Project-Based Curriculum Development to Enhance Students' Skills
DOI:
https://doi.org/10.69855/guru.v1i2.336Keywords:
Communication, Collaboration, Critical Thinking, Project-Based Learning, 21st-Century SkillsAbstract
This study develops, implements, and evaluates a Project-Based Curriculum (PjBC) model to enhance core 21st-century skills: critical thinking, collaboration, communication, and time management. Using a Research and Development (R&D) mixed-methods approach following the ADDIE Model, the curriculum was tested with approximately 35 tenth-grade students at an urban high school. Quantitative skill assessments showed overall effectiveness, with Critical Thinking scoring 82.5%, Collaboration 80.7%, and Communication 78.3%. Time Management presented the primary challenge at 68.4%. The study's innovation integrates continuous teacher coaching and a structured Micro-Milestone strategy within the PjBC framework to address common implementation barriers. Findings emphasize robust teacher support and explicit project guidance for comprehensive 21st-century skill development, offering policymakers a validated model aligned with global competency standards.
References
Alhayat, A., Mukhidin, M., Utami, T., & & Yustikarini, R. (2023). The relevance of the project-based learning (PjBL) model with the Merdeka Curriculum. DWIJA CENDEKIA: Journal of Pedagogical Research, 7(1), 110–118.
Arwiyah, Y., Machfiroh, R., & & Hidayatullah, D. S. (2023). Learning with greater freedom: A guide to project-based compulsory courses. Bandung: Tel-U Press.
Attadrib, N. (2024). The influence of project-based learning on students’ psychomotor skills in Fiqh subjects. Journal of Education and Learning.
Rocha, T. B.-M., Mendes, C., & Wardhani, W. D. L. (2025). Assess the Impact of a Project-Based Learning Approach on the Development of 21st Century Skills. Journal of Language and Education Studies. https://doi.org/10.70177/lingeduca.v4i1.2226
Cooper, M., & & Robinson, D. (2022). Enhancing teamwork skills through project-based learning. Journal of Educational Psychology, 45(3), 345–360.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. doi:https://doi.org/10.1080/10888691.2018.153779
Iswantari, I. (2021). Implementation of the project-based learning model to improve science learning outcomes. Paedagogy Journal, 8(4), 490–496.
Lestari, S. (2024). Coaching to improve teachers’ ability to implement project-based learning. Yogyakarta: Universitas PGRI Yogyakarta Repository.
Mardianto, M., Kuat, T., & & Muchlas, M. (2023). Developing project-based learning methods using open-source tutorials to foster learning independence in vocational high schools. Jurnal Pendidikan Tambusai, 7(3), 10.
Oktifa, N. (2025). Managing project-based learning. Yogyakarta: Penerbit Pendidikan Nusantara.
Tafakur, T., Retnawati, H., & Shukri, A. A. M. (2023). Effectiveness of project-based learning for enhancing students critical thinking skills: A meta-analysis. Jurnal Inovasi Pembelajaran. https://doi.org/10.22219/jinop.v9i2.22142
Rosinda, Y. (2025). Project-based learning models and their application in classroom learning. Yogyakarta: Deepublish.
Sofiriyah, N. M., Romadon, S., Fatmala, D. N., & & Ahmad, T. B. (2024). Project-based learning to enhance students’ English skills. English Education: Journal of English Language Teaching, 17(1), 108–119.
Torang, S. (2025). Designing project-based learning: A practical guide for effective project-based instruction. Yogyakarta: Deepublish.
Universitas Tanjungpura. (2024). Handbook of project-based learning methods. Pontianak: FMIPA Universitas Tanjungpura.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Gateway for Understanding Research in Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
