Implementation of Project-Based Learning and Its Assessment in ICT

and Multimedia for Agribusiness Course

Yuerlita

, Sri Wahyuni

and Syofyan Fairuzi

Faculty of Agriculture, Universitas Andalas, Padang, Indonesia

Keywords: Project-Based Learning, Motivation, ICT and Multimedia, Agribusiness.

Abstract: Numerous researches have been conducted to develop effective teaching methods, thus allowing higher

education to achieve its purposes. Project-based learning is one of the student-centered approaches in teaching

and learning process. As an instructional model, project-based learning provides several benefits to the

learning process. At the same time, it also brings challenges to both teachers and students in its

implementation. The objectives of this study is to describe and assess the implementation of project-based

learning in ICT and multimedia for agribusiness course. The paper discusses the challenges faced in

implementing project-based learning. Project-based learning implemented in ICT and multimedia course

consists of five main stages namely identification of the project topic, project planning (how to apply theory

and concepts into the project), project investigation on the selected topic, preparing the product of the project,

presentation of the product and evaluation of the process. Seventeen participants were involved in of this

course. The assessment includes a weekly report, self-assessment, and product performance. Despite some

challenges such as creating the nature of collaboration and creativity among the participants, project-based

learning is an appropriate teaching method for ICT and multimedia course. Most of the participants agreed

that they have learned and developed ideas, use available resources to accomplish their projects within time

restrictions.

1 INTRODUCTION

Numerous researches have been conducted to

develop effective teaching methods, thus allowing

higher education to achieve its purposes. Project-

based learning is one of the student-centered

approaches in teaching and learning process. The

studies include assessment of project-based learning

effectiveness (Gallagher & Rosenthal, 1992; Stepien

et.al 1993; Shepherd,1998), the role of student

characteristics in project-based learning (Gardner,

1991; Meyer et.al., 1997;. Rosenfeld and Rosenfeld,

1998). As an instructional model, it provides several

benefits to the learning process.

This study discusses the implementation of

project-based learning in an undergraduate course,

namely ICT and multimedia for Agribusiness. It is

one of the elective courses in agribusiness study

program offered in the fourth semester. The course

supports the curriculum in the study program in three

ways. First, the course helps students understand that

agribusiness development requires ICT and

multimedia. Second, this course gives students the

ability to identify and choose ICT and multimedia

that are appropriate to be used for business objectives.

Thus, students can choose and use the right media to

improve effectiveness of the media used. Third, this

course also provides understanding to students in

assessing and evaluating the use of selected media. As

a result, students can assess ICT and multimedia used

in existing agribusiness development.

The combination of teacher-centered learning and

student-centered learning (small group discussion)

has been applied in the course. Learning outcomes of

the course were inadequate. Students should have

been able to develop their skills and learning

experience through the course. Some drawbacks from

previous learning process show that students lacked

ability in planning, choosing appropriate media for

the marketed product and evaluating produced

promotional media regarding its limitation.

Furthermore, learning outcomes of the course have

been achieved from cognitive and affective aspects.

Students’ psychomotor of the students was not fully

developed.

124

Yuerlita, ., Wahyuni, S. and Fairuzi, S.

Implementation of Project-Based Learning and Its Assessment in ICT and Multimedia for Agribusiness Course.

DOI: 10.5220/0008681301240129

In Improving Educational Quality Toward International Standard (ICED-QA 2018), pages 124-129

ISBN: 978-989-758-392-6

This study was conducted to improve teaching

and learning method for ICT and multimedia course,

which in turn will improve learning outcomes..

Specifically, this study aims to implement project-

based learning, and assess its implementation in ICT

and multimedia course. The study discusses the

challenges in implementing project-based learning.

This study is expected to contribute in the

development of course learning plan and to improve

course learning outcomes.

The implementation of project-based learning in

teaching and learning process is essential to improve

students’ ability to think critically and to provide

them a sense of independence in learning. Project-

based is a learning method derived from the

constructivist approaches that lead to problem-

solving efforts (Doppelt, 2003). Constructivism

provides independence to students to plan and

implement their learning or collaborate under the

coordination of lecturers. In such learning contexts,

students are required to have good self-regulated

learning as the primary modality in constructivist

learning.

As a constructivist learning, project-based learning

provides learning in real problem situations for

students so that they can produce permanent

knowledge (Rais, 2010). Project-based learning is a

project that focuses on product development or

performance, where students conduct group-learning

activities, studies or research, solve problems, and

synthesize information.

Project-based learning is one of the student-

centered learning systems where students actively

involve in completing projects independently and

work in teams to solve real and practical problems.

Rais (2010) found that 90% of students who were

involved in project-based learning were confident and

optimistic that they could implement project-based

learning in working environment and could improve

their academic performance (Koch and Klandt,

2006). Lasonen and Vesterinen (2000) also confirmed

that 78% of students believe that project-based

learning curriculum can help them prepare

themselves for real working experience, because they

learn not only the theory but also the practice.

Project-based learning involves students mentally

and physically, it strengthens their social skills by

constructing knowledge based on their own

experience through actions in the project (Sulvian,

2008). Students are required to share information and

respect other people, as well as cooperation in groups.

Thus they can be motivated and active during the

learning process. It emphasizes contextual learning

through complex activities. This model focuses on the

central concepts and principles of discipline, it

involves students in problem-solving activities and

other meaningful tasks, it also provides opportunities

for students to work autonomously in constructing

their learning, and culminating valuable student work

products (Okudan and Sarah, 2004).

Buck Institute for Education in Rais mentions

several things related to the characteristics of project-

based learning, including: (a) students as decision

makers, and designing frameworks, (b) there are

problems whose solutions are not predetermined, (c)

students plan and design process to achieve results,

and (d) students are responsible for obtaining and

managing the information collected (Rais, 2010).

Also, Thomas (2000) defined the five criteria of

project-based learning namely centrality, driving

questions, constructive investigation, autonomy, and

realism.

2 METHODS

2.1 Research Design

The main objective of the course is to develop

students’ ability to analyze, plan, design and

implement information, communication and

technology (ICT) in agribusiness, particularly in the

post-harvest sub-system. Groups of students are

required to develop and implement appropriate ICT

in agribusiness product marketing. Thus project-

based learning was implemented to lead the students

in achieving the goals of the course.

Qualitative approach was applied in order to get

students’ thoughts, behaviors and difficulties in the

implementation of project-based learning. Data

collection includes analysis of assignments, final

products, and interviews with students and course

evaluation forms.

2.2 The Participants

The participants of the study are students of ICT and

Multimedia for Agribusiness course in 2017/2018

academic years. The number of students is 17 (5

males and 12 females). The students were divided

into five groups.

2.3 Instruments

Students’ perception about the implementation of

project-based learning in ICT and multimedia course

was assessed by using a semi-structured interview.

The questions include their involvement in every

Implementation of Project-Based Learning and Its Assessment in ICT and Multimedia for Agribusiness Course

125

stage of the project, problems and difficulties faced,

recommendation for future learning method in the

course. Peer-assessment was also conducted. Some

questions were developed to measure learning

outcomes from domains of learning. Project

assessment sheets evaluated the final product of the

project.

3 RESULTS AND DISCUSSIONS

3.1 Project-based Learning in ICT and

Multimedia for Agribusiness Course

Project-based learning implemented in this course is

based on the stages proposed by Slavin (2008).

Project-based learning (PjBL) model implemented in

ICT and multimedia course consists of five main

stages.

3.1.1 Identification of the project topic

All stages of the project were discussed in the first

week of the course. Students were informed about the

method to apply during the whole session of the

course. All stages of the project were explained and

how they could be used for the course project. In

addition, theory and concepts related to the project

were also discussed. During this stage, topic 1, 2 and

3 were discussed.

Table 1: Topics of ICT and Multimedia for Agribusiness

Course

Course Topic

Development of ICT and multimedia in

supporting agribusiness

The concept of ICT and multimedia in

agribusiness

Types of ICT and multimedia, and their

effectiveness in agribusiness

Designing and developing ICT-based media in

agribusiness

Implementation of ICT-based media in

agribusiness

Evaluation of ICT and multimedia

implementation

3.1.2 Project planning (how to apply theory

and concepts into the project)

This stage started with the grouping of the

participants. The groups were formed students’

heterogeneity and study environment preferences.

Thus, Perry’s model adapted from Moore and Fitch

were used in grouping the participants (woods, 1994).

Each group consists of 4 – 5 students. In this stage,

each group presents their project topic and the plan

for project implementation (action plan and

timetables).

3.1.3 Project investigation on the selected

topic

Each group was assigned to do preliminary research

on the selected topic. The research includes detail

information about the agribusiness products that will

be marketed, what are the existing marketing

methods, what are the constraints and plan for

improvement. Students visited an agribusiness and

talked to the owner, employees, and other related

resource person regarding their products, marketing

system, current promotional media used, and

constraints and problems in selling their products.

3.1.4 Preparing product of the project

Once the students get enough information from

selected agribusiness, they should determine and

design the types of ICT and multimedia used for

product marketing. They might revise some of the

proposed plans during the project planning based on

the empirical data.

Table 2: Types of agribusiness product and ICT and

multimedia used for marketing

Group

Types of

agribusiness

ICT and multimedia

for marketing

Purple sweet

potato-based

snacks

Pamphlet, short video

Organic

vegetables

Pamphlet, short video,

logo

Hydroponic

vegetables

Brochures, short video

Organic rice

Brochures, short video

Mini cactus

Brand design for

packaging, short videos

Most of the group produced brochures, short videos

containing information about the products and

leaflets. The promotional media produced is mainly

aimed to be posted on social media such as Instagram,

Facebook, and blogs. Students agreed that social

media is the most efficient mode of transferring

information about a particular product.

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126

3.1.5 Presentation of the product and

evaluation of the process.

Each group presented their whole project including

background, problems, methodology, and types of

ICT and multimedia chosen, challenges faced during

project preparation. The presentation was conducted

three times. The first and second presentations were a

draft of the product, and the last presentation was the

revised version of the product. This stage was

followed by evaluation or assessment of the process

and the product of each group.

3.2 Assesment of Project-based Learning

in ICT and Multimedia for

Agribusiness Course

The whole process of project-based learning in the

course was assessed by using peer-assessment by the

students; developing questionnaires to evaluate

students’ perception on the method applied.

Evaluation of promotional products produced by the

group was also part of the assessment. Overall

assessment was given by grade for each student.

Table 3 shows the grade of student who participated

in the class.

Table 3: Distribution of students’ grade

Grades

Number of students (%)

A- - A+

C+

Total

100

Table 3 depicts that most of the students (82%) have

successfully gained the best grade, while some others

are still below the expected output. This is due to low

participation in class, ignorance of some tasks

assigned by the group member in preparing the

projects. Moreover, attendance frequency was also

low. Domains of learning among the students

regarding cognitive, affective and psychomotor

aspects were evaluated (Figure 1).

Figure 2: Domains of Students’ Learning

The figure shows that project-based learning can

increase the three domains of students’ learning

namely cognitive (67.7%), affective (87.1%) and

psychomotor aspect (61.3%). It indicates that

students have been motivated to improve their

knowledge regarding planning agribusiness

commodity marketing, choosing appropriate

promotional media and designing. This is in line with

a research conducted by Made et al. (2014) that

project-based learning has been able to improve

learning outcomes and students’ ability compared to

the conventional method.

Students were encouraged to find more

information from various sources such as books,

internet, journal articles related to their project.

Furthermore, students were actively involved in class

discussion, convey their opinions, and asked

questions. This reveals that the use of the project-

based learning method can improve the cognitive

aspects or knowledge of students in ICT and

Multimedia courses, as pointed out by (Purnamasari

et.al, 2016). From an affective aspect, students were

encouraged to deliver and develop ideas on the

project being done. Students also learned to

appreciate the opinions and project outputs of other

group members.

In addition to cognitive and affective aspects,

project-based learning can also improve the

psychomotor or behavior of students in teaching and

learning activities in ICT and Multimedia course.

Students enhanced their ability in planning, choosing

and designing promotional media of the chosen

agribusiness product. Thus, improving product

marketing. Students are capable of finishing their

project although some problems were encountered

during the process. It has helped achieved some of the

project-based learning objectives namely the creation

of a product and strengthening strategies and problem

solving (Baden, 2004).

3.3 Challenges Faced in Implementing

Project-based Learning

Although project-based learning has helped students

with active learning in preparing their project, some

challenges and constraints were found such as (i) time

constraints: project takes longer than planned.

Students need longer time to comprehend the course

materials and how it is implemented in the project

planned. In addition, lecturers also need to restructure

the time to cover all the course subjects and

supporting project preparation. Hertzog (Hertzog,

1994) also identified time problem in evaluating

project-based learning. (ii) Classroom management

Implementation of Project-Based Learning and Its Assessment in ICT and Multimedia for Agribusiness Course

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and control: sometimes lecturers were faced with

hesitation as to either control the class, in particular

when students faced confusion and problems in

preparing their project or let the students build their

understanding, (iii) support of student learning or

students’ participation. Some students seem reluctant

to participate in the creating nature of collaboration

and building creativity among participants. Some

students played an active role and controlled the flow

of discussion.

4 CONCLUSIONS

Based on the implementation of project-based

learning, some important points have been pointed

out as the lessons learned of project-based learning as

a teaching and learning method:

 Project-based learning has been implemented in

six main stages: identification, planning,

investigation, preparation, presentation, and

evaluation.

 Project-based learning can have a positive effect

on students’ critical thinking skills, increased

confidence and learning

 In general, the three domains of learning

(cognitive, affective and psychomotor) have

improved in the students

 Despite some challenges such as creating nature

of collaboration and creativity among the

participants, project-based learning is an

appropriate teaching method for ICT and

multimedia course.

 Most of the participants agreed that they have

learned and developed ideas, use available

resources to accomplish their projects within the

time restrictions.

ACKNOWLEDGMENT

The authors are grateful to The Institute of

Educational Development and Quality Assurance

(LP3M) Andalas University for funding this research.

We are also thankful to Faculty of Agriculture and

Agribusiness study program for its support. We

would like to convey our appreciation to all the ICT

and multimedia students for their participation during

the whole session of the course.

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