Integrating Responsibility-Driven Project-Based Learning Models in Algorithm and Programming Courses: A Pedagogical Innovation in Higher Education

Abstract

Project-based learning (PjBL) strategy has been known to be effective in improving student engagement and technical ability, but the incorporation of responsibility as an essential element has not been well studied. The proposed study will create and test a Responsibility-Driven Project-Based Learning (PjBL-R) model in algorithm and programming courses. The study was conducted using the Research and Development (R&D) approach and the ADDIE framework. A total of 64 students were assigned to the experimental (PjBL-R) and control (conventional) groups. The data were gathered using pretest-posttest, observation surveys, and focus group discussions, and analysed using quantitative (t-test, Aiken V) and qualitative methods. The findings showed that the experimental group achieved greater progress in technical competence ( Δ = 12,76; p < 0,001) and responsibility ( Δ = 15,89; p < 0,001) with a high model validity (V = 0,9 by Aiken) and practicality (90,4 percent of lecturers). The qualitative analysis showed that there was increased teamwork, time management, and intrinsic motivation among students. These results support the idea that the incorporation of responsibility in the context of PjBL allows making learning and Industry 4.0 requirements engage and develop holistic competence. It is suggested to continue the research to address the question of how the PjBL-R model can be extended to multidisciplinary and longitudinal settings.