Strategic Analysis in Project-Based Learning Models (PJBL) To Encourage Self Regulated Learning: Systematic Literature Review

Abstract

Students' self-regulated learning (SRL) skills are one of the things that support the achievement of 21st century skills. The Project Based Learning (PjBL) model has been studied both empirically and theoretically to have suitability in its steps to teach SRL. The steps of the PjBL model and SRL are interrelated as pedagogical approaches and competencies that need to be achieved in an educational process. However, for the PjBl model to maximize students' SRL, additional strategies are needed that can be used simultaneously. Empirical research in this regard has been conducted, thus the purpose of this study is to examine the kinds of additional strategies and ways to integrate them in the PjBl model so as to promote learners' SRL. A systematic literature review method has been used. Six themes were generated related to the kinds of strategies used, namely the use of technology and digital platforms, integration of interdisciplinary approaches such as STEM/STEAM, data-driven analytic approaches, reflective and metacognitive strategies contextual and cultural learning, and self-management and social collaboration. How to integrate it in learning activities with the PjBl model is discussed next.