The effect of collaborative problem solving & collaborative project-based learning models to improve the project competences of pre-service teachers

Authors

  • Abdur Rofik Raden Rahmat Islamic University of Malang, Indonesia,

DOI:

https://doi.org/10.47750/pegegog.12.03.15

Keywords:

Collaborative Problem Solving, Collaborative Project-Based Learning, and Project competence.

Abstract

Project competence has become a new trend in the context of current learning outcomes, as it solves most of the complex problems done by team-based projects. Project competencies are complex and very interesting objects to implement from various perspectives, one of which is through the application of the Collaborative Problem Solving (CoLPS) and Collaborative Project-Based Learning (CPBL) model. This study is focused on examining the effect of the CoLPS and CPBL models in improving student project competencies. The research method used a quasi-experimental design and was carried out on 65 student-teacher candidates in the Department of Islamic Religious Education, Raden Rahmat Islamic University Malang, 2020/2021 academic year. The research subjects were divided into two groups, the experimental group (34) and the control group (31). The experimental group was taught with the CoLPS model and the control group was taught with the CPBL model. The data used a product performance assessment instrument and were analyzed using the independent sample t-test technique. The results of the analysis show that the CoLPS model is very effective in improving student project competencies. Students taught with the CoLPS model have better product quality than students taught with the CPBL model. The results of the observations regarding the effectiveness of the two models are also discussed.

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Published

2022-07-01

How to Cite

Rofik, A. (2022). The effect of collaborative problem solving & collaborative project-based learning models to improve the project competences of pre-service teachers . Pegem Journal of Education and Instruction, 12(3), 130–143. https://doi.org/10.47750/pegegog.12.03.15