Comparing Project-Based Learning and Problem-Based Learning to Foster 21st-Century Learning Skills in Agricultural Seaweed Product

Autor/inn/en	Rais, Muhammad; Yahya, Muhammad; Jamaluddin; Purnamawati
Titel	Comparing Project-Based Learning and Problem-Based Learning to Foster 21st-Century Learning Skills in Agricultural Seaweed Product
Quelle	In: Cypriot Journal of Educational Sciences, 16 (2021) 3, S.1217-1230 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rais, Muhammad) ORCID (Yahya, Muhammad) ORCID (Jamaluddin) ORCID (Purnamawati)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Active Learning; Student Projects; Problem Based Learning; 21st Century Skills; Agricultural Education; Instructional Effectiveness; Differences + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Problem-based learning; Problemorientiertes Lernen; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Unterrichtserfolg; Unterscheiden
Abstract	This study examined the effect of: (1) learning strategy [project-based learning (PjBL) and problem-based learning (PBL)] on the ability of seaweed product diversification; (2) 21st-century learning skills [critical thinking, communication, collaboration and creativity (4Cs)] on the ability of seaweed product diversification; and (3) the interaction between PjBL, PBL and 4Cs on the ability of seaweed product diversification. This study was a quasi-experiment with a 2 × 4 factorial design, namely two learning strategies (PjBL and PBL) × four types of 21st-century learning skills. The research subjects were college students of a public university (n = 70). Data were analysed using the two-way analysis of variance. The results indicated that: (1) there were significant differences in students' ability to diversify seaweed between groups which were taught with PjBL and the one with PBL; (2) there were differences in the ability of students' to diversify seaweed between the ones in the groups with different 21st-century learning skills; and (3) there was an interaction between learning strategies and 21st-century learning skills towards the ability to diversify seaweed products. This study indicates that the implementation of PjBL brings a better effect compared to the implementation of PBL in fostering 21st-century learning skill. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: http://www.cjes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01