The Combination of Project-Based Learning (PjBL) and Case-Based
Learning in Engineering Design Course for Undergraduate Student
in the Department of Mechanical Engineering, Andalas University
Dendi Adi Saputra M, Eka Satria and Devi Chandra
Department of Mechanical Engineering, Universitas Andalas, Padang, Indonesia
Keywords: Project-Based Learning, Case-Based Learning, Professional Competencies, Engineering Design.
Abstract: Engineering design is one of the main course in The Department of Mechanical Engineering, Andalas
University that must be understood by student. The study of engineering design courses will provide an
understanding of theories or applied sciences related to the science of design/ engineering. The student
outcomes of this course is an ability to identify, formulate, and solve mechanical engineering problems. To
reach the student outcome is needed the appropriate learning method that suitable with the characteristics of
courses. This research is aim to combine the project-based learning (PjBL) and case-based learning (CBL) in
the engineering design course. The main purposes of PjBL and CBL for engineering course are to relate
student’s experiences with the real engineering case to create logical thinking as the student when they accept
the new knowledge. The results of the present study showed that the combination of both methods is
successfully implemented in the engineering design course. Students have the ability to solve a common
engineering problem and acquire professional competencies for applying in the engineering field in the future.
1 INTRODUCTION
Engineering design is one of the course in the
Department of Mechanical Engineering that must be
understanding by the student. Engineering design will
give some knowledge about theoretical or practice
related to the engineering field. For the field of
applied science engineering design, the subject of
which is the focus of learning are the design concept
design, product realization processes, methods of
design, clarifying objectives, embodiment function,
choose alternatives to the design and selection of
materials and process. Due to the many subjects that
were taught caused some students not able to
understand the main objective of the course properly.
For solving this problem, it is needed a learning
strategy that suitable with the characteristics of the
subject that contains in the engineering design course.
Based on the characteristics of the topic that it is
learned by student, the approach of the case based
learning (CBL) and project based learning (PjBL) is
chosen.
Case-based learning (CBL) is an established
approach used multi disciplines knowledge where
students apply their knowledge to real-world
scenarios, promoting higher levels of cognition.
In CBL classrooms, students typically work in
groups on case studies, stories involving one or more
characters and/or scenarios. The cases present a
disciplinary problem or problems for which students
devise solutions under the guidance of the instructor.
CBL has a strong history of successful
implementation in medical, law, and business
schools, and is increasingly used within
undergraduate education, particularly within pre-
professional majors and the sciences (Herreid, 1994).
This method involves guided inquiry and is grounded
in constructivism whereby students form new
meanings by interacting with their knowledge and the
environment (Lee, 2012). Project Based Learning is a
teaching method in which students gain knowledge
and skills by working for an extended period of time
to investigate and respond to an authentic, engaging,
and complex question, problem, or challenge
(Douladeli, 2014; Mansyurdin, et.al, 2014 ). The CBL
method will guide the student to play an active role in
determining the concept scenario in the design
through a given case study, while the PjBL method
164
Saputra M, D., Satria, E. and Chandra, D.
The Combination of Project-Based Learning (PjBL) and Case-Based Learning in Engineering Design Course for Undergraduate Student in the Department of Mechanical Engineering,
Andalas University.
DOI: 10.5220/0008682301640167
In Improving Educational Quality Toward International Standard (ICED-QA 2018), pages 164-167
ISBN: 978-989-758-392-6
Copyright
c
2019 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
will help the students to complete the design
assignment (Lina et.al, 2018)
2 METHODOLOGY
Based on the background described above, the
research subject focused on changes in learning
methods for improving the quality of the learning. In
the previous semester learning plan, lectures were
conducted for 16 weeks, then conducted an
assessment at the time of project work evaluation,
Midterm Examination (UTS) and Final Semester
Examination (UAS). Project evaluation criteria have
not been defined in detail, the active role of students
in carrying out projects that are still lacking, so that
the ability of new students can be known after the
learning process ends. Case-based learning is
intended to improve students' understanding in
identifying appropriate problems and methods
through discussion of real topics in the field of
engineering design. Project-based learning methods
are applied to increase student participation through
teamwork and assist in the process of monitoring and
evaluating project tasks carried out. The
implementation of the learning method that
mentioned above was carried out for Engineering
Design students in the Odd Semester 2017/2018 with
51 students
The time of the research was conducted for one
active semester (6 months), namely in the 2017/2018
Odd Semester.
The time of the research was conducted for one
active semester (6 months), namely in the 2017/2018
Odd Semester.
2.1 Planning
a. Establishment of collaborative working groups
At this stage, the identification of knowledge and
skills should be identified before the work on the
project should be owned by students. This aims of
this stage are to determine the effective and
collaborative group division according to the
ability of students in working on the project.
b. Presenting topics that correspond to real cases
At this stage, students will discuss in detail the
case studies that will guide students in carrying
out project tasks. At this stage, students will
discuss in detail the case studies that will guide
students in carrying out project tasks. In
presenting the project topics / tasks to be selected,
the following matters should be considered:
• Check the competence or learning
outcomes of the course. The curriculum
documents may only contain general
competencies; if it is necessary to do an
elaboration to determine its specific
competence.
• Arrange criteria and standards (products
and processes).
• Formulation of authentic tasks or projects;
make sure that the projects are in line with
the expected competencies in the
curriculum (can be done together with
students)
c. Set parameters for completing project
implementation
Lecturers and students collaboratively arrange a
schedule of activities in completing the project.
Activities at this stage include: (1) creating a
timeline to complete the project, (2) making the
deadline for project completion, (3) directing
students to find suitable methods, (4) identifying
the material needed in project work (hardware,
software, internet, literature and other networks)
d. Consultation and monitoring (input / feedback)
The lecturer is responsible for monitoring the
activities of students during project completion.
Monitoring is carried out by facilitating students
in each process. In other words, the teacher plays
a role as a facilitator for student activities. From
the results of the consultation and monitoring
there will be input / feedback from the lecturer on
the progress of the implementation of project
tasks carried out by students.
e. Assessment and Evaluation
Assessment is carried out to assist lecturers in
measuring standard achievement, play a role in
evaluating the progress of each student, giving
feedback about the level of understanding that has
been achieved by students, helping teachers in
developing the next learning strategy. The
assessment process is carried out by asking each
group to present the results of the implementation
of the project assignment and the final report on
the project's work. At the end of the learning
process, the lecturer and students reflect on the
activities and results of the project that has been
carried out. The reflection process is carried out
both individually and in groups.
The Combination of Project-Based Learning (PjBL) and Case-Based Learning in Engineering Design Course for Undergraduate Student in
the Department of Mechanical Engineering, Andalas University
165
2.2 Action
The implementation of class actions begins with
formulating implementation activities that will be
carried out by Lecturers and Students.
a. Observation
Observations were made through daily reports
reported by each group. Daily reports contain
progress on the work of the task and the
constraints faced. These constraints are then
discussed at class meetings with lecturers.
b. Evaluation
Evaluation of the learning process is carried out
by assessing the ability of students to master
engineering design.
3 RESULT
To implement the Case Study and PjBL learning
strategies, subject curriculum documents are needed.
The curriculum document is a formulation of the
survey results of the needs of graduate user
stakeholders as well as derived from the vision and
mission of the study program. The results of this
formulation are then translated into the form of
graduate competencies (learning outcomes). The
identification of graduate competencies is translated
into several appropriate subjects and is able to
accommodate the achievement of the graduates'
competencies. Based on the graduates' competency /
LO, the appropriate learning method is determined to
achieve the graduate competencies that have been
determined. The competency of graduates / LO which
is accommodated through technical design courses
can be seen in Table 1.
Table 1. Combination Model Of Learning Methods On Achieving Competence In Engineering Design Courses.
General Competency
Special Competencies
Tutorial
Self
-activities
Project based
-
learning
Case based
-
learning
System of mechanics
Design of mechanic systems
Design and manufacture
Concept design formulation
Product realization process
Design methods
Evaluation of alternative design
Selection material and process
Technical and economic analysis
Engineering Drawing
Communication
Speaking
Writing
Drawing
Team Workd
Leadership ability
Responsibility
Planning and coordinating team
Decision making
Ethics
Professional
Discipline
ICED-QA 2018 - International Conference On Education Development And Quality Assurance
166
4 DISCUSSION
A rubric is arranged to assess the ability of students
according to student outcome standard that set by the
Department of Mechanical Engineering, Faculty of
Engineering, Andalas University.
In Figure 1 it is seen that the ability of students to
identify, formulate and solve problems is very good.
More than 80% of students have been able to identify
the problem well so that at this stage the proper
problem formulation will be the goal of the design
task. The ability of students to do formulations looks
good, where more than 70% of students are able to
get the design concept that is in accordance with the
formula that has been obtained previously. In terms
of providing solutions to solutions, students have
been able to evaluate alternative solutions and choose
the right solution and in accordance with some
considerations of customer requests and technical
aspects to realize the solution. The conclusion is the
ability of students to identify problems, formulate and
find the final solution for the 2017/2018 engineering
design course is very good.
5 CONCLUSION
The case based learning (CBL) and project based
learning (PjBL) methods have been implemented in
Engineering Design courses in the Department of
Mechanical Engineering, Faculty of Engineering,
Andalas University. The combination of these two
methods is considered more effective to be applied in
order to increase student knowledge in understanding
engineering design courses.
The results of the evaluation of the learning
process with the application of these two methods
indicate that there is an increase in the ability and
knowledge of students who are very good at
identifying problems, formulating and finding the
final solution in the 2017/2018 engineering design
course.
ACKNOWLEDGMENT
Thank you for LP3M Andalas University that funding
this research in 2018.
REFERENCES
Herreid, CH. 1994. Case studies in science: A novel method
of science education. Journal of Research in Science
Teaching, 23(4), 221–229.
Lee V. 2012. What is Inquiry-Guided Learning? New
Directions for Learning, 129:5-14.
Douladeli, Efstratia. 2014. Experiential Education through
Project Based Learning. Procedia - Social and
Behavioral Sciences, Volume 152, 7 October 2014,
Pages 1256-1260
Mansyurdin, et.al. 2014. Panduan Praktis Pelaksanaan
Student Centered Learning (SCL). LP3M Universitas
Andalas. Padang
Lina D., et. al., 2018. The Effect of Instruction on Learning:
Case Based Versus Lecture Based. Teaching and
Learning in Nursing. Volume 13, Issue 4, October
2018, Pages 207-211
14
26
22
86
74
76
0 0
2
0 0 0
0
0
0
0
20
40
60
80
100
Problem Statement (Identify) Procedure (Formulate) Final Solution (Solve)
NA
Beginning
Developing
Accomplished
Exemplary
PI: An ability to solve common engineering problems, including problem solving (e-3)
The Combination of Project-Based Learning (PjBL) and Case-Based Learning in Engineering Design Course for Undergraduate Student in
the Department of Mechanical Engineering, Andalas University
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