Development of Learning Model -Project-Based Service Learning (PJBSL) for Information Literacy Course
Keywords:
PjBSL, Information Literacy, Library and Information Science, Higher Education
Abstract
This research is motivated by the need for a project-based service-learning (PjBSL) model for information literacy courses in universities through needs analysis. The learning model applied is not optimal, causing students' information literacy skills to be below, one of which can be seen in the low information literacy skills of students and student learning outcomes. This study aims to develop a project-based learning model and a service-learning blend of PjBL and SL that is valid, practical, and effective to improve student learning outcomes. The research design used is Research & Development (R & D) using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model to develop the PjBSL learning model and its supporting components such as model guidebooks, lecturer guides, and student guides. The subjects in the study were lecturers and students of PS-PII-FBS-UNP. The results showed that the PjBSL model developed in the information literacy course was declared to have very high validity and practicality.
References
1. Auberry, K. (2018). Increasing students’ ability to identify fake news through information literacy education and content management systems. The Reference Librarian, 59(4), 179-187.
2. Bapte, V. D. (2019). Information Literacy Instruction: Determining the Place of Library Professionals. DESIDOC Journal of Library & Information Technology, 39(1).
3. Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). Springer Science & Business Media, LLC.
4. Cook, P., & Walsh, M. B. (2012). Collaboration and problem-based learning: Integrating information literacy into a political science course. Communications in Information Literacy, 6(1), 6.
5. Costa, C., Tyner, K., Henriques, S., & Sousa, C. (2018). Game creation in youth media and information literacy education. International Journal of Game-Based Learning (IJGBL), 8(2), 1-13.
6. Goodsett, M. (2020). Best practices for teaching and assessing critical thinking in information literacy online learning objects. The Journal of Academic Librarianship, 46(5), 102163.
7. Hasman, L. (2012). Librarian-facilitated problem-based learning course in a school of dental medicine. Medical Reference Services Quarterly, 31(3), 336-341.
8. Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching, 23(1), 25-41.
9. Hamidah, A., & Fistiyanti, I. (2019). Kemampuan Literasi Informasi Generasi Milenial pada Pemustaka di Perpustakaan UIN Sunan Ampel Surabaya. IJAL (Indonesian Journal of Academic Librarianship), 2(2), 15-27.
10. Hsieh, C., & Knight, L. (2008). Problem-based learning for engineering students: An evidence-based comparative study. The Journal of Academic Librarianship, 34(1), 25-30.
11. Jacoby, B. (1996). Service-learning in higher education: concepts and practices. The Jossey-Bass Higher and Adult Education Series. Jossey-Bass Publishers, 350 Sansome St., San Francisco, CA 94104.
12. Julien, H., Latham, D., Gross, M., Moses, L., & Warren, F. (2020). Information literacy practices and perceptions of community college librarians in Florida and New York. Communications in Information Literacy, 14(2), 7.
13. McDonnell, P. (Ed.). (2016). The experiential library: Transforming academic and research libraries through the power of experiential learning. Chandos Publishing.
14. Pierrakos, O., Anderson, R., & Barrella, E. (2016). A developmental and adaptive Problem Based Learning (PBL) model across the curriculum: From theory to practice in integrating and assessing PBL experiences across the James Madison University engineering curriculum. IEEE Frontiers in Education Conference (FIE) (pp. 1-2).
15. Purwanto. (2012). Metodologi Penelitian Kuantitatif untuk Psikologi dan Pendidikan. Yogyakarta: Pustaka Pelajar Offset.
16. Putra, A. (2009). Laporan Kegiatan: Aksi Penanaman Penghijauan Tepi Pantai Dalam Mengurangi Dampak Pemanasan Global dan Abrasi di Pantai Air Tawar Barat, Kecamatan Padang Utara, Kota Padang. Laporan Kegiatan Kemahasiswaan | Studi Lingkungan Hidup, 24
17. Riduwan, (2019), Belajar Mudah Penelitian, Bandung: ALFABETA
18. Riddle, J. S. (2003). Where’s the library in service learning?: Models for engaged library instruction. The Journal of Academic Librarianship, 29(2), 71-81.
19. Rouet, J. F., Ros, C., Goumi, A., Macedo-Rouet, M., & Dinet, J. (2011). The influence of surface and deep cues on primary and secondary school students' assessment of relevance in Web menus. Learning and Instruction, 21(2), 205-219.
20. Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: ALFABETA.
21. Solmaz, D. Y. (2017). Relationship between Lifelong Learning Levels and Information Literacy Skills in Teacher Candidates. Universal Journal of Educational Research, 5(6), 939-946.
22. Zimmer, W. K., & Keiper, P. (2021). Redesigning curriculum at the higher education level: challenges and successes within a sport management program. Educational Action Research, 29(2), 276-291
2. Bapte, V. D. (2019). Information Literacy Instruction: Determining the Place of Library Professionals. DESIDOC Journal of Library & Information Technology, 39(1).
3. Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). Springer Science & Business Media, LLC.
4. Cook, P., & Walsh, M. B. (2012). Collaboration and problem-based learning: Integrating information literacy into a political science course. Communications in Information Literacy, 6(1), 6.
5. Costa, C., Tyner, K., Henriques, S., & Sousa, C. (2018). Game creation in youth media and information literacy education. International Journal of Game-Based Learning (IJGBL), 8(2), 1-13.
6. Goodsett, M. (2020). Best practices for teaching and assessing critical thinking in information literacy online learning objects. The Journal of Academic Librarianship, 46(5), 102163.
7. Hasman, L. (2012). Librarian-facilitated problem-based learning course in a school of dental medicine. Medical Reference Services Quarterly, 31(3), 336-341.
8. Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching, 23(1), 25-41.
9. Hamidah, A., & Fistiyanti, I. (2019). Kemampuan Literasi Informasi Generasi Milenial pada Pemustaka di Perpustakaan UIN Sunan Ampel Surabaya. IJAL (Indonesian Journal of Academic Librarianship), 2(2), 15-27.
10. Hsieh, C., & Knight, L. (2008). Problem-based learning for engineering students: An evidence-based comparative study. The Journal of Academic Librarianship, 34(1), 25-30.
11. Jacoby, B. (1996). Service-learning in higher education: concepts and practices. The Jossey-Bass Higher and Adult Education Series. Jossey-Bass Publishers, 350 Sansome St., San Francisco, CA 94104.
12. Julien, H., Latham, D., Gross, M., Moses, L., & Warren, F. (2020). Information literacy practices and perceptions of community college librarians in Florida and New York. Communications in Information Literacy, 14(2), 7.
13. McDonnell, P. (Ed.). (2016). The experiential library: Transforming academic and research libraries through the power of experiential learning. Chandos Publishing.
14. Pierrakos, O., Anderson, R., & Barrella, E. (2016). A developmental and adaptive Problem Based Learning (PBL) model across the curriculum: From theory to practice in integrating and assessing PBL experiences across the James Madison University engineering curriculum. IEEE Frontiers in Education Conference (FIE) (pp. 1-2).
15. Purwanto. (2012). Metodologi Penelitian Kuantitatif untuk Psikologi dan Pendidikan. Yogyakarta: Pustaka Pelajar Offset.
16. Putra, A. (2009). Laporan Kegiatan: Aksi Penanaman Penghijauan Tepi Pantai Dalam Mengurangi Dampak Pemanasan Global dan Abrasi di Pantai Air Tawar Barat, Kecamatan Padang Utara, Kota Padang. Laporan Kegiatan Kemahasiswaan | Studi Lingkungan Hidup, 24
17. Riduwan, (2019), Belajar Mudah Penelitian, Bandung: ALFABETA
18. Riddle, J. S. (2003). Where’s the library in service learning?: Models for engaged library instruction. The Journal of Academic Librarianship, 29(2), 71-81.
19. Rouet, J. F., Ros, C., Goumi, A., Macedo-Rouet, M., & Dinet, J. (2011). The influence of surface and deep cues on primary and secondary school students' assessment of relevance in Web menus. Learning and Instruction, 21(2), 205-219.
20. Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: ALFABETA.
21. Solmaz, D. Y. (2017). Relationship between Lifelong Learning Levels and Information Literacy Skills in Teacher Candidates. Universal Journal of Educational Research, 5(6), 939-946.
22. Zimmer, W. K., & Keiper, P. (2021). Redesigning curriculum at the higher education level: challenges and successes within a sport management program. Educational Action Research, 29(2), 276-291
Published
2022-04-09
How to Cite
[1]
Marlini, Efendi, Z.M. and Darmansyah 2022. Development of Learning Model -Project-Based Service Learning (PJBSL) for Information Literacy Course. International Journal on Integrated Education. 5, 4 (Apr. 2022), 62-70. DOI:https://doi.org/10.17605/ijie.v5i4.2935.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
1.png)
