What type of study is this?

This is a Quasi-Experimental study (also classified as: Mixed-Methods).

September 5, 2025JURNAL IQRAOpen Access

Transforming Learning Independence in Future Science Teachers: The Powerful Impact of a Project-Based Collaborative Learning (PjBCL) Model

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The project-based collaborative learning model significantly improved learning independence among prospective science teachers.
Self-regulated learning assessments indicated that the experimental class outperformed the control class in independent learning skills.
A mixed-methods approach was used, combining self-regulated learning questionnaires, reflective journals, and classroom observations.
The findings highlight the importance of collaborative and learner-centered methods in developing future educators.

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Implication

Quasi-experimental study shows project-based collaborative learning fosters independence in prospective science teachers, suggesting benefits for educator training.

Cite This Study

Mashuri et al. (2025) studied this question.

synapsesocial.com/papers/68bb42142b87ece8dc95841a https://doi.org/10.25217/ji.v10i2.6429

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Implication

Quasi-experimental study shows project-based collaborative learning fosters independence in prospective science teachers, suggesting benefits for educator training.

Transforming Learning Independence in Future Science Teachers: The Powerful Impact of a Project-Based Collaborative Learning (PjBCL) Model

Key Points

Discussion

Implication

Cite This Study

Transforming Learning Independence in Future Science Teachers: The Powerful Impact of a Project-Based Collaborative Learning (PjBCL) Model

Key Points

Discussion

Implication

Cite This Study

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