http://infor.seaninstitute.org/index.

php/pendidikan
JURNAL SCIENTIA, Volume 9 No 2 Februari 2021 ISSN 2302-0059

THE EFFECTIVENESS OF PROJECT-BASED LEARNING

WITH THE BLENDED LEARNING SYSTEM TO IMPROVE
21ST CENTURY SKILLS DURING THE COVID-19
PANDEMIC

Eris Nurhayati1, Dedi Riyan Rizaldi2*, Ziadatul Fatimah3

1,2,3
Master of Science Education Study Program, University of Mataram, Mataram, Indonesia
*dedi0313@gmail.com

Article Info Abstract

Received : 15/02/2021
Revised : 18/02/2021
Accepted : 22/02/2021
Keywords: Project-Based Learning, Blended Learning, 21st Century Skills, The COVID-19
Pandemic
This research is a classroom action research to provide an overview regarding the
use of a project-based learning model with a blended learning system during the
new normal period of COVID-19. The design model used is the Kurt Lewin model
which consists of four stages, namely 1). Planning, 2). Action, 3). Observations,
and 4). Reflection. The study population was all students of class XII SMAN 3
Mataram with a sample of 102 students who were divided into three classes. All
research samples are taught with a project-based learning model with a blended
learning system. Based on the research that has been done, it is known that the
project-based learning model with the blended learning system can be applied in
the learning process to improve 21st-century skills during the COVID-19
pandemic.

1. INTRODUCTION
The Corona Virus Disease 2019 (COVID-19) pandemic has now become one of the global
challenges that have led to the emergence of multidimensional problems in the political, ideological,
religious, cultural, and academic fields. Medical personnel and public health workers are at the
forefront, working hard to control and reduce the spread of the disease [1,2]. Various policy formulas
have been implemented to suppress the spike in the spread of the virus, including Large-Scale Social
Restrictions and recommendations to carry out four habits, namely washing hands, wearing masks,
maintaining physical distancing, and avoiding crowds.
Various agencies, especially government agencies, have implemented work from home
programs. The Ministry of Education has also implemented the learning from the home program since
March 16, 2020 [3]. However, all efforts have not been able to make the curve of the spread of COVID-
19 in Indonesia smooth. So that the government began to implement new habit adaptations, better
known as new normal, in early June 2020.
Education is a primary need that cannot be abandoned no matter what conditions occur.
Following the mandate of the Constitution that the purpose of education is to educate public life. The
essence of education is learning is not just schooling [4]. Schools as educational institutions that have
various platforms and all of them have been held in Indonesia. It's just that the community views the
school as a building containing teachers and students in it. Learning is a process of interaction between
students and educators and learning resources in a learning environment [5]. A positive spirit must be
cultivated in all components involved in the world of education.
Therefore education must continue, regardless of the conditions and problems faced by our
country. Then the question arises, how to organize education in the new normal era? Meanwhile, the
return to school policy is widely opposed because it is considered to have created new clusters with

Jurnal Scientia is licensed under a Creative Commons Attribution-NonCommercial 4.0 International 46

License (CC BY-NC 4.0)
http://infor.seaninstitute.org/index.php/pendidikan
JURNAL SCIENTIA, Volume 9 No 2 Februari 2021 ISSN 2302-0059
COVID-19. Meanwhile, learning at home is a tough challenge, both for students, parents, and educators.
What is the appropriate learning model to be applied during a pandemic?

2. METHOD
This research is a type of classroom action research that focuses on implementing actions to
improve the quality or solve learning problems faced by teachers and students. The study population
was all students of class XII SMAN 3 Mataram with a sample of 102 students who were divided into
three classes. The classroom action research model design used was the Kurt Lewin model. This design
consists of four components, namely 1). Planning, 2). Action, 3). Observations, and 4). Reflection [6].
While the model used in the learning process is project-based learning with a blended learning system.

3. RESULT AND DISCUSSION

3.1 Education in Indonesia during the Pandemic
The national exam which was supposed to take place in April 2020 for high school students
was canceled, even though it had taken place for vocational students. Even though preparations for the
national exam have been carried out since a year earlier. The exam then changed its theme to "life test",
not only for students but for all Indonesian citizens and even the whole world. Society must face all the
tests that come suddenly, including in the world of education. Distance learning through online methods
or also known as online learning is the most likely to be implemented. However, not as beautiful as
imagined, various problems accompany this online learning.
Education during the pandemic is widely recognized by various parties, ranging from teachers,
students, and parents. Until there was the phrase "should have studied online instead I got annoyed".
That online learning is a tough trial for parents, especially at the basic level, which inevitably forces
parents to accompany their children to study. As a result of the lack of teaching management skills
possessed by parents, plus not all material is controlled by the parents of students, it causes parents to
become emotional when teaching their children, and even several cases of domestic violence have
occurred online.
The government has been actively involved in providing solutions to problems. The first is to
give freedom to schools to review the learning targets to be achieved so that they are rationally aligned
with the new situations and conditions in the new normal. This is stated in Kepmendikbud Number
719/P/2020 concerning guidelines for implementing the curriculum in educational units in special
conditions [7]. The decision contains specific Basic Competencies during a pandemic which is the result
of the simplification of regular basic competencies. In this pandemic special competency emphasizes
basic competencies that are considered essential for learners to learn. These essential basic
competencies have been reviewed by experts, who seek to make these competencies relevant to new
situations and conditions in the learning of the new normal era.
However, simply simplifying Basic Competencies is not sufficient as capital to provide good
education to students. Learning must be designed with multiliterate pedagogical planning and have a
variety of competencies. Mastery of competencies including mastery of Information, Communication,
and Technology (ICT) properly, access to information and delivery of information to the public, have
good critical thinking skills, can turn problems into opportunities, and have good problem-solving skills
[8].
This pandemic could be a turning point for the education system. Will it get worse? Or can be
a fulcrum to turn things around. If students are provided with problem-solving based education, then
students will have provisions in life skills education, including the fulfillment of 21st-century skills that
must be possessed by students, namely 1) creativity; 2) critical thinking; 3) collaboration; and 4)
communication [9]. Therefore, project-based learning is one of the appropriate methods to be
implemented during a pandemic by bringing out the creativity and character of students.

Jurnal Scientia is licensed under a Creative Commons Attribution-NonCommercial 4.0 International 47

License (CC BY-NC 4.0)
http://infor.seaninstitute.org/index.php/pendidikan
JURNAL SCIENTIA, Volume 9 No 2 Februari 2021 ISSN 2302-0059

3.2. Project-Based Learning

Project-based learning is a method that trains students in finding practical solutions to specific
problems through the process of conducting research [10]. By getting students used to studying various
problems can practice high-level skills in students [11]. The position of the teacher in the project-based
learning model is as a facilitator who helps students find various information needed to answer existing
problems [12].
Project-based learning is an effective method for preparing multidisciplinary groups of learners.
Approach with project-based model creates more critical thinking, problem-solving, independent
learning, adaptability, communication, and interpersonal skills [13,14,15]. These skills are in line with
21st-century skills that must be possessed by students to have life skills. Project-based learning is a
learning model that begins with a problem and leads to the final product produced by students through
cooperation and active participation in the learning process to form students as a whole. The syntax of
project-based learning is: (1) Asking questions that come from surrounding phenomena, (2) Designing
stages in project completion, (3) Arranging project implementation schedules, (4) Collecting, analyzing,
and interpreting data using mathematics, information, computer technology, and computational
thinking, (5) preparation of project reports and presentations, (6) evaluation of project processes and
results [16].
3.3. Implementation of Project-Based Learning with the Blended Learning System
Learning using a project-based model was also carried out when the SARS outbreak hit in 2008.
The schools in Hawaii have implemented project-based learning. Project-based learning models can
improve students' overall knowledge [17]. This experience enhances the value of multidisciplinary
group processes. SMAN 3 Mataram is a school in the province of West Nusa Tenggara that has
implemented a project-based learning model in various activities and subjects. One of the projects that
students have carried out is making hand sanitizers (Figure 1) using natural materials or creating
campaigns for the importance of using masks in public places, then students are asked to socialize
through social media.

Figure 1. Making hand-sanitizer from natural materials

Implementation of project-based learning can be done in all subjects. In the field of chemistry studies
at SMAN 3 Mataram, one of which studies the basic competencies of 3.1 class XII on the Colligative
Properties of Solutions material. In this material, students learn the concept of the colligative nature of
the solution in a fun way, namely through the "Ice Cream Making Project" (Figure 2).

Jurnal Scientia is licensed under a Creative Commons Attribution-NonCommercial 4.0 International 48

License (CC BY-NC 4.0)
http://infor.seaninstitute.org/index.php/pendidikan
JURNAL SCIENTIA, Volume 9 No 2 Februari 2021 ISSN 2302-0059

Figure 2. Implementation of Project Based Learning in the form of an Ice Cream Making Project [18]
In the "Ice Cream Making Project" students are challenged with their curiosity regarding "How
do you make ice cream?" and "What is the relationship between making ice cream and the colligative
properties of the solution?". This is the starting point of effective project-based learning. This triggers
a series of questions and critical thinking leading to problem-solving. Project-based learning begins
with questions followed by investigative solutions, in which students find out using technology so that
their curiosity can be answered. Furthermore, students create new knowledge as information is collected
and understood. In the learning process, students can still discuss with their supervisor and work in
groups that can be carried out online or in meetings with due regard to the COVID-19 protocol. From
the projects that have been implemented, students gain discoveries and experiences and reflect on newly
acquired knowledge.
Moving the school system to a distance learning environment is not only a technical issue. This
is both a pedagogical and an instructional challenge. Technology is an important tool in supporting the
learning adaptation process. A successful attempt to move schools beyond traditional classrooms and
buildings requires close collaboration between teaching, content, and technology teams associated with
the 21st Century [19]. Learning must be able to answer the challenges of the 21st century, one of which
is information literacy and ICT (Information, Communication, and Technology) literacy. To develop
students' information literacy and ICT skills, it is necessary to integrate ICT into the learning process
[20,21].
A teacher is required to have Pedagogical Content Knowledge (PCK), which is a teacher's
mastery of learning material and how to teach certain material content to improve student understanding
[22]. During the pandemic, PCK ability was deemed insufficient to support the learning process, so it
needed to be upgraded to TPACK (Technological, Pedagogical, and Content Knowledge) by combining
technology to support a teacher's ability to master the material and transfer knowledge to students [23].
TPACK is the ideal capacity that a teacher must have in a pandemic era. Lack of understanding of
technology will impede the transfer of knowledge from teachers to students.
Technology-based learning by utilizing internet media is effective learning during the COVID-
19 pandemic [24]. Various Learning Management Systems (LMS), both paid and free, can be selected
in implementing learning. Each of them has advantages and disadvantages. Examples of LMS platforms
commonly used by educators include Google Classroom, Schoology, Moodle, Microsoft Teams, and
so on. All of these platforms have menus for sending learning materials, as well as menus for sending
assignments to students in the form of documents, PDFs, images, videos, or in form of links. Most
platforms have menus for managing classes, exchanging information, and even providing feedback and
grades on the work of students. The best distance learning system is a combination of online learning
and offline learning activities called Blended Learning (BL), which is a learning strategy that combines
face-to-face learning and learning using online learning resources [25]. The advantages of the blended
learning system are as follows: providing individual learning experiences, supporting and encouraging
independence, increasing teacher involvement in learning, and providing flexible learning, anytime and
anywhere [26,27,28]. The blended learning strategy was significantly more effective in improving
Jurnal Scientia is licensed under a Creative Commons Attribution-NonCommercial 4.0 International 49
License (CC BY-NC 4.0)
http://infor.seaninstitute.org/index.php/pendidikan
JURNAL SCIENTIA, Volume 9 No 2 Februari 2021 ISSN 2302-0059
students' learning achievement and science process skills compared to conventional learning. According
to Firdaus, there is a significant increase in the cognitive and psychomotor domains as well as
motivation and student learning outcomes after learning using the blended learning model [29].
The implication of the project-based learning model with the blended learning system at SMAN
3 Mataram is the use of Google Classroom as a Learning Management System (LMS) media. Teachers
and students communicate through the media google classroom and WhatsApp group. The teacher
distributes materials, student worksheets, and assignments through the LMS [30]. The LMS was chosen
because of its ease of use. Besides, the features provided are quite complete. In the material of the
colligative nature of the solution, after the students carry out the "ice cream making project", the
students make documentation in the form of making videos and upload the videos that the students have
made to the YouTube channel owned by the student. This activity is the 5th stage in the syntax of a
project-based learning model, where students convey their understanding through presentations. It is
expected that besides being able to find solutions to the problems being studied, students can also
provide an overview to others through the resulting product in the form of a video.

4. CONCLUSION
The results of the implementation of the project-based learning model with the Blended
Learning system on the colligative nature of the solution through the project of making ice cream can
increase students' interest in learning chemistry. Through this learning model, students will get
meaningful and fun learning. So that the goal of having life skills and 21st Century skills can be fulfilled.
Teachers as educators will also be ready because they have Technological, Pedagogical, and Content
Knowledge (TPACK) abilities. If mastery of the material is good and technology is also well mastered,
then the learning interaction will also take place well and interestingly. So, the quality of learning will
be good and educational goals can be achieved.

References
1. Huang, H., Fan, C., Li, M., Nie, H. L., Wang, F. B., Wang, H., ... & Huang, J. (2020). COVID-19:
a call for physical scientists and engineers. ACS nano, 14(4), 3747-3754.
2. Nurhayati, E., Rizaldi, D. R., & Fatimah, Z. (2020). Pencegahan Penyebaran Covid-19 Melalui
Inaktivasi Virus dalam Kajian Kinetika, Termodinamika dan Kesetimbangan. Jurnal Ilmiah Profesi
Pendidikan, 5(2), 102-107.
3. Kemedikbud. (2020). Pembelajaran pada Masa Pandemi [Online]. Diakses melalui
https://www.kemdikbud.go.id/main/blog/2020/03/kemendikbud-imbau-pendidik-hadirkan-belajar-
menyenangkan-bagi-daerah-yang-terapkan-belajar-di-rumah, pada 28 Januari 2021.
4. Fauziah, A., & Putri, R. I. I. (2017). Primary school student teachers’ perception to Pendidikan
Matematika Realistik Indonesia (PMRI) instruction. In Journal of Physics: Conference Series (Vol.
943, No. 1, p. 012044). IOP Publishing.
5. Pemerintah Indonesia. (2003). Undang-undang No. 20 Tahun 2003 yang mengatur tentang Sistem
Pendidikan Nasional. Lembaran Negara RI Tahun 2003. Jakarta: Sekretariat Negara.
6. Widayati, A. (2008). Penelitian tindakan kelas. Jurnal Pendidikan Akuntansi Indonesia, 6(1).
7. Kemendikbud. (2020). Kepmendikbud Nomor 719/P/2020 tentang Pedoman Pelaksanaan
Kurikulum Pada Satuan Pendidikan Dalam Kondisi Khusus. Jakarta: Kemendikbud.
8. Holloway, S. M., & Gouthro, P. A. (2020). Using a multiliteracies approach to foster critical and
creative pedagogies for adult learners. Journal of Adult and Continuing Education, 26(2), 203-220.
9. Rizaldi, D. R., Nurhayati, E., & Fatimah, Z. (2020). The Correlation of Digital Literation and STEM
Integration to Improve Indonesian Students’ Skills in 21st Century. International Journal of Asian
Education, 1(2), 73-80.

Jurnal Scientia is licensed under a Creative Commons Attribution-NonCommercial 4.0 International 50

License (CC BY-NC 4.0)
http://infor.seaninstitute.org/index.php/pendidikan
JURNAL SCIENTIA, Volume 9 No 2 Februari 2021 ISSN 2302-0059
10. Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential
readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9,
5-15.
11. Rizaldi, D. R., Makhrus, M., & Doyan, A. (2019). Analisis Tingkat Kemampuan Berpikir Kritis
Dengan Model Perubahan Konseptual Ditinjau Dari Gaya Belajar Siswa. Jurnal Pendidikan Fisika
dan Teknologi, 5(1), 74-81.
12. George, R. (2011). Fostering generic skills through participatory learning strategies. International
Journal of Fundamental Psychology and Social Science, 1(1), 14-16.
13. Arizona, K., Abidin, Z., & Rumansyah, R. (2020). Pembelajaran Online Berbasis Proyek Salah Satu
Solusi Kegiatan Belajar Mengajar Di Tengah Pandemi Covid-19. Jurnal Ilmiah Profesi Pendidikan,
5(1), 64-70.
14. Jalinus, N., Nabawi, R. A., & Mardin, A. (2017). The seven steps of project based learning model
to enhance productive competences of vocational students. In International Conference on
Technology and Vocational Teachers (ICTVT 2017) (pp. 251-256). Atlantis Press.
15. Shin, M. H. (2018). Effects of project-based learning on students' motivation and self-efficacy.
English Teaching, 73(1), 95-114.
16. Muskania, R. T., & Wilujeng, I. (2017). Pengembangan Perangkat Pembelajaran Project-Based
Learning Untuk Membekali Foundational Knowledge Dan Meningkatkan Scientific Literacy. Jurnal
Cakrawala Pendidikan, 36(1), 34-43.
17. Marshall, C. S., Yamada, S., & Inada, M. K. (2008). Using Problem‐based Learning for Pandemic
Preparedness. The Kaohsiung journal of medical sciences, 24, S39-S45.
18. Rangkasari, L.M.Y.S. (2020). Praktikum Membuat Es Krim dengan Menerapkan Sifat Koligatif-
SMAN 3 Mataran [Video Youtube]. Diakses melalui https://www.youtube.com/watch?v=mWsA2-
5coCg pada 28 Januari 2021.
19. Yustina, Y., Syafii, W., & Vebrianto, R. (2020). The Effects of Blended Learning and Project-Based
Learning on Pre-Service Biology Teachers’ Creative Thinking Skills through Online Learning in the
Covid-19 Pandemic. Jurnal Pendidikan IPA Indonesia, 9(3), 408-420.
20. Subekti, H., Taufiq, M., Susilo, H., Ibrohim, I., & Suwono, H. (2018). Mengembangkan literasi
informasi melalui belajar berbasis kehidupan terintegrasi stem untuk menyiapkan calon guru sains
dalam menghadapi era revolusi industri 4.0: revieu literatur. Education and Human Development
Journal, 3(1).
21. Widiana, I. W., Bayu, G. W., & Jayanta, I. N. L. (2017). Pembelajaran berbasis otak (brain based
learning), gaya kognitif kemampuan berpikir kreatif dan hasil belajar mahasiswa. JPI (Jurnal
Pendidikan Indonesia), 6(1), 1-15.
22. Loughran, J., Berry, A., & Mulhall, P. (2012). Understanding and Developing ScienceTeachers’
Pedagogical Content Knowledge (Vol. 12). Springer Science & Business Media.
23. Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK
within pre-service teachers’ ICT profiles: Mind the gap!. Australasian Journal of educational
technology, 33(3).
24. Rizaldi, D. R., & Fatimah, Z. (2020). How the Distance Learning can be a Solution during the Covid-
19 Pandemic. International Journal of Asian Education, 1(3), 117-124.
25. Daulay, U. A. (2016). Pengaruh Blended Learning Berbasis Edmodo dan Motivasi Belajar terhadap
Hasil Belajar IPA Biologi Dan Retensi Siswa pada Sistem Peredaran Darah Manusia di Kelas VIII
SMPN 5 MEDAN (Doctoral dissertation, UNIMED).
26. Al Aslamiyah, T., Setyosari, P., & Praherdhiono, H. (2019). Blended Learning dan Kemandirian
Belajar Mahasiswa Teknologi Pendidikan. Jurnal Kajian Teknologi Pendidikan, 2(2), 109-114.

Jurnal Scientia is licensed under a Creative Commons Attribution-NonCommercial 4.0 International 51

License (CC BY-NC 4.0)
http://infor.seaninstitute.org/index.php/pendidikan
JURNAL SCIENTIA, Volume 9 No 2 Februari 2021 ISSN 2302-0059
27. Martin, J. S., Kreiger, J. E., & Apicerno, A. L. (2015). Effectiveness of a Hybrid Classroom in the
Delivery of Medical Terminology Course Content. Journal of the Scholarship of Teaching and
Learning, 15(5), 72-81.
28. Widiara, I. K. (2018). Blended Learning Sebagai Alternatif Pembelajaran Di Era Digital. Purwadita:
Jurnal Agama dan Budaya, 2(2), 50-56.
29. Firdaus, S., Isnaeni, W., & Ellianawati, E. (2018). Motivation and learning achievement of primary
students in theme-based learning using blended learning model. Journal of Primary Education, 7(3),
324-331.
30. Rizaldi, D. R., & Fatimah, Z. (2020). Penggunaan Aplikasi Zoom Cloud Meeting pada Mata Kuliah
Mekanika dan Termostatistika saat Pandemi COVID-19. Kappa Journal, 4(2), 225-232.

Jurnal Scientia is licensed under a Creative Commons Attribution-NonCommercial 4.0 International 52

License (CC BY-NC 4.0)