Integrated Project as Innovative Assessment to Enhance Learning Experience in Thermodynamics Class

Nonni Soraya Sambudi, Raihan Mahirah Ramli


An integrated project is introduced to students to relate the concepts and equations taught between courses in the same semester. It also helps students in managing allocated time for assessments and collaborating among them, which eventually enhances their learning experience, especially for thermodynamics courses. In this case, the integrated project was done by relating two courses: Chemical Engineering Thermodynamics 2 and Separation Process 1 for Year 2 students. The methanol production plant was chosen as a model case, where students need to simulate the vapor/liquid equilibrium in the purification unit using HYSYS simulation software. Overall, students show highly positive sentiments upon the projects, in which more than 90% of them think that the project helps them to understand the coursework materials and prepare for other assessments. The majority of students want to experience the same type of project in the future, and it helps to save their time rather than working on separate projects. The project also exposes the students to set skills related to technical competence and soft skills that could build their characters.


Integrated project; Project-based learning; Simulation; Thermodynamics

Full Text:



Antequera Caplliure, M., and Herrero Montagud, M. (2012). The integrated project as a learning experience. JOTSE: Journal of technology and science education, 2(1), 13-21.

Ballesteros, M. A., Daza, M. A., Valdés, J. P., Ratkovich, N., and Reyes, L. H. (2019). Applying PBL methodologies to the chemical engineering courses: Unit operations and modeling and simulation, using a joint course project. Education for Chemical Engineers, 27, 35-42.

Baran, M., and Sozbilir, M. (2018). An application of context-and problem-based learning (C-PBL) into teaching thermodynamics. Research in Science Education, 48(4), 663-689.

Lopez-Zamora, S., Kong, J., Escobedo, S., and Lasa, H. D. (2021). Thermodynamics and Machine Learning Based Approaches for Vapor–Liquid–Liquid Phase Equilibria in n-Octane/Water, as a Naphtha–Water Surrogate in Water Blends. Processes, 9(3), 413.

Mulop, N., Yusof, K. M., and Tasir, Z. (2012). A review on enhancing the teaching and learning of thermodynamics. Procedia-Social and Behavioral Sciences, 56, 703-712.

Sidik, H., and Masek, A. (2021). The Effects of Problem-based Learning in Students Reading Comprehension for Mastering the Content and Vocabulary Acquisition. ASEAN Journal of Science and Engineering Education, 1(2), 87-92.

Trisdiono, H., Siswandari, S., Suryani, N., and Joyoatmojo, S. (2019). Multidisciplinary integrated project-based learning to improve critical thinking skills and collaboration. International Journal of Learning, Teaching and Educational Research, 18(1), 16-30.



  • There are currently no refbacks.

Copyright (c) 2021 Universitas Pendidikan Indonesia

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats
ASEAN Journal of Science and Engineering Education (AJSEE) is published by Universitas Pendidikan Indonesia (UPI)