Strategies for Project Based Learning during the Pandemic: The Benefits of Reflective Learning Approach

• Published in: SAGE open Vol. 13; no. 4
• Main Authors: Yulhendri, Yulhendri, Prima Sakti, Muhammad Rizki, Sofya, Rani, Ritonga, Mentari, Alisha, Wyanet Putri, Sudjatmoko, Agung, Susanti, Nora
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.10.2023; SAGE PUBLICATIONS, INC; SAGE Publishing
• Subjects: Active Learning; Collaboration; COVID-19; Critical thinking; Development economics; Distance learning; Economics; Economics Education; Education; Electronic Learning; Human Resources; In Person Learning; Learning Experience; Learning Processes; Pandemics; Project-based learning; Reflective teaching; Student Experience; Student Projects; Students; project based learning; post mortem; fishbone factors; student engagement; reflective learning
• ISSN: 2158-2440; 2158-2440
• DOI: 10.1177/21582440231217885

This study explored students’ experiences in online learning using a project-based learning. The exploratory approach was used with postmortem methods, self-assessment, and questionnaires to identify the factors that affect student Learning Orientation and Engagement in project-based learning (PjBL) during the COVID-19 pandemic. The reflection was able to explore positive and negative experiences, as well as the problems the students faced during online learning, particularly in the aspects of teaching. The study population was enrolled in an Economic Education Program that ran from January to June 2021, and consisted of 15 participants. Three core subjects were selected as the sample. This sampling considered the problems that many education stakeholders complained about, that is, the low professional competency of the study program during online learning. This is why the three subjects were chosen as the core subjects in achieving the main competencies for prospective economics teachers. Thus, PjBL was conducted on three subjects: Development Economics, Human Resource Economics, and Development Planning. After the assessment was carried out, the data showed that positive student learning experiences tended to be higher than negative ones, and P21 ability aspects were much higher than critical thinking and collaboration. Plain Language Summary Exploring Student Experiences in Online Learning: A Project-Based Approach During the COVID-19 Pandemic in Economic Education Program The educational landscape underwent a significant transformation during the pandemic, marking a departure from traditional, in-person classes. The pandemic era necessitated a substantial increase in online learning, conducted remotely between students and lecturers, primarily emphasizing project-based learning. The research conducted in 2021 focused on three subjects: human resource economics, development economics, and development planning. Executing projects remotely poses challenges for students, prompting lecturers to delve into their learning experiences using problem-tracking models akin to postmortem analyses that explore the cause-and-effect dynamics of learning obstacles. Students' trials and triumphs are unveiled through reflective notes, capturing both the positive and negative aspects of their educational journey and illuminating the nuances of their learning process. These reflections enrich our understanding of the student experience and serve as valuable tools for lecturers to guide and enhance the learning journey. The results indicated that students demonstrated higher proficiency in 21st-century skills such as critical thinking and collaboration, surpassing their performance in creativity and communication.