Designing Project-Based Learning in research proposal writing: Its effect, problems, and scaffolding utilized

Ni Nyoman Padmadewi, Luh Putu Artini, Ni Made Ratminingsih, I Putu Andre Suhardiana, Ahmad Zamzam, Putu Adi Krisna Juniarta

Abstract


Project Based Learning (PBL) is highly important to be suited to the student’s needs as a guide in writing research proposals. The objectives of the study were to (1) describe the PBL design based on the students’ needs, (2) identify the problems encountered during the project writing, (3) describe the scaffolding utilized, and (4) analyze the effect of PBL implementation on the quality of students’ research proposal. The research used mixed methods in the form of a research and development design using the ADDIE model (which consists of steps of analyzing needs, designing the product of PBL, developing, and implementing it, and conducting evaluation).  The participants were 20 respondents during the needs analysis, two lecturers, and three intact classes of 69 students during PBL implementation. Data were collected through questionnaires, interviews, a document study, and an experiment. A needs analysis was conducted using the Organizational Element Model (OEM), from which the PBL was developed. The data were analyzed using qualitative and quantitative analyses. The findings revealed that the PBL designed based on students’ needs has characteristics such as it is in the form of a framework and has systematic stages of teaching, being technology friendly, and being supported with various scaffoldings. The problems encountered concerned both grammar and content. The implementation of the PBL framework was found to have a significant effect on students’ research proposal writing in Research Method Course and develop their independence and learning autonomy.

Keywords


Project-Based Learning; research proposal writing; research proposal

Full Text:

PDF

References


Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing in Higher Education, 23(2–3), 82–103. https://doi.org/10.1007/s12528-011-9043-x

Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SAGE Open, 10(3), 1–15. https://doi.org/10.1177/2158244020938702

Alzahrani, I., & Woollard, J. (2013, February 3-6). The role of the constructivist learning theory and collaborative learning environment on wiki classroom, and the relationship between them [Paper presentation]. The 3rd International Conference for e-Learning & Distance Education, Riyadh, Saudi Arabia. https://doi.org/10.13140/RG.2.1.4379.8565

Applefield, J., Huber, R., & Moallem, M. (2000). Constructivism in theory and practice: Toward a better understanding. High School Journal, 84(2), 35–53.

Artini, L. P., Ratminingsih, N. M., & Padmadewi, N. N. (2018). Project-based learning in EFL classes material development and impact of implementation. Dutch Journal of Applied Linguistics, 7(1), 26–44. https://doi.org/10.1075/dujal.17014.art

Baysura, O. D., Altun, S., & Yucel-Toy, B. (2016). Perceptions of teacher candidates regarding project-based learning. Eurasian Journal of Educational Research, 62, 15–36.

Beckett, G. H., & Slater, T. (2018). Technology‐integrated project‐based language learning. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1–8). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781405198431.wbeal1487

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39–43. https://doi.org/10.1080/00098650903505415

Belland, B. R., Kim, C. M., & Hannafin, M. J. (2013). A framework for designing scaffolds that improve motivation and cognition. Educational Psychologist, 48(4), 243–270. https://doi.org/10.1080/00461520.2013.838920

Choi, J., Lee, J. H., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45–57. https://doi.org/10.1016/j.tate.2019.05.005

Dewi, T. M., & Iswandari, Y. A. (2017). The implementation of scaffolding in writing recount texts in SMP Joannes Bosco Yogyakarta. LLT Journal: A Journal on Language and Language Teaching, 19(2), 34–45. https://doi.org/10.24071/llt.v19i1.310

Ewing, L. A., & Cooper, H. B. (2021). Technology-enabled remote learning during Covid-19: perspectives of Australian teachers, students and parents. Technology, Pedagogy and Education, 30(1), 41–57. https://doi.org/10.1080/1475939X.2020.1868562

Gay, L. R., Mills, G. E., & Airasian, P. (2012). Education research complete: competencies for analysis and applications. Pearson Education.

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom (1st ed.). Heinemann.

Gómez-Pablos, V. B., Martín del Pozo, M., & García-Valcárcel Muñoz-Repiso, A. (2017). Project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving teachers. Computers in Human Behavior, 68, 501-512. https://doi.org/10.1016/j.chb.2016.11.056

Gregory, R. J. (2000). Psychological testing, history, principles, and applications (4th ed.). Allyn & Bacon.

Gülbahar, Y., & Tinmaz, H. (2006). Implementing project-based learning and E-portfolio assessment in an undergraduate course. Journal of Research on Technology in Education, 38(3), 309–327. https://doi.org/10.1080/15391523.2006.10782462

Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, Article 101586. https://doi.org/10.1016/j.ijer.2020.101586

Gupta, K., Sleezer, C. M., & Russ-Eft, D. F. (2007). A practical guide to needs assessment (2nd ed.). John Wiley & Sons.

Hadkaew, P., & Liewkongsthaporn, W. (2014, October 21-22). Developing students’ 21-century skills through project-based learning: mathematics teachers’ perception and practice [Paper presentation]. SEAMEO Congress, Bangkok, Thailand. http://dx.doi.org/10.13140/RG.2.1.2124.8406

Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The Impact of student factors on achievement. International Journal of Science and Mathematics Education, 13(5), 1089–1113. https://doi.org/10.1007/s10763-014-9526-0

Haniah, A. U., Ngadiso, N., & Setyaningsih, E. (2021). Students’ perception of the implementation of online project-based learning in teaching 4Cs. Indonesian Journal of English Language Teaching and Applied Linguistics, 6(1), 123–140. https://doi.org/10.21093/ijeltal.v6i1.895

Jalinus, N., Nabawi, R. A., & Mardin, A. (2017). The seven steps of project based learning model to enhance productive competences of vocational students. Advances in Social Science, Education and Humanities Research, 102, 251–256. https://doi.org/10.2991/ictvt-17.2017.43

Khalil, E. R. (2019). Understanding autonomy learners in the 6Cs of ELL. International Journal of Research in Social Sciences and Humanities, 9(4), 301–311.

Kheryadi, K. (2018). The student’s ability and problems in writing introduction of research proposal. English Education and Applied Linguistics Journal, 1(1), 69–81.

Kızkapan, O., & Bektaş, O. (2017). The effect of project based learning on seventh grade students’ academic achievement. International Journal of Instruction, 10(1), 37–54.

Kurt, S. (2018, December 16). An introduction to the ADDIE model: Instructional design: The ADDIE approach. Educational Technology. https://educationaltechnology.net/the-addie-model-instructional-design/

Lam, S.-F., Cheng, R. W.-Y., & Choy, H. C. (2010). School support and teacher motivation to implement project-based learning. Learning and Instruction, 20(6), 487–497. https://doi.org/10.1016/j.learninstruc.2009.07.003

Larmer, J. (2014, January 6). Project-based learning vs. problem-based learning vs. X-BL. Edutopia. https://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer

Little, S. J. (2019). Coaching by scaffolding: increasing teacher questioning through structured modeling and feedback [Doctoral dissertation, University of South Carolina]. UofSC University Libraries. https://scholarcommons.sc.edu/etd/5186

Mahasneh, A. M., & Alwan, A. F. (2018). The effect of project-based learning on student teacher self-efficacy and achievement. International Journal of Instruction, 11(3), 511–524. https://doi.org/10.12973/iji.2018.11335a

Markham, T. (2011). Project based learning: a bridge just far enough. Teacher Librarian, 39(2), 38-42.

Mikulec, E., & Miller, P. C. (2011). Using project-based instruction to meet foreign language standards. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(3), 81–86. https://doi.org/10.1080/00098655.2010.516779

Nte, A. R., & Awi, D. D. (2006). Research proposal writing: Breaking the myth. Nigerian Journal of Medicine : Journal of the National Association of Resident Doctors of Nigeria, 15(4), 73–81. https://doi.org/10.4314/njm.v15i4.37249

Nurwardani, P. (2020). Kampus merdeka. Direktorat Pembelajaran dan Kemahasiswan Kementerian Pendidikan dan Kebudayaan.

Pan, G., Seow, P. S., & Koh, G. (2019). Examining learning transformation in project-based learning process. Journal of International Education in Business, 12(2), 167–180. https://doi.org/10.1108/JIEB-06-2018-0022

Radford, J., Bosanquet, P., Webster, R., Blatchford, P., & Rubie-Davies, C. (2013). Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants. International Journal of Educational Research, 63(2), 116–126. https://doi.org/10.1016/j.ijer.2013.02.010

Rozal, E., Ananda, R., Zb, A., Fauziddin, M., & Sulman, F. (2021). The effect of project-based learning through YouTube presentations on English learning outcomes in physics. AL-ISHLAH: Jurnal Pendidikan, 13(3), 1924–1933. https://doi.org/10.35445/alishlah.v13i3.1241

Stufflebeam, D. L., & Zhang, G. (2017). The CIPP evaluation model: How to evaluate for improvement and accountability. Guilford Press.

Susanti, R., & Mahaputri, D. S. (2022). English department students’ problems in writing research proposal. International Journal of Pedagogical Novelty, 1(1), 30–39.

Suswanto, H., Nidhom, A. M., Dardiri, A., Pratama, A. B. N. R., Smaragdina, A. A., & Asfani, K. (2019). Integrated reality-entrepreneurship project-based learning model to increase the skills of students. World Transactions on Engineering and Technology Education, 17(2), 187–191.

Syakur, A., Junining, E., & Sabat, Y. (2020). The implementation of project based learning (PBL) model towards the result students’ TOEFL in 7th semester of Brawijaya University. Journal Of Development Research, 4(1), 41–46. https://doi.org/10.28926/jdr.v4i1.97

Taber, K. S. (2011a). Constructivism as educational theory: Contingency in learning, and optimally guided instruction. In J. Hassaskhah (Ed.), Educational Theory (pp. 39–61). Nova Science Publishers, Inc. https://doi.org/10.1525/aa.1912.14.2.02a00130

Taber, K. S. (2011b). Inquiry teaching, constructivist instruction and effective pedagogy. Teacher Development, 15(2), 257–264. https://doi.org/10.1080/13664530.2011.571515

Ummah, S. K., Inam, A., & Azmi, R. D. (2019). Creating manipulatives: Improving students’ creativity through project-based learning. Journal on Mathematics Education, 10(1), 93–102. https://doi.org/10.22342/jme.10.1.5093.93-102

Uziak, J. (2016). A project-based learning approach in an engineering curriculum. Global Journal of Engineering Education, 18(2), 119–123.

van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22(3), 271–296. https://doi.org/10.1007/s10648-010-9127-6

Vonna, Y., Mukminatien, N., & Laksmi, E. D. (2015). The effect of scaffolding techniques on students’ writing achievement. Jurnal Pendidikan Humaniora, 3(1), 227–233.

Yuliani, Y., & Lengkanawati, N. S. (2017). Project-based learning in promoting learner autonomy in an EFL classroom. Indonesian Journal of Applied Linguistics, 7(2), 285–293. https://doi.org/10.17509/ijal.v7i2.8131

Yuliansyah, A., & Ayu, M. (2021). The implementation of project-based assignment in online learning during Covid-19. Journal of English Language Teaching and Learning, 2(1), 32–38. https://doi.org/10.33365/jeltl.v2i1.851




DOI: https://doi.org/10.24815/siele.v10i2.27408

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.


View Journal Stats