Students' Learning Needs as an Empirical Foundation for Project-Based Collaborative Learning Model Development toward SDG 4

Zet Yulius Baitanu; Suryanti Suryanti; Lamijan Hadi Susarno

doi:10.63230/jocsis.3.1.294

Authors

Zet Yulius Baitanu State University of Surabaya Author https://orcid.org/0009-0009-2190-4977
Suryanti State University of Surabaya Author https://orcid.org/0000-0003-0341-2716
Lamijan Hadi Susarno State University of Surabaya Author https://orcid.org/0000-0001-6995-1363

DOI:

https://doi.org/10.63230/jocsis.3.1.294

Keywords:

Educational Design Research, Empirical Learner Design Requirements, Evidence-Informed Instructional Design, Project-Based Collaborative Learning, SDG 4 (Quality Education)

Abstract

Objective: To establish an empirical foundation for the development of a Project-Based Collaborative Learning (PjBCL) model by identifying undergraduate students’ learning needs, interpreting their instructional significance, and translating the findings into empirical learner design requirements to support SDG 4 (Quality Education). Method: The study represents the needs assessment phase of a broader Educational Design Research (EDR) project. Following pilot testing of a preliminary 70-item questionnaire with 35 students, a refined instrument consisting of 49 substantive items, two attention-check items, and three open-ended questions was administered to 677 undergraduate students from 43 study programmes across nine faculties at Universitas Nusa Cendana, Indonesia. Quantitative data were analyzed using descriptive statistics, Cronbach’s alpha, and exploratory factor analysis (EFA), while 2,031 qualitative response units were analyzed thematically. Both datasets were integrated through a joint display to derive empirical learner design requirements. Results: The findings revealed that local contextual relevance, collaboration and communication, and students’ preference for Project-Based Collaborative Learning constitute strong readiness factors for instructional innovation. In contrast, problem-solving and creative-thinking competencies require further instructional support. Qualitative analysis generated six major themes, including authentic contextual learning, structured collaborative inquiry, higher-order cognition, learner agency, digital and information literacy, and instructional support. The integration of quantitative and qualitative findings produced a comprehensive set of learner design requirements for authentic local projects, structured collaboration, higher-order cognitive development, ethical digital learning, continuous instructional support, and learner autonomy. Novelty: Demonstrating a transparent evidence-to-design process by systematically integrating quantitative and qualitative findings to generate empirical learner design requirements. These evidence-based requirements provide a robust foundation for the subsequent design and development of an effective Project-Based Collaborative Learning (PjBCL) model.

Author Biographies

Zet Yulius Baitanu, State University of Surabaya

Zet Yulius Baitanu is a doctoral candidate in Educational Technology at the Faculty of Education, State University of Surabaya (UNESA), Indonesia. He is also a lecturer in the Department of Electrical Engineering Education, Faculty of Teacher Training and Education, Universitas Nusa Cendana. His research focuses on instructional design, Project-Based Collaborative Learning (PjBCL), educational technology, higher-order thinking skills, engineering education, and culturally responsive learning in higher education. He can be contacted at zet.22008@mhs.unesa.ac.id.
Suryanti, State University of Surabaya

Suryanti is a Professor in the Faculty of Education, State University of Surabaya (UNESA), Indonesia. She is actively involved in teaching, research, and postgraduate supervision in educational science. Her research interests include science education, instructional design, scientific literacy, educational innovation, ecoliteracy, and teacher professional development. She has led numerous nationally and internationally indexed research projects and has published extensively in the fields of science education and learning innovation. She serves as a doctoral supervisor in Educational Technology and continues to contribute to interdisciplinary educational research and curriculum development. She can be contacted at suryanti@unesa.ac.id
Lamijan Hadi Susarno, State University of Surabaya

Lamijan Hadi Susarno is a Senior Lecturer (Associate Professor/Lektor Kepala) in the Department of Educational Technology, Faculty of Education, State University of Surabaya (UNESA), Indonesia. He teaches and supervises graduate students in instructional design, educational management, curriculum development, and learning strategies. His research interests include educational technology, instructional design, learning strategy development, curriculum evaluation, educational policy, and technology-enhanced learning. He has participated in numerous research and community engagement projects and has published scholarly works in educational technology and instructional innovation. He can be contacted at lamijansusarno@unesa.ac.id

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