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The Role of Project-Based Learning in Developing 21st Century Skills Silitubun, Evaristus; Costa, Bruna; Nizam, Zain
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1689

Background: In recent years, the need for 21st-century skills such as critical thinking, collaboration, and creativity has become increasingly significant. Traditional education models often fall short in developing these competencies, making innovative teaching methods like Project-Based Learning (PBL) an important focus in modern educational research. PBL, with its emphasis on real-world problems and student-centered learning, has been seen as a promising approach to cultivate these essential skills. Objectives: This study aims to investigate the role of Project-Based Learning (PBL) in fostering the development of 21st-century skills among students. Method: A mixed-method approach was employed, utilizing both qualitative and quantitative data. Surveys and interviews were conducted with students and educators from various educational institutions that implemented PBL strategies in their curricula. The collected data were analyzed to identify the impacts of PBL on students’ skill development. Results: The findings revealed that PBL significantly contributes to the enhancement of key 21st-century skills. Students demonstrated improved problem-solving abilities, teamwork, communication, and creativity. Moreover, educators observed an increase in student engagement and motivation. Conclusion: Project-Based Learning is an effective pedagogical approach in fostering 21st-century skills. Its emphasis on real-world problem solving and collaborative work provides students with the necessary tools to thrive in an increasingly complex and dynamic world.

The Effectiveness of Case-Based Learning to Improve the Collaboration and Communication Skills of Early Childhood Education Students Silitubun, Evaristus; Isroâ€™iyah, Latifatul; Pakpahan, Emma Martina; Hidayati, Nur; Panggabean, Tongam E; Santosa, Tomi Apra; Hendrik, Hendrik; Ilwandri, Ilwandri; Nugraha, Aat Ruchiat; Sjroida, Diah Fatma
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 6 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v8i6.6233

This study investigates the impact of case-based learning (CBL) on enhancing collaboration and communication skills among early childhood education (ECE) students. A meta-analysis was conducted using 25 effect sizes from studies published between 2022 and 2024, involving 1,056 participants and sourced from databases such as ERIC, ScienceDirect, Google Scholar, and Wiley. The JSAP application facilitated statistical analysis. Results indicate that CBL significantly outperforms conventional learning methods in fostering collaboration and communication, evidenced by a high summary effect size of 1.013. CBL offers an interactive, student-centered approach that places students in real-life scenarios, encouraging active participation, teamwork, and problem-solving skills. Through intensive group discussions and collaborative activities, students learn to articulate ideas, respect diverse perspectives, and engage constructively in group settings. These findings underscore CBLâ€™s potential as an effective pedagogical approach for developing essential interpersonal skills in ECE, which are critical for students' professional preparedness. Future studies should consider longitudinal impacts and cross-cultural contexts to validate these outcomes further.

Innovative Pedagogy in Remote Papua: Enhancing Catholic Teachers’ Competencies through Challenge-Based Learning in Keerom Silitubun, Evaristus
GUYUB: Journal of Community Engagement Vol 6, No 2 (2025): Juni
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/guyub.v6i2.10797

Keerom Regency in Papua, Indonesia, is a remote area facing significant geographical, social, and cultural challenges. Limited access to educational resources and a lack of professional training opportunities for Catholic religious education teachers have contributed to the low quality of teaching. Moreover, the scarcity of contextually relevant teaching materials makes it difficult for teachers to deliver lessons that connect with students' daily lives. This community service project aimed to enhance teachers’ competencies through a workshop on developing teaching modules based on the Case-Based Learning (CBL) approach. The program used a quasi-experimental method with pre-tests and post-tests to measure the improvement in participants’ pedagogical skills. The training combined theoretical concepts and practical sessions, emphasizing the development of CBL-based teaching modules relevant to students’ social, cultural, and religious contexts. The results showed a significant increase in teachers’ competence, with post-test scores improving by 80% compared to the pre-test results. The participants’ active engagement and enthusiasm throughout the training further demonstrated the success of the program. This initiative contributed not only to improving teachers’ skills but also to enhancing the overall quality of Catholic religious education in remote areas. Sustainable implementation requires ongoing training and adequate educational support.

The Relationship Between Student Self-confidence, AI Support, and Academic Achievement: A Study in the Psychology of Motivation and Learning Silitubun, Evaristus
Bulletin of Counseling and Psychotherapy Vol. 5 No. 3 (2023): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002023051066000

This research explores the relationship between student self-confidence, artificial intelligence (AI) support, and academic achievement in the psychology of motivation and learning. In this digital era, AI technology is increasingly used in education to facilitate teaching-learning. This research examines How AI support can affect students' self-confidence and how it affects their academic performance. Data are collected from 80 students at STPK ST. Yohanes Rasul Jayapura, Thomas Aquinas College of Agriculture 100 people, and Papua International University 20 people, 120 via questionnaire. The research results show that students' self-confidence and AI support are essential in improving academic performance. Implementing AI technology in education not only helps deliver lesson material but also contributes to improving students' self-confidence. Therefore, schools and institutions of education recommend using AI technology as a learning strategy to maximize potential student academics.

The Effectiveness of Case-Based Learning to Improve the Collaboration and Communication Skills of Early Childhood Education Students Silitubun, Evaristus; Isroâ€™iyah, Latifatul; Pakpahan, Emma Martina; Hidayati, Nur; Panggabean, Tongam E; Santosa, Tomi Apra; Hendrik, Hendrik; Ilwandri, Ilwandri; Nugraha, Aat Ruchiat; Sjroida, Diah Fatma
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 6 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v8i6.6233

This study investigates the impact of case-based learning (CBL) on enhancing collaboration and communication skills among early childhood education (ECE) students. A meta-analysis was conducted using 25 effect sizes from studies published between 2022 and 2024, involving 1,056 participants and sourced from databases such as ERIC, ScienceDirect, Google Scholar, and Wiley. The JSAP application facilitated statistical analysis. Results indicate that CBL significantly outperforms conventional learning methods in fostering collaboration and communication, evidenced by a high summary effect size of 1.013. CBL offers an interactive, student-centered approach that places students in real-life scenarios, encouraging active participation, teamwork, and problem-solving skills. Through intensive group discussions and collaborative activities, students learn to articulate ideas, respect diverse perspectives, and engage constructively in group settings. These findings underscore CBLâ€™s potential as an effective pedagogical approach for developing essential interpersonal skills in ECE, which are critical for students' professional preparedness. Future studies should consider longitudinal impacts and cross-cultural contexts to validate these outcomes further.

ANALISIS IMPLEMENTASI DIFFERENTIATED INSTRUCTION DALAM MENINGKATKAN HASIL BELAJAR DI PERGURUAN TINGGI Silitubun, Evaristus
Jurnal Review Pendidikan dan Pengajaran Vol. 8 No. 1 (2025): Volume 8 No. 1 Tahun 2025
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v8i1.43458

Penerapan Differentiated Instruction (DI) dalam pendidikan tinggi menjadi strategi yang semakin diperhatikan dalam meningkatkan hasil belajar mahasiswa. DI bertujuan untuk menyesuaikan metode pengajaran dengan kebutuhan, kemampuan, dan minat mahasiswa guna menciptakan lingkungan belajar yang lebih inklusif dan efektif. Penelitian ini menggunakan metode studi literatur dengan menganalisis berbagai penelitian terdahulu yang membahas implementasi DI dalam konteks pendidikan tinggi. Hasil penelitian menunjukkan bahwa DI dapat meningkatkan keterlibatan mahasiswa, efektivitas pembelajaran, serta hasil akademik yang lebih baik. Berbagai strategi dalam DI, seperti diferensiasi konten, proses, dan produk, terbukti dapat memberikan pengalaman belajar yang lebih personal dan bermakna. Selain itu, integrasi teknologi dalam DI juga berperan penting dalam mendukung keberhasilan implementasi metode ini. Meskipun memiliki banyak manfaat, terdapat beberapa tantangan dalam penerapan DI, seperti kesiapan dosen, keterbatasan sumber daya, dan kebutuhan pelatihan yang memadai. Oleh karena itu, diperlukan strategi yang tepat dalam mengatasi kendala tersebut agar DI dapat diimplementasikan secara optimal di perguruan tinggi.

Penggunaan Media Digital Paroki Kristus Terang Dunia Waena Geor, Maria Chrisnayanti; Silitubun, Evaristus
Kariwari: Jurnal Pendidikan Agama Katolik dan Pastoral Vol 2 No 1 (2025): Kariwari: Jurnal Pendidikan Agama Katolik dan Pastoral
Publisher : STPK St. Yohanes Rasul Jayapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61589/tmg80m81

Digital technology is growing day by day. This development undoubtedly has a significant impact on all aspects of human life worldwide. Therefore, this technological advancement is considered a gift from God. The purpose of this study was to determine the extent of digital media use for evangelization and the supporting and inhibiting factors in its use at the Christ the Light of the World Parish in Waena Jayapura. To achieve these two objectives, the author used qualitative methods, with data collection techniques including observation and interviews with 12 informants. The results revealed that digital media used as a means of evangelization include live streaming, daily reflections Lumen Christi, and catechesis. These media are used as a means of activities open to the public. Supporting factors in evangelization include the availability of adequate digital devices and adequate human resources. Inhibiting factors relate to the digital devices used and the sense of appreciation of media use in evangelization, as the use of digital media is considered new in liturgical celebrations.

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