The Influence of a Project-Based Learning Model to Life Skill Ability

Hendrik Pratama

, Andista Candra Yusro

and Muhammad Nur Hudha

Universitas PGRI Madiun, Jl. Setiabudi No. 85 Madiun 63118, Indonesia

Universitas Kanjuruhan Malang, Jl. S. Supriadi Malang 65148, Indonesia

andista@unipma.ac.id

Keywords: Project-Based Learning, Thinking Skills, Social Skills, Academic Skills, Vocational Skills.

Abstract: This study aims to determine the effect of the model of Project Based Learning on student life skills. This

research is experimental research with posttest-only control group design. Data collection method was done

by observation method and questionnaire. Aspects of life skills that include thinking skills, social skills,

academic skills and vocational skills. Learning model by following the steps of Project Based Learning starts

with the essential question, design a plan for the project, create a schedule, monitor the students and the

progress of the project, assess the outcome, and evaluate the experience. The results of the analysis in the

experimental class and control class on the personal skill aspect showed an average score of 80.50 and 79.94,

social skill aspects 85.15 and 83.00, an aspect of academic skills 83.00 and 80.94, and vocational aspects skill

80.95 and 76.82. Because during the learning process other than equipped with the academic ability of

students are also equipped with practical skills closely related to the utilization of electrical circuits in the life

of the everyday. The results showed that the model of Project Based Learning gave a significant influence on

student life skill.

1 INTRODUCTION

The concept of life skills-based learning should be

integrated into learning. Ministry of National

Education in Anwar (2006: 28) divides life skills into

four types, namely (1) personal skill, (2) social skill,

(3) academic skill, and vocational skill. Personal

skills include self-awareness skills and thinking

skills. Social skills include communication skills and

collaboration skills. Academic skills include the

ability to identify variables, explain variable

relationships, formulate hypotheses, and experiment.

Vocational skills include skills that can be associated

with a particular field of work or vocational.

Vocational skills play a role in training students in

processing things into more useful products (Kusuma

and Siadi, 2010). These four aspects of life skills need

to be possessed by learners to be able to survive and

develop in the face of global challenges.

The appropriate learning model of life skill

development of learners is model of Project Based

Learning. This learning model is project-oriented and

uses a constructivist approach that enables learners to

be active in learning activities. This model

emphasizes the activities of learners and focuses on

the core concepts and principles of a lesson involving

students in problem solving, investigation and

cooperation in producing a product. PBL promoted an

increase in students’ life skills, specifically problem

solving, creativity, responsibility, communication,

and self-direction; and the study adds to the data and

literature about PBL. However, there may have been

other contributing factors for these increases in life

skills such as other college courses, extracurricular

activities, or life experiences. Perhaps college course

assessments in general should focus more on learning

these types of skills because these are the skills that

individuals need and use on an ongoing basis

throughout life (Wurdinger and Qureshi, 2015). In

accordance with Licth's (2014) study that project-

based learning can serve as a teacher's strategy in

enhancing the thinking, communication,

collaborative and creativity skills that are capable of

supporting the development of life skills. Supported

also by research Devkota, et al. (2017) that with the

model of Project Based Learning can provide

opportunities for learners to learn real experiences

outside the classroom to make learning more

meaningful. The steps of learning in Project Based

Learning as developed by The George Lucas

Educational Foundation (2005) consist of: (1) start

with the essential question, (2) design a plan for the

Pratama, H., Yusro, A. and Hudha, M.

The Inﬂuence of a Project-Based Learning Model to Life Skill Ability.

In Proceedings of the Annual Conference on Social Sciences and Humanities (ANCOSH 2018) - Revitalization of Local Wisdom in Global and Competitive Era, pages 147-153

ISBN: 978-989-758-343-8

147

project, (3) create a schedule, (4) monitor the students

and the progress of the project, (5) assess the

outcome, (6) and evaluate the experience.

Life skills and project-based learning models

have relevance because the variables that PBL goals

can be represented by some values in the life skill

aspect. The life skill aspect relates to the experience

that learners must have a provision in life and prepare

themselves for entering the workforce. While the

project-based learning model emphasizes the learning

process on skills aspect, integrated with practice,

cooperation, investigation, problem-solving related to

real-world issues, and product-oriented. Following

the opinions of Wurdinger and Rudolph (2009) that

the project-based approach allows students to learn

essential life skills, instill confidence and desire to

become lifelong learners. Education is not limited to

the theory in the concept in the classroom, but more

important is to apply knowledge owned. Students

must begin to learn about future success and the

challenges they face in entering the workforce.

One of the interesting subjects to discuss is about

electric circuit concept. This course is very applicable

because many examples of electrical circuits that can

be applied in everyday life such as making a

household electrical circuit. However, this material is

also considered difficult by learners. The results of

the assessment of the concept of electrical circuits,

only 43% of students graduated. When viewed from

the approaches, methods, and models of learning

applied to this course is a teacher-centered approach,

through lecture, discussion, and practicum methods.

This model is less appropriate if it refers to the

concept of developing the life skills of learners. The

results of interviews with some students obtained

information that the learning activities have not

linked electrical matter direct current with the concept

of electricity in real life. The direct current electric

material is accompanied by learning by practicum

method. However, when the lecturer asked the

students to analyze the electrical circuit concept in

each student's house, there are still many who cannot

yet. In fact, many are wrong concepts between serial

and parallel electrical circuits. Therefore, educators

need to apply learning models related to real life

experienced by students, able to link learning

materials with everyday life and make the experience

as a provision to run his life. Based on the above

background, then this study aims to determine the

effect of learning model of Project Based Learning on

the ability of student life skills in Electric Circuit

courses.

2 RESEARCH METHODS

This research is a type of experimental research

conducted on the students of SMT 1 Electrical

Engineering Education Study Program PGRI Madiun

University in 2017. The sample consists of two (2)

classes, namely experimental class and control class

with the number of samples each 34 people. In the

experimental class (A) conducted learning by

applying the model of Project Based Learning. While

in the control class (B) apply the lecture model with

demonstration. Sampling was done by using Cluster

Random Sampling technique that was taken

randomly from population having same homogeneity.

The independent variables in this study are project-

based learning in class A and lecture learning in class

B. The dependent variable in this study is life skill.

The research design used was posttest-only control

group design. Data collection method was done by

observation method and questionnaire. Observation

method is used to assess the 4 aspects of life skill that

includes personal skills, social skills, academic skills

and vocational skills, while the questionnaire is used

to determine students' self-perception of life skill.

Life skill research data were analyzed using

qualitative descriptive analysis.

3 RESULT AND DISCUSION

Basic competency studied is analyzing the direct

current circuit. The materials used are Electric

Circuits with sub-subjects covering the concept of

Ohm's Law, Electricity conduction, Kirchoff Law,

Series Electric Circuit, Parallel Electric Circuit, and

Joint Circuit. In the experimental class, the learning

process flow is by the syntax of Project Based

Learning as in Table 1. While in the control class, the

learning process is done by lecture method

accompanied by demonstration assisted by practicum

tool of the direct current electric circuit.

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Table 1: Syntax Project Based Learning On Electric Circuit Courses (Wena, 2010).

No Syntax Activity

Lecturer Student

1 Start With the Essential

Question

Stimulate students by requesting to

analyze the concept of household

electrical circuits, analyzing

weaknesses and strengths.

Students formulate the problem with the

subject matter:

• The type of electrical circuit available at

home.

• The advantages and disadvantages of

the electrical circuit.

2 Design a Plan for the Project Ask students to design projects to

make household electrical circuits.

Students create a complete design that

includes goals, tools and materials, and

how to work.

3 Create a Schedule Ask students to schedule and divide

work assignments

Students arrange schedules of activities

and division of tasks

4 Monitor the Students and the

Progress of the Project

Monitor and observe student activities Implement projects that have been

designed and made documentation

5 Assess the Outcome Assessing the product Presenting the product

6 Evaluate the Experience Provide evaluation and input for

outcomes and learning process.

Fixed flaws and refined the next product

Based on the results of research on experimental

class and control class in terms of 4 aspects of life

skills obtained results as shown in Figure 1.

Figure 1: Personal Skill (a), Social Skill (b), Academic Skill

(c), and Vocational Skill (d)

Figure 1 shows that there is a difference between

the experimental class and the control class on the

four aspects of life skill. Average grade of

experiments for 4 aspects of life skill that includes

personal skills, social skills, academic skills, and

vocational skills of 80.50, 85.15, 83.00 and 80.95

respectively. While the average value in the control

class for 4 aspects of life skill that is 79.94, 83.00,

80.94 and 76.82. In every aspect of life skill there are

indicators in it.

Figure 2: Results of personal skill observation.

Figure 2 shows the observation result on the

personal skill aspect between the experimental class

and the control class with the average values of 80.50

and 79.94, respectively. Personal skills aspect in

terms of self-awareness (self-awareness skills) and

thinking skills (thinking skills). Self-knowing skills

include consciousness as God's creatures, awareness

of self-existence, and awareness of self-potential. At

the time of the learning process, self-awareness skill

can be known from the observation. Such as not

falsify the data of experimental results, discipline and

timely in the task. At this stage, students are given an

explanation of the concept of learning that will be

given, objectives, and learning steps. In the

experimental class, learning steps were taken with the

learning model of Project Based Learning and control

class using lecture model accompanied by

demonstration. Lecturers provide the same problems

in each group that is (1) How the concept of direct

current electric circuits, (2) How the application in

everyday life.

72,00

74,00

76,00

78,00

80,00

82,00

84,00

86,00

abcd

Average Life Skills Observation Results

Experiment Class Control Class

80,50

79,94

79,60

79,80

80,00

80,20

80,40

80,60

Experiment Class Control Class

The Inﬂuence of a Project-Based Learning Model to Life Skill Ability

149

The next personal skill aspect is thinking skill.

Thinking skill includes 4 indicators (1) information

searching skill, (2) information processing skill, (3)

decision making skill, and (4) creative problem-

solving skill. In the experimental class, students are

required to work quickly to discuss assigned projects.

As a first step, the students conducted a study on the

concept of direct current electric circuit and field

observation. The next step in a group to process

information and make decisions related to the idea of

the project to be made. The idea of a project is to

create a miniature electrical circuit that is commonly

applied in the household. As the final step, the project

made an analysis to answer the problems given by the

lecturer. Through project tasks can also make

students more independent, disciplined, and

responsible. In contrast to the control class, the

students studied the concept of direct current

electricity through demonstration activities assisted

by practicum tools. The visible weakness is that

students do experiments on ready-made tool kits. So

personal skill less well honed. When asked about the

type of circuit, weaknesses and advantages of

electrical circuits at home installations, many students

cannot answer. Project-based learning encourages

students to participate more actively in planning

activities, making students more independent,

disciplined, responsible, and group discussions to

solve problems (Shih and Tsai, 2017). This is what

causes the aspect of thinking skill class experiment

better than control class. Thus, indicating that project-

based learning has a positive effect on the personal

skills aspect.

Figure 3: Social skill observation results.

In Figure 3 shows the observation result, the

average value of social skill aspect which includes 2

indicators of proficiency that is cooperate and

communicate with the mean value in experimental

class 85,15 better than control class with value equal

to 83,00. Collaboration skill with the implementation

of Project Based Learning model is more honed

because in groups of students are required to make

presentation of the results of the discussion and

project steps which include presentation of title,

materials and work tools, project development, until

project presentation at the end of learning. In the

process, the group can exchange ideas, pour ideas,

and ideas. So, communication skills will be formed

and developed. Through communication empathy,

understanding attitudes, and the art of two-way

communication can be developed. According to

Bell's opinion (2010), through good communication

then can train students to pour out their ideas. Unlike

the case with the control class. Students conduct

demonstration activities, analysis, and presentation of

the results of the discussion. This causes social skill

in experiment class better than control class. Learning

in class with Project Based Learning can be

connection with problems of real world (Efstratia,

2014; Musa et al., 2012; Tascı, 2015).

Figure 4: Academic skill observation results.

In Figure 4 shows the observation result, the mean

value of academic skill aspect of the experimental

class and the controls are 83.00 and 80.94,

respectively. Academic skills are the ability to think

scientifically and are the development of thinking

skills. Academic skills have already led to academic

or scholarly activities. These academic skills are

closely related to the learning achievement of the

knowledge and skills aspect. Although there is a

difference in mean values, each group still has

difficulty in concept of direct current circuit.

First, students have difficulty analyzing the effect

of voltage and current on a barrier installed in

parallel. For example, on the question:

1. A closed circuit consists of a

resistor A and a voltage

source. If the circuit is coupled

with a resistor B that is

paralleled with resistor A.

What is the current condition and the voltage

across the resistor A after the addition of resistor

a. The current and voltage are fixed

b. Current and voltage increase

85,15

83,00

81,50

82,00

82,50

83,00

83,50

84,00

84,50

85,00

85,50

Experiment Class Control Class

83,00

80,94

79,50

80,00

80,50

81,00

81,50

82,00

82,50

83,00

83,50

Experiment Class Control Class

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c. Current and voltage decreases

d. The current increases and the voltage

decreases

e. The current decreases and the voltage

increases

From the analysis of answers, there is still a

concept error that is (1) the student does not consider

the current change as a result of the addition of

resistors. Conceptually, the magnitude of the current

in resistor A will decrease as it is divided in the

branching point (according to Kirchoff's law). (2) The

voltage value will decrease because it is divided on

each resistor.

Second, students still have difficulty in explaining

the character of electrical circuit. For example, on the

question:

2. Side electrical circuits represent a circuit

consisting of two lamps connected to a voltage

source. Show which circuits are arranged in

parallel...

a. 1

b. 2

c. 3

d. 1 and 3

e. 1, 3, and 4

Some students still think that in parallel circuits

should be lined up, branched, and less attention to

alternative possibilities of other circuits. Many have

answered that the D circuit is parallel. And if in life,

then the series will be connected briefly.

Figure 5: Observation results.

Figure 5 shows the observation result, the average

value of the vocational skill aspect which includes

aspects of linking the material with the product and

creating the experimental and control class products

respectively of 80.95 and 76.82. The vocational skills

assessment indicator of the experimental class based

on the project being undertaken and referring to Clark

(2007) as in Table 2. While the vocational skills of

the control class are taken from the skill aspect.

Table 2. Vocational skill assessment indicators.

No. Aspek Indicators

1 Project Idea Utilization of raw materials are

easily available

Creating products that have

value for use

Products are able to represent

with everyday life

2 Design

Fittings

Contains guidance on the

design method of the activity

Contains costs and schedule of

activities

Contains a clear division of

tasks

3 Performanc

e Practices

Tols preparation

Use of tools as directed and K3

Stages of work according to

design

4 Product

Presentation

Appearance of an attractive

product

Presentation of safe and neat

products

Present a simple and easy-to-

learn product scheme

5 Product

quality

The shape and appearance is

interesting

Proportional size

Product works pro

6 Preparation

of reports

Implementation Method

Results and descriptions

Documentation of activities

Completeness of log book

7 Communica

ting

Products

Submission of results of

activities

Presenting it well and correctly

Answer questions correctly and

clearly

Communicating opinions

politely and accordingly EYD

In the vocational aspect of skill, the experimental

class students in groups produce projects related to

direct current electricity. Ideas that appear like series

of parallel electric circuit which is a series of

miniature household. Students at this stage really

need to understand the concept, active and involved

in every activity that is designed, must have creativity

in determining the project idea. The results of the

observation indicate that the application of the project

model makes students the spirit of learning because it

feels learning to be more fun, useful, meaningful, and

applicative. In the control class students do not make

the product but do the demonstration activities and

analyze it. Students cannot actualize themselves

because the existing tools are provided with finished

80,95

76,82

Experiment Class Control Class

The Inﬂuence of a Project-Based Learning Model to Life Skill Ability

151

circuit and less creativity. So, the learning process

becomes less challenging and interesting. From both

of these learning process, it can be seen that learning

using Project Based Learning model can contribute to

vocational skills aspect. In accordance with research

Fatmawati, et.al. (2014) that the Learning-Based

Learning model can improve students' vocational

skills.

Completeness of learning and student skills

become more honed. Besides, students can apply their

knowledge in life. For example, when the electrical

circuit at home damaged, students already have

provisions to fix it. The Organization for Economic

Co-operation and Development (OECD) in 2012

suggests that vocational education and training have

advantages in improving life skills of the 21st

century, namely: (1) balancing knowledge between

concepts and practices in learners during learning, (2)

High Order Thinking Skills (HOTS) especially on 4C

aspects (Creativity, Critical thinking, Communication

and Collaboration); (3) character development of

learners; (4) developing meta-layered skills such as:

mastering concepts, building skills, fostering

creativity, connecting from different fields, which is

essential to cope with the development of an

increasingly complex world. This is in line with that

proposed by Bell (2010) that Project-Based Learning

is an innovative learning approach that teaches many

strategies for successfully dealing with life in the 21st

century.

The main reason of Project Based Learning is

applied to the direct current flow circuit because it has

the potential to make the learning process interesting,

applicable, demands the students to be active in every

learning, and of course can improve life skill. In

accordance with the results of research (Wurdinger

and Qureshi, 2014; Meyer and Wurdinger, 2015)

states that Project-Based Learning can improve

student's life skills especially on aspects of

responsibility, problem solving, self-regulation,

communication and creativity. Students become more

actively encouraged in learning, while lecturer as a

facilitator for students more creative and more active.

In addition, teachers are also tasked with evaluating

the work of students to be more effective application

for their daily lives. During the learning process the

students deliver results that can be authentically

measured by the teacher. Project work contains

complex tasks based on very challenging questions

and problems, and requires students to design, solve

problems, make decisions, conduct investigative

activities, and provide opportunities for learners to

work independently (Wena, 2010). Project Based

Learning model is also able to train students' thinking

ability, more critical on every problem, and analyze

according to their experience. In accordance with

research (Pratama and Prastyaningrum, 2016; Savery,

2006)

that the model of Project Based Learning able

to improve the ability of critical thinking.

The

Learning Based Learning Model provides new

experiences and knowledge for learners because

it indirectly learns to be a scientist, performs a

scientific action in carrying out a project, starting

from formulating the problem, determining the

procedure, determining the required tools and

materials, conducting the investigation,

designing and create products, present or

communicate products as a result of the

investigation process, and conduct group

discussions.

Student response to the application of project-

based learning model to life skill showed the positive

result. The projects can train responsibilities, work in

groups, collect information, and design projects

independently to the end. According to

Movahedzadeh, et al., 2012, project-based learning

can provide many opportunities for students to work

together. Wurdinger and Rudolph (2009) that a

project-based approach allows students to learn

essential life skills, instill confidence and desire to

become lifelong learners. Education is not limited to

the theory in the concept in the classroom, but more

important is to apply knowledge owned. Students

must begin to learn about future success and the

challenges they face in entering the workforce.

Teachers play the role of facilitator, mentor, fellow

learner, co-manager who creates a conducive learning

environment. The impact is seen that the students

become more understanding of the concept of

electricity, the proper installation of an electrical grid,

to the use of standard materials. For example, if all

this time the students only know that household

electrical circuits are still using a cable that has not

been standardized, then start applying the use of

standard cable based on PUIL 2000 like HIS or NYM

type. Students understand that with the use of non-

standard cables, the cables will be hot for long. This

heat will cause waste of electric energy and even fire.

4 CONCLUSIONS

Based on the results of research and discussion can be

concluded that the implementation of the model of

Project-Based Learning in Electric Circuits

Directional effect on student life skill. However, it is

recommended that the assigned project still consider

the learners' abilities. If in the case of product creation

is not matched by the ability of learners it can lead to

less optimal learning outcomes.

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