Overview of Student Understanding in Research Statistics Lectures Using the PJBL Method
DOI:
https://doi.org/10.30605/jsgp.7.3.2024.4857Keywords:
General Description, Student Understanding, Research Statistics, Project-Based LearningAbstract
The main issue in this study is that many students still have difficulty integrating theory with practice, particularly at the stages of data visualization and interpretation. This study aims to explore students' understanding of data collection and analysis techniques in research statistics courses through the implementation of the Project-Based Learning (PJBL) method. A qualitative descriptive approach was used in this study, involving 22 students from the Chemistry Education Program. Students were applied to each stage of PJBL, namely: (1) Determining the Main Question, (2) Compiling a Project Plan, (3) Collecting and Analyzing Data, (4) Compiling Results and Interpretation, and (5) Project Evaluation. The results showed that students demonstrated a good understanding at the initial stages, such as Determining the Main Question and Compiling a Project Plan, which reflects their ability to understand and design the data analysis process. At more complex stages, such as Data Collection and Analysis and Compiling Results and Interpretation, it was found that some students had difficulty connecting the analysis results with the research context. Students' reflections during the Project Evaluation phase indicated that they were aware of the challenges they faced, such as the in-depth understanding of data visualization and interpretation techniques, as well as the importance of applying theory to practice. This study highlights the importance of the PJBL approach in supporting experiential learning to enhance students' understanding of research statistical techniques. Through in-depth exploration, this study provides insights into the learning challenges and the potential of project-based learning strategies to enhance students' research skills in higher education.
Downloads
References
Budner, D., & Simpson, B. (2018). Project-based integrated lecture and laboratory quantitative analysis course. Journal of Chemical Education, 95(9), 1533-1540. https://doi.org/10.1021/acs.jchemed.8b00146
Fini, E. H., Awadallah, F., Parast, M. M., & Abu-Lebdeh, T. (2018). The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses. European Journal of Engineering Education, 43(3), 473-488. https://doi.org/10.1080/03043797.2017.1393045
Goldstein, O. (2016). A project-based learning approach to teaching physics for pre-service elementary school teacher education students. Cogent Education, 3(1), 1200833. https://doi.org/10.1080/2331186X.2016.1200833
Handayani, D., Winarni, E. W., Sundaryono, A., & Firdaus, M. L. (2021). Implementation of project-based learning model with Edmodo application in the capita selecta chemistry course. IJORER: International Journal of Recent Educational Research, 2(2), 184-195. https://doi.org/10.46245/ijorer.v2i2.90
Hasni, A., Bousadra, F., Belletête, V., Benabdallah, A., Nicole, M. C., & Dumais, N. (2016). Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review. Studies in Science education, 52(2), 199-231. https://doi.org/10.1080/03057267.2016.1226573
Huang, W., London, J. S., & Perry, L. A. (2023). Project-based learning promotes students’ perceived relevance in an engineering statistics course: a comparison of learning in synchronous and online learning environments. Journal of Statistics and Data Science Education, 31(2), 179-187. https://doi.org/10.1080/26939169.2022.2128119
Khandakar, A., Chowdhury, M. E. H., Gonzales, A. J. S. P., Touati, F., Emadi, N. A., & Ayari, M. A. (2020). Case study to analyze the impact of multi-course project-based learning approach on education for sustainable development. Sustainability, 12(2), 480. https://doi.org/10.3390/su12020480
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733
Lasauskiene, J., & Rauduvaite, A. (2015). Project-based learning at university: Teaching experiences of lecturers. Procedia-Social and Behavioral Sciences, 197, 788-792. https://doi.org/10.1016/j.sbspro.2015.07.182
Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2023). Project-based learning and its effectiveness: evidence from Slovakia. Interactive Learning Environments, 31(7), 4147-4155. https://doi.org/10.1080/10494820.2021.1954036
Ngereja, B., Hussein, B., & Andersen, B. (2020). Does project-based learning (PBL) promote student learning? a performance evaluation. Education Sciences, 10(11), 330. https://doi.org/10.3390/educsci10110330
Pilot, Z., Suprise, M., Dinius, C., Olechowski, A., & Habib, R. (2023). Structured peer mentoring improves academic outcomes and complements project-based learning in an introductory research methods and statistics course. Scholarship of Teaching and Learning in Psychology, 9(2), 185. https://psycnet.apa.org/doi/10.1037/stl0000261
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
Saad, A., & Zainudin, S. (2022). A review of Project-Based Learning (PBL) and Computational Thinking (CT) in teaching and learning. Learning and Motivation, 78, 101802. https://doi.org/10.1016/j.lmot.2022.101802
Sari, D. M. M., & Prasetyo, Y. (2021). Project-based-learning on critical reading course to enhance critical thinking skills. Studies in English Language and Education, 8(2), 442-456. https://doi.org/10.24815/siele.v8i2.18407
Shih, W. L., & Tsai, C. Y. (2017). Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses. Australasian Journal of Educational Technology, 33(5). https://doi.org/10.14742/ajet.2884
Susanti, D., Sari, L. Y., & Fitriani, V. (2022). Increasing student learning motivation through the use of interactive digital books based on Project Based Learning (PjBL). Jurnal Penelitian Pendidikan IPA, 8(4), 1730-1735. https://doi.org/10.29303/jppipa.v8i4.1669
Sutrisno, S., & Nasucha, J. A. (2022). Islamic Religious Education Project-Based Learning Model to Improve Student Creativity. At-Tadzkir: Islamic Education Journal, 1(1), 13-22. https://doi.org/10.59373/attadzkir.v1i1.3
Umar, M., & Ko, I. (2022). E-learning: Direct effect of student learning effectiveness and engagement through project-based learning, team cohesion, and flipped learning during the COVID-19 pandemic. Sustainability, 14(3), 1724. https://doi.org/10.3390/su14031724
Wardani, D. S., Wulandari, M. A., Nurfurqon, F. F., & Kurniawati, D. (2021). Stem-Integrated Project-Based Learning (Pjbl) Model and Lecture With Experiments Learning Model: What Is the Scientific Literacy Skills of Elementary Teacher Education Students in These Learning Models?. Al-Bidayah: jurnal pendidikan dasar Islam, 13(1), 55-72. https://doi.org/10.14421/al-bidayah.v13i1.634
Zulyusri, Z., Elfira, I., Lufri, L., & Santosa, T. A. (2023). Literature study: Utilization of the PjBL model in science education to improve creativity and critical thinking skills. Jurnal Penelitian Pendidikan IPA, 9(1), 133-143. https://doi.org/10.29303/jppipa.v9i1.2555
Downloads
Published
How to Cite
Issue
Section
License
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with JSGP agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.