NAMA: HIKMAH AZ ZHUBAIR

NIM: 2304020089

I. PROJECT BASED LEARNING

A. History
Project-based learning has evolved significantly over the years, from its early roots in
the 19th century to its current prominence in education. As educators continue to
explore and refine PBL practices, it is likely to remain a valuable approach for
promoting deep learning and preparing students for the challenges of the 21st century.
B. Definition
The PjBL is a way for a student to acquire and develop core learning concepts through
collaborative projects that require contextualized learning and application of
knowledge (Chang & Lee, 2010). PjBL is defined as students working collaboratively
to design solutions to authentic and meaningful questions and problems in the real
world. (Azizah, 2022).
C. Syntax or Learning Stages
According to Mulyasa (2014), which are as follows:
1) Prepare a question or project assignment. This stage is the first step so that
students observe more deeply the questions that arise from existing
phenomena.
2) Designing project planning. As a real step to answer the existing questions, a
project plan can be prepared through experiments.
3) Developing a schedule as a real step of a project. Scheduling is very important
so that the project is done in accordance with the time available and in
accordance with the target.
4) Monitoring project activities and progress. The teacher monitors the
implementation and progress of the project. Learners evaluate the project being
worked on.
According to Aria Yulianto, et al (2017) the PjBL syntax has 6 steps, including
1) Determining basic questions;
2) Making project designs;
3) Compiling schedules;
4) Monitoring project progress;
5) Assessing results;
6) Evaluating experiences.
Supardan (2015) developed the PjBL syntax, namely
1) Planning, in its implementation includes project preparation and systematic
project planning. At this stage, it exposes students to real problems,
encourages them to identify these problems, and then students are asked to
find alternative solutions to problems and design aspirational problem-solving
models based on their abilities and needs.
2) Creating, which is the implementation of projects that provide the widest
possible opportunity for students to express themselves in designing and
 conducting investigations and presenting reports (products) both orally and in
writing.
3) Processing, which includes project presentation and project evaluation. Project
presentation is the actual communication of creations or findings from group
investigations including reflections and follow-up projects. While the
evaluation carried out at this stage includes peer evaluation, self-evaluation,
and portfolios.
D. Example of Lesson Plans
Project-based learning offers a dynamic approach to mathematics education. By
engaging students in real-world projects, such as designing a playground or budgeting
for a school trip, students apply mathematical concepts in practical contexts. This
approach fosters critical thinking, problem-solving, and collaboration as students
research, analyze data, make calculations, and present their findings. For instance, in
the playground design project, students use measurement, geometry, and data analysis
to create a safe and enjoyable space. Similarly, in the school trip budget project,
students apply percentages, ratios, and financial calculations to plan a realistic and
affordable trip. By connecting mathematics to real-life situations, project-based
learning makes learning more engaging, relevant, and meaningful for students.

II. PROBLEM BASED LEARNING

A. History
Problem-Based Learning (PBL) has a long history dating back to the 19th century.
While the term itself didn't emerge until the early 20th century, the principles and
practices of PBL have been evolving and gaining popularity ever since. Influenced by
educational philosophies emphasizing active learning and real-world application, PBL
has its roots in the works of educators like Pestalozzi, Froebel, and Dewey. The
"project method," a precursor to modern PBL, gained prominence in the early 20th
century. In the 20th and 21st centuries, PBL has been incorporated into curriculum
reforms, influenced by technological advancements, and supported by growing
research evidence. Today, PBL is widely recognized as an effective approach to
developing 21st-century skills and promoting deep learning.
B. Definition
Problem Based Learning (PBL) is a learning approach that uses real-life problems as a
context for students to learn critical thinking and problem solving skills, as well as to
acquire concepts from the subject matter.
C. Syntax or Learning Stages
The steps that will be followed by students in a PBL process according to David
Johnson & Jhonson through group activities are:
1) Defines the problem. Formulate problems from certain events that contain
conflict until students are clear about the problem being studied. In this case
the teacher asks students' opinions about the problem being studied.
2) Diagnosing the problem, namely determining the causes of the problem.
3) Formulate alternative strategies. Test each action that has been formulated
through class discussion.
 4) Determine & implement preferred strategies. Making decisions about which
strategy to undertake.
5) Conduct evaluation. Both process evaluation and outcome evaluation.
D. Example of Lesson Plans
STEM projects are an excellent way to engage students in math. In this type of project,
students learn and apply physics concepts and mathematical skills to design, build, and
test a model bridge.

Students can work either individually or in small groups. They will need to research
different types of bridges, consider the materials they will use, and test their bridge to
see if it can hold weight. Once they present their findings to the class, students can test
their bridges against others to determine what combination of materials and design
results in the highest structural integrity. This type of project encourages students to
think critically and apply their knowledge to real-world situations.

III. DISCOVERY LEARNING

A. History
Bruner is one of the main pioneers of the discovery learning method. He introduced
this concept in 1961 in his book entitled "The Process of Education." In his view,
learning should involve selfdiscovery, where students play an active role in
constructing their knowledge. He believed that by giving students the opportunity to
discover information and concepts, they would better understand and remember them.
This method is also closely related to the theory of cognitivism which emphasizes the
importance of understanding concepts and active involvement of students in the
learning process.

Discovery learning began to be integrated into the educational curriculum in various

countries, both in formal and informal contexts. This method is also used in teaching
science, mathematics, and other disciplines. Since its introduction and implementation,
this method has been adapted in various educational contexts, including elementary,
secondary, and tertiary schools. Many studies have shown that this method can
increase student motivation and understanding. Various studies have been conducted to
evaluate the effectiveness of the discovery learning method. The results show that this
approach can improve students' learning outcomes and critical thinking skills.

B. Definition
Discovery learning is a way of teaching where students learn by exploring and
investigating ideas on their own or in groups. Instead of just listening to a teacher, they
get to find out things for themselves. This model helps them think critically and solve
problems while building their own understanding through hands-on experiences. It
encourages students to take an active role in their learning, making it more engaging
and meaningful. Overall, discovery learning helps students remember what they learn
better and enjoy the process.
C. Syntax or Learning Stages
1. Stimulation
This stimulation stage means the stage of providing stimulation. The teacher will
start the learning activities by asking questions, examples or other references,
suggestions for reading books, and other learning activities to students.
2. Problem Statement
In this next stage, the teacher will provide students with a problem statement or
identification. The teacher will provide opportunities for students to identify
various problem agendas that are relevant to the subject matter.
3. Data Collection
When students' exploration takes place, the teacher also provides opportunities for
students to collect as much relevant information as possible. After that, students
must prove whether the hypothesis is true or not.
4. Data Processing
The data processing stage is a stage where the teacher invites students to carry out
activities to process data and information that has been obtained in the previous
stage. Data and information that has been collected either through interviews,
observations, and so on
5. Verification
At this stage, the teacher will give students the opportunity to conduct a careful
examination in proving whether or not the hypothesis they have set earlier is
correct with alternative findings.
6. Generalization
This is the last stage in discovery learning. At this stage the teacher will ask
learners to draw a conclusion that can be used as a general principle. The
conclusion also applies to all similar events or problems and pays attention to the
results of verification.
D. Example of Lesson Plans
In this discovery learning lesson plan, students will explore fractions through
hands-on activities. They will use fraction circles and fraction bars to identify,
compare, and order fractions. By manipulating these manipulatives, students will
develop a concrete understanding of fraction concepts. They will also practice
adding and subtracting fractions with like denominators by using visual models
and drawing pictures. Through these activities, students will actively construct
their knowledge of fractions and develop problem-solving skills.