Experiential Learning in the Energy Based Classroom

Objective: This research aims to assess the effectiveness of the Project-Based Learning (PJBL) method on student achievement in the Aqidah Akhlak subject in class X at Ma Ma'arif Balong. Method: The research method was a quasi-experiment with a pretest-posttest control group design. The research sample consisted of two classes: one class as experimental group 1, which received Aqidah Akhlak learning using the Contextual Teaching and Learning method, and one class as experimental group 2, which received learning Aqidah Akhlak using the Project Learning method. Data was collected through test instruments covering various aspects of the learning material of class X. Results: The research results were analyzed using descriptive and inferential statistical analysis techniques. The analysis results show that students who study using the PJBL method significantly increase their learning achievement compared to students who use the conventional method, which only reaches 48.20%. Students involved in PJBL learning show a better understanding of concepts, applying moral values, and problem-solving abilities. Novelty: This research contributes to strengthening empirical evidence regarding the effectiveness of the PJBL method in improving student learning achievement in the Aqidah Akhlak subject. The implication is that innovative and interactive learning approaches such as PJBL must be implemented to improve the quality of Islamic learning at the upper secondary level. Researchers hope that the results of this research can provide valuable contributions to teachers, schools, and other educational stakeholders to improve learning approaches in the future.

In this study, an ongoing Project named FPGA Based Digital Electronics Education (FPGA_b_DEEP) is introduced and the advantages of FPGA(Field Programmable Gate Arrays) technology which brought to digital design area are dealt with by using a case study. The Project aims to develop instructive and attractive examples to teach Digital Electronics efficiently and faster. In addition to this, PBL(Project Based Learning) method and Micro Learning method are dealt with at the study separately. PBL method has been used partially at the Project and the studies on Micro Learning for association with the Project are going on recently.

The study aims to evaluate the effectiveness of project-based Arabic learning in improving students' critical thinking skills. The research used a qualitative approach with the design of a case study involving 30 madrasah aliyah students. Data is collected through in-depth interviews, participatory observations, and analysis of project documents. Research results show that project-based learning encourages student active involvement, improves learning motivation, and develops critical thinking skills. Students showed improvements in analytical, problem-solving, and communication skills. In addition, this approach also develops social skills such as cooperation and intercultural competence. This finding supports a constructivist theory that emphasizes the importance of active and contextual learning. Research recommendations include training for teachers in project-based learning methods and development of more varied projects to enrich student learning experiences. Overall, project-based Arabic learning has proven to provide broad benefits in the context of education in the era of globalization.

The purpose of this study is to provide students with a 21st century training that can be easily applied to industrial automation training, both online and in person, and that goes beyond traditional learning methods. It involves creating and programming a training package that is compatible with the Ministry of National Education (MEB) curriculum, using the project-based learning (PBL) method and a curriculum that focuses on skills acquisition. Two different brands of programmable logic controllers (PLC) have been integrated into the manufactured training set so that the set can be used to conduct various PLC trainings. In the training set, product separation can be carried out using the electro-pneumatic system with a turntable and two conveyor belts. Motor controls, sensor applications, electro-pneumatics, touch panel and various PLC controls can also be carried out with the training set. The set focuses on the grafcet diagram method and can show how to program the same scenarios in different PLC models. By using PLC software components in the training set, students also get the opportunity to develop and experience their own unique SCADA (supervisory control and Data Acquisition) software with visual programming. This study also includes a sample curriculum prepared for PBL. In this way, all on-set training can be done using the PBL method and students get a 21st century experience. They also get the opportunity to improve their skills. PBL is an innovative and process-oriented learning method and is supported by the Ministry of Education (MoE). The prepared curriculum also includes the learning plan and measurement and assessment scales (rubrics). We anticipate that this package will be effective and useful in providing students with 21st century job skills and abilities in the field of industrial automation engineering, both online and face-to-face.

Developing sustainability curricula using the PBL method in a Chinese context

The purpose of this report is to determine the effectiveness of Project Based Learning (PBL) as a learning strategy in the subjects of the Structures area, in Civil Engineering Programs. A qualitative approach and descriptive design are proposed. Within the teaching strategies, there is a direct relationship between the concepts of mechanics with a practical application of everyday reality, based on observation for its demonstration. The continuous updating of learning in civil engineering opens a challenge to teachers, making it necessary to point out to students that their learning must contain a critical spirit. In the investigations carried out, it is found that the PBL is configured as an effective didactic method, more efficient than the method that combines the expository and the realization of problems by the teacher, significantly raising the academic performance. Finding that in the comparative study between the PBL and the Traditional Expository Method (MET), positive differences were obtained in favor of the PBL in the highest average grade and the highest number of passed. Having found that of the students who pass the control test in the MET of 58%, it rises to 73% in the students who followed the PBL method in the case of students of the Construction course, a similar situation results in the comparison of the students of the irrigation engineering course.KeywordsAcademic performanceLearning strategiesProject Based LearningTraditional expository method

This study examines elementary school students' project-based learning (PBL) experiences through computer-mediated communication (CMC). The purpose of the study is to explore whether the use of computer-mediated communication tools in a project-based collaborative learning process enhances 5th grade students' attitudes toward computer and computer class within an online supported environment, analyze the level of learners' satisfaction about the project-based collaborative learning through CMC, and examine students' perceptions of their social presence and how effective social presence is as a predictor of overall students' satisfaction.

This research investigated the impact of the Meta Virtual Project-based Networked Learning (Meta VPNL) model on student performance within a virtual learning environment (VLE) in the subject of The Development of Audio/Radio Media at the State University of Surabaya. The study aimed to address the problem of low student engagement and practical skills development in traditional VLEs. By integrating meta-learning, project-based learning (PjBL), and networked learning, the Meta VPNL model sought to enhance student engagement, collaboration, practical skills, and self-regulation. Qualitative data were collected through reflective journals, focus groups, and observations. The findings indicated that the Meta VPNL model significantly increased student engagement and motivation due to its hands-on, real-world projects. Students developed better collaboration and communication skills, with many reporting improved teamwork and problem-solving abilities. Practical skills related to the subject also showed marked improvement, demonstrating the model's effectiveness in bridging the gap between theoretical knowledge and practical application. Furthermore, students exhibited increased self-regulation and meta-learning skills, becoming more autonomous learners. Despite these positive outcomes, challenges in time management and balancing coursework were noted, highlighting the need for additional support. The study suggests practical actions for educators, institutions, and students to enhance the learning experience. Integrating artificial intelligence (AI) into the Meta VPNL model could offer personalized learning experiences and facilitate effective collaboration, presenting an exciting opportunity for future improvement. The Meta VPNL model proved a practical approach for enhancing student performance in VLEs.

Universities have a strategic role in efforts to spread science and technology in society. One thing that can be done in this effort is to carry out Community Service activities, which is one of the Tri Dharma tasks carried out by Higher Education. In order to implement the Tri Dharma of Higher Education, one of the Study Programs at the Surabaya Aviation Polytechnic, namely the D3 Aviation Communication Study Program, carried out a Community Service activity with the theme "Improving Communication Skills Using Project Based Learning Methods at SMK Nurul Hidayah Gresik on August 23 2023. Participants in this community service activity consisted of 58 students and 12 teachers. The aim of this community service activity is to find out that the communication skills of students who receive the Project Based Learning model are better than students who receive the conventional learning model. The research method used in this PKM activity is a qualitative descriptive research method with data collection techniques using documentation methods. Research through PKM activities through the training theme "Project Based Learning" received good responses and results for students at SMK Nurul Hidayah Gresik.

This study evaluates the impact of the Project-Based Learning (PBL) method on the learning motivation of Mathematics students at FMIPA Universitas Mataram. The primary objective is to assess the effectiveness of PBL in enhancing learning motivation and to explore the influencing factors, namely Facilities (X₁), Lecturer Role (X₂), and Skill Development (X₃). This research employs a quantitative descriptive method, with a population of 257 Mathematics students from FMIPA Universitas Mataram, covering the 2020–2023 cohorts. The sample is determined using the Stratified Random Sampling method. Data were collected through research instruments that had been tested for validity and reliability. Data analysis was conducted using descriptive analysis (pie charts, bar charts, histograms, and scatter plots) and multiple linear regression to identify the influence of the independent variables (X₁, X₂, X₃) on (Y). The findings indicate that 63.8% of the variation in learning motivation (Y) can be explained by Facilities (X₁), Lecturer Role (X₂), and Skill Development (X₃). Both simultaneous and partial tests confirm that all independent variables contribute significantly to students’ learning motivation. These results suggest that the PBL method is not only effective in enhancing learning motivation but also holds potential as an innovative teaching strategy in higher education.

In today’s society, innovation and creativity are needed in many areas, Unfortunately, graduated students miss out on employment opportunities due to a lack of creativity (Bateman 2013). Base on literature review, classroom observation and administrator s’ feedback, there are three areas to support student ‘s creativity: Learner Engagement, Physical Environment and Learning Environment (Richardson and Mishra, Thinking Skills and Creativity, 27, 45-54. 2018). A learning environment is an atmosphere of a classroom which influence the behaviors between teacher and students (Greenhow et al. 2011). The relationship among them leads to an integral role in supporting creativity. The role of freely communication, cooperation and trust each other is a good learning environment that emphasizes positive relationships, initiative and investigative learning towards the support of creativity (Peterson et al. 2005). And also fund that Nonaka’s SECI model developed from knowledge creation is the key source of creating innovation (Yuan-zi and Ting 2010) and the best-known conceptual framework for understanding knowledge generation processes to produce innovation(Farnese et al. Frontiers in Psychology, 10, 2730.2019). The SECI (Socialization, Externalization, Combination and Internalization) model can be applied in pedagogical content in order to generate, transfer and recreate explicit and tacit knowledge (Cheng 2019). To explores the study of learning environment, the purposes of this quantitative research were: (1) to study pedagogy, information technology utilization, and innovation creation using the SECI Model of undergraduate students, (2) to develop a causal model of innovation creation using the SECI Model of undergraduate students with knowledge sharing as mediator,(3) to validate the consistency of the developed causal model with the empirical data. The samples were 540 undergraduate students of three different disciplines, including health science, science and technology, and humanities and social sciences. The researcher used a questionnaire to collect the opinions. The research methodology as it was discussed in more details: Structure equation model (SEM) was used in this research to analyze direct and indirect effects of instruction and the use of information technology (IT) on creating innovation according to SECI Model. Sharing knowledge of undergraduate students is mediator variable. The variables used in this research are 1. Dependent variable which is one of the latent variables in creating innovation according to SECI Model and can be measured from 4 observed variables including (1) socialization (2) externalization (3) combination and (4) internalization. 2. Independent variables were 1) Pedagogies which consisted of (1) inquiry-based learning (2) cooperative learning (3) project-based learning (4) collaborative learning (5) brainstorming technique 2) The use of information technology (IT). The results were as follows: 1. Brainstorming techniques, inquiry method, collaborative learning method, project-based learning method, information technology utilization, and knowledge sharing among the undergraduate students were rated at the high level. The undergraduate students’ innovations created using the SECI Model were rated at the high level for both overall and each module: socialization, externalization, combination and internalization. 2. Regarding the causal model of innovation creation using the SECI Model of undergraduate students with knowledge sharing as mediator, it was found that the use of information technology resulted in partial mediator through knowledge sharing to innovation creation using the SECI Model. While inquiry method and collaborative learning method brought about perfect mediation through knowledge sharing, contributing to innovation creation using the SECI Model at a statistically significant level of .05. 3. The causal model of innovation creation using the SECI Model of undergraduate students with knowledge sharing as mediator was fit to the empirical data (Chi-Square, 82 n = 387) =100.064, p = 0.09, GFI = 0.98, AGFI = 0.96, NFI = 1.00, CFI = 1.00, RMR =0.01, RMSEA = 0.02 Seventy percent of the variables in the model could explain the variance of knowledge sharing and 77 % could explain the variance of innovation creation using the SECI Model.

Learning experience of nursing students in a clinical partnership model: An exploratory qualitative analysis

Background and Aim: Based on relevant policies and literature, such as higher education planning at home and abroad, policies of the Chinese Ministry of Education, educational concepts, cognitive learning theories, project-based learning methods, teaching strategies, and teaching evaluations, researchers interviewed teachers and students on the current foundation of the programming design course. This research and development aimed 1 to study the background information focusing on the course components of the foundation of programming design course to enhance students’ computational thinking ability. 2) To develop the foundation of a programming design course based on Cognitive learning theory, combined with Project-based learning to enhance students’ computational thinking ability. 3) To determine the effectiveness of implementing the foundation of programming design course based on Cognitive learning theory combined with Project-based learning. Materials and Methods: The sample of this research was 30 first-year students (1 class) majoring in Network Engineering class 1, in the academic year 2024-2025 of Zhoukou Normal University, Henan Province, China. They are derived from using a cluster random sampling method. The experimental design adopted in this research was a group posttest-only design. The research instruments from each Phase of the study were as follows: Phase I: Interview forms for teachers and students on course-related questions. Phase II: 1) Foundation of programming design course based on Cognitive learning theory combined with Project-Based Learning. 2) 12 lesson plans for the foundation of the programming design course. 3) Evaluation form of computational thinking skills. 4) Learning achievement test. 5)Satisfaction questionnaire. The data were analyzed by using mean, standard deviation, and the one-sample t-test. Results: The results of this research were as follows: 1) The researcher reviewed the related documents about the Foundation of Programming Design Course and interviewed the 4 teachers and 30 students about problems of the Foundation of Programming Design Course, and the information gathered was used to develop the course. 2) The course development in six aspects: Course principles, Course objectives, Course content, Course instructional strategies, Course media and resources, and Course evaluation. 3) After implementing through Foundation of Programming Design Course based on Cognitive Learning Theory combined with Project-Based Learning, students’ computational thinking ability (Knowledge) was higher than the determined criterion of 70% at a significance level of 0.05; students’ computational thinking ability (Skills) was higher than the determined criterion of 70% at a significance level of .05. 4) The mean scores of students’ satisfaction after implementing the Foundation of Programming Design Course based on Cognitive Learning Theory combined with Project-Based Learning was 4.838 from a possible full mark of 5, and the standard deviation was 0.176, which was statistically higher than the criterion of 70% at the .05 level of statistical significance. Conclusion: This research confirms the effectiveness of the teaching model based on Cognitive learning theory combined with Project-Based Learning to enhance students' computational thinking ability.

Bu çalışma Türkiye’de fen eğitimi alanında proje tabanlı öğrenme yaklaşımını konu edinen makalelerin ve tezlerin incelenmesine ait bir içerik analizi çalışmasıdır. Bu amaçla 2002-2019 yılları arasında yapılan yayınlar incelenmiş ve bu çalışmaların yayın yılı, yayın türü, örneklem türü, araştırma yöntemi, araştırma konusu, araştırma alanı, örneklem belirleme yöntemi, veri toplama araçları, veri analiz yöntemi, araştırma sonuçları ve bulgularına göre dağılımları grafik, yüzde tablosu ve frekans olarak açıklanmıştır. Çalışmada proje tabanlı öğrenme ile ilgili 31 makale, 42 yüksek lisans tezi ve 9 doktora tezi olmak üzere 82 çalışmaya ulaşılmıştır. Çalışma sonucunda proje tabanlı öğrenme yaklaşımı ile ilgili fen eğitimi alanında yapılan çalışmaların 2008–2011 yılları arasında artış gösterdiği, yayın türüne göre yüksek lisans tezlerinin çoğunlukta olduğu, örneklem türüne göre orta öğretim düzeyinde ve araştırma alanı incelendiğinde ise fen ve teknoloji alanında daha çok çalışma yapıldığı ve nicel araştırmaların sayısının daha çok olduğu görülmektedir. Ayrıca araştırma konusu olarak proje tabanlı öğrenme yaklaşımının başarı değişkeni açısından karşılaştırıldığı ve etkisinin belirlenmeye çalışıldığı; veri analiz yöntemi olarak ise t-testinin ön plana çıktığı ve araştırmaların sonuç ve bulgularına göre proje tabanlı öğrenme yaklaşımının fen eğitiminde akademik başarıyı ve tutumu arttırdığı sonucuna ulaşılmıştır.

This study explores the effectiveness of podcasting as an approach to project-based and experiential learning implemented in an intermediate Italian studies unit at an Australian university. In the project, students are asked to write and record a podcast script on a topic related to their experience as university students or to events concerning Italian culture or the Italian community in Australia. The podcasts are then used in class as learning material and some are also made available to an Australian Italian language radio service. The findings of our mixed-method study on students’ evaluation of the project show that the activity is effective in helping students develop, reflect on and gain more confidence in their L2 skills (particularly pronunciation), and it also fosters the acquisition of non-linguistic skills, such as time management, problem solving, interpersonal abilities and autonomy. The results offer some important insights for future implementations of the project and further confirm the benefits of project-based experiential learning, and of podcasting specifically, as a learning tool in language teaching.