In a 21st century classroom, project-based learning (PBL) can be the key
strategy in helping students become independent learners and thinkers. PBL
provides a pedagogical approach that is appealing and can be used not only
in the subject of history but also across different disciplines. This study
examines the impact of project-based learning on students’ understandings
of Upper Secondary Brunei history lessons. Data was collected from a Year
10 Upper Secondary history classroom in one secondary school in Brunei
through an action research method. The instruments used were lesson
observations, semi-structured interviews and pre- and post-tests. The
interview was conducted with eight students while classroom teaching of the
subject teacher was observed. The pre- and post-tests were given to students
before and after the intervention of PBL. The findings in this study showed
that the students were still underperforming after the PBL intervention but
had shown potential for further improvements with more exposure to
project-based learning.
Hybrid project-based learning effectively develops academic writing skills in preparation for a gradual return to face-to-face instruction after a two-year pandemic triggered by Coronavirus Disease 2019 (COVID-19). Since this hybrid project-based learning initiative is a pioneering effort, it is essential to reflect on the program's successes and identify areas for improvement. This case study aims to explore the lecturers' and students' reflections on using hybrid project-based learning in academic writing courses. In-depth interviews and end-of-semester reflection were utilized to obtain data. Thematic analysis was conducted using the qualitative data analysis (QDA)miner lite software for data reduction. the findings revealed three prominent themes that emerged in this lecturers’ reflections: i) integrating varied learning modalities; ii) fostering critical thinking and involvement; and iii) improving competencies, as they were also crucial to boosting professional development. Meanwhile, students portray hybrid project-based learning as challenging and rewarding and fosters a sense of value and acceptability among students. This research has transformative implications for curriculum development and instructional practices in higher education, especially academic writing.
This document describes a study that compared the Value Clarification Technique (VCT) learning model and Contextual Teaching and Learning (CTL) model on student learning outcomes and motivation in a history class. The study found that:
1) Students who used the VCT model had significantly higher learning outcomes than those who used the CTL model.
2) Students with high motivation had higher outcomes when using VCT compared to CTL.
3) Students with low motivation also had higher outcomes with VCT than CTL.
4) Using VCT was more effective at improving outcomes for highly motivated students.
This study examined the effectiveness of problem-based learning (PBL) models in improving geography learning outcomes for high school students in the new normal learning era with limited face-to-face learning. The study used a quasi-experimental design with two groups - an experimental group that used PBL and a control group that used conventional teaching methods. Results showed that the experimental group had higher average learning gains compared to the control group based on pre- and post-test scores, indicating that PBL was more effective at improving student learning outcomes. Independent t-tests also showed significant differences in post-test scores between the two groups, with the PBL group performing better. The study concludes that PBL models can be effectively applied in new
roject-based learning (PBL) has a positive impact on student motivation,
students’ perceived learning, and performance. However, many teachers are
reluctant to adopt PBL. This mixed-methods study examined in-service
teachers’ learning experiences of planning and implementing PBL situated in
a graduate level PBL course and sought insight into the challenges and ways
to overcome the challenges in implementing PBL in practice. Results
indicate that teachers’ confidence about their ability to plan and implement a
PBL project improved upon completion of the course. Nevertheless, teachers
cited various obstacles, such as a lack of mentoring, planning time and
implementation experiences, which had prevented them from complete
implementation of PBL in teaching. Possible ways to overcome the
challenges in adopting PBL include school support, opportunities for
experience and practice with PBL, and peer collaboration. The study also
showed that a semester-long course focused on designing and developing a
PBL project of teachers’ choice was effective in helping increase their
confidence and experience in potential implementation of PBL in classroom
practice. This study contributes to the implementation of PBL in classrooms
and teacher education as well as teacher professional development on the
PBL approach.
The study aimed to identify the attitudes of students of open education
towards the flipped class strategy of the opposite grade and its relation to
self-learning skills. To achieve the goals of the study, the measure of the
direction towards education was constructed in the opposite grade and the
self-learning skills scale. The sample of the study consisted of 60 male and
female students of higher diploma in education studying the decisions of the
educational administration and Educational Psychology in the Arab Open
University/Jordan. The results of the study showed a positive trend for
university students towards education in the opposite grade, with the
percentage of the trends as a whole 90%. The results also showed a positive
correlation between each of the students' attitudes toward education in the
opposite grade and each of the variables (academic motivation, selfmonitoring,
self-learning skills, self-learning writing skills), and no
correlation between students' and skills in dealing with information
technology.
This study aimed to examine the implementation of the Jigsaw approach in teaching primary social studies in Brunei Darussalam. The topic selected for this study was on 'The Reign of Sultan Omar Ali Saifuddien III 1950 – 1967’. The sample consisted of 25 primary students in a Year 6 class. The methodology of this study was an action research. Among the instruments used were tests, observations, interviews, and students' journals. The findings showed that the students' test results had improved, indicating the effectiveness of the Jigsaw approach in teaching social studies. It was observed that there were positive developments in students’ communication skills as well as their participation in the class activities. The students' motivation to learn was mostly positive as they enjoyed learning cooperatively in the given activities. However, the challenge of implementing this Jigsaw approach was the role of the teacher as a facilitator in this approach. Future research should continue to examine the different ways of teaching social studies that could involve students' active participation in the teaching and learning process.
This document presents a pedagogical framework for cross-cultural online collaborative projects in English as a Foreign Language (EFL) classrooms. The framework was developed based on qualitative data from three cross-cultural collaborative projects. The framework guides students through two stages - a "knowing" stage where they construct knowledge to solve a problem, and a "doing" stage where they apply their knowledge to create project products like digital stories. The document analyzes examples of cross-cultural projects between Taiwan and other countries that followed this framework, with students first learning about a topic and then collaborating online to produce a final project.
This qualitative research emphasized learning strategies in the process of full
engagement by students and discovering the implementation of learning,
science process skills, and learners' creativity. The selection of contextual
teaching and learning methods due to teachers having a role more in strategy
affairs while learners were more focused on self-actualization of practice in
their groups. Here, there was an interaction between teachers and learners to
complement each other. The participant was student of class five Elementary
School/Madrasah Ibtidaiyah Ma'arif 37 Sunan Kalijogo, Ambulu, Jember
Regency, Indonesia. Methods of data collection were interviews,
observations, and documentation. Data collection was related to natural
science subjects. The study results showed the procedures for implementing
contextual teaching and learning in natural science subjects. Applying
contextual teaching and learning methods was very effective in natural
science subjects. The findings of this study showed that improving the
quality of learning and learning support facilities can realize the ability of
competence of students and teacher professionalism.
Hybrid project-based learning effectively develops academic writing skills in preparation for a gradual return to face-to-face instruction after a two-year pandemic triggered by Coronavirus Disease 2019 (COVID-19). Since this hybrid project-based learning initiative is a pioneering effort, it is essential to reflect on the program's successes and identify areas for improvement. This case study aims to explore the lecturers' and students' reflections on using hybrid project-based learning in academic writing courses. In-depth interviews and end-of-semester reflection were utilized to obtain data. Thematic analysis was conducted using the qualitative data analysis (QDA)miner lite software for data reduction. the findings revealed three prominent themes that emerged in this lecturers’ reflections: i) integrating varied learning modalities; ii) fostering critical thinking and involvement; and iii) improving competencies, as they were also crucial to boosting professional development. Meanwhile, students portray hybrid project-based learning as challenging and rewarding and fosters a sense of value and acceptability among students. This research has transformative implications for curriculum development and instructional practices in higher education, especially academic writing.
This document describes a study that compared the Value Clarification Technique (VCT) learning model and Contextual Teaching and Learning (CTL) model on student learning outcomes and motivation in a history class. The study found that:
1) Students who used the VCT model had significantly higher learning outcomes than those who used the CTL model.
2) Students with high motivation had higher outcomes when using VCT compared to CTL.
3) Students with low motivation also had higher outcomes with VCT than CTL.
4) Using VCT was more effective at improving outcomes for highly motivated students.
This study examined the effectiveness of problem-based learning (PBL) models in improving geography learning outcomes for high school students in the new normal learning era with limited face-to-face learning. The study used a quasi-experimental design with two groups - an experimental group that used PBL and a control group that used conventional teaching methods. Results showed that the experimental group had higher average learning gains compared to the control group based on pre- and post-test scores, indicating that PBL was more effective at improving student learning outcomes. Independent t-tests also showed significant differences in post-test scores between the two groups, with the PBL group performing better. The study concludes that PBL models can be effectively applied in new
roject-based learning (PBL) has a positive impact on student motivation,
students’ perceived learning, and performance. However, many teachers are
reluctant to adopt PBL. This mixed-methods study examined in-service
teachers’ learning experiences of planning and implementing PBL situated in
a graduate level PBL course and sought insight into the challenges and ways
to overcome the challenges in implementing PBL in practice. Results
indicate that teachers’ confidence about their ability to plan and implement a
PBL project improved upon completion of the course. Nevertheless, teachers
cited various obstacles, such as a lack of mentoring, planning time and
implementation experiences, which had prevented them from complete
implementation of PBL in teaching. Possible ways to overcome the
challenges in adopting PBL include school support, opportunities for
experience and practice with PBL, and peer collaboration. The study also
showed that a semester-long course focused on designing and developing a
PBL project of teachers’ choice was effective in helping increase their
confidence and experience in potential implementation of PBL in classroom
practice. This study contributes to the implementation of PBL in classrooms
and teacher education as well as teacher professional development on the
PBL approach.
The study aimed to identify the attitudes of students of open education
towards the flipped class strategy of the opposite grade and its relation to
self-learning skills. To achieve the goals of the study, the measure of the
direction towards education was constructed in the opposite grade and the
self-learning skills scale. The sample of the study consisted of 60 male and
female students of higher diploma in education studying the decisions of the
educational administration and Educational Psychology in the Arab Open
University/Jordan. The results of the study showed a positive trend for
university students towards education in the opposite grade, with the
percentage of the trends as a whole 90%. The results also showed a positive
correlation between each of the students' attitudes toward education in the
opposite grade and each of the variables (academic motivation, selfmonitoring,
self-learning skills, self-learning writing skills), and no
correlation between students' and skills in dealing with information
technology.
This study aimed to examine the implementation of the Jigsaw approach in teaching primary social studies in Brunei Darussalam. The topic selected for this study was on 'The Reign of Sultan Omar Ali Saifuddien III 1950 – 1967’. The sample consisted of 25 primary students in a Year 6 class. The methodology of this study was an action research. Among the instruments used were tests, observations, interviews, and students' journals. The findings showed that the students' test results had improved, indicating the effectiveness of the Jigsaw approach in teaching social studies. It was observed that there were positive developments in students’ communication skills as well as their participation in the class activities. The students' motivation to learn was mostly positive as they enjoyed learning cooperatively in the given activities. However, the challenge of implementing this Jigsaw approach was the role of the teacher as a facilitator in this approach. Future research should continue to examine the different ways of teaching social studies that could involve students' active participation in the teaching and learning process.
This document presents a pedagogical framework for cross-cultural online collaborative projects in English as a Foreign Language (EFL) classrooms. The framework was developed based on qualitative data from three cross-cultural collaborative projects. The framework guides students through two stages - a "knowing" stage where they construct knowledge to solve a problem, and a "doing" stage where they apply their knowledge to create project products like digital stories. The document analyzes examples of cross-cultural projects between Taiwan and other countries that followed this framework, with students first learning about a topic and then collaborating online to produce a final project.
This qualitative research emphasized learning strategies in the process of full
engagement by students and discovering the implementation of learning,
science process skills, and learners' creativity. The selection of contextual
teaching and learning methods due to teachers having a role more in strategy
affairs while learners were more focused on self-actualization of practice in
their groups. Here, there was an interaction between teachers and learners to
complement each other. The participant was student of class five Elementary
School/Madrasah Ibtidaiyah Ma'arif 37 Sunan Kalijogo, Ambulu, Jember
Regency, Indonesia. Methods of data collection were interviews,
observations, and documentation. Data collection was related to natural
science subjects. The study results showed the procedures for implementing
contextual teaching and learning in natural science subjects. Applying
contextual teaching and learning methods was very effective in natural
science subjects. The findings of this study showed that improving the
quality of learning and learning support facilities can realize the ability of
competence of students and teacher professionalism.
The document discusses project-based learning as an alternative teaching method to the traditional classroom. It argues that project-based learning engages students more actively in their learning, allows them to have input in the curriculum, and connects lessons to students' real-world experiences. Studies have shown higher test scores and retention rates for students taught with project-based learning. The chapter then discusses using digital storytelling technology in the social studies classroom as part of a project-based approach to help students learn in a more interactive way.
Trainee Teacher's Readiness Towards Teaching Practice: The Case of Malaysiaanisahtahir
This document summarizes a study on the readiness of trainee teachers in Malaysia for teaching practice. The study investigated challenges faced by trainee teachers during their practicum and the needs of both trainees and schools. A questionnaire was distributed to 150 final year education students who had completed teaching practice. Preliminary findings found that while subject content knowledge was adequate, areas like applying theory in the classroom, discipline, and school management needed improvement. This suggests a review of teacher education programs is needed to better prepare trainees for 21st century teaching demands.
From the importance of English in world of internationally communicated,
the problems of learning management in each area seems to be differenced,
language and culture are needed for recognizing, active learning is called for
effectiveness instruction, and primary English teachers need to prepared in
modern classroom. This research employed evaluative research to employ
active learning for primary English teachers through professional program.
Data were collected by setting a connoisseurship technique. Seven experts
are appointed and read carefully a tentative program for primary English
teachers. The connoisseurship technique allowed all experts share their
experiences and ideas to promote active learning in freely. Video recording
and note taking were recorded during the validation activity. Active learning
program for primary English teachers is approved before implementation in
different school contexts. The uncertainty situations, COVID-19 pandemic
may be affected to schooling, teachers have to redesign lesson. The
implementation though active online learning is needed to discuss and
rethinking how it be effectively in authentic classroom.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
This study aimed to analyze learning at the level of higher education. The
practice of higher education, of course, also requires a transformation of
learning. It is intended to achieve the competencies needed in the 21
st
century. The study used a qualitative approach. Observations were made on
online learning practices at Lambung Mangkurat University, Banjarmasin,
Indonesia from March to May 2021. In-depth interviews employed with 17
students who live in Banjarmasin. Miles and Huberman's data analysis
technique reduces interview data. The study results described that learning at
the higher education level has differences in the achievement of the graduate
profile. There are two main patterns, namely, institution-centered learning
and student-centered learning. The student's need for network strengthening
requires the systemic transformation of learning. One learning
transformation that can be carried out is strengthening learning practices
outside the classroom with partners (stakeholders). The primary purpose of
partner involvement is a condition designed so that students can increase
network capital. This linking capital is expected to be an opportunity for
students to increase student succession when they graduate from higher
education.
This document proposes a model for incorporating Critical Literacy Pedagogy (CLP) principles into an English reading class in an Indonesian high school to foster students' critical thinking skills. The model involves three interventions using Indonesian folklore texts, which contain controversial topics to encourage questioning. Each intervention teaches critical thinking concepts, uses a seven-step reading procedure incorporating CLP principles, and discusses critical thinking skills. The goal is to provide an alternative approach to teaching critical thinking in the Indonesian context by connecting academic instruction to students' culture and experiences.
Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PJBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli’s test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.
The article deals the different type of project-based learning and its pedagogical principles. The importance of project-based learning method and its effectiveness was written here. Saidova M.R and Ergasheva D.K 2020. Differentiated instruction, project-based learning, constructivist pedagogy principles . International Journal on Integrated Education. 2, 6 (Mar. 2020), 209-212. DOI:https://doi.org/10.31149/ijie.v2i6.157. Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/157/153 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/157
This study surveyed the views of natural science (NS) teachers on the challenges affecting upper primary learners’ performance in NS at three combined schools in Namibia's Omusati Region. Seven NS teachers were interviewed. The key findings were:
1) Teachers reported that the major challenges were lack of teaching resources, the use of English as the medium of instruction for some learners who don't speak it well, and lack of guidance from subject advisory teachers.
2) Other challenges identified included learner absenteeism, overcrowded classrooms, an unfavorable teaching environment, and lack of laboratories.
3) The study recommended that the government provide schools with more resources, build laboratories, improve classroom infrastructure,
The purpose of this research is to know the teaching material condition in classes and the need of PBL-based on civic education; to know the development of PBL-based civic education; to know the effectiveness of PBLbased civic education for fourth-grade students of elementary school as textbooks to improve students’ civic knowledge. This book is written based on PBL syntax as a student learning activity. The method of this research uses Borg and Gall techniques modified by Sukmadinata which consists of three namely preliminary study, product development, and product effectiveness test. The result of this research is the necessary analysis on preliminary study. It shows that the civic material based on PBL is needed in the teaching learning process as a companion book. The validation result in product development trials indicates appropriateness. In the effectiveness experiment shows that there are differences and get it if the development between pre-test and posttest in the experiment class is more than control class. Therefore, the teaching material civic education is highly effective to improve the civic knowledge of students.
This research aims to investigate social science education students’
preparedness before they attend problem-based hybrid learning (PBHL).
This research is quantitative research with an explorative survey method
conducted on college students taking Social Science Education Program in
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia. The
participant of this study were 118 students, subsisting of 32 male and 86
female students. This research used a questionnaire with a 1-4 Likert scale as
an instrument to measure students’ readiness, weighted from their
motivation, prospective behavior, and information and communication
technolog (ICT) skills. The data collection process was carried out through
Google Form in April 2020. This research used descriptive quantitative
analysis to discover students’ preparedness and one-way ANOVA to identify
the effect of gender type to the students’ preparation in PBHL. The results of
this research show that social science education students’ preparedness
(motivation, prospective behavior, and ICT skills) in PBHL is classified
high, namely in the B+ category. Furthermore, the gender type has no
significant effect on students’ preparedness for PBHL (p>0.05).
Recommendation based on the research result is the university has to
facilitate easy internet access, such as by accelerating the bandwidth, internet
connection, and promote other policies that support PBHL.
Adapting Problem-Based Learning For The First-Year ExperienceMonique Carr
This document summarizes the implementation of Problem-Based Learning (PBL) as part of the first-year experience program at the United Arab Emirates University. It describes how PBL was adapted to focus on developing lifelong learning competencies for students. Students work in small groups on real-world problems over the course of a semester. They research issues, develop solutions, and present their recommendations. The PBL program aims to engage students, foster collaboration and problem-solving skills, and better prepare them for university studies and beyond. Initial findings suggest PBL positively impacts student motivation and makes connections between different subject areas that are often missing from traditional courses.
Quality of Secondary Schools Trained Geography Teachers in Universities and D...MOHAMEDMUCHIRI
There has been a concern about the quality of secondary schools teachers being prepared and produced by University and Teachers Training Colleges especially in pedagogy and use of instructional resources which is naturally and technically a pedagogical issue. The study was guided by Shulman`s concept of pedagogical content knowledge. A total sample of the study was ten (10) secondary schools, ten (10) Heads of department, fifty (50) Geography teachers and five hundred (500) Geography students. Schools, Geography teachers and Heads/Chairs of departments were purposively selected while form three (3) and form four (4) classes were selected by simple random method. The researcher used a descriptive cross-sectional survey research design involving both qualitative and quantitative methodologies. Data were collected using questionnaires for Geography Teachers and interview schedules for Heads/Chairs of departments, observation schedules, and resources checklist. The major findings were most of University trained Geography teachers were not competent enough in pedagogy and faced difficulties in utilization of educational technology in teaching/ learning process which included: insufficient knowledge of meaningful instructional activities, fewer lessons in the timetable as recommended by the ministry, inadequacy of teaching/learning resources, examination oriented programme, cheating and inadequate teacher professional development in Geography. It was also noted most of TTCS trained teachers had been effectively oriented on the use of instructional resources but follow- up a mechanism like in-service training was inadequate. Based on research findings, the study recommended that Geography teachers should be in-service in the use of practical approaches and at least have six lessons per week to enable them to cover syllabus on time. It was also recommended that the ministry of education modernize all secondary schools in Kenya by technologizing them to make them tandem with the expectation of modern education. In addition, it was further recommended that most of the Geography departments should have Geography rooms which should be well equipped.
This study examined the effect of Guided-Discovery (GD) technique on
Colleges of Education Social Studies students’ learning outcome in Nigeria.
The study employed 2x2x2 randomized research design. A total of 100
students participated in the study, consisted of 50 GD and 50 Lecture
Technique. Social Studies Performance Tests (SSPT) was used to collect
data. It was designed using National Commission for Colleges of Education
curriculum and validated by four Social Studies experts. The reliability value
of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and
t-test were used for data analyses. This study found that GD technique of
teaching Social Studies was next in producing higher significant effect in
students’ learning outcome than LT. Gender has no significant interactive
effect on students’ learning outcome in Social Studies. The mode of entry
had no significant interactive effect in the learning outcome of Colleges of
Education Social Studies Students. The study concluded that GD was found
to be more effective in enhancing Social Studies Students’ learning outcome
in Colleges of Education. It was recommended that GD technique should be
used in teaching Social Studies in Colleges of Education.
The study investigated the effectiveness of the project writing training
developed and implemented for pre-service primary teachers. A case study
was adopted in the research. The participants of the study were 17 students
of the department of primary school teaching at nine different universities in
Turkey. In this context, an online project preparation training was given to
participant pre-service primary teachers. The prepared training was
presented to pre-service teachers as theoretical and practical. At the end of
this process, pre-service teachers were provided to prepare project proposals
under the guidance of academic consultancy. A semi-structured interview
form developed by the researchers was used to collect the research data. The
obtained data were subjected to descriptive and content analysis. Within the
scope of the research, it was determined that the participant pre-service
teachers had positive opinions about the planning of the developed education
and its contribution to them. It was concluded that some of the participants
had negative opinions about the duration, timing and onlineness of
the training.
This study aims to identify publication trends and recommendations for problem-based science learning research in elementary schools. We used a mixed-methods research design in which descriptive, qualitative, and bibliometric analyses were used to look at the data. We selected the sample by using the purposive sampling technique. Secondary data contains Sintaindexed research articles published in the Google Scholar database. Data were analyzed using content analysis and the VOS-Viewer. The results of the analysis show that between 2017 and 2021, 98 articles have been published with the keywords [problem-based learning] and [IPA or science learning] in national and international journals with research settings in Indonesia. Most publications occurred in 2020. The keywords that appear the most in the published articles obtained are [problem-based learning], [learning outcomes], [critical thinking skills], and [science learning]. The keyword [Tri Hita Karana], or three causes of well-being, appears, but with weak nodes. These keywords appear in many publications whose research settings are in Bali because they are ethnoscientific findings from that area. Weak nodes have several conjectures, namely that this theme has been researched to saturate or that research on this theme is still rarely carried out. This research contributes ideas for future research involving the theme of problem-based learning in science.
Approaches to teaching history in transition year, october 2013siobhanpdst
This document provides guidance for teaching history in Transition Year. It emphasizes using active learning strategies to develop students' skills like research, critical thinking, and literacy. Specific approaches discussed include using primary sources, songs, photographs, student research projects, and scaffolding writing with internet sources. Sample modules on topics like the Flight of the Earls and Hiroshima are also included to illustrate how these strategies can be applied. Assessment in Transition Year should utilize a variety of formats beyond exams to evaluate students' broader set of skills and experiences.
Approaches to teaching history in transition year, october 2013siobhanpdst
This document provides guidance for teaching history in Transition Year. It discusses the importance of TY history in providing continuity in students' history education and exposure to new approaches. Key recommendations include using a variety of active learning strategies, assessments, sources and technologies. The document also references Council of Europe guidelines for TY history aims like developing critical thinking and cultural understanding. Sample modules are included on topics like the Flight of the Earls and Hiroshima bombing.
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
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Similar to Learning history through project-based learning
The document discusses project-based learning as an alternative teaching method to the traditional classroom. It argues that project-based learning engages students more actively in their learning, allows them to have input in the curriculum, and connects lessons to students' real-world experiences. Studies have shown higher test scores and retention rates for students taught with project-based learning. The chapter then discusses using digital storytelling technology in the social studies classroom as part of a project-based approach to help students learn in a more interactive way.
Trainee Teacher's Readiness Towards Teaching Practice: The Case of Malaysiaanisahtahir
This document summarizes a study on the readiness of trainee teachers in Malaysia for teaching practice. The study investigated challenges faced by trainee teachers during their practicum and the needs of both trainees and schools. A questionnaire was distributed to 150 final year education students who had completed teaching practice. Preliminary findings found that while subject content knowledge was adequate, areas like applying theory in the classroom, discipline, and school management needed improvement. This suggests a review of teacher education programs is needed to better prepare trainees for 21st century teaching demands.
From the importance of English in world of internationally communicated,
the problems of learning management in each area seems to be differenced,
language and culture are needed for recognizing, active learning is called for
effectiveness instruction, and primary English teachers need to prepared in
modern classroom. This research employed evaluative research to employ
active learning for primary English teachers through professional program.
Data were collected by setting a connoisseurship technique. Seven experts
are appointed and read carefully a tentative program for primary English
teachers. The connoisseurship technique allowed all experts share their
experiences and ideas to promote active learning in freely. Video recording
and note taking were recorded during the validation activity. Active learning
program for primary English teachers is approved before implementation in
different school contexts. The uncertainty situations, COVID-19 pandemic
may be affected to schooling, teachers have to redesign lesson. The
implementation though active online learning is needed to discuss and
rethinking how it be effectively in authentic classroom.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
This study aimed to analyze learning at the level of higher education. The
practice of higher education, of course, also requires a transformation of
learning. It is intended to achieve the competencies needed in the 21
st
century. The study used a qualitative approach. Observations were made on
online learning practices at Lambung Mangkurat University, Banjarmasin,
Indonesia from March to May 2021. In-depth interviews employed with 17
students who live in Banjarmasin. Miles and Huberman's data analysis
technique reduces interview data. The study results described that learning at
the higher education level has differences in the achievement of the graduate
profile. There are two main patterns, namely, institution-centered learning
and student-centered learning. The student's need for network strengthening
requires the systemic transformation of learning. One learning
transformation that can be carried out is strengthening learning practices
outside the classroom with partners (stakeholders). The primary purpose of
partner involvement is a condition designed so that students can increase
network capital. This linking capital is expected to be an opportunity for
students to increase student succession when they graduate from higher
education.
This document proposes a model for incorporating Critical Literacy Pedagogy (CLP) principles into an English reading class in an Indonesian high school to foster students' critical thinking skills. The model involves three interventions using Indonesian folklore texts, which contain controversial topics to encourage questioning. Each intervention teaches critical thinking concepts, uses a seven-step reading procedure incorporating CLP principles, and discusses critical thinking skills. The goal is to provide an alternative approach to teaching critical thinking in the Indonesian context by connecting academic instruction to students' culture and experiences.
Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PJBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli’s test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.
The article deals the different type of project-based learning and its pedagogical principles. The importance of project-based learning method and its effectiveness was written here. Saidova M.R and Ergasheva D.K 2020. Differentiated instruction, project-based learning, constructivist pedagogy principles . International Journal on Integrated Education. 2, 6 (Mar. 2020), 209-212. DOI:https://doi.org/10.31149/ijie.v2i6.157. Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/157/153 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/157
This study surveyed the views of natural science (NS) teachers on the challenges affecting upper primary learners’ performance in NS at three combined schools in Namibia's Omusati Region. Seven NS teachers were interviewed. The key findings were:
1) Teachers reported that the major challenges were lack of teaching resources, the use of English as the medium of instruction for some learners who don't speak it well, and lack of guidance from subject advisory teachers.
2) Other challenges identified included learner absenteeism, overcrowded classrooms, an unfavorable teaching environment, and lack of laboratories.
3) The study recommended that the government provide schools with more resources, build laboratories, improve classroom infrastructure,
The purpose of this research is to know the teaching material condition in classes and the need of PBL-based on civic education; to know the development of PBL-based civic education; to know the effectiveness of PBLbased civic education for fourth-grade students of elementary school as textbooks to improve students’ civic knowledge. This book is written based on PBL syntax as a student learning activity. The method of this research uses Borg and Gall techniques modified by Sukmadinata which consists of three namely preliminary study, product development, and product effectiveness test. The result of this research is the necessary analysis on preliminary study. It shows that the civic material based on PBL is needed in the teaching learning process as a companion book. The validation result in product development trials indicates appropriateness. In the effectiveness experiment shows that there are differences and get it if the development between pre-test and posttest in the experiment class is more than control class. Therefore, the teaching material civic education is highly effective to improve the civic knowledge of students.
This research aims to investigate social science education students’
preparedness before they attend problem-based hybrid learning (PBHL).
This research is quantitative research with an explorative survey method
conducted on college students taking Social Science Education Program in
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia. The
participant of this study were 118 students, subsisting of 32 male and 86
female students. This research used a questionnaire with a 1-4 Likert scale as
an instrument to measure students’ readiness, weighted from their
motivation, prospective behavior, and information and communication
technolog (ICT) skills. The data collection process was carried out through
Google Form in April 2020. This research used descriptive quantitative
analysis to discover students’ preparedness and one-way ANOVA to identify
the effect of gender type to the students’ preparation in PBHL. The results of
this research show that social science education students’ preparedness
(motivation, prospective behavior, and ICT skills) in PBHL is classified
high, namely in the B+ category. Furthermore, the gender type has no
significant effect on students’ preparedness for PBHL (p>0.05).
Recommendation based on the research result is the university has to
facilitate easy internet access, such as by accelerating the bandwidth, internet
connection, and promote other policies that support PBHL.
Adapting Problem-Based Learning For The First-Year ExperienceMonique Carr
This document summarizes the implementation of Problem-Based Learning (PBL) as part of the first-year experience program at the United Arab Emirates University. It describes how PBL was adapted to focus on developing lifelong learning competencies for students. Students work in small groups on real-world problems over the course of a semester. They research issues, develop solutions, and present their recommendations. The PBL program aims to engage students, foster collaboration and problem-solving skills, and better prepare them for university studies and beyond. Initial findings suggest PBL positively impacts student motivation and makes connections between different subject areas that are often missing from traditional courses.
Quality of Secondary Schools Trained Geography Teachers in Universities and D...MOHAMEDMUCHIRI
There has been a concern about the quality of secondary schools teachers being prepared and produced by University and Teachers Training Colleges especially in pedagogy and use of instructional resources which is naturally and technically a pedagogical issue. The study was guided by Shulman`s concept of pedagogical content knowledge. A total sample of the study was ten (10) secondary schools, ten (10) Heads of department, fifty (50) Geography teachers and five hundred (500) Geography students. Schools, Geography teachers and Heads/Chairs of departments were purposively selected while form three (3) and form four (4) classes were selected by simple random method. The researcher used a descriptive cross-sectional survey research design involving both qualitative and quantitative methodologies. Data were collected using questionnaires for Geography Teachers and interview schedules for Heads/Chairs of departments, observation schedules, and resources checklist. The major findings were most of University trained Geography teachers were not competent enough in pedagogy and faced difficulties in utilization of educational technology in teaching/ learning process which included: insufficient knowledge of meaningful instructional activities, fewer lessons in the timetable as recommended by the ministry, inadequacy of teaching/learning resources, examination oriented programme, cheating and inadequate teacher professional development in Geography. It was also noted most of TTCS trained teachers had been effectively oriented on the use of instructional resources but follow- up a mechanism like in-service training was inadequate. Based on research findings, the study recommended that Geography teachers should be in-service in the use of practical approaches and at least have six lessons per week to enable them to cover syllabus on time. It was also recommended that the ministry of education modernize all secondary schools in Kenya by technologizing them to make them tandem with the expectation of modern education. In addition, it was further recommended that most of the Geography departments should have Geography rooms which should be well equipped.
This study examined the effect of Guided-Discovery (GD) technique on
Colleges of Education Social Studies students’ learning outcome in Nigeria.
The study employed 2x2x2 randomized research design. A total of 100
students participated in the study, consisted of 50 GD and 50 Lecture
Technique. Social Studies Performance Tests (SSPT) was used to collect
data. It was designed using National Commission for Colleges of Education
curriculum and validated by four Social Studies experts. The reliability value
of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and
t-test were used for data analyses. This study found that GD technique of
teaching Social Studies was next in producing higher significant effect in
students’ learning outcome than LT. Gender has no significant interactive
effect on students’ learning outcome in Social Studies. The mode of entry
had no significant interactive effect in the learning outcome of Colleges of
Education Social Studies Students. The study concluded that GD was found
to be more effective in enhancing Social Studies Students’ learning outcome
in Colleges of Education. It was recommended that GD technique should be
used in teaching Social Studies in Colleges of Education.
The study investigated the effectiveness of the project writing training
developed and implemented for pre-service primary teachers. A case study
was adopted in the research. The participants of the study were 17 students
of the department of primary school teaching at nine different universities in
Turkey. In this context, an online project preparation training was given to
participant pre-service primary teachers. The prepared training was
presented to pre-service teachers as theoretical and practical. At the end of
this process, pre-service teachers were provided to prepare project proposals
under the guidance of academic consultancy. A semi-structured interview
form developed by the researchers was used to collect the research data. The
obtained data were subjected to descriptive and content analysis. Within the
scope of the research, it was determined that the participant pre-service
teachers had positive opinions about the planning of the developed education
and its contribution to them. It was concluded that some of the participants
had negative opinions about the duration, timing and onlineness of
the training.
This study aims to identify publication trends and recommendations for problem-based science learning research in elementary schools. We used a mixed-methods research design in which descriptive, qualitative, and bibliometric analyses were used to look at the data. We selected the sample by using the purposive sampling technique. Secondary data contains Sintaindexed research articles published in the Google Scholar database. Data were analyzed using content analysis and the VOS-Viewer. The results of the analysis show that between 2017 and 2021, 98 articles have been published with the keywords [problem-based learning] and [IPA or science learning] in national and international journals with research settings in Indonesia. Most publications occurred in 2020. The keywords that appear the most in the published articles obtained are [problem-based learning], [learning outcomes], [critical thinking skills], and [science learning]. The keyword [Tri Hita Karana], or three causes of well-being, appears, but with weak nodes. These keywords appear in many publications whose research settings are in Bali because they are ethnoscientific findings from that area. Weak nodes have several conjectures, namely that this theme has been researched to saturate or that research on this theme is still rarely carried out. This research contributes ideas for future research involving the theme of problem-based learning in science.
Approaches to teaching history in transition year, october 2013siobhanpdst
This document provides guidance for teaching history in Transition Year. It emphasizes using active learning strategies to develop students' skills like research, critical thinking, and literacy. Specific approaches discussed include using primary sources, songs, photographs, student research projects, and scaffolding writing with internet sources. Sample modules on topics like the Flight of the Earls and Hiroshima are also included to illustrate how these strategies can be applied. Assessment in Transition Year should utilize a variety of formats beyond exams to evaluate students' broader set of skills and experiences.
Approaches to teaching history in transition year, october 2013siobhanpdst
This document provides guidance for teaching history in Transition Year. It discusses the importance of TY history in providing continuity in students' history education and exposure to new approaches. Key recommendations include using a variety of active learning strategies, assessments, sources and technologies. The document also references Council of Europe guidelines for TY history aims like developing critical thinking and cultural understanding. Sample modules are included on topics like the Flight of the Earls and Hiroshima bombing.
Similar to Learning history through project-based learning (20)
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
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Learning history through project-based learning
1. Journal of Education and Learning (EduLearn)
Vol. 17, No. 1, February 2023, pp. 67~75
ISSN: 2089-9823 DOI: 10.11591/edulearn.v17i1.20398 67
Journal homepage: http://edulearn.intelektual.org
Learning history through project-based learning
Sin Wei Lim1
, Rosmawijah Jawawi2
, Jainatul Halida Jaidin2
, Roslinawati Roslan2
1
Pengiran Isteri Hajjah Mariam Secondary School, Ministry of Education, Serasa, Brunei Darussalam
2
Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Bandar Seri Begawan, Brunei Darussalam
Article Info ABSTRACT
Article history:
Received Oct 18, 2021
Revised Oct 24, 2022
Accepted Nov 29, 2022
In a 21st century classroom, project-based learning (PBL) can be the key
strategy in helping students become independent learners and thinkers. PBL
provides a pedagogical approach that is appealing and can be used not only
in the subject of history but also across different disciplines. This study
examines the impact of project-based learning on students’ understandings
of Upper Secondary Brunei history lessons. Data was collected from a Year
10 Upper Secondary history classroom in one secondary school in Brunei
through an action research method. The instruments used were lesson
observations, semi-structured interviews and pre- and post-tests. The
interview was conducted with eight students while classroom teaching of the
subject teacher was observed. The pre- and post-tests were given to students
before and after the intervention of PBL. The findings in this study showed
that the students were still underperforming after the PBL intervention but
had shown potential for further improvements with more exposure to
project-based learning.
Keywords:
Action research
Collaborative learning
Project-based learning
Secondary history education
Teacher education
This is an open access article under the CC BY-SA license.
Corresponding Author:
Rosmawijah Jawawi
Sultan Hassanal Bolkiah Insitute of Education, Universiti Brunei Darussalam
Tungku Link, BE 1410, Brunei Darussalam
Email: rosmawijah.jawawi@ubd.edu.bn
1. INTRODUCTION
Globalisation has not only opened up many new opportunities for individuals but has also brought
about challenges for the people of the society today. As the world was becoming more globalised, there calls
a need for individuals to attain different sets of skills and knowledge that will open doors for them to land a
secure job in an increasingly competitive labour market [1]. There is a need to develop a ‘world-class
education system’ that would not only be used to increase the quality of students’ education but to also equip
students with skills that would prepare them for the rapidly changing global environment [2]. In Brunei, the
Ministry of Education (MOE) started a move towards changing the education system in 2009. The aim was to
prepare Bruneian students for a globalised society and this was translated through the implementation of the
national educational system, known in Malay as “Sistem Pendidikan Negara Abad ke-21” or the National
Education System for the 21st Century, in short, SPN21. The strategy called the need for students to be
equipped with 21st century skills such as ‘technological literacy skills, critical thinking skills and problem-
solving skills’ that are deemed valuable in the techno-centric world today [3]. Being equipped with these
skills will ensure the success in the assimilation of the younger Brunei generations into the rapidly-changing
and competitive labour workforce of the near future [2]–[4].
To ensure that the younger generation would develop 21st century skills in schools, the Ministry of
Brunei had taken initiatives to make changes to the curriculum that would put an emphasis on student-centred
learning as was evident in the introduction of the school-based assessment (SBA), where a percentage of the
students’ overall grades would be attained from project work [5], [6]. The Ministry of Education had
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68
emphasised that SBA would act as a platform in ensuring that there was an increase ‘in the application,
analysis and evaluation of student involvement in practical work, projects, presentations and learning
activities’ that would not only provide students with knowledge and understanding of the subject but would
also provide them with necessary skills that would gear them towards higher order thinking and to obtain
‘quality-oriented education’ [3], [5]–[7]. A shift in the teaching paradigm thus brings about the
transformation of the teacher’s role from the provider of knowledge to that of a facilitator who would provide
guidance to the students in their learning [3], [7], [8].
In Brunei, there had been a gradual drop in the number of students taking history at upper secondary
level in Brunei [4] and history was one of the most underperformed subjects in the Cambridge O-level
examination that the students sit for at the end of their secondary school years [9], [10]. On the issue of the
drop in the number of students taking history as a subject, it was possible to argue that one of the reasons for
this could be the change in the curriculum that combined both history and geography into one subject known
as social studies for the upper primary and lower secondary levels. As compared to the years prior to the
change in the curriculum to SPN21, it was noted that students were more exposed to historical contents at an
earlier age as was reflected in the textbooks that were used during their upper primary school years [9], [10].
Even though students learned about the history of Brunei in Social Studies subject, more emphasis were now
put on geographical and cultural contents in the new curriculum [11]. Over time, due to the lack of exposure
to the history of Brunei from a young age, this will cause students to not think highly of the importance of
learning history and thus, students will either choose to not learn history at upper secondary level or to
underperform in the subject when given the opportunity to learn history [11].
It was possible to argue that the issue on the underperformances of the students in history may be
due to the lack of enthusiasm of these students when it comes to learning the subject. As an optional subject
in Brunei secondary schools, history was often only been offered as a choice subject to students [9], [11].
This impedes the chances for students who are genuinely interested in taking up the subject and forces the
subject upon students who are not in the least interested in learning about history [9]. Previous studies found
that students who were forced to take history often underperformed in the classroom [9], [11]. Students not
only dreaded to attend the classes but also found the subject to be “boring” and thus, they often did not put in
any effort to learn about the subject [10]. Although the SPN21 curriculum calls for lessons to be more
student-centred, it was found that the traditional ‘chalk and talk’ method was still predominantly used in
lessons [12]. This was because the Brunei education curriculum was still heavily dependent on public
examinations and so, teachers were compelled into sticking to the scheme of work that was in accordance to
the syllabus content [12]. As students were already reluctant in learning history, the use of the traditional
‘chalk and talk’ method had worsened the learning experiences for these students [9], [11]. Another issue that
the researchers had found when interviewing the students was that English language might play a significant
role in the underperformances of these students [11]. Students often had difficulties in digesting what they
learned in history due to the lack of ability in understanding the vocabularies and language used [10]. They
had difficulties in projecting their ideas and making connections to the different historical events during class
discussions and in exams [10].
However, it was important to understand that one of the aims of the MOE’s strategic plan initiative
on ‘quality education’ highlights the need to equip future generations with 21st century knowledge, skills and
values supported with an intended, adaptable and relevant curriculum focusing on the needs of individuals
[4]. Therefore, it is believed that implementing project-based learning (PBL) in this study meets the
ministry’s aim of providing ‘quality education’ for the students. Recent studies have highlighted that PBL is
a pedagogy that enables both teachers and students to move away from the traditional methods of teaching
specifically the ‘chalk and talk’ method [13]. PBL offers the opportunity for students to develop into active
learners who would be required to search for knowledge to resolve problems that might appear in their
projects, and not be passive learners who absorb second hand knowledge from their teachers [13]–[15].
Implementing PBL in the Bruneian context would reflect the SPN21 curriculum as it calls for students to
develop 21st century skills such as collaboration, critical thinking, and problem solving. By adopting the PBL
approach, teachers could focus on the students’ needs in the classroom as PBL concentrates on the use of
various learning activities and tasks in order to engage the students in the lessons [16], [17].
This paper highlights the need to move from the traditional approach to a more comprehensive 21st
century approach where lessons are designed to engage the students in not only carrying out in-depth
investigations on a topic that interests them but to also give the students the opportunity to build on their
problem-solving and critical thinking skills. Following the theory of constructivism that was in line with what
21st century learning calls for, PBL was a key strategy to help students become independent thinkers and
learners as they would be able to construct knowledge through the means of active learning and collaboration
with their peers [18], [19]. On the other hand, it was found that there are teachers and students who preferred
the traditional teaching approach over PBL [17], [19], [20]. Students had preferred the traditional approach as
3. J Edu & Learn ISSN: 2089-9823
Learning history through project-based learning (Sin Wei Lim)
69
they claimed to have learned more using the traditional approach as opposed to the use of PBL [19], [20].
Most of the concerns brought forward by these researchers were that teachers were reluctant to move from
the use of the traditional approaches as they were more comfortable with the idea of having control over the
classroom [19], [20]. Research has highlighted that students were in fact the ones who had preferred the use
of the traditional approach as they were uncomfortable with the idea of having to obtain knowledge on their
own [21]. Even high achiever students were reluctant with the use of PBL as they felt that collaborative
learning was a burden for them when they have free riders in their groups [22].
However, in general, researchers have emphasised on the importance of PBL as a centrality to
learning for students during lessons and that PBL was not peripheral to the curriculum [13], [16], [21]. This
was to say that in order for students to be able to grasp onto the main concept, teachers are required to
provide students with problems or questions to ‘drive’ their minds [16]. Driving questions are used by
teachers to ensure that students are able to make a connection between the activities that they will be carrying
out and the underlying knowledge that the teacher hopes to foster. With the driving question, students will
then be able to investigate thoroughly into what was expected of them to answer the driving question.
Through the constructive investigation, students will build up on their prior knowledge and it was often
during these investigations that students will encounter problems. Hence, unlike the traditional approach,
PBL offers students with the opportunities to develop 21st century skills that are required in the working
society today [21], [22]. For instance, in order for students to overcome the problems that they will encounter
during the investigation phase, the collaborative aspect of PBL allows students to not only work together to
come up with a solution but they could also make use of the technological tools to work on the problems
together. These skills are vital for the survival of students in the globalised techno-centric society [1], [3], [7].
In relation to the purpose of this study, the following research question had been formulated to help with the
research: To what extent did the use of PBL help improve students’ content knowledge of Brunei history?
What were the students’ perceptions on the use of PBL in history lessons?
2. RESEARCH METHOD
This action research focused on examine the impacts of PBL on the students’ understandings and
the perceptions of students on the use of PBL in the classroom. This was done through the use of classroom
observations during the subject teacher’s lessons as well as when the students were carrying out the PBL
approach; pre- and post-tests that were given to the students before and after the intervention; and the use of
semi-structured interviews throughout the study. The participants involved in this study were eight of the
Year 10 Upper secondary students of the subject Brunei history. Their ages ranged between 14 to 15 years
old and had varying English proficiency abilities. Prior to the start of the study, the students were informally
interviewed by their teacher (the first author in this study) and it was found that the students were not familiar
with PBL but they were enthusiastic about doing hands-on group activities. It was discovered that most of
these students disliked the subject History as they found the subject to be “boring” and “difficult to
understand.” Therefore, the introduction of the use of PBL seemed appropriate in finding out whether the
alternative method of teaching would change the students’ perceptions regarding history that could help with
their understandings and thus, have an impact on their performances in the class. Data was analysed
qualitatively where data collected was manually coded and interpreted into themes. However, this study had
its limitations. The findings yielded were not representative of Year 10 history secondary students in Brunei
and the findings could not be generalisable as it only represented the situations in the school that was
involved in this study.
3. RESULTS AND DISCUSSION
3.1. To what extent did the use of PBL help improve students’ understanding of Brunei history?
The data obtained from the pre- and post-tests, observations, and informal question and answer
sessions, with the students were fundamental in answering this research question. Prior to the PBL
intervention, the researchers had interviewed the students’ subject teacher and had found that one of the main
reasons for these students’ underperformances in their tests and examinations was because of their inability
to understand what the test questions were asking for. Due to this, students often just wrote down any
information that they could remember about the topic and thus, will end up not quite answering what the
questions had asked. It was therefore the researcher’s aim to see if the use of PBL would change the students’
overall understandings of history lessons as well as their understandings of any questions being posed to
them. The analysed findings could be categorised into the theme ‘development of understanding in terms of
content knowledge and answering questions.’
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3.1.1. Development of understanding in terms of content knowledge and answering questions
Prior to the students sitting for the pre-test, it was important to note that these students already had
background knowledge on the ‘economic and social developments of Brunei: First and second national
development plans’ as their teacher had just completed teaching the topic to them. The results from the pre-
test had shown that most of these students had disregarded what the question was asking for and were merely
listing out what they could remember about the first and second national development plans (hereafter as
NDPs) from their lessons with their teacher. Some examples of the answers that were written by the students
during the pre-test:
“In 1953 the first NDP was launched for a period of five years. ER Bevington, the commissioner
from colonial in Fiji was appointed to carry out the plan. A budget for $100 million for the scheme
was given by state council. The aims were to bring Brunei out from its lowly status in Southeast Asia
and to improve the living standard of people.” (Student D)
“National Development Plan was established by SOAS III for 5 years from 1953 to 1958. E.R
Bevington was appointed to carry out this plan. He was the High Commissioner Colonial office from
Fiji. A budget of $100 million was given by the state council. The aim of the NDP was to improve
the standard of living of the people. Also, it was to modernise the mosque and to improve the lowly
status of Brunei in Southeast Asia. The NDPs help for the development of education. From this
development in education, many people in Brunei learned lots of new knowledge. The NDPs helped
the development of health. The development of Social Welfare was made to help the elders for a
better living such as providing wheelchairs. Also, the aim of NDPs was to improve the non-oil and
gas industries.” (Student G)
It could be seen that the answers given by student D and student G were replicas of the information
that was readily available in the history textbook as well as their notes. Apart from that, these students had
also successfully given the name of the high commissioner who was sent to Brunei to carry out the NDP as
well as listing out the budget that was allocated for the NDP. All of the above-mentioned students had also
correctly listed out the aims of the NDP in their answers. However, even though the students had shown that
the they were able to briefly and accurately include some correct historical information regarding the NDPs
in their answers, these students had failed to answer the question that had been posed to them which was “In
your opinion, how important do you think the NDPs were in contributing to the making of modern Brunei?;
Try and link what you know about the NDPs to what you can see around you today.” During the pre-test, a
majority of these students disregarded the part of the question where they were assumed to be able to use
their background knowledge on what they knew about the economic and social developments under the first
and second NDPs to relate to the changes that they could see in modern Brunei. The answers given by the
students only reflected partly what the question was asking for and thus, it was possible to say that this might
be owed to the lack of students’ understanding when it came to reading the question. Partly the reason for this
could be that these students were used to being mainly taught and given the information regarding the NDPs
thus they lack the experiences in putting their answers to practice on paper. It was also possible to argue that
these students were not taught ways in developing their critical thinking skills through the use of the
traditional approach. The traditional approach of teaching and learning only required students to ‘remember’
and to ‘understand’ the information that were relayed to them before they were asked to reproduce these
answers in the examinations. This was relevant to the way that these students were taught in the classroom
and therefore, it was possible to argue that they were not given the opportunities to develop their higher order
thinking skills, such as to ‘analyse’ and to ‘evaluate’ any information or questions and thus, these students
would only end up listing down everything they knew as was reflected in the answers that were given by
them in the pre-test.
The researchers had hoped that with PBL, these students would be able to move forward from the
‘lower order thinking skills’ of the Bloom’s Taxonomy and develop ‘higher order thinking skills’ and thus,
would be able to not only list out what they knew about the NDPs in their answers but to analyse the question
and to include answers based on their understandings of the question. Due to the inexperience of the students
with the PBL approach, the researchers had to guide the students through the use of worksheets. In these
worksheets, the students were guided through the different steps that had been broken up into several
activities. It was hoped that by breaking up the NDPs into different parts, it would enable the students to see
that the NDPs were not just about the historical background but to also show to the students that the NDPs
were made up of both economic and social developments. Once the PBL intervention had been successfully
carried out, the students were once again given the same question to do.
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From the post-test, it was found that eventhough the students were still listing out information and
not quite answering the question, the students’ understandings on the topic had actually improved. Instead of
just writing down what they remembered or memorised from the textbook, majority of these students had
made an effort to try and show that the developments under the first and the second NDPs had in fact been
important in the development of modern Brunei. For instance, a majority of these students could see that the
education system today was largely owed to the development of education under the first and second NDPs
and these students could also see the importance of education to Bruneians. Below highlights some of the
examples given by students on the development of education.
“More emphasis was placed on education. Education was made compulsory which led to the
building of new schools. Brunei people became educated and obtained more skills. These skills
helped Bruneians. They could get jobs in other countries. Scholarships were given to students to
continue further studies which started in 1957. Many students were sent to overseas and later came
back to work for Brunei government.” (Student C)
“… provides Bruneian people like scholarships for students who get excellent results in their A-
levels…. To provide buses for students to go to school, provide hostels for students who live far
away from schools or colleges…” (Student D)
“The government built more schools for Bruneians to be educated…they can work in another
country. With education, they can get skills like how to build houses, develop technology, etc… The
government also provides scholarship or sent students to go overseas to study.” (Student E)
As shown above, it was found that there was a slight improvement in some of the students’
understandings in terms of how they were able to briefly use historical social developments as a platform in
linking to the social developments in modern Brunei. For instance, instead of going straight into the
introduction of higher institutions, such as colleges, or the setting up of new secondary and primary schools
in Brunei, these students were able to bring up the history behind the importance of education in Brunei. This
could be seen in how these students managed to link the ‘compulsory education’, introduced by the Bruneian
Government under the first and second NDPs to the development of new schools in Brunei. Furthermore,
students had made the links to the ‘scholarships’ given to students that had started under the first and second
NDPs which had then encouraged more students in this generation to do better so they would be able to come
back to Brunei to help in the developments of Brunei. It was therefore possible to say that PBL had in fact
been successful in helping some of these students developed understanding skills in history lessons. A
possible reason for the slight improvements in the students’ understanding could be that these students had
started to develop a more positive attitude towards learning as could be seen in their involvements in the
activities that were carried out during the PBL intervention. Through observations, the researchers had seen a
drastic change in the behaviours of the students especially in regards to their engagement levels in the
classrooms. During the PBL intervention, these students had not only become more attentive towards their
work but they were also showing positive signs that they were emotionally engaged during these sessions.
This finding therefore supports the findings from other researchers, whom had found that PBL have had
impacts on the engagement levels of students[13], [14], [18]. When students were engaged, they would be
motivated to want to do better in their tasks and to work out of their comfort zones [20]–[22].
However, upon further analysis of the post-test answers, the researchers encountered that a majority
of these students had only mainly touched on the importance of social developments of Brunei under the first
and second NDPs. Lack of understanding on the economic developments of Brunei was reflected in the post-
test answers given by the students. In both the pre- and post-tests, the students had failed to look into the
economic developments of Brunei, let alone explain how the economic developments under the NDPs had
helped in the making of modern Brunei. However, some students had briefly mentioned the development of
‘oil and gas industry’ as well as ‘other industries’ in Brunei. Instead of explaining why these ‘other
industries’ were set up in Brunei, the students went on to explain more about the historical social
developments of Brunei. The students’ answers indicated that they lack of understanding in the history of
economics development of Brunei. Yet, it was plausible to argue that the students’ lack of knowledge on the
economic developments of Brunei was largely due to the flaw in the students’ worksheets, which were
designed and given by the teacher. The worksheets mainly concentrated on the social developments of Brunei
in the first few activities instead of asking students to carry out research on the economic developments
of Brunei.
To support the findings from the pre- and post-tests, the teacher had conducted an informal question
and answer session with the students towards the end of the PBL intervention. When being verbally asked
regarding the developments of Brunei under the first and second NDPs, these students were able to verbally
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provide the teacher with the correct answers to the questions that were asked. Hence, it was possible to say
that the students’ post-test answers were not clear indications of their understandings. The researchers found
that a possible explanation for this could be their lack of confidence when it came to putting down their ideas
on paper. Before the study was conducted, the researchers had interviewed the class history teacher and
found that the inability of the students in writing down answers during examinations was affecting their
performances in the subject. Another reason for this could be the nervousness of these students when it came
to examinations. To overcome this nervousness, previous studies had found that PBL could be used to reduce
students’ anxiety levels in the classrooms and during exams [23], [24]. However, from this study, it was
discovered that when the post-tests were given to the students, they still showed signs of anxiety and
nervousness which thus, reflected in their post-test answers.
3.2. What were the students’ perceptions on the use of PBL in history lessons?
In answering the second research question, the data obtained from the semi-structured interview
were used. During the interview, students were asked regarding their learning experiences with the PBL
approach and the responses from these students revealed mixed perceptions with some students liking the
idea of the PBL approach whereas a majority of the students were leaning towards the use of the traditional
approach. The findings from the interviews were categorised into two themes: conducive learning
environment, and effects of motivation and collaboration on students’ learning.
3.2.1. Conducive learning environment
A student’s learning environment affects the student’s ability in the classroom. It was therefore
essential for the teacher to ensure that the classroom environment was able to foster to the needs of each
individual so that students will feel comfortable as members of the class and thus, will be able to adapt to any
new approaches set out by the teacher [19]. As the students who were involved in this study were fairly new
to the PBL approach, the teacher had to ensure that the students felt comfortable with the change in the
learning approach so in order to encourage the students, the teacher tried to provide the students with
guidance from the beginning until the end of the cycle. From the interviews, it was found that students were
in fact comfortable with the change in the learning approach but what really stood out the most for the
teacher was how greatly the external environmental factor had impacted on the students’ behaviours in the
classroom that affected their overall performances. Students commented on how the change from the normal
‘boring’ classroom setting to the air-conditioned information and communications technology (ICT) room
had made it more ‘comfortable’ and ‘better’ to study in as compared to the ‘hot’ classroom that they always
have their lessons in. This finding supports the study where there were correlations between the temperature
in the workplace and a worker’s efficiency [19]. Thus, as these sessions took place in the afternoon when the
weather was the warmest, the results yielded from the study would have turned out differently if the study
was conducted in their normal classrooms. Apart from being in the comfort of an air-conditioned room, some
students had also mentioned that the extrinsic motivation from the teacher ‘giving [them] chocolates’ had
also motivated the students to attend the afternoon sessions and to be actively involved in the study.
Therefore, it was plausible to say that the satisfaction from being in the air-conditioned room and the
chocolates from the teacher had in fact motivated students to attend the sessions and to be more engaged in
the learning process.
3.2.2. Effects of motivation and collaboration on students’ learning
It was observed that when the students were motivated, they became more open to the idea of trying
out the PBL approach. During the interview, it was found that only one out of the eight students found the
PBL experience to be ‘fun’ whereas the other seven students found the experience to be ‘repetitive’ and ‘took
a long time’ and as a result, the process became ‘boring’ for them. Although the findings were not
favourable, it does not show that the students were not motivated nor disengaged during the process. This
was because some of the students whom had found PBL to be ‘repetitive’ and ‘boring’ mentioned that the
PBL approach had given them the opportunity to be ‘creative’ in terms of how they presented their learning
to their peers. In other words, they reported that the information they obtained through the PBL approach
were ‘different from those in the textbook’ [21], [25]–[30]. In addition, the students mentioned that PBL gave
them the chances to work collaboratively with their friends. They liked the idea of ‘teamwork’ because they
felt that the ‘cooperation with one another’ enabled them to ‘easily share information’ and they ‘[could]
discuss together’. These findings supported the studies where PBL enabled students to learn more when they
work collaboratively as they could ‘bounce ideas off each other’ [21]–[30]. Significantly, developing 21st
century skills such as collaborative skills that the students had attained through the use of PBL would be of
use to the students during their working lives in the future [17], [18], [21]–[28].
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Being motivated to learn and being engaged in the learning process will not necessarily result in
students’ improvements in either their understanding or performances of the subject. As the students in this
study were already used to the idea of being the passive recipients of information, it took a while before the
students became used to the shift in the teaching paradigm. Due to this, the findings from this study showed
that a majority of these students still preferred the traditional approach over PBL because they felt that it was
‘easier for them to understand when the teacher explained’ as most of these students found it ‘difficult to find
information online’ and ‘could not see the point of doing PBL’. Simply put, these students were not
comfortable with the drastic change in their roles. This finding is similar to other recent studies [16], [17],
[21], [22]. Furthermore, in this study, some students even mentioned that they were ‘lazy’ when it came to
doing their own learning and thus, preferred the traditional approach. There were, however, students who
could see the benefits of using PBL. For instance, one student explained that through PBL, the student could
‘see the picture online and could read more things that are not in the textbook’. Hence, PBL had helped the
student to understand the topic further. Another student had mentioned that PBL was preferred because ‘the
textbook does not really give much understanding’ and ‘when using the traditional approach, [they] just copy
straight without trying to understand the events.’ The students were also asked if the use of PBL have had
any impacts on their opinions regarding the subject. The findings showed that the limited time spent using the
PBL approach was not effective in changing the mind-set of the students as most of these students still felt
that ‘history was difficult’ and thus, ‘still do not really like history.’ It was also important to note that despite
providing the instructions and guidelines at the beginning of the cycle, there were still students who, during
the process of carrying out their work, found it confusing as to what should be done and what was needed to
be done. This had no doubt affected the students’ opinions regarding the use of PBL. To overcome this, the
teacher had to regularly reminded the students on the context of the exercise to ensure that the students did
not lose track as to what should be done.
Overall, as this was the first time that the students had experienced PBL. The findings from this
study suggested that despite the obstacles in the use of this approach, there was potential for a change in the
students’ mind-set regarding the approach which will eventually lead to improvements in their overall
performances. Through subsequent cycles of action research, these obstacles and drawbacks could potentially
be resolved.
4. CONCLUSION
The findings yielded from this study highlighted several important points that should be noted. It
was found that the implementation of PBL was only successful to an extent as was reflected in the slight
improvements in the students’ understandings as well as overall performances especially in regards to their
behaviours towards learning history. However, the researchers found that students were still sceptical of the
use of PBL and preferred the use of the traditional approach. This might be due to the inexperience of the
teacher in making PBL seems more appealing to the students, yet this could be improved with more practices
on the use of PBL in teaching history.
This study suggested that if PBL was to be implemented properly through the use of more practices,
PBL can be a good pedagogy in the classroom that will not only make learning fun for the students but to
also help them in their development of 21st century skills. In other words, as most Bruneian students are new
to the PBL approach, the implications from the findings suggested that sufficient time should be put aside for
scaffolding students’ knowledge as they need to get used to the idea of PBL. This was to say that the teacher
should not implement PBL in the classroom and expect students to carry out all the work themselves without
a lot of guidance. Therefore, it is recommended that the worksheets that will be given to the students will
need to be thoroughly checked and tested out before the implementation of PBL in the classroom. This is to
ensure that mistakes such as the one made by the researchers will be addressed beforehand so that students’
learning process will not be affected. Furthermore, it will be more beneficial for the teacher to employ a bit
of the traditional approach especially when it comes to explaining main concepts to the students to ensure
that the students will grasp onto the idea first before carrying out their own research. Careful planning should
be done by the teacher before the employment of PBL in the classroom to ensure that it fits into the scheme
of work of the school and curriculum. Hence, before implementing PBL in the classroom, it is recommended
that the teacher will need to ensure that there will be resources that are readily available for the students to
use especially when it comes to resources on the history of Brunei.
In conclusion, the findings from this study had revealed that majority of the students had difficulties
in expressing their understandings of the topic in writing. Yet, the results from the post-test as well as the
interviews with the students, had shown that there was indeed a slight improvement, to not only the students’
overall understanding in history, but also to their understanding of what the questions had asked. It needs to
be taken into consideration that since this was the first time that the students had been exposed to PBL, the
results obtained from this study would not have highlighted a great change in the students’ performances.
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However, it was plausible to say that these students did show potential in further improving their
performances and thus, with more practice and exposure to PBL, there was no doubt that these students will
grow to like PBL and will continue to further improve on their understandings of the subject.
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BIOGRAPHIES OF AUTHORS
Sin Wei Lim is a teacher at Sultan Menengah Pengiran Isteri Hajjah Mariam,
Ministry of Education. She had a BA(Hons) in Asia Pacific Studies and History from the
University of Leeds. Ms Sin Wei graduated with a Master degree in Teaching from the
Universiti Brunei Darussalam in 2018. She can be contacted at email:
sinweilim888@gmail.com.
Rosmawijah Jawawi is a Senior Assistant Professor at Sultan Hassanal Bolkiah
Institute of Education (SHBIE), Universiti Brunei Darussalam. She teaches and supervises
Master and PhD students at the University. She specialises in teacher education and humanities
and social sciences education. She can be contacted at email: rosmawijah.jawawi@ubd.edu.bn.
Jainatul Halida Jaidin is a Senior Assistant Professor at Sultan Hassanal Bolkiah
Institute of Education (SHBIE), Universiti Brunei Darussalam. She teaches postgraduate and
Master students at the University. She specialises in teacher education, primary education and
educational foundation. Dr Jainatul Halida is currently the Director at the Institute for
Leadership, Innovation and Advancement (ILIA), Universiti Brunei Darussalam. She can be
contacted at halide.jaidin@ubd.edu.bn.
Roslinawati Roslan is an Assistant Professor at Sultan Hassanal Bolkiah Institute
of Education (SHBIE), Universiti Brunei Darussalam. She teaches and supervises Master and
PhD students at the University. She specialises in teacher education and primary science
education. Dr Roslinawati is currently the Deputy Dean Academic at SHBIE, Universiti Brunei
Darussalam. She can be contacted at roslinawati.roslan@ubd.edu.bn.