Project-based Learning (PjBL) is a learning method based on the developing projects in which students plan, implement, and delivery the real world application projects, beyond the classroom.
Project-based learning (PjBL) is defined as collaborative learning in achieving final objectives (Grant, 2011; Hernández-Ramos & De La Paz, 2009). The PjBL is considered as situated learning which is based on constructivist theory. The main objective of constructive learning is to enhance student active participation and to support student motivation and self-directed learning in studying subject matters (Naingolan et al, 2020).
Good Things about PjBL
- PjBL nurturing creativity with innovative ideas, as well as other capabilities demanded by industry companies such as teamwork, leadership, and problem-solving skill.
- PBL is a highly effective means of motivating students to learn interdependently
- has the potential to enhance deeper understanding and improve efficiency in thinking as students need to acquire and use the knowledge, information, concepts, and principles that they have learned in classroom
- student participation and involvement in the PjBL demonstrates critical thinking skills and problem-solving skills.
- PjBL reveal a very complex picture which does have benefits, but to handle numerous projects could be extremely complex and the evaluation of the results is very difficult to standardize
- The perceptions of students towards subject with project often lead to chaotic and hassle to manage since the project requires students to interact with their environments including peer members.
The difference between Problem Based Learning and Project Based Learning
- Project-based learning is often multidisciplinary and longer, whereas problem based learning is more likely to be a single subject and shorter. Generally, project-based learning follows general steps while problem-based learning provides specific steps. Importantly, project-based learning often involves authentic tasks that solve real-world problems while problem-based learning uses scenarios and cases that are perhaps less related to real life (Larmer, 2014).
Ahmad Zukarnain, Z., Wan Husain, W. S., Che Hassan, S. H., Nik Kamaruzaman, N. N., Mohd Zin, N. A., & Wan Aziz, W. A. H. (2020). Examining students’ aptitude using project-based learning through university-industry collaboration. Paper presented at the Journal of Physics: Conference Series, , 1496(1) doi:10.1088/1742-6596/1496/1/012013 Retrieved from www.scopus.com
Domínguez C and Jaime A 2017 Database Design Learning : A Project-based Approach Organized through a Course Management System, Comput. Educ., 55, no. 3, pp. 1312–1320.
Larmer, J. (2014). Project-based learning vs. problem-based learning vs. X-BL. Retrieved from http://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer
Nainggolan, B., Hutabarat, W., Situmorang, M., & Sitorus, M. (2020). Developing innovative chemistry laboratory workbook integrated with project-based learning and character-based chemistry. International Journal of Instruction, 13(3), 895-908. doi:10.29333/iji.2020.13359a
Pucher and M. Lehner, Project Based Learning in Computer Science – A Review of More than 500 Projects. Procedia – Social and Behavioral Sciences, 29, pp.1561-1566, 2011.