Measuring the Effect of Interdisciplinary Learning Factory Projects on Student Learning Outcomes
DOI:
https://doi.org/10.33050/itee.v4i2.1109Keywords:
Learning Factory, Student Learning Outcomes, Project-Based Learning, Experiential Learning, Higher EducationAbstract
The rapid development of interdisciplinary knowledge and industry-driven education models has encouraged higher education institutions to adopt more experiential and collaborative learning approaches. The growing demand for graduates who possess not only theoretical knowledge but also practical competencies, collaborative abilities, and innovation skills has driven universities to integrate real-world project environments into the learning process through Learning Factory models. This study aims to measure the effect of interdisciplinary Learning Factory projects on student learning outcomes in higher education environments. The research applies a quantitative approach using a survey-based method involving students who participated in interdisciplinary Learning Factory projects, with the collected data analyzed through statistical analysis techniques to examine the relationship between interdisciplinary project activities and learning outcomes. The findings reveal that interdisciplinary Learning Factory projects significantly improve student learning outcomes, particularly in the areas of problem-solving ability, critical thinking, collaboration, and the integration of theoretical and practical knowledge. Students who participate in interdisciplinary projects demonstrate higher engagement and stronger capability to address complex real-world problems compared to those involved in traditional learning environments. These findings suggest that the integration of interdisciplinary Learning Factory projects provides an effective learning strategy for enhancing student competencies and supporting the development of practical, collaborative, and innovation-oriented skills required in modern educational and industrial contexts.
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