Blended Project-Based Learning Model on 21st Century Skills: A Qualitative Content Analysis

Abstract

The 21st century has revolutionized education with technology, but challenges such as teachers’ resistance, students’ comprehension issues, effective implementation, and teacher training persist. This study employs a qualitative content analysis to document and analyze data from 18 research studies on blended project-based learning models. It aims to identify the stages, research methods, subject areas, and educational levels that most frequently implement this model. Data was col-lected from Google Scholar, Scopus, and ERIC databases over the past five years (2019-2023). Findings reveal that 7 out of 18 journals discuss blended project-based learning models with sim-ilar syntax. Key findings include: (i) the combination of face-to-face and online learning enhances effectiveness; (ii) quasi-experimental methods are prevalent, particularly in biology and higher education; and (iii) blended project-based learning effectively improves 21st century skills, in-cluding critical thinking (mean effect size 1.65), creativity (mean effect size 1.19), and prob-lem-solving (mean effect size 1.44), resulting in an overall mean effect size of 1.42.

Keywords

• 21st century skills
• blended pjbl
• learning stages
• model influences