International Journal of Science and Research (IJSR)

ISSN (Online): 2319-7064

Index Copernicus Value (2013): 6.14 | Impact Factor (2013): 4.438

The Strengths and Weaknesses of the

Implementation of Project Based Learning:
A Review
Woro Sumarni1
1
Chemistry Education Program of Semarang State University,
D6 Building 2nd Floor of Campus Sekaran, Gunungpati, Semarang, Central Java, Indonesia

Abstract: Project Based Learning (PBL) as a learning model with scientific approach will accustom students to do the inquiry process
which is believed to be able to improve the quality of education. By implementing PBL which belongs to constructive approach, it will
enable the students-centered learning, so it will facilitate students to innovatively and creatively transfer their knowledges to the real
world situation. However, there are only a few teachers who entirely understand on how the PBL with scientific method should be
implemented. Therefore, teachers still get difficulties on its implementation. In the literature review, the writer would like to emphasize
on the importance of improving PBL to increase the quality of education in order to prepare the human resources which have
competitive and comparative superiority based on demanded quality standard of the 21st century era. Many researchers have conveyed
their findings about the strengths of PBL to increase knowledges, skills and attitudes, yet the writer also considers the problems faced by
teachers in improving and implementing PBL. It is highly expected that the problem discussed in this literature review is relevant to
trigger the pre-service training in preparing the teacher candidates and teachers at school in order that they are willing and able to
implement this learning model.

Keywords: learning model; PBL approach; Project Based Learning; scientific method

1. Introduction In Indonesia, PBL was firstly assigned only for vocational

high schools, but there are finally a lot of studies which
Project Based Learning (PBL) is one of the constructivism result in the fact that PBL does not only focuses on getting
approaches in which the cooperation among the students in solutions for social issues related to economy and
finding and building their knowledge through active learning entrepreneurship, but also improving students‟ academic
(Yew & Schmidt, 2009; Zajkov & Mitrevski, 2012). This is achievement, motivation, creativity/skills and attitudes. It is
a learning process based on the research, design, and considered important for students to be given a wide chance
anything engaging students‟ minds-on activity and students‟ to get experience and understanding on the information
hands-on activity. obtained from their findings or experiments. This kind of
PBL when compared to traditional curricula was inversely learning has a huge potential to give students interesting and
associated with perceived stress and that in turn had a strong meaningful learning experiment. Various researches showed
impact on learning, assignment project appears in the more that PBL has been used by western lecturers and it has been
traditional learning concept but the project or problem is quite useful in designing an effective learning (Wrigley,
centered around the notion of learning which gives the 1998). With PBL, students can enrich themselves with the
learner the opportunity to be involved in learning process. knowledge they found. (Zajkov & Mitrevski, 2012; Shih et
Doing/creating projects is a long-standing tradition in al., 2010) further stated that PBL a learning centered on
education. students. It does not require students to memorize any theory
or formula, otherwise students are required to be more
PBL is learning with the use of projects as systematic analytical and think critically by analyzing collected
teaching method which involves students in learning information to solve problems through project. This
knowledges and skills through research assignment, pragmatic approach concentrates more on the process rather
authentic question, and well-designed product. Projects than content.
within PBL as based on challenging questions and making
students having central role in design, problem-solving, Natural science is a science that studies natural phenomena
decision making processes so giving students the including living things and non-living things, or a science
opportunity to work relatively autonomously. Meanwhile about life and science about physical world. Science
(Blumenfeld et al., 1991) explained that PBL is a model knowledge is obtained and developed based on a series of
which organizes learning comprehensively based on studies conducted by scientists in finding out answers of the
challenging questions or problems, which involves students questions of “what?” “why?” and how?” of the natural
in designing, problem solving, decision making, or phenomena and its implementation in technology and daily
investigation activity of project assignments; giving life. Science education emphasizes on giving direct
opportunities for autonomous working over a particular experience to develop competence in order that students can
period; and end up on a realistic product or presentation. explore and comprehend surrounding nature scientifically.
PBL is sometimes compared to research based learning or Science education is directed to find out and carry out
experiental learning. something so that it can help students to gain deeper
comprehension about surrounding nature. Hence, the

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 International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Index Copernicus Value (2013): 6.14 | Impact Factor (2013): 4.438
approach applied in presenting science learning is that Based on the background of the problem, then the problems
combining science process experience and science product that become the focus of study in this paper are: what are the
comprehension in the form of direct experience. advantages of PBL as a learning model with scientific
approach as suggested on Curriculum 2013? What are the
Perhaps the question arises, why should we use PBL? In the constraints faced by teachers when teaching students with
learning of science in particular, perhaps this model is not PBL?
new, however, "traditional science course focuses on
presenting the results of the scientific process rather than the Studies on the advantages and disadvantages of the
story of how the scientist arrived at these results". As a implementation of PBL are expected to have some strategic
result, teachers / teacher candidates are accustomed to seeing values to the development of learning both on the process
science as a collection of facts and theories that have been and outcome sides. From the aspect of the learning process,
finished. This situation led to the learning process of science this study can be used as a theoretical reference for pre-
to a mere transfer of knowledge from lecturers/teachers to service training lecturers in developing learning strategies
their students, but in line with the Ministerial Regulation No. that can internalize the values and spirit of the Scientific
81-A in 2013, which mandates that the principle of learning Method to the teacher candidates. With the right and good
activities should: (1) centered on the learner; (2) develop strategy then optimization of students' potential is expected
creativity; (3) creating a fun and challenging condition; (4) to happen. From the outcome side, it is expected that the
containing values, ethics, logic and kinesthetic; and (5) students of education program who have been accustomed to
provide a diverse learning experience through the do Scientific Method through a course run by the PBL
implementation of various strategies and teaching methods approach, when teaching at schools, they will not find any
which is fun, contextual, effective, efficient and meaningful. problem as experienced by school teachers today. Similarly,
Everything which is stated in the above Ministerial for teachers who will implement the Curriculum 2013, by
Regulation contained in the PBL model. This PBL also knowing the advantages obtained when applying this model,
focuses more on issues that are meaningful to students' lives, the teachers will be motivated to apply this model to the
the role of the teacher in presenting a problem, ask questions process of learning. In addition, by knowing the constraints
and facilitate students in designing a project that they will faced when applying this model, it can be used as a
work within the given time and also in accordance with the consideration in developing this kind of learning model at
concepts taught. At the end, students will understand the school.
concept of the projects they are doing, and this will improve
students' creativity (Yasin et al., 2009). 2. Characteristics of PBL in Indonesia
Based on these arguments, in the implementation of learning PBL in Indonesia can be said as the operationalization of the
as mandated in Curriculum 2013, science learning should be concept of "Production-Based Education" which was
designed well so that teacher candidates/students are able to developed in Vocational High School . Vocational High
understand about "the story of how the scientist arrived at School as an institution whose function is to prepare
these results". This implies that, the lecturers/science graduates to work in the business world and industry should
teachers should develop the learning process which is in line be able to equip students with "standardized competencies"
with how science proceeds, "teach science as science is needed to work in the field respectively. By learning
done". Therefore, science learning should be developed to "production based" students in vocational high school are
by following the values and spirit of the Scientific Method. introduced to the atmosphere and the true meaning of work
in the world of work. (Van den Bergh et al., 2006) states that
Of course, at the initial stage of implementation there are the PBL is a learning environment that is congruent with the
many problems that occur when the teacher implement this principles of the new education.
model at school. The difficulties faced by teachers
associated with the implementation of learning with Characteristics of PBL by Thomas (2000) focuses on
scientific method approach are due to the teachers learning that involves students in investigations, problem
themselves who have not internalized the values and spirit of solving, and other meaningful task activities, gives students
the Scientific Method itself. Understanding the overall PBL the opportunity to work autonomously in constructing their
cannot be done immediately only through the Training own knowledge, and reaches the peak to produce real
Program conducted by Education Quality Assurance Agency products.
or Ministry of Education and Culture with limited time.
Given that each student has a different learning style, then
Therefore, there should be an attempt to internalize the the PBL provides an opportunity for students to explore the
values and spirit of the Scientific Method to teacher content (material) using a variety of ways that are
candidates when they are studying in pre-service training. meaningful to them and conducted experiments
Teacher candidates should be accustomed to follow the collaboratively. PBL is an in-depth investigation on a topic
learning at campus with the learning approach that can of the real world; it would be valuable for the attention and
internalize the values and spirit of the Scientific Method. effort of students. PBL is a comprehensive study involving
Students of education program who are already accustomed students in collaborative investigation. PBL helps students
to doing Scientific Method through a course run with the to learn strong knowledge and skills built through tasks and
PBL approach, when they are teaching at schools, they can authentic works. Learning situations, environments,
develop more meaningful learning process. content, and relevant tasks, realistic, authentic, and provides
natural complexity of the real world can give self-
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Paper ID: SUB152023 479
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 International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Index Copernicus Value (2013): 6.14 | Impact Factor (2013): 4.438
experience of the students toward student objects and Based on an exhaustive literature review, features of PBL
information obtained by students bring strong enough projects are as follows:
suggestive messages. 1) A question and problem directs related activities that
result in a summary report or product (Curtis, 2002);
Generally, PBL has some steps such as Planning, Creating, 2) A product, presentation or a performance can be
and Processing . PBL approach is the approach that has improved and applied for practical purposes;
syntax: (1) Starts With the Essential Question, (2) Design a 3) Real life problems that students are interested in are
Plan for the Project, (3) Creates a Schedule, (4) Monitor the raised so that they can interact with real life
Students and the Progress of the Project, (5) Assess the circumstances through the projects (Gültekin, 2005);
Outcome, (6) Evaluate the Experiences. (Hung et al., 2004) 4) Students can develop products or works to solve
found that the principle combination of project based questions or problems raised during learning (Köse,
learning, meaningful learning and learning with technology 2010);
influences students‟ success and creativity, and improves 5) Students collaborate in a team to achieve certain
students‟ motivation. Students' mentoring and coaching are objectives in a defined time period (Gültekin, 2005;
very effective in developing students' skills and talents in Simkins, 1999);
project based learning environment. Teachers can also get 6) Many disciplines are incorporated, allowing students to
feedback on their own teaching and learning. create multidisciplinary approaches to solve problems;
Hugg and Wurdinger (2007) also stated that the PBL if it is 7) Students can define the problems, discuss views or
applied together with the appropriate exercises and tasks, forecasts, collect information, evaluate such information,
then it can be applied to a wide range of courses that will make conclusions, create a product (Blumenfeld et al.,
enhance students' life skills and provide real benefits to the 1991), and construct required knowledge (Köse, 2010).
community.
3. The Advantages of the Implementation of
Principles of PBL in common are as follows: PBL
1) Students work together in groups and collaborate on
project activities. (Elam and Nesbit, 2012): the increases 3.1 PBL increases students’ learning motivation
in the students‟ collaborative abilities, characterized with
the existence of cooperation among students in groups or PBL increases the motivation of students. When teachers
in pairs. successfully implement PBL, students can be highly
2) A real world problem that affects the life of the students motivated, feel actively involved in their own learning, and
is presented for investigation. The learning is design to produce complex, high-quality work (Blumenfeld et al.,
help students develop their thinking skill, problem 1991; Elam & Nesbit, 2012; Doppelt, 2003; Wrigley, 1998).
solving skill, and intellectual skill. Students are given a The students who are educated by multiple intelligences
chance to think and create. supported with project based learning method are more
3) Students discuss findings and consult the teacher for successful and have a higher motivation level than the
guidance, input, and feedback. students who are educated by the traditional instructional
4) Artifacts production and exhibition, in which students are methods. (Baş & Beyhan, 2010; Ergül & Kargin, 2014)
required to make a particular product in form of real argue that with the increasing of students‟ learning
work or modeling which is then demonstrated to other motivation, it will boost students‟ ability to do important
friends. works, and they deserve to be appreciated.
5) The maturity level of students‟ skills determines the
degree of guidance provided by the teacher. 3.2 PBL increases students’ academic achievement
6) Final products resulting from PBL can be shared with the
community-at-large, thus fostering ownership and With PBL, students get knowledge (including insight and
responsible citizenship in addressing real world problems meta-cognition), skills, and attitudes. Students create tasks
(Chandrasekaran et al., 2012) or problems which are more concrete, and arrange potential
solutions by using theoretical and practical knowledge). PBL
Today, different variations of PBL exist. For example, one provides productive environments for the development of
version of PBL, called PBS (project-based science), includes meta-cognition (Downing et al., 2009). PBL appears to be an
five basic components: (a) driving questions, (b) effective model for producing gains in academic
investigations, (c) artifacts, (d) collaboration, and (e) achievement (Erdem, 2012; Ergül & Kargin, 2014 ;
technological tools (Krajcik et al., 1994). Based on an ChanLin, 2008; Gültekin, 2005; Yalçin et al., 2009; Baş &
extensive review of the existing literature, the basic criteria Beyhan, 2010)
for PBL appear to be the following (Thomas, 2000): 1)
centrality: PBL projects are central, not peripheral to the 3.3 PBL increases cooperation/collaboration ability
curriculum; 2) driving question: PBL projects are focused on
questions or problems that „„drive‟‟ students to encounter With PBL, students work in teams and they collaborate
(and struggle with) the central concepts and principles of a (Elam & Nesbit, 2012; Barrs, 2012; Wrigley, 1998).
discipline; 3) constructive investigations: the central Learning effectiveness was assessed based on the students‟
activities of the project must involve the construction of perceptions and their group discussions, collaboration and
knowledge on the part of students; 4) autonomy: projects are communication behaviors. (Shih et al., 2010). All students
student driven to some significant degree; and 5) realism: have the opportunity to interact and develop skills with the
projects are realistic or authentic, not school-like projects. incorporation of cooperative or collaborative learning (Marx
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 International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Index Copernicus Value (2013): 6.14 | Impact Factor (2013): 4.438
et al., 1997; Wrigley, 1998). Collaboration in the learning
process is a higher level of cooperation. The PBL has 3.7 PBL increases students’ attitudes toward learning
several characteristics that would stop the students from
monotone activities and make them more dynamic. PBL Morgil et al. (2008) found that there is a relationship
supports students in learning and practicing skills in problem between students' attitudes toward chemistry with their
solving. Therefore, it also provides an opportunity for performance. Students will be learning a lot with web-based
interdisciplinary study for completing the various stages of learning compared to traditional methods. In the application
the project. All students have the opportunity to interact and of web-based project, the students benefit from simulation
develop skills with the incorporation of cooperative or experiments by determining questions of their own projects.
collaborative learning (Marx et al., 1997). The PBL helps Simulation experiment becomes their visual resource and
students develop real-world skills such as the ability to also they can look back on when needed. The same thing as
collaborate well with others, make decisions and take the the findings obtained by (Erdem, 2012; Chang et al., 2011;
initiative, and facing a complex problem solving, Gültekin, 2005; Yalçin et al., 2009; Baş & Beyhan, 2010)
communication, and self-management. (Yalçin et al., 2009; that PBL appears to be effective model for producing gains
Wrigley, 1998). The route to the end-product brings in an attitudes. (Baş, 2011) found that at the end of the
opportunities for students to develop their confidence and research, it was revealed that the students who were
independence and to work together in a real-world educated by PBL was more successful and had higher
environment by collaborating on a task which they have attitude levels towards the lesson than the students who were
defined for themselves and which has not been externally educated by the instruction based on student textbooks.
imposed (Blumenfeld et al., 1991). PBL thereby helps
students to improve their social skills, often lead to reduced 3.8 PBL increases students’ creativity
absenteeism and fewer discipline problems in the classroom.
Students also become more confident to talk to a group of PBL develops the habit of lifelong learning. PBL meets the
people, including adults. students' needs with different levels of skills and learning
styles. According to Zhou (2012) PBL is one example of a
3.4 PBL increases the ability to communicate curricula that prepares students by helping them to acquire
the skills necessary to exercise their creativity. The
With PBL, students learn how to do research as presented by conclusions of this study include 1) the development of
Yalçin et al. (2009), how to organize a team, and how to Group creativity is a socio-cultural activity because it is
communicate. It is also important when students learn to influenced by many factors introduced in the learning given
articulate their thoughts, they learn how to explain, and how by the environment, as well as the broader socio-cultural
to convince. The PBL helps students develop positive context. 2) In the PBL environment, the project task is a
communication skills. Students learn to advocate, to defend center to build a learning community. 3) Stimulation with
their ideas, but at the same time they learn to listen to their project tasks will motivate the emergence of individual
opponents and open to the opinions of others. PBL creativity and group creativity. 4) In the PBL community,
overcomes the gap between knowledge and thinking. long-term collaborative relationships between students is
Students "know" and "do". established and expanded.

3.5 PBL increases students’ skill in managing learning 3.9 PBL lowers students’ anxiety level in the learning
resources (improve library research skill) process

Morgil et al. (2008) states that in finding the solution for Erdem (2012) stated that at the end of the research, the
project tasks, students can look for from a variety of sources anxiety level of the teacher candidates were found to be
such as online, library, field trips and observations etc. decreased. PBL also increases enthusiasm for learning.
Through the application of web-based project, the lecturer When the children are excited and enthusiastic about what
does not present the knowledge to students yet; otherwise they are learning, they often get more involved in the
the students have learned how to achieve the knowledge and subject, the level of anxiety is reduced and then expand their
use this knowledge in the solution process. Thus the PBL interest to other materials. Enthusiastic students tend to
will improve students' skill to seek and obtain information. retain what they learn, not to forget it as soon as they have
passed the test.
3.6 PBL creates fun learning
3.10 PBL increases problem solving ability
PBL makes learning fun atmosphere, so that students and
teachers enjoy the learning process. (Yalçin et al., 2009; PBL can improve the ability to solve problems, make the
Jumaat & Tasir, 2013), stated that during the project work, students more active and successful in solving complex
PBL created different teaching environment by getting problems. PBL also requires students to develop skills such
students out of the boring routine in the classroom. This as collaboration and reflection.
teaching environment is more interesting, fun, and useful for
students and allow them to build knowledge in an authentic 3.11 PBL increases resource management skills
context (Papanikolaou & Boubouka, 2010; Eskrootchi &
Oskrochi, 2010; Gültekin, 2005) found that project based PBL gives students learning experience and practice in
learning made students happy during the learning process by organizing project and makes the time allotment and other
providing them with rich learning experiences increased. resources such as equipment for finishing tasks, providing
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Paper ID: SUB152023 481
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 International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Index Copernicus Value (2013): 6.14 | Impact Factor (2013): 4.438
learning experiences that complexly engage the students and the lay-out changes in the classroom, such as: traditional
are designed to develop according to the real world. class (theory), discussion group (drafting and distribution of
group tasks), laboratory tables (for independent assignment),
4. Weaknesses in Implementing PBL circle (presentation). Or create a fun learning environment,
even for discussion can be carried out in the park, meaning
Researchers have shown that behind the advantages that learning does not have to be done in the classroom. The
possessed by PBL, of course, there also found many role of the instructor or teacher in PBL should be as
deficiencies in the implementation affecting the success of facilitators, coaches, advisors and intermediaries to obtain
PBL, especially when implementing project based learning optimal results in accordance with the power of imagination,
approach in a large class. Although generally PBL can creativity and innovation of students.
increase students' motivation, but many researchers revealed
that if the PBL is applied in large classes, teachers To overcome the weaknesses of PBL above, an educator
experience difficulty in improving students' motivation, should be able to cope in a way to facilitate students in
difficulty in making the students to concentrate on learning dealing with the problem, limit the time for students to
tasks, difficulty in helping students to connect new content complete the project, minimize and provide simple tools
with their prior knowledge, and difficulty in performing available in surrounding environment, choose a location that
cooperative learning activities efficiently (Blumenfeld et al., is easily accessible so that research does not require a lot of
1991; Gülbahar & Tinmaz, 2006; Marx et al., 1997; Lee & time and cost, create a pleasant learning atmosphere so that
Tsai, 2004). instructors and students feel comfortable in the learning
process.
Other disadvantages encountered in the implementation of
PBL are as follows. 5. Conclusions & Suggestions
1. PBL requires a lot of time that must be provided to
solve complex problems (Grant, 2002). This will lead to Through the literature reviews that have been done, PBL
a lack of time available for the material/content. which is applied has the following characteristics:
2. Many parents of students who feel aggrieved, because it cooperative learning, have a facilitator with the
adds to the cost of entering the new system. characteristics and psychological motives, and have other
3. Many instructors/teachers feel comfortable with elements of lifelong learning, and student-centered.
traditional classroom, where the instructor/ teacher play However, seeing the of self-directed learning elements in
a central role in the classroom. This is a difficult this program, to increase creativity among students, then in
transition, especially for instructors/teachers who have implementing the PBL, the teacher should give more
little or no control of the technology (Scott, 1994). freedom to the students to explore their own learning and
4. Applying project based learning in the classroom may construct their own meaning. This program will pay more
be intimidating for some experienced teachers and will attention up to the end of the process in producing
be even worse for beginners (Grant, 2002). innovative products rather than just concentrating on
5. The amount of equipment to be provided, so that the knowing the facts.
demand for electricity increases.
6. Almost all examples of successful project based In order to implement the PBL, it is highly required
learning capitalize on the success of cooperative or lecturers/teachers who are also creative. The ability to solve
collaborative learning (Land & Greene, 2000; Marx et problems and to improve the content knowledge and skills is
al., 1997). Students who have a weakness in the a challenge, especially to deal with students with low ability,
experiment and the collection of information will have lack of motivation and lack of focus, the lecturers/teachers
trouble (Grant, 2002; Kurzel & Rath, 2007). should be more patient and should try to improve the
7. Students who are not experienced with working in lecturer-student relationship. PBL is an approach that has
groups may have difficulty in negotiation and these three characteristics, they should be evident in the
compromise (Grant, 2002; Kurzel & Rath, 2007). If this verbal interactions of students in the process of PBL
method has not been used before, it may be necessary to (Wrigley, 1998).
teach students how to interact in a group and manage
conflict within the group. There is a possibility of With PBL, then the ability of students has increased in those
students who are less active in group work. things as follows: (1) Making a combination of several parts
8. When the topic given to each group is different, it is to form a new thing; (2) Using the random characteristics of
feared that students cannot understand the topic entirely an object resulting in a change of the existing design into a
(Grant, 2002; Kurzel & Rath, 2007). new design; (3) Eliminating a part of something so that
9. For a self-assessment survey, the data may have been something new is obtained; (4) Thinking about alternative
influenced by a slight inconsistency (Elam & Nesbit, uses of something in order to obtain new uses; (5)
2012). Developing ideas which are contrary to the ideas that are
10. Lack of student interest in the subject, including commonly used by people in order to obtain new ideas; (6)
methods of teaching (Kurzel & Rath, 2007). Determining the usefulness of an extreme form of an object
that is found a new use for the object. From these PBL
By referring to the deficiencies in the implementation of activities, four components, namely: fluency, flexibility,
PBL, those can be minimized by the use of team teaching in originality, and elaboration will be increased. Fluency
the learning process, and it would be more interesting if the characteristics are: (1) sparked many ideas, many answers,
classroom atmosphere is not monotonous, a few examples of many troubleshooting, many questions smoothly; (2)
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ISSN (Online): 2319-7064
Index Copernicus Value (2013): 6.14 | Impact Factor (2013): 4.438
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