Identifying Students’ Demand to Develop Project-Based Learning Model Integrated with Problem-Solving to Support Independent Research in Higher Education
Keywords:
Students’ Demand; Project-Based Learning; Problem-Solving; Yimer and Ellerton; ResearchAbstract
Problem-solving skills are vital in the 21st century, as technology-driven contexts demand open-minded thinking, innovation, and solution-oriented abilities. This study aimed to identify students’ demands in developing a project-based learning (PjBL) model integrated with problem-solving to support independent research competence in higher education. Conducted as a preliminary phase of a multi-year project, the research employed a descriptive quantitative design supported by qualitative interviews. The sample consisted of 98 undergraduate students selected through purposive sampling at STKIP Andi Matappa, with follow-up interviews involving three representatives. Data was analyzed using descriptive statistical techniques and thematic analysis. The results showed that although students were familiar with PjBL, they faced challenges in accessing resources, conducting literature reviews, and applying research methodologies. Their understanding of research processes was moderate, while knowledge of Yimer and Ellerton’s problem-solving stages remained low. Students emphasized the need for structured guidance, training workshops, and greater access to academic resources. These findings highlight the urgency of developing a contextually adapted PjBL model integrating orientation, planning, investigation, analysis-reflection, and communication stages to enhance students’ independent research abilities.
https://doi.org/10.26803/ijlter.24.12.5
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