in diverse settings. Problem-solving abilities are essential for success in education, work, and daily life, ranging from solving mathematical equations to resolving interpersonal conflicts. The importance of problem-solving ability for students cannot be overstated, as it is a critical skill that transcends academic disciplines and is vital for success in various aspects of life. The purpose of this study was also to analyse the problem solving ability of higher secondary school students of Arts and Commerce stream. For this purpose, the sample was consisted of 80 students. Out of 80 students, 40 were from Arts and 40 were from commerce stream taken. Problem Solving Ability Test (PSAT) developed by L.N. Dubey was used as a tool for data collection. Mean and t-test were used to analyse the data.

The development of the Fourth Industrial Revolution has driven significant changes in the competencies required of the workforce, compelling universities to produce graduates who are not only academically strong but also possess comprehensive work readiness relevant to the dynamics of the industrial world. Students’ work readiness is influenced by digital skills, the implementation of project-based learning, and the mastery of soft skills that support adaptability, communication, and problem-solving abilities. This study aimed to analyze the influence of digital skills and project-based learning on students’ work readiness, with soft skills as a mediating variable. A quantitative approach with an explanatory design was employed involving 150 final-year students in Central Java selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The results showed that digital skills and project-based learning had a positive and significant effect on soft skills. In addition, digital skills, project-based learning, and soft skills also had a positive and significant effect on students’ work readiness. Furthermore, soft skills were found to mediate the influence of digital skills and project-based learning on work readiness. These findings affirm that the integration of project-based learning and the strengthening of digital skills in higher education curricula play a strategic role in enhancing soft skills and graduates’ work readiness to face increasingly competitive labor market conditions.

This study aims to describe the problem-solving ability profile of students in biology learning at MA Darul Muqorrobin. This research is descriptive qualitative with the technique of collecting data which is netted with a problem-solving ability test in biology learning. The subject in this study is students of class X MA Darul Muqorrobin for the academic year 2021/2022, totaling 53 people. Generally, the problem solving ability of students in biology learning at MA Darul Muqorrobin is in poor criteria where the indicators of understanding the problem are 51% (not good), designing problem solving 32% (not good), implementing problem solving 38% (not good) and recheck the troubleshooting result of 37% (not good). To improve problem-solving skills in biology learning, teachers need to apply problem-based learning models and media and create a learning environment that supports problem-solving methods that can increase students' learning activities, motivation and cognitive abilities.

Problem solving skills are useful for training students to face increasingly complex problems. Learning models that have not been able to stimulate these abilities need to be applied. Thus, the purpose of this study was to determine the effect of the Think Pair Share learning model to improve students' problem solving abilities. This type of research is experimental research with pretest posttest control group design. The samples in this study were class VIIIA students as the experimental class and class VIIIC students as the control class, each class totaling 32 students. Data collection techniques used interviews, observations, and problem-solving ability test questions on the Pythagorean theorem material. The results showed that the application of the Think Pair Share learning model has been proven to be effective in improving students' problem solving abilities. Based on the results of the increase in students' problem-solving ability tests, the experimental class was higher than the control class (32.5 > 21.88). In addition, the application of the Think Pair Share learning model gives students more time to think deeply about what is being explained or experienced (thinking, answering, and helping each other). In addition, the TPS learning model also provides opportunities for students to think deeply and can help each other.

Scaffolding thinking approach is a specific method to facilitate students in determining cause and effect of phenomenon and identifying each cause happen in which assist are given. This research aims to investigate the effect of worksheet assisted causalitic thinking type 2a scaffolding modified approach toward student`s problem solving ability (PSA) and creativity among second grade student at SMAN 1 Mataram. This research is a quasi experimental with research design is pretest posttest control group. The population in this research are all students of XI Sains with sampling method is purposive sampling. Problem solving ablility measured using PSA test. Meanwhile, creativity measured using verbal and figural test. Problem solving ability and creativity analyzed using t-test separated varians with 5% significant level. The result of hypothesis test for problem solving ability is obtained tcount > ttable and for creativity obtained tcount < ttable. Based on the analysis result, it can be concluded that: (1) there is an effect of worksheet assisted causalitic thinking type 2a scaffolding modified approach toward the student`s problem solving ability in optical geometry. (2) there is no effect of worksheet assisted causalitic thinking type 2a scaffolding modified approach toward student`s creativity.