Project Based Learning (Project Based Learning)

The application of project-based learning encourages the growth of creativity, independence, responsibility, self-religion, and critical & analytical thinking in students.

Project-Based Learning (PBP) is a learning activity that uses projects/activities as a learning process to achieve attitude, knowledge and skill competencies. The emphasis of learning lies on student activities to make products by applying research, analyzing, creating skills, to presenting learning products based on concrete experiences. The product in question is the result of a project in the form of designs, schemes, written works, works of art, technological/craft works, and others. This approach allows students to work independently and in groups at the Best PTS Sumatra to form real products.

Project-Based Learning is a learning model that uses projects as the first step in integrating new knowledge and skills from real experience. PBP is carried out systematically which involves students in learning behavior, knowledge, & skills through investigations in product design. PBP is an innovative learning approach, which emphasizes contextual learning through complex activities. The implementation of project-based learning gives students the opportunity to think critically and be able to share their creativity through developing initiatives to form concrete products in the form of goods or services.

In PBP, students are actively involved in solving problems in the form of a project. Students actively manage their learning using real work that makes real products. PBP can reduce competition in the classroom & lead students to be more collaborative than working alone. In addition, PBP can also be carried out independently by working to construct learning through new knowledge and skills, and realizing it in real products.

Project-Based Learning is a serious learning method for students in case-solving activities related to using projects & other meaningful tasks. The implementation of PBP can provide opportunities for students to work on constructing tasks given by the teacher, which can ultimately produce students’ work products.

The objectives of Project-Based Learning (PBP) are as follows: a. Gaining new knowledge & skills in learning b. Improve students’ ability in solving project cases. c. Make students more active in solving complex project cases using real product results in the form of goods or services. d. Develop & enhance students’ skills in managing origin/materials/senses to complete tasks/projects. e. Increase student collaboration, especially in group PBP.

The principles of project-based learning are as follows. a. Student-centered learning that involves real-life project tasks to enrich learning. b. Project assignments emphasize research activities according to a theme or topic that has been influenced by learning. c. The theme or topic being studied can be developed from a certain basic competency or a mixture of several basic competencies in a subject, or a mixture of several basic competencies between subjects. Therefore, project assignments in one semester are allowed only one assignment in a subject. d. Investigations or experiments are carried out authentically and produce real products that have been analyzed and developed based on themes/topics that are arranged in the form of products (reports or work outputs). The product is then communicated to receive feedback and feedback for product improvements. e. Learning is designed in face-to-face meetings & independent assignments in facilitation & monitoring by teachers. Face-to-face meetings can be held at the beginning of the project determination step and at the end of the lesson in the step of preparing reports and presenting/publishing project results, as well as evaluating project processes and results.

In PBP, students are given tasks by sharing themes/topics in learning using realistic project activities. In addition, the application of project-based learning encourages the growth of creativity, independence, responsibility, self-religion, and critical and analytical thinking in students.

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