Project-Based Learning in Gifted Computer Science Education: Collaborative Problem-Solving and Learning Performance Across Semesters

This study explores Project-Based Learning (PBL) as a pedagogical approach for gifted and talented students in a Computer Science course at Kolej PERMATA@Pintar Negara UKM. The purpose is to investigate the extent to which PBL enhances collaborative problem-solving and long-term learning factors considered critical for meaningful learning process among high-ability learners. A method design was employed, consists of qualitative data from student reflections with quantitative data from academic performance and peer evaluations. The sample consists of 33 students selected through purposive sampling, with data collected over a full academic semester. Initial findings suggest that students exposed to PBL demonstrate improved collaborative problem solving and long term learning skills. However, challenges such as varied learning pace and assessment alignment were noted. The study contributes to both computing education and gifted education by offering insights into how PBL can be optimized to support advanced learners. Implications for practice include recommendations for instructional strategies that align PBL with differentiated needs.

PBL, Gifted students, computer science

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