A PROCEDURAL MODEL OF USING PROBLEM-BASED LEARNING TO TEACH SOFTWARE MODELING COURSE

Abstract

The characteristics of the direct education system that depends on the ability of instructors reflection, only provide little opportunity for students to be actively involved in the learning process. This contrasts with the characteristics of the Software Modeling course which emphasizes student-centered learning. The application of direct learning models in the Modeling Software course causes learning to be ineffective, and students cannot reach the minimum competency standards planned in the learning design.
 This paper proposes a Problem-Based Learning (PBL) model that is integrated in the Learning Modeling Software design on three elements of the teaching system, namely: Curriculum elements, emphasizing the use of problems as the starting point of student learning; Group elements, highlighting the collaboration system; and student elements, emphasizing the Student-Directed-Learning (SDL) system.
 The application of the PBL model to the three elements in the learning system is effective in increasing the level of student mastery of a particular topic. However, further discussion regarding: 1) how many guidelines are needed in PBL; 2) potential students experience confusion if there is not enough initial learning framework; 3) students who do not have relevant and adequate initial knowledge, tend to experience underdevelopment are still needed to find PBL models that are truly effective in learning the field of Software Engineering.