Darulfunun Institute

Institute for Development, Research and Initiatives (IDRIS)

Tag: plastic waste

  • Students’ Responses To Hybrid PjBL-STEAM Through A Plastic-Waste Collage Project in IPAS Learning

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    This study aims to describe students’ responses to hybrid Project-Based Learning (PjBL)-STEAM through a plastic-waste collage project in Grade VI IPAS learning. A quantitative descriptive design involved 27 students. Responses were observed through ten indicators: interest, active participation, understanding of instructions, response to digital media, collaboration, responsibility, creativity, problem solving, communication, and reflection. The overall score was 999 out of a maximum of 1,080, equivalent to 92.50% and categorized as very positive. Interest and collaboration obtained the highest percentages, while communication/presentation was relatively lower but remained in the very positive category. The novelty lies in mapping students’ responses to the synergy of two learning processes—concrete project activities and guided digital support—within Hybrid PjBL-STEAM using plastic waste as an authentic context. The findings imply that technology should strengthen visualization, documentation, and data presentation, while hands-on experience, collaboration, product development, testing, and reflection remain central to elementary IPAS learning.

  • Implementation of Hybrid PjBL-STEAM Through A Hanging Pot Project Using Waste Plastic

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Aim: This study aimed to describe the implementation of hybrid Project-Based Learning (PjBL)-STEAM through a hanging-pot project using discarded plastic bottles in Grade III integrated science and social studies (IPAS), Method: A quantitative descriptive approach supported by qualitative evidence was employed. Participants were 10 Grade III pupils at SD Negeri 10 Siak Kecil, comprising six boys and four girls. Two learning sessions combined a teacher delivering instruction via Zoom with an in-class facilitator supporting practical activities. Data were collected through observations, student worksheets, written tests, assessments of project processes and products, presentations, and reflections. Frequencies and percentages were used to describe attainment. Result: Nine of the 10 pupils achieved the learning criteria, yielding 90% class-wide attainment; one pupil required support. The project connected plastic-waste issues and plant needs with digital technology, product design, drainage testing, creative decoration, and simple measurements. These findings describe attainment in this classroom rather than causal effectiveness, as the study included neither a comparison group nor a pretest–posttest design. Novelty: This study illustrates the coordinated roles of a remote instructor and an on-site facilitator in an elementary-level recycled-bottle project integrating STEAM components. The design offers an active, collaborative approach to IPAS learning and meaningful environmental awareness.