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All Journal International Journal of Teaching and Learning (INJOTEL)
Novi Sriwulandari
Universitas Gresik, Indonesia
Education Mathematics Other

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APPLICATION OF PROJECT-BASED LEARNING METHOD TO IMPROVE 21ST CENTURY SKILLS Novi Sriwulandari; Peni Astuti; Munawir Anas
International Journal of Teaching and Learning Vol. 3 No. 6 (2025): JUNE
Publisher : Adisam Publisher

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Abstract

The purpose of this project is to investigate in detail how the Project-Based Learning (PjBL) approach is used to help students develop 21st-century abilities. 21st-century abilities, such as communication, teamwork, creativity, and critical thinking, are essential in facing global challenges in the digital era. Using a literature review approach, this study collects and analyzes various previous study results that are relevant to the implementation of PjBL at various levels of education. The results of the study indicate that the PjBL method consistently makes a positive contribution to the development of 21st-century skills. PjBL encourages students to be actively involved in the learning process through real-world problem solving and collaborative group work. In addition, the integration between the learning process and the use of technology in PjBL further strengthens the achievement of skills needed in the modern era. This study concludes that PjBL is one of the effective and relevant pedagogical approaches in supporting competency-based learning in the 21st century. Competent teacher support and a conducive learning environment are needed to optimize the implementation of this method sustainably.
INVESTIGATING THE IMPACT OF AI-FEEDBACK VS TEACHER FEEDBACK ON EFL STUDENT'S REVISION PROCESSES IN EXPOSITORY WRITING TASKS Novi Sriwulandari; Petrus Jacob Pattiasina
International Journal of Teaching and Learning Vol. 3 No. 7 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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This study aims to investigate the impact of artificial intelligence-based feedback compared to teacher feedback on EFL (English as a Foreign Language) students' revision process in expository writing assignments. In the context of English language learning, providing feedback is crucial for helping students improve their writing quality and metacognitive awareness of the writing process. With the advancement of artificial intelligence technology, various digital platforms are now capable of providing rapid and detailed automated feedback, rivaling the effectiveness of traditional teacher feedback. Using a literature review, this study compiled and analyzed the results of previous empirical studies that evaluated the effectiveness, accuracy, and influence of these two forms of feedback on EFL writers' revision strategies. The literature review revealed that AI-feedback has the advantage of providing instant and objective responses that help students efficiently identify linguistic errors, while teacher feedback remains superior in providing contextual guidance, nuanced meaning, and affective support that play a crucial role in shaping student motivation and engagement. Thus, this study highlights the importance of a hybrid approach that integrates AI-feedback with human intervention to create a more effective, personalized, and sustainable revision process in academic writing learning.
Co-Authors Munawir Anas Peni Astuti Petrus Jacob Pattiasina