Blended Project-Based Learning Model on 21st Century Skills: A Qualitative Content Analysis
Main Article Content
Abstract
The 21st century has revolutionized education with technology, but challenges such as teachers’ resistance, students’ comprehension issues, effective implementation, and teacher training persist. This study employs a qualitative content analysis to document and analyze data from 18 research studies on blended project-based learning models. It aims to identify the stages, research methods, subject areas, and educational levels that most frequently implement this model. Data was col-lected from Google Scholar, Scopus, and ERIC databases over the past five years (2019-2023). Findings reveal that 7 out of 18 journals discuss blended project-based learning models with sim-ilar syntax. Key findings include: (i) the combination of face-to-face and online learning enhances effectiveness; (ii) quasi-experimental methods are prevalent, particularly in biology and higher education; and (iii) blended project-based learning effectively improves 21st century skills, in-cluding critical thinking (mean effect size 1.65), creativity (mean effect size 1.19), and prob-lem-solving (mean effect size 1.44), resulting in an overall mean effect size of 1.42.
Article Details
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Journal of Philology and Educational Sciences is licensed under a Creative Commons Attribution License 4.0 (CC BY-4.0).
References
Adriadi, A., Asra, R., Ihsan, M., & Rayani, N. (2022). Blended learning berbasis project-based learning Untuk Mening-katkan Kemampuan Berpikir Kritis Mahasiswa Pada Matakuliah Morfologi Tumbuhan Prodi Biologi Fakultas Sains Dan Teknologi. Bio-Lectura: Jurnal Pendidikan Biologi, 9(2), 206-209. https://doi.org/10.31849/bl.v9i2.11502
Ahmed, H. A & Patrick M.G. (2015). 21st Century standards and curriculum: Current research practice. Journal of Ed-ucation and Practice, 6(6),150-155.ISSN 2222-1735.
Akbar, R., Weriana, Siroj, R. A., & Afgani, M. W. (2023). Experimental research dalam metodologi pendidikan. Jurnal Ilmiah Wahana Pendidikan, Januari, 2023(2), 465–474.
Aliftika, O., Astra, I. M., & Supriyati, Y. (2021). Project based blended learning and independent learning on critical thinking skill. Journal of Physics: Conference Series, 2019(1). https://doi.org/10.1088/1742-6596/2019/1/012051.
Ana, A., Azmi, C., Widiaty, I., Widaningsih, I., Dwiyanti, V., Subekti, S., Muktiarni, M., Ana, A., Indonesia, U. P., & No, J. S. (2022). Development of learning guide with project-based blended learning in vocational high schools during the Covid-19 pandemic. Journal of Engineering Education Transformations, 35, 131–136.
Andersen, R., & Rustad, M. (2022). Using Minecraft as an educational tool for supporting collaboration As A 21st Cen-tury Skill. Computers And Education Open, 3(May), 100094. https://doi.org/10.1016/j.caeo.2022.100094.
Anggraini, N., Arifin, Z., Amizera, S., & Destiansari, E. (2022). Penerapan Pembelajaran blended project-based learning untuk meningkatkan problem solving skill mahasiswa pada mata kuliah ekologi tanah. Edukatif: Jurnal Ilmu Pen-didikan, 4(3), 3952–3958. https://doi.org/10.31004/edukatif.v4i3.2768.
Asfihana, R., Salija, K., Iskandar, & Garim, I. (2022). Students’ English learning experiences on virtual project-based learning instruction. International Journal of Language Education, 6(2), 196–209. https://doi.org/10.26858/ijole.v6i2.20506.
Banda, H. J., & Nzabahimana, J. (2021). Effect of integrating physics education technology simulations on students’ conceptual understanding in physics: a review of literature. Physical Review Physics Education Research, 17(2), 23108. https://doi.org/10.1103/PhysRevPhysEducRes.17.02 3108.
Cetin, İ. (2023). The effect of gamified adaptive intelligent tutoring system artibos on problem-solving skills Ali Kürşat Erümit Vasif Nabiyev Hasan Karal Computer Education of Instructional Technology Department of Trabzon Uni-versity / Türkiye Temel KÖSA Mehmet KOKOÇ (Vol. 10, Issue January).
Louis C, Lawrence Manion, K. M. (2007). Research Methods in Education. In Research Methods in Physical Activity and Health. Taylor & Francis. https://doi.org/10.4324/9781315158501-17.
Daker, R. J., Cortes, R. A., Lyons, I. M., & Green, A. E. (2020). Creativity anxiety: Evidence for anxiety that is specific to creative thinking, from STEM to the arts. Journal of Experimental Psychology: General, 149(1), 42–57. https://doi.org/10.1037/xge0000630.
Diani, R., Julia, O. N., Rahayu, M., Fisika, P., Raden, U., & Lampung, I. (2018). Efektivitas Model RMS (Reading, Mind Mapping And Sharing) Teradap Concept Mapping Skill Peserta Didik. Efektivitas Model RMS (Reading Mind Mapping and Sharing) Terhadap Concept Mapping Skill Peserta Didik, 01(1), 41–48. https://ejournal.radenintan.ac.id/index.php/IJSME/in dex.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115.
Eliyasni, R., Kenedi, A. K., Sayer, I. M., Padang, U. N., & Samudra, U. (2019). Blended learning and project-based learn-ing: The method to improve students’ higher order thinking skill (HOTS). 4(2), 231–248.
Fahlevi, M. R. (2022). Kajian project based blended learning sebagai model pembelajaran pasca pandemi dan bentuk implementasi kurikulum merdeka. 5, 230–249.
Rahma A., Indah dan Ariani, N. (2023). model blended learning berbasis projek untuk meningkatkan kemampuan ana-lisis dan pemahaman konsep matematis (Cetakan Pe). Widina Bhakti Persada Bandung.
Fong, L. L., Sidhu, G. K., & Fook, C. Y. (2014). Exploring 21st century skills among postgraduates in Malaysia. Proce-dia-Social and Behavioral Sciences, 123, 130–138. https://doi.org/10.1016/j.sbspro.2014.01.1406Naghdipour, B., & Eldridge, N. H. (2016). Incorporating social networking sites into traditional pedagogy: A case of Facebook. TechTrends, 60(6), 591-597.
Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R Package and Shiny App for Producing PRISMA 2020-Compliant Flow Diagrams, with Interactivity for Optimised Digital Transparency and Open Synthesis. Campbell Systematic Reviews, 18(2), e1230. https://doi.org/https://doi.org/10.1002/cl2.1230.
Hanifa R. M, Sekar Nurul Fajriyah Aldriani, Febyana Chitta, M. R. Z. (2021). Pentingnya Keterampilan Belajar di Abad 21 Sebagai Tuntutan dalam Pengembangangan Sumber Daya Manusia. Lectura: Jurnal Pendidikan, 12(1), 29–40.
Hujjatusnaini, N., Corebima, A. D., Prawiro, S. R., & Gofur, A. (2022). the Effect of blended project-based learning inte-grated With 21St-Century Skills on Pre-Service Biology Teachers’ Higher-Order Thinking Skills. Jurnal Pendidi-kan IPA Indonesia, 11(1), 104–118. https://doi.org/10.15294/jpii.v11i1.27148.
Lawati, Z. A. Al, & Khan, M. A. (2023). Towards a model of teaching 21st-century skills in EAP Classes. Journal of Language Teaching and Research, 14(2), 321–326. https://doi.org/10.17507/jltr.1402.07.
Malissa M. Mahmud, & Shiau F. Wong. (2022). Stakeholder's perspective of the twenty first century skills. Journal Frontiers in Education,7, 1-8.doi: 10.3389/freduc.2022.931488.
Mursid, R., Saragih, A. H., & Hartono, R. (2022). The effect of the blended project-based learning model and creative thinking ability on engineering students’ learning outcomes. International Journal of Education in Mathematics, Science and Technology, 10(1), 218–235. https://doi.org/10.46328/ijemst.2244.
Mutri, Yusuf. 2014. Metode Penelitian Kuantitatif, Kualitatif, & Penelitian Gabungan.(Jakarta:Kencana).
Nahum, Jacob. (2022). 21st century skills: education & values, academy, community and research development and implementation of the EACH program. Journal of Education and Learning, 11(2), 95-103.https://doi.org/10.5539/jel.vlln2p95.
Nesime, et al. (2023). 21st Century skills in curriculums of Turkey, Alberta, Korea, and Singapore. Pamukkale Univer-sitesi Egitim Fakultesi Dergisi,59:322-339.https://doi.org/10.9779.pauefd.1182195.
Oktari, D., Salamah, I. S., Ayuning, R. P., & Windayana, H. (2022). Persepsi Mahasiswa dalam Menghadapi Abad Ke-21. Aulad: Journal on Early Childhood, 4(3), 222–229. https://doi.org/10.31004/aulad.v4i3.207.
Oluwagbohunmi, M.F, & R.A Alonge. (2023). 21st Century Skills and Its Applicability to Social Studies. Asian Journal of Education and Social Studies, 41(3), 37-43.doi: 10.9734/AJESS/2023/v41i3896.
Pantiwati, Yuni & Kusniarti, Tuti & Hardian, Fendy & Nurrohman, Endrik & Novian Indah Sari, Tasya. (2023). The ef-fects of the blended project-based literacy that integrates school literacy movement strengthening character edu-cation learning model on metacognitive skills, critical thinking, and opinion expression. European Journal of Educational Research. 12. 145-158. 10.12973/eu-jer.12.1.145.
Purwanti, A., Hujjatusnaini, N., Septiana, N., Amin, A. M., & Jasiah, J. (2022). Analisis Keterampilan Berpikir Kritis Mahasiswa Melalui Model BlendedProject Based Learning Terintegrasi Keterampilan Abad 21 Berdasarkan Stu-dents Skill Level. Jurnal IPA & Pembelajaran IPA, 6(3), 235–245. https://doi.org/10.24815/jipi.v6i3.25705.
Putra, A. K., Sumarmi, Deffinika, I., & Islam, M. N. (2021). The effect of blended project-based learning with stem ap-proach to spatial thinking ability and geographic skill. International Journal of Instruction, 14(3), 685–704. https://doi.org/10.29333/iji.2021.14340a.
Putri, S. U., & Hendawati, Y. (2014). Blended project-based learning: strategy for improving critical thinking of pre-service teachers in science education. 978–979.
Rusnawati, M., Santyasa, I. W., & Tegeh, I. M. (2021). The effect of project-based e-learning models toward learning outcomes and critical thinking skills of vocational high school students. JPP (Jurnal Pendidikan Dan Pembelaja-ran), 27(2), 57–64. https://doi.org/10.17977/um047v27i22020p057.
Saleh, A. R., & Sumarni, E. (2016). Studi Bibliometrik pada Jurnal Standardisasi Pasca Terakreditasi (2011 – 2015). Visi Pustaka, 18(Desember), 231–240.
Sapitri, R. D., Hadisaputra, S., & Junaidi, E. (2020). Pengaruh Penerapan Praktikum Berbasis Kearifan Lokal Terhadap Keterampilan Literasi Sains Dan Hasil Belajar. Jurnal Pijar Mipa, 15(2), 122–129. https://doi.org/10.29303/jpm.v15i2.1342.
Saregar, A., Latifah, S., & Sari, M. (2016). Efektivitas Model Pembelajaran Cups : Dampak Terhadap Kemampuan Ber-pikir Tingkat Tinggi Peserta Didik Madrasah Aliyah Mathla ’ Ul Anwar. 05(2), 233– 243. https://doi.org/10.24042/jpifalbiruni.v5i2.123.
Sari, R. M. M., Priatna, N., & Juandi, D. (2022). Implementing project-based blended learning model using cognitive conflict strategy to enhance students’ mathematical spatial literacy. European Journal of Educational Research, 11(4), 2031–2041. https://doi.org/10.12973/eu-jer.11.4.2031.
Shih, W. L., & Tsai, C. Y. (2017). Students’ perception of a flipped classroom approach to facilitating online pro-ject-based learning in marketing research courses. Australasian Journal of Educational Technology, 33(5), 32–49. https://doi.org/10.14742/ajet.2884.
Strayer, J. J. (2008). ERIC database alternatives and strategies for education researchers. Reference Services Review, 36(1), 86–96. https://doi.org/10.1108/00907320810852050.
Sumarni, W., Sudarmin, S., & Kadarwati, S. (2021). Creative skill improvement of the teacher candidates in designing learning programs through a project-based blended learning. Journal of Physics: Conference Series, 1918(3). https://doi.org/10.1088/1742-6596/1918/3/032026.
Taufiq, M., Wijayanti, A., & Yanitama, A. (2020). Implementation of blended project-based learning model on astrono-my learning to increase critical thinking skills. Journal of Physics: Conference Series, 1567(4). https://doi.org/10.1088/1742- 6596/1567/4/042049.
Ulya, R., Kartono, & Mariani, S. (2022). Kemampuan Berpikir Kreatif Dan Motivasi Belajar Dengan Model Project Based Blended Learning Pada Siswa Kelas Xi Sma. Math Didactic: Jurnal Pendidikan Matematika, 8(2), 77–89. https://bdksurabaya.ejournal.id/bdksurabaya/article/download/33/17.
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21 st century competences: implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938.
Wahyudi, W., & Winanto, A. (2018). Development of project-based blended learning (PjB2L) model to increase pre-service primary teacher creativity. Journal of Educational Science and Technology (EST), 4(2), 91–102. https://doi.org/10.26858/est.v4i2.5563.
Winarti, E. R., Waluya, B., & Rochmad. (2018). Meningkatkan Kemampuan Berpikir Kritis Melalui Problem Based Learning Dengan Peer Feedback Activity. Jurnal Elektronik Pembelajaran Matematika, 5(2), 197–207..
Yustina, Syafii, W., & Vebrianto, R. (2020). The effects of blended learning and project-based learning on preservice biology teachers’ creative thinking skills through online learning in the COVID-19 pandemic. Jurnal Pendidikan IPA Indonesia, 9(3), 408–420. https://doi.org/10.15294/jpii.v9i3.24706.
Zen, Z., Reflianto, Syamsuar, & Ariani, F. (2022). Academic achievement: The effect of project-based online learning method and student engagement. Heliyon, 8(11). https://doi.org/10.1016/j.heliyon.2022.e11509.