Using Gibb's Reflective Model Approach for Enhancing Project-Based Learning Among Students Through Reflective Assessment

Abstract

Project-Based Learning (PBL) can be greatly improved when students use reflective assessment to think deeply about their experiences and build important skills. This paper focuses on using Gibbs' Reflective Cycle as a simple and organized way to help students reflect on their projects. The cycle has six steps—Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan—that guide students in understanding their work, learning from it, and planning for future improvement. In the Description step, students explain what they did during their project, including their tasks, roles, and the tools they used. The Feelings step allows them to share how they felt during the project, helping them understand their engagement and motivation. In the Evaluation step, students look at what went well and what didn’t, identifying their successes and challenges. The Analysis step helps them think more deeply about why things happened the way they did and what influenced the results. The Conclusion step is where students figure out the key lessons they’ve learned and how they’ve grown personally and professionally. Finally, in the Action Plan step, they set specific goals and come up with ways to use what they’ve learned in their next projects. By following this process, the study shows that the students do better academically and also improve their thinking, problem-solving, and teamwork skills, which are essential for success.