Project Based Learning Model 1. Model Development
3. 2. Appropriate Model Implementation
To get an appropriate PBL model for building construction and drawing course is necessary to study on several models in order to obtain an overview of advantages and disadvantages of each model. Before comparing each PBL model, it is needed to first describe the conventional learning procedure that based on teacher learning center to recognize its characteristics and shortage of this model. Conventional learning on building construction drawing course can be generally described in the following activity: explanation of the project specification, determination of building projects, construction theory explanation, drafting of project drawings, frequent feedback, revision and improvement, and finally drawing submission. In this conventional method, the teacher took a dominant role in determining the project, explained the theory of construction associated with the project, provide feedback on student work, and assess the final project; while students usually work individually. This learning process is linear, monotone, individual, and controlled. Students are only passively accept the project, listening to lectures construction theory, receives input only from a teacher, and receive final project assessment is also dependent on a teacher. These will be presented a comparison between PBL models to evaluate which model is most suitable according to the characteristics of a building construction course. Lagos Model consists of several steps, that is: general introduction, making the learning group, PBL implementation, inter-group meeting, follow-up meeting, and evaluation. Learning model developed by Lagos is still in general; it only emphasizes the importance of inter-group meetings and follow-up meeting. It seems difficult to totally convert the conventional learning of BCD 2 into this model. PBL model developed by Paul Hamilton 2012 comprises the steps: get an idea, design the project, tune the project, do the project, and exhibit the project. Hamilton model is quite suitable to be applied at BCD 2. Conventional procedures in the form of explanation of the project specification and determination of the project can be converted into step get an idea and design the project in this model. While the step progress can be converted into do the project. Steps final project submission can be converted into step exhibit the project in this model. Step providing inputs may be converted into step tune the project, but the order process is still not in accordance with the characteristics of the task. Schneider model consists of the following steps: an explanation of the project specifications, the selection of projects by the group, making the project schedule, project implementation, feedback mechanisms both within the group or classroom, improvement, project presentations, and assessment. It seems the whole of “substance of learning and order process in the conventional method can be converted into this model. Significant difference is that the paradigm of learning in Schneider is no longer based on teacher learning center but student learning center. Students are required to participate actively in learning, and are no longer completing assignments on an individual basis only. Eventually be possible for them to present their final projects in classroom to get comments, feedback and assessment of inter- group; something that is not facilitated by the conventional method. BIE and PEI models, also seems less in accordance with conventional methods, both in substance and process of learning. BIE model may be appropriate to increase the problem solving skill especially in creating specific products. While PEI may be appropriate models for science and engineering teaching, but less suitable for building construction drawing course. Description of the five models of PBL is shown that two models of Hamilton and Schneider are the appropriate approach to be implemented at BCD 2 course. However, Schneider model is the most appropriate, both in “substance of procedure or order of procedure to be used. Schneider PBL models organized learning process into four steps: getting the start, the initial team activity, project implementation, and completion. In the first step getting start learning activities carried out by discussing the project, time limits, method of assessment, resources, requirements and team building. In the second step initial activity, the learning is done by setting the specifications of the project, formulation of 183 objectives, targets and time planning, teacher feedback mechanism, revision of specifications and do plans. In the third step take action, the learning process needs to pay attention to the following activities: a control the student to complete the task within the allotted time, b ensure that students are involved in regular meetings, c conduct task improvement, d ensure sharing among team members, e conduct feedback, and f problem solving. In the fourth step completion, each student must: a complete a final project and prepare a presentation, b involved in the class room assessment activity in order to get suggestions from all participants, and c involved in the closing activity to share project experience. Conversion of conventional learning models into models of Schneider described the scheme in the form below. Figure 1. Procedure of Schneider’s PBL Model Figure 2. Conversion of cConventional Model into Schneider’s PBL Model 1 2 3 4 Getting Start Initial Activity Project implementation Completion 1. Project specification 3. select the project 1. conduct the project 1. completing project 2. Making the schedule Initial Team Activity 2. frequent meeting 3. Sharing and feedback Project Implementation 2. Display the project 3. Closing and assessment Completion SCHNEIDER MODEL 1. Project description 2. Building the Team Getting start 3. Assessment method 4. Time limit CONVENTIONAL MODEL 1. Project description 2. Select the project 4. preliminary sub drawing project 5. consultation feedback 6. Revision the sub drawing project 7. completing Assessment 3. lecture of building construction theoryParts
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