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Project-Based Learning…

“Satu aktiviti penyiasatan mendalam

tentang suatu topik dunia sebenar yang
berfaedah kepada pelajar”
(Sylvia Chard, Associate Professor of Education, University
of Alberta, Alberta, Canada)
Project Based Learning..

… satu kaedah pengajaran sistematik yang

melibatkan pelajar dalam pembelajaran
pengetahuan dan kemahiran melalui proses
inkuiri yang kompleks bagi menyelasaikan
persoalan dunia sebenar yang akhirnya
akan menghasilkan suatu output
pembelajaran.

Buck Institute of Education (BIE)

Project Based Learning..
• Merangkumi pelbagai gaya pembelajaran
pelajar
• Tidak menganggap yang semua pelajar boleh
mempersembahkan pengetahuan mereka
dalam satu cara sahaja
Project Based Learning..
PBL berdasarkan kepada kurikulum
- Berdasarkan keperluan kurikulum

- Pembelajaran berdasarkan pendekatan

inkuiri

- Proses inkuiri berdasarkan kepada satu

persoalan

- Guru dan pelajar bekerjasama dalam

proses menjawab persoalan penyiasatan
Project Based Learning..
PBL mengemukakan persoalan yang akan
dijawab oleh pelajar
– Guru atau pelajar mengemukakan satu tema
persoalan yang akan memandu pelajar
membuat projek secara berkolaborasi. Projek
ini mengintegrasikan pelbagai subjek dalam
kurikulum.
Project Based Learning..
PBL memerlukan pelajar menjawab
persoalan dunia sebenar
– Pengetahuan secara holistik
Project Based Learning..
PBL adalah satu kaedah yang
memerlukan pelajar menghuraikan
isu dan persoalan yang rumit.
– Menggalakkan persefahaman
– students explore, make judgements,
interpret and synthesize information in
meaningful ways
Perbandingan PBL
dengan kaedah
tradisional
Criteria Traditional Project-Based Learning
Instruction
Content • Knowledge of facts • Comprehension of
concepts and principles

Scope and • Follows fixed • Follows students

Sequence curriculum interest
• Move from unit to • Large units composed
unit of complex problems or
• Narrow, content issues
area focus • Broad, interdisciplinary
focus
 Criteria Traditional Project-Based
Instruction Learning
Teacher’s • Lecturer and director • Resource provider
role of instruction • Advisory/mentor/
• Expert facilitator
Assessment • Products • Process and
• Test scores product
• Reproduction of • Tangible
information accomplishments
• Demonstration of
understanding
 Criteria Traditional Instruction Project-Based
Learning
• Classroom • Texts, lectures and • Direct or original
materials presentations sources, printed
• Teacher/book materials, interviews
company developed and documents
worksheets and • Data and materials
activities developed by
students

• Use of • Ancillary, peripheral • Central, integral

technology • Administered by • Directed by
teachers students
Criteria Traditional Project-Based
Instruction Learning
• Type of • Students working • Students working in
student alone groups
involvement • Students competing • Students
with one another collaborating
• Students receiving • Students
information constructing,
contributing and
synthesizing
information
 Criteria Traditional Project-Based Learning
Instruction
• Student • Carry out • Carry out self directed
role instructions experiences
• Memorize and • Discover, integrate, and
repeat facts present ideas
• Listen, behave, • Communicate, show
speak only when affect, produce, take
spoken to responsibility
Criteria Traditional Project-Based
Instruction Learning
•Goals • Knowledge of facts, • Understanding and
terms and content application of complex
• Mastery of isolated ideas and processes
skills • Mastery of integrated
• Breadth of skills
knowledge one • Depth of knowledge
another • Graduates who have
• Graduates who the disposition of and
have knowledge to skills to engage in
perform on sustained, autonomous,
standardized life-long learning
achievement tests
 Perbandingan dengan Projek
PROJECTS PBL
•Loose set of activity •Uses driving questions to drive
•No management the inquiry process
structure •Integral part of the curriculum
•May be thematic •Focused and inspiring
•Broad assessment •Aligns specific outcome with
assessment
•Uses project management tools
to structure learning
 PBL sebagai metodologi P&P

Satu proses P&P berpusatkan pelajar

Proses Inkuiri & penemuan oleh pelajar

Pelajar terlibat secara aktif dalam pembelajaran

Guru sebagai pembimbing

21st Century Skills

PBL sebagai metodologi P&P

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Personal Strengths
 PERSONAL STRENGTH
Intrapersonal Adaptability
 Independence  Problem Solving
 Assertiveness  Flexibility
 Self-Awareness  Reality Testing
 Mood Regulation

Interpersonal Stress Management

 Empathy  Working with Deadlines
 Listening  Impulse Control
 Conflict Resolution
 Social Responsibility
SKILLS
 Communication: Speaking, Presenting,
Publishing

 Group Processes: Leadership, Team Work,

Collaboration

 Self Management: Time and Task Management,

Self Monitoring
CONTENT

un-Coverage Coverage

Beyond Learning
Learning Outcomes Outcomes
ELEMENTS OF PROJECT-BASED
LEARNING
 Inquiry-based approach to learning starting with a
curriculum framing or essential question

 Construction of an artifact or performance of a

consequential task

 Promotes team collaboration

 Poses real-world problems or issues

ELEMENTS OF PROJECT-BASED
LEARNING
 Work through series of ideas through investigation
and research, make judgments and decisions,
interpret and synthesize information in a
meaningful way

 Requires extended time-frame

 Allows integration of subjects across curriculum

 Teacher is a facilitator of learning

PBL sebagai satu proses
pembelajaran
Bagaimana?
• Penyiasatan sistematik:
– Pembinaan pengetahuan secara inkuiri.
– Perkongsian maklumat.
– Proses menjawab persoalan projek.
• Proses pembelajaran sama penting dengan projek
pembelajaran.
• Memperoleh pengetahuan dan kemahiran baru dalam
proses.
 Teacher’s
role
• Facilitator
Provide access to resource materials. Give students opportunity to
make their own decision.
• Advisor
Help to solve problems and suggest options.
• Supporter
Gives support and encouragement, show interest and discuss
students’ ideas.
• Manager
Check students’ accomplishment, provide feedback systematically
and help students to plan their work.
• Evaluator
Evaluate and assess students’ products and show them how they
can be improved.
Student’s role
• Access information efficiently and effectively.
• Evaluate information critically and competently.
• Contribute positively to the learning community.
• Participate effectively in groups to pursue and
generate information
• Synthesize information in many different manner.