Assessing the Effectiveness of Project-Based Learning in Social Studies Education
DOI:
https://doi.org/10.58812/wsshs.v2i05.882Keywords:
Social Studies Education, Project-Based Learning, Effectiveness, Critical Thinking Skills, Motivation to LearnAbstract
Social Studies Education (IPS) plays a crucial role in shaping students' understanding of society, culture, and social issues. In an effort to enhance the effectiveness of IPS education, innovative approaches such as project-based learning have gained significant attention. This literature review aims to evaluate the effectiveness of project-based learning in IPS education. Through the analysis of various related literature, key findings are identified. Project-based learning has been found to improve understanding of IPS concepts, develop critical thinking skills, and increase student motivation to learn. However, challenges such as resource availability and adequate support for educators are also identified. Therefore, recommendations for more effective implementation of project-based learning in IPS education include providing appropriate training for educators and integrating this method holistically into the curriculum. Further research and curriculum development that take these findings into account are expected to enhance the effectiveness of IPS education in the future.
References
O. Supe and A. Kaupuzs, “The effectiveness of project–based learning in the acquisition of English as a foreign language,” in Society. Integration. Education. Proceedings of the international scientific conference, 2015, pp. 210–218.
N. Diana and Y. Sukma, “The effectiveness of implementing project-based learning (PjBL) model in STEM education: A literature review,” in Journal of Physics: Conference Series, IOP Publishing, 2021, p. 12146.
C.-H. Chen and Y.-C. Yang, “Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators,” Educ. Res. Rev., vol. 26, pp. 71–81, 2019.
D. Kokotsaki, V. Menzies, and A. Wiggins, “Project-based learning: A review of the literature,” Improv. Sch., vol. 19, no. 3, pp. 267–277, 2016.
B. Condliffe et al., “Project-based learning,” A Lit. Rev. Pap., 2017.
D. P. Parmiti, N. N. Rediani, I. Antara, and M. G. Jayadiningrat, “The effectiveness of local culture-integrated science learning through project-based assessment on scientific attitudes and science process skills of elementary school students,” J. Pendidik. IPA Indones., vol. 10, no. 3, pp. 439–446, 2021.
N. Balemen and M. Ö. Keskin, “The effectiveness of Project-Based Learning on science education: A meta-analysis search.,” Int. Online J. Educ. Teach., vol. 5, no. 4, pp. 849–865, 2018.
Sugiyono, Metodelogi Penelitian Kuantitatif, Kualitatif, dan R&G. Bandung: ALFABETA, 2018.
S. Ciftci, “The effects of using project-based learning in social studies education to students’ attitudes towards social studies courses,” Procedia-Social Behav. Sci., vol. 186, pp. 1019–1024, 2015.
M. A. Almulla, “The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning,” Sage Open, vol. 10, no. 3, p. 2158244020938702, 2020.
T. Y. E. Sıswono, S. Hartono, and A. W. Kohar, “Effectiveness of project based learning in statistics for lower secondary schools,” Eurasian J. Educ. Res., vol. 18, no. 75, pp. 197–212, 2018.
C.-C. Chang, C.-G. Kuo, and Y.-H. Chang, “An assessment tool predicts learning effectiveness for project-based learning in enhancing education of sustainability,” Sustainability, vol. 10, no. 10, p. 3595, 2018.
M. Maros, M. Korenkova, M. Fila, M. Levicky, and M. Schoberova, “Project-based learning and its effectiveness: evidence from Slovakia,” Interact. Learn. Environ., vol. 31, no. 7, pp. 4147–4155, 2023.
L. Zhang and Y. Ma, “A study of the impact of project-based learning on student learning effects: A meta-analysis study,” Front. Psychol., vol. 14, p. 1202728, 2023.
B. T. Culclasure, K. C. Longest, and T. M. Terry, “Project-based learning (Pjbl) in three southeastern public schools: Academic, behavioral, and social-emotional outcomes,” Interdiscip. J. Probl. Learn., vol. 13, no. 2, p. 5, 2019.
N. K. Duke, A.-L. Halvorsen, S. L. Strachan, J. Kim, and S. Konstantopoulos, “Putting PjBL to the test: The impact of project-based learning on second graders’ social studies and literacy learning and motivation in low-SES school settings,” Am. Educ. Res. J., vol. 58, no. 1, pp. 160–200, 2021.
M. Ferrero, M. A. Vadillo, and S. P. León, “Is project-based learning effective among kindergarten and elementary students? A systematic review,” PLoS One, vol. 16, no. 4, p. e0249627, 2021.
S. Kingston, “Project Based Learning & Student Achievement: What Does the Research Tell Us? PBL Evidence Matters, Volume 1, No. 1.,” Buck Inst. Educ., 2018.
B. Ngereja, B. Hussein, and B. Andersen, “Does project-based learning (PBL) promote student learning? a performance evaluation,” Educ. Sci., vol. 10, no. 11, p. 330, 2020.
K. Z. Revelle, “Teacher perceptions of a project-based approach to social studies and literacy instruction,” Teach. Teach. Educ., vol. 84, pp. 95–105, 2019.
Y. Yamin, A. Permanasari, S. Redjeki, and W. Sopandi, “Project based learning to enhance creative thinking skills of the non-science students,” Jhss (Journal Humanit. Soc. Stud., vol. 4, no. 2, pp. 107–111, 2020.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Mutawakkil Mutawakkil
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Facebook 
Instagram 
Twitter 
Youtube 
+62 821 1557 5700
westscience.journals@gmail.com