Overview of Student Understanding in Research Statistics Lectures Using the PJBL Method

Authors

  • Islawati Islawati Universitas Negeri Makassar
  • Munawwarah Munawwarah Universitas Negeri Makassar

DOI:

https://doi.org/10.30605/jsgp.7.3.2024.4857

Keywords:

General Description, Student Understanding, Research Statistics, Project-Based Learning

Abstract

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

Download data is not yet available.

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

2024-12-03

How to Cite

Islawati, I., & Munawwarah, M. (2024). Overview of Student Understanding in Research Statistics Lectures Using the PJBL Method. Jurnal Studi Guru Dan Pembelajaran, 7(3), 1222–1234. https://doi.org/10.30605/jsgp.7.3.2024.4857

Similar Articles

<< < 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 > >> 

You may also start an advanced similarity search for this article.