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All Journal JURNAL IQRA´ EDUJAVARE: International Journal of Educational Research
Eka Setiawati
Universitas Setia Budhi Rangkasbitung, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Transforming Learning Independence in Future Science Teachers: The Powerful Impact of a Project-Based Collaborative Learning (PjBCL) Model Mohan Taufiq Mashuri; Mia Aina; Eka Setiawati; Ihwana As’ad; Nor Syamimi Mohamed Adnan
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6429

Abstract

This study examines the transformative impact of the project-based collaborative learning (PjBCL) model on the learning independence of prospective science teachers. As the educational paradigm shifts toward a learner-centered approach, efforts to foster independence and responsibility for learning in prospective educators are becoming increasingly important. This study employed a quasi-experimental design with a mixed-methods approach, involving 64 students from the science education study program who were enrolled in a course on developing science teaching materials. Students were divided into an experimental class and a control class. The experimental class participated in a series of project-based collaborative learning (PjBCL) activities, while the control class received regular instruction. Data on learning independence were collected through self-regulated learning (SRL) questionnaires, reflective journals, and classroom observations. The results showed a significant increase in the prospective teachers' ability to plan, coordinate, and implement their learning process independently in the experimental class. Furthermore, the collaborative nature of this model encouraged shared accountability, peer support, and active involvement of all students, which overall formed a more independent learning mindset. This study demonstrates the effectiveness of a project-based collaborative learning model in preparing prospective science teachers who are independent, reflective, and innovative.
Integration of STEAM Approach and Local Wisdom in Early Childhood Education Eka Setiawati; Yusdiana Yusdiana; Ayu Fajarwati; Yuyun Yuningsih; Yeti Nurdiati
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1370

Abstract

The study is based on the growing need for educational practices that not only develop twenty-first-century competencies but also preserve cultural values and local identities. This study aims to examine the integration of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach and local wisdom in early childhood education through a library research method. This study employed a library research method with a qualitative descriptive approach. Data were collected from various scholarly sources, including journal articles, books, conference proceedings, and policy documents related to STEAM education, local wisdom, and early childhood learning. The collected literature was analyzed using content analysis to identify key concepts, implementation strategies, benefits, and challenges associated with the integration of STEAM and local wisdom. The findings of this study indicate that STEAM learning fosters critical thinking, creativity, collaboration, communication, and problem-solving skills through interdisciplinary activities and experiences. Meanwhile, local wisdom provides meaningful cultural contexts that strengthen children’s cultural identity, environmental awareness, and appreciation of community values. The integration of STEAM and local wisdom creates culturally responsive learning experiences that support holistic child development while fostering both global competencies and local cultural preservation. Therefore, this integrated approach can serve as an innovative and sustainable educational model for enhancing the quality of early childhood education in diverse cultural settings.
Co-Authors Ayu Fajarwati Ihwana As’ad Mia Aina Mohan Taufiq Mashuri Nor Syamimi Mohamed Adnan Yeti Nurdiati Yusdiana Yusdiana Yuyun Yuningsih