PROJECT BASED LEARNING APPROACH TO GRAPHIC DESIGN
[Riyanti *, Vol.7 (Iss.7): July 2019]ISSN- 2350-0530(O), ISSN- 2394-3629(P)DOI: 810SocialPROJECT BASED LEARNING APPROACH TO GRAPHIC DESIGNMenul Teguh Riyanti *1, 21Faculty of Arts and Design of Trisakti University, Jakarta-Indonesia2Faculty of Educational Technology State University of Jakarta, Jakarta-IndonesiaAbstractThis purpose of study is to develop an instructional model that can be used to overcome learningproblems of commercial graphic design drafting. The model consists of learning materials, studyguide, lecture manual, assignment and practice for the learner learning process. This research usedthe research and development model of Borg, Gall, and Gall (3) which adapt the systematic Designof Instruction model of Dick, Carey, and Carey (11). As for the results of the research showed thatThere was significant difference between pre- test score (X 64.4) and pos-test score (X 78.80). Ttest score indicates that the difference between pre and posttest significantly differ due to studentimprovement in doing their task and assignments.Keywords: Project Based Learning; Borg and Gall Development Model; Graphic Design Course.Cite This Article: Menul Teguh Riyanti. (2019). “PROJECT BASED LEARNING APPROACHTO GRAPHIC DESIGN.” International Journal of Research - Granthaalayah, 7(7), i7.2019.810.1. IntroductionCommercial Graphic Design Drafting is a prerequisite for social graphic design course. Those arethe main courses of the study program of visual communication design of the art and designFaculty of the Trisakti University. There are learning problems faced by the student in commercialgraphic design course. In fact the students have low motivation and lack of interest in learningcommercial graphic design drafting course. The students have low ability in analyzing theproblems the completing their course assignments. Besides they have no adequate knowledge inunderstanding the course content.The majority of the students the enrolled in this course have low grade in their final courseassignments or project. These learning problems happened probably due as student’s low learningmotivation and their lack of interest in learning commercial graphic design course. Most of thestudents have no intense attention to study the content of the course. Besides, the student feelboring with unvariative learning practices. In order to improve learning problems, it is necessaryfor the faculty to develop a new approach and model of instruction that able to enhance students’Http://www.granthaalayah.com International Journal of Research - GRANTHAALAYAH[432]
[Riyanti *, Vol.7 (Iss.7): July 2019]ISSN- 2350-0530(O), ISSN- 2394-3629(P)DOI: 10.5281/zenodo.3370494learning achievement in commercial graphic design drafting course in visual communication studyprogram.2. Purposes of ResearchThis purpose of study is to develop an instructional model that can be used to overcome learningproblems of commercial graphic design drafting course. The model consists of learning materials,study guide, lecture manual, assignment and practice for the learner of learning process. Inaddition, the instructional model of Commercial Graphic Design Drafting Course includeassessments components for measuring students’ learning achievement. The learning materials ofGraphic Design Drafting Course include assessment components for measuring students’ learningachievements. The learning material of Graphic Design Drafting Course consist of learning contentthat should be learned by the students to achieve stated instructional goal.3. Research MethodThis research used the research and development model of Borg, Gall, and Gall [3] which adaptthe systematic Design of Instruction model of Dick, Carey, and Carey (2005) the SystematicDesign of Instruction consists of several steps used to design and develop instructional programssuch as:1) Identity Instructional goals;2) Consists Instructional analysis;3) Analyze learners and context;4) Write performance objectives;5) Develop assessments instruments;6) Develop instructional strategy;7) Develop and select instructional materials;8) Design and conduct formative evaluation of instructional;9) Design and conduct summative evaluation;10) Revise instruction;The model of Instructional system design of Dick, Carey, and Carey [11] can be shown in thefollowing figure:Figure 1: The model of Instructional system design of Dick, Carey, and Carey (11)Http://www.granthaalayah.com International Journal of Research - GRANTHAALAYAH[433]
[Riyanti *, Vol.7 (Iss.7): July 2019]ISSN- 2350-0530(O), ISSN- 2394-3629(P)DOI: 10.5281/zenodo.3370494The steps 1-7 is phase of development write steps 8-10 phase of trial out and revision of theprogram. This study implemented formative evaluation. Steps which consists of; one-to-oneevaluation sessions; small group evaluation session; and field evaluation session. The Studyinvolved content specialist and instructional designer validate the accuracy of the developed modelin terms of content and instructional design in addition, the study involved 25 respondentsparticipated in formative evaluation sessions of the systematic design of instruction model.4. Literature ReviewInstruction is learning designed to assist learner to achieve predetermined learning objectives [7].The program of instruction has to be designed and developed in order to achieve optimum result.Designing and developing an instructional program should be done in systematic and systemicways. The program of instruction is viewed success if able to: (1) help the students to achieve thepredetermined objectives; (2) motivate the students to retention of instructional content higher; (4)enable the students to apply the instructional content.In order as attain the above criteria. It is necessary for the faculty to apply appropriate instructionalapproach that make the students achieve the learning competences in design and art course suchCommercial Graphic Design and Drafting course an instructional model which applied have to bedesigned and developed to solve the students’ learning problem. One of the learning approach thatcan be used to solve learning problems of the student is project based learning.Project based learning (PBL) is a model for classroom activity that shifts away from the usualclassroom practices of short, isolated, teacher centered lessons educational technology division,ministry of education [8]. A model of project-based learning consists of some importantcharacteristic such as: Be anchored in core curriculum and multidisciplinary; Involve students in sustained effort overtime; Involve students in decision making; Be collaborative; Have a clear real-world connections; Use systematic assessment: both long the way and end product.Research done by kanevsky and keighley (2003) noted that implementing project based learningmade the students enthusiast and active in exploring knowledge and skills learned. The use ofproject based learning hinder the students from boring and unmotivated in conducting learningprocess.Although PBL is not parallel. There is some truth behind most of these claims. The project basedlearning is a powerful method that does the following: Motivate students; Prepares students for further learning activities; Help the students meet the standard and doing well in test; Allows teacher to teach in more satisfying way; Provides schools to connect with parents, communities and wide world.Http://www.granthaalayah.com International Journal of Research - GRANTHAALAYAH[434]
[Riyanti *, Vol.7 (Iss.7): July 2019]ISSN- 2350-0530(O), ISSN- 2394-3629(P)DOI: 10.5281/zenodo.3370494Cakici and Turkmen [2] conducted a research of the effect of project based learning approach onchildren achievement and attitude in science. The findings of their study indicated that studentscarrying and project-based activities gad significantly higher achievement than those whocontinued taking routine teaching in science course. However, there was not a significantdifference between the control group and experimental group for their attitude towards suchcourse.Thomas [5] in Levine and Mosier [3] define the project based learning as: complex tasks, basedon challenging questions or problems. That involve students in design, problem solving, decisionmaking, or investigative activities; gives students the opportunity as work relativity alternomouslyover extended periods of time, and culminate in realistic products or presentations. (p1).Hung, Hwang, and Huang conducted a research of implementing a project based digital storytelling approach for improving students learning motivation, problem solving competence andlearning achieving the results of their study indicated that project based digital story tellingapproach not only enhanced the student learning achievement and problem solving competencebut also improve their learning attitude and motivation.Holm (2011) conducted a study of reviewing the literature effectiveness and pre-kindergarten 12th grade classroom. The result of the study indicated that project - based learning is beneficial,with positive outcomes including increases in level of student engagement, heightened interest incontent more robust development of problem solving strategies, and greater depth of learning andtransfer of skills to new situations.Implementing problem based learning approach provide some benefits to students that include: Increased attendance, growth in self-reliance, and improved attitudes toward learning [6]. Academic gains equal to or better than those generated by other models, with studentsinvolved in projects taking greater responsibility for their own learning than during moretraditional classroom activities [1] Opportunities to develop complex skills, such as higher-order thinking, problem-solving,collaborating, and communicating [1] Access to a broader range of learning opportunities in the classroom, providing a strategyfor engaging culturally diverse learners [9]" .One of the major advantages of project work is that it makes school more like real life. It's anin-depth investigation of a real-world topic worthy of children's attention and effort." (SYLVIACHARD).Solving highly complex problems requires that students have both fundamental skills (reading,writing, and math) and 21st century skills (teamwork, problem solving, research gathering, timemanagement, information synthesizing, utilizing high tech tools). With this combination of skills,students become directors and managers of their learning process, guided and mentored by askilled teacher. These 21st century skills include: (1) personal and social responsibility; (2)planning, critical thinking, reasoning, and creativity; (3) strong communication skills, both forinterpersonal and presentation needs; (4) cross-cultural understanding; (5) visualizing and decisionHttp://www.granthaalayah.com International Journal of Research - GRANTHAALAYAH[435]
[Riyanti *, Vol.7 (Iss.7): July 2019]ISSN- 2350-0530(O), ISSN- 2394-3629(P)DOI: 10.5281/zenodo.3370494making; (6) knowing how and when to use technology and choosing the most appropriate tool forthe task. (https://www.edutopia.org/project-based- learning-guide-importance).5. Result and DiscussionThe result of this study is classified into these parts: (1) One-to-one try out, (2) Small group tryout; and (3) field trial these formative evaluations steps user conducted systematically to attainoptimum result of the program.One-to-one try outThe aim of this steps to get information regarding the initial response of the respondent toward theprototype of the program the result of the one-to-one steps of this formative evaluation can beshown in the Table 1.Inputs obtained after the test of one to one are as follows:1) Need to fix some typing errors that still exist2) Images and illustrations shall be given the source, and3) The titles of each chapter and sub chapter use larger fonts and bold, to be visible anddifferent.5.1. Trial FieldThe field test after the product was revised and passed the expert review stage, one to one test andsmall group test. The implementation of field trial is in line with the course of the course ofCommercial Graphic Planning which takes place 5 meetings every Friday, 13.00 - 17.00 wib,5.12,19,26 in August, 2 and 9 September 2016 every 5th meeting Five) hours in building O 4thfloor.In general respondent felt satisfy with the clarity aspects of the instructional materials of the projectbase learning on commercial graphic design commercial course. The student considered that theproject based instructional material were relevant to their learning need the students alsoconsidered that the materials were able to motivate them in learning activities.The practice included in the program is also considered that the materials were able to motivatethem in learning activities. The practice included in the program is also considered useful by therespondents. Revision was done to improve the quality of the program in delivering learningcontent.5.2. Field TrialThis step was applied after the program was revised with the one-to-one try out results. This Fieldtrial step involved 25 students who provided reactions to the project based learning approach. Theresult of this step can be shown in the following table: The result of observation from the classalso shows the achievement of the indicator with the answer yes is, 100%, for opening activity,98.33%, for the core activities and 86.67% for the closing activities.Http://www.granthaalayah.com International Journal of Research - GRANTHAALAYAH[436]
[Riyanti *, Vol.7 (Iss.7): July 2019]ISSN- 2350-0530(O), ISSN- 2394-3629(P)DOI: 10.5281/zenodo.3370494Table 1: Result of the one-to-one try outNo12345678Physical aspect of the programThe colors guides of the instructional materialsLay out and readabilityThe clarity of informationThe quality of coverThe physical appearance of the instructional materialThe clarity of visual and instructionThe supporting aspects of the instruction materialsThe systematic structure of the instructional materialsAverage scoreAspects of clarity of materials learningmaterials product, students assessmanual of instruction Material onproject-based Commercial GraphicPlanning in accordance with the needsof students with an average score of3.66.Aspects The student's design judgesfrom the visual appearance andillustration of the Project-basedCommercial Graphics Planning manual.Choice of color guides used with theaverage of 3.66.Table 2: Results of Class Observations on Field udents demonstrate goodhabits in prayerNot all students pay attentionto the theme described by thelecturerNot all students pay attentionto lecturers' questions100There are students who askfor previous activitiesAll students pay attention butmost observe100Y T Y T Y T Y T Y T12345678OPENING ACTIVITIESStudents carry out lecturersinvitation to prayThe lecturer poses the theme oflearning before the start oflearningThe lecturer asks the studentsto answer the students' interestin following the lessons relatedto the themeLecturers find theme and subtheme of learningThe lecturers invite students toobserve the drawing of designconcepts or other fun activitiesso that students are interestedto follow the learningprocess?Students pay attention to thematerial dents are actively inquiringwith lecturers about theYlearning theme that dayStudents perform activities to Yobserve examples of previoussemester tasksTotal Yes( )Average( )There are some students whodo not pay attention to theexplanation of lecturersNot all students are activelyquestioningAll students observedexamples of previoussemester assignmentsHttp://www.granthaalayah.com International Journal of Research - GRANTHAALAYAH100100100100100100800100[437]
[Riyanti *, Vol.7 (Iss.7): July 2019]ISSN- 2350-0530(O), ISSN- 2394-3629(P)DOI: 10.5281/zenodo.33704943CORE ACTIVITIESLecturers convey the purposeof learning coursesYCommercial Graphic PlanningLearning activities are carriedout to achieve the BasicYcompetencies of project-basedindicatorsProject-based learning provideshands- on experienceY4Implement earning is centered on student56789Learning is flexible wherelecturers can relate basicYcompetencies and relate tostudent life) contextual)Learning providesopportunities for students toYoptimize the potentialpossessed according to theinterests of the needsLearning provides anopportunity for students toconstruct their own knowledge Ythat is being learned based onexisting knowledge. Lecturersact as facilitators(konstruktivisme)Learning providesopportunities for students tolearn to work together ingroups (learning communityYYYYYTYTYYYYYLearning objectives arepresented regardingcommercial graphic plottingAny learning materials with aproject- based approachStudents are given theopportunity to try to practiceand perform so as to gaindirect experience eg withindependent tasks or grouppresentations with thework of design assignmentsStudents are given theopportunity to try to practiceand perform so as to gaindirect experience eg withindependent tasks or grouppresentations with thework of design assignmentsIn each teaching materialslecturers only give examples,but there are students find itdifficult in making thedesigns that are madeEach learning activity isrelated to the competenceIn reading activities, studentsare seen reading activitiesindividuallyIn the second materiallearning there should beconcluding activities aboutthe good attitude in thepresentation. Similarly, inlearning 4 students are askedto conclude the order in thelearning processEach learning has been usinggroup activitiesHttp://www.granthaalayah.com International Journal of Research - GRANTHAALAYAH60100801008010010060100[438]
[Riyanti *, Vol.7 (Iss.7): July 2019]Project-based learning provides10 an opportunity for students tocommunicate the learningprocess and outcomesProject-based learning uses12 innovative creative learningprinciples so that students arehighly interactive.13 There is a reflection, whichprovides an opportunity forstudents to provide input /discussion related to thematerial being studied14 Learning contains an authenticassessment element byobserving or using anassessment format123ISSN- 2350-0530(O), ISSN- 2394-3629(P)DOI: 10.5281/zenodo.3370494YYYYYYYYYYYYYYYYYYYYTotal Yes( )Average( )CLOSING ACTIVITIESThere are activities thatprovide more relaxedTatmosphere and opportunitiesto students with question andanswer material given tostudentsThe lecturer asks the answer tosummarize the achievement of Ybasic competence andindicators of CommercialGraphic Design coursesStudents respond positively bytaking down tasks to be done at Yhome without complainingTotal Yes( )Average( )Activity to communicate hasgone wellStudents can ask questions ordiscussions and try to docreativity activities so it isnot boringStudents can providefeedbackAuthentic assessment isperformed in eachappropriate activity.Assessment using rubricassessments that have beenprepared when creating RPS100100100100118098,33%TYYYYYYYYYYYRelaxing activities donewhen time is sufficient.Each end of the lessoncontains questions that guidethe lecturer to summarize theactivities of the dayAssignment can be a workassignment at home6010010026086,676. ConclusionBased on the result of the study it can be summarized that implementing the project based learningapproach in commercial graphic course has improved student learning due to improvement in theirpost test on cognitive aspect.There was significant difference between pre-test score (X 64.4) and pos-test score (X 78.80). Ttest score indicates that the difference between pre and post test significantly differ due to studentimprovement in doing their task and assignments.Http://www.granthaalay
Commercial Graphic Design Drafting is a prerequisite for social graphic design course. Those are the main courses of the study program of visual communication design of the art and design Faculty of the Trisakti University. There are learning problems faced by th
work/products (Beading, Candles, Carving, Food Products, Soap, Weaving, etc.) ⃝I understand that if my work contains Indigenous visual representation that it is a reflection of the Indigenous culture of my native region. ⃝To the best of my knowledge, my work/products fall within Craft Council standards and expectations with respect to
learning based on weblog, (2) the students also have positive response and high motivation than before in following the teaching and learning process. Hence, CTL approach based on weblog give a positive effect to the students learning outcomes and it is one of effective e-learning media in teaching. Keyword: Contextual Learning Approach,
The modern approach is fact based and lays emphasis on the factual study of political phenomenon to arrive at scientific and definite conclusions. The modern approaches include sociological approach, economic approach, psychological approach, quantitative approach, simulation approach, system approach, behavioural approach, Marxian approach etc. 2 Wasby, L Stephen (1972), “Political Science .
the use of project-based learning. Project-based learning with integration of technology offers learning through doing. It puts the student in an active position. It requires the realization of a final product. Project-based learning is most commonly associated with John Dewey's name. In his book "My Pedagogical Creed" from 1897, are
based or region-based approach. Though the region-based approach and edge-based approaches are complementary to each other the edge-based approach has been used widely. Using the edge-based approach, a number of methods have been proposed for low-level analysis viz. image compressi
The Institute on Project-Based Learning WPI, June 22-25 wpi.edu/ 2016institute Institute Curriculum The Institute curriculum is a mix of interactive workshops on project-based learning, consultations with experts, and collaborative teamwork. Teams will engage with institute faculty in project-based learning at workshops and in mentoring sessions
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V TERMS AND DEFINITIONS E-learning Electronic learning, learning through an electronic interface. Learning style How a learner prefers to learn. Learning theory Theoretical model of human's learning process. Virtual learning environment Software which acts as a platform where learning material is shared. AHA! Adaptive Hypermedia for All ASSIST Approaches and Study Skills Inventory for Students
