Research Trends in PjBL (Project-Based Learning) at Indonesian Journal of Biology Education

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Abstract

Project-based learning (PjBL) was one of the learning strategies that can develop students' scientific skills in the 21st century. This study used a qualitative approach by analyzing several articles published in biology education journals in Indonesia from 2015–2022, focusing on studying the implementation of project-based learning on biological materials. The current study reveals that there has been a decline in the number of publications over the past four years. Among these studies, the dominant research design is quantitative. In addition, high school students and environmental content were the most targeted subjects and content, respectively. ANOVA and tests are the most commonly used data analysis techniques and instruments. Meanwhile, the most widely measured skills as learning outcomes are critical and creative thinking. Based on what this study found, a number of suggestions have been made to do more research on PjBL and to test other 21st century skills. Keywords: Project Based Learning, Biology Education, Research Trends

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The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning

Mohammed Abdullatif Almulla (2020)

The prevalence of project-based learning (PBL) has increased significantly, contributing to serious discussions about its advent. PBL’s critics doubt whether accentuating the practice supports teachers in using a technocratic method in education, instead of promoting instruction that is responsive to students’ ideas. Thus, this study aims to develop on using the effectiveness of the PBL approach, as a way to engage students in learning as well as to incorporate literature on the PBL method for educational purposes. The research hypotheses therefore measure the influence of the PBL method on collaborative learning, disciplinary subject learning, iterative learning, and authentic learning, which, in turn, engage students in learning. To achieve the research purpose, a questionnaire was employed as the main method of collecting data and dispensed to 124 teachers who were using the PBL approach. Structural equation modeling (SEM), a quantitative research method, was employed to obtain the findings. A significant relation was found between the PBL method and collaborative learning, disciplinary subject learning, iterative learning, and authentic learning, which, in turn, produced student engagement. The results show that the PBL technique improves student engagement by enabling knowledge and information sharing and discussion. Thus, the PBL approach is highly recommended for educational use by students and should be encouraged in universities.