Design Innovative Learning Models Based Project to Improve Student's Competence in Higher Education: Case Studies in Faculty of Information Technology USN Kolaka Indonesia

In recent years, the Computer Science and Information Technology programs have experienced growth and achieved immense popularity, increasing the demand for graduates who will become skilled workers. The educational outcomes-based curriculum (OBE) targets that learning must pay attention to one of the Key Performance Indicators (IKU) achievements: competence. This study applies GRASPS to the PjBL learning model, which forms the basis for preparing projects that will be implemented in learning so as not to deviate from the characteristics of PjBL. An essential part of GRASPS is placing students in real-world scenarios where they will produce products that describe learning content and what they need to produce in real-world situations. The GRASPS elements are goals, roles, audiences, situations, products, and standards. The syntax of the innovative learning model that will be implemented is divided into three stages. The first stage is preparation, where the lecturer makes the syllabus, materials, and framework according to Basic competencies (KD). The second stage is learning, which includes activities to determine topics, plan activities, investigate, and solve. In the final stage, namely the evaluation stage, because GRASPS is an authentic assessment, this learning evaluation must be carried out with various instruments, including written tests, product assessments, and performance assessments. Performance assessment is carried out continuously based on evidence of student learning outcomes at each meeting, both from student presentations regarding the progress of their projects and from the results of discussions in each group, as well as notes from researchers regarding student activities during learning. [For the full proceedings, see ED652261.]