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Well into the 21st century, the environmental crisis is more relevant than ever. To face this challenge, citizens with pro-environmental attitudes and adequate levels of environmental awareness are needed. As future adult citizens, adolescents should be a priority for environmental educators. The objective of the study is to determine the effective...
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... = .34) (Table 8). In addition, for the lexical abundance parameter was a significant increase per student in the posttest (M = 12.80; SE = .58) ...
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... Edupas, an interactive platform for students and teachers, has been shown to support the project-based learning (PjBL) process in IPAS subjects by facilitating more efficient and data-driven project management. This integration makes learning more interactive, inspiring, and relevant to real-world challenges (López & Palacios, 2024;Manikutty et al., 2022). The combination of PjBL and STEAM, supported by a platform called Edupas, has excellent potential to improve the quality of learning in SMK, especially in strengthening competencies, character, and work culture by the profile of Pancasila students. ...
... As the findings in the results section show, there is a significant difference in the mean score of the sustainability test before and after the vocational students participated in STEAM-based Project IPAS with a learning environment involving Edupas LMS. This finding is consistent with López and Palacios, who reported that project-based learning proved a practical methodology to increase environmental awareness in participating students in environmental crises (López & Palacios, 2024). A science-based project learning study found that environmental sustainability awareness of elementary school teacher candidates, up to 43.5%, was in the high awareness category (Wibowo et al., 2024). ...
Introduction: Applying STEAM in vocational learning needs to be integrated with Sustainable Development Goals (SDGs) values. Physical activities have been recognized as significant contributors to achieving SDGs because can boost students' awareness and commitment towards sustainable development goals. Objective: This article aims to measure the impact of integrating physical activities and Edupas-based STEAM-SDGs on students' sustainability awareness. Methodology: This research uses a mixed-methods approach with concurrent embedded design. The research subjects were 36 students. Data was collected using quantitative and qualitative data throughout the IPAS learning process by applying Edupas-based STEAM-SDGs. Quantitative data was obtained from a questionnaire in Edupas. Qualitative data was collected through observation during the IPAS project learning activities. In addition, it was also collected worksheets and discussions provided in the Edupas LMS. Data analysis was conducted using the stacking technique with the Rasch model. Results: The results of the mean comparison test between pre-test and post-test data through the t-test obtained a value of t=-3.39, df=66, and prob=0.001. Discussion: STEAM integration in vocational learning significantly increased students' sustainability awareness. Furthermore, using Edupas LMS encouraged students' active participation in discussions and exploration of ideas, which contributed to improving their skills and understanding of sustainability issues. Conclusions: Integrating sustainability values in the vocational curriculum is crucial to shaping students' proactive attitudes toward environmental issues.
... As a result, a lack of adequate interaction between students and learning materials can cause a low level of understanding and reasoning [17]. Furthermore, students' critical, analytical, and creative skills are often not well-honed due to the lack of space to question, explain, or discuss in conventional learning [18]. In the long run, this can lead to students' less-thanoptimal ability to solve problems, develop ideas, and think critically because they are in the habit of "receiving" information without actively utilizing their potential. ...
This study examines the differences in students' creative thinking skills between the project-based learning STEAM Flipped Classroom and the direct learning STEAM Flipped Classroom model by paying attention to the role of academic self-efficacy as a moderator variable. The research population consists of students in informatics engineering study programs in the Denpasar area of Bali. The study used a quasi-experimental 2 x 2 factorial design. Data collection is carried out through questionnaires and test instruments. Data analysis used descriptive and inferential statistics, as well as analysis of covariance. The results showed a significant difference in students' creative thinking skills between those who learned with the STEAM Flipped Classroom project learning model and the STEAM Flipped Classroom direct learning model. In addition, there are differences in students' creative thinking skills based on the level of academic self-efficacy. The empirical application of the STEAM Flipped Classroom project model is proven to help students generate new ideas, develop ideas, and improve their thinking skills. However, the findings suggest that flexible thinking skills must be further enhanced. Students with high self-efficacy tend to be more proactive in providing constructive ideas in project-based learning activities. This research implies that it is necessary to actively motivate and share experiential stories with students who have low self-efficacy. In the future, I suggest that universities adopt the innovative learning model of project-based learning STEAM flipped Classroom to improve the creative thinking skills of informatics engineering students at the college level.
... Through project work learning, students' thinking skills (Song et al., 2024), creativity (Rais & Yahya, 2021), and motivation can increase (Quinapallo-Quintana & Baldeón-Zambrano, 2024). In PjBL, the nature of environmental awareness can be developed by giving tasks to students through discussions, experiments, simulations, and project activities (López & Palacios, 2024;Yolcu, 2023). The role of the project created will provide opportunities for students to foster certain character values (Dobson & Dobson, 2021;Sari et al., 2020). ...
... The main characteristic of this learner worksheet is that it contains environmental subjects that are realized in project work. PjBL is able to provide a positive impact on improving student competencies (Quinapallo-Quintana & Baldeón-Zambrano, 2024; Rais & Yahya, 2021;Song et al., 2024)., including competencies and attitudes related to the environment (López & Palacios, 2024;Yolcu, 2023). By implementing PjBL, students can be directly involved in real projects that aim to solve environmental problems around them (Guo et al., 2020;Saad & Zainudin, 2022). ...
Environmental problems caused by waste and exploitation of natural resources can be exacerbated by a lack of awareness and concern for the environment. One of the contributing factors is the lack of utilization of learning resources and environmental-based media in education. This study aims to develop and validate a teaching module based on the PjBL (Project-based Learning) model to increase students' environmental awareness, especially on the topic of environmental change. By using the 4D Model, this study uses quantitative descriptive analysis involving validation by two experts. The validation values for learning plan, learning media, and students' worksheet were 3.48, 3.52, and 3.45, respectively. The results of the recapitulation of validity data show a total score of 3.48 with a valid category. It was concluded that teaching modules based on project to improve environmental character are worthy of being applied in Biology learning at school.
... The researcher's diary is an extremely useful tool for collecting and/or storing information during the course of a research project [44]. At the end of each day, the diary was filled out, in which the researcher (and teacher) systematically noted down (including the title and date for each entry) reflections, points of view, preliminary conclusions, initial hypotheses, doubts, etc. ...
... In another study [44], we report other results obtained in the two educational interventions in terms of environmental awareness, lexical richness and abundance, and perception of the state of the environment. Table 2 shows the absolute frequencies of each of the categories of the SWOT analysis implemented for each entry that was made in both years of intervention. ...
... -- 11 18 Denotes good previous work --2 3 Others 3 11 9 15 Regarding the rubric completed by the audience, Table 8 shows the frequencies (absolute and relative) per category in both interventions (percentages were calculated based on the total number of responses obtained for each question). As we have already mentioned, other results can be seen in [44]. The overall evaluation by the audience was significantly better in the first year of study compared to the second. ...
As a reaction to the current situation of local and global environmental deterioration, recent decades have seen the emergence of multiple educational strategies and methodologies within Environmental Education (EE) with the aim of promoting pro-environmental attitudes among young people. One of these strategies is Problem-Based Learning (PBL), and it is necessary to analyze the didactic implications of this methodology in the field of EE in order to maximize its effectiveness. This study evaluates the implementation and didactic implications of an environmental project designed under the PBL methodology. The project was carried out over consecutive years of compulsory secondary education (Grades 9 and 10) in two secondary schools in the province of Granada, Spain. The data collection instruments used included the researcher's diary, self-assessment and reflection questionnaires for the participating students, and questionnaires and rubrics completed by the audience during the presentation of the final product. The study employed a qualitative interpretative approach, using response categorization and SWOT analyses, the results of which revealed multiple conclusions, highlighting the high level of motivation, work and participation of the students, as well as the didactic benefits of the enriching socialization of the project. Difficulties, such as time management and cooperative group work, lack of practice in the methodology used and challenges related to the use of information and communication technologies (ICT), were also identified. Finally, recommendations are provided for the application of this methodology in other educational contexts.
In the degree in Pedagogy in Experimental Sciences at ULEAM Chone extension, the effectiveness of the project-based learning methodology has not been evaluated, so it is necessary to determine its uses and advantages at the university level. The objective of the study is to analyze project-based learning among students of the Pedagogy in Experimental Sciences career. It is developed through a mixed approach that integrates qualitative and quantitative data, the inductive method is used, and the study population is made up of students of the degree. The survey technique is used. The results demonstrate that PBL contributes to the development of research and problem-solving skills, collaboration and teamwork, the application of theoretical knowledge to practical situations, and the motivation and commitment of students, with a positive experience in its use.