Abstract
The widespread dissemination of fake news could have serious negative consequences for individuals and society. First, fake news could upset the balance of authenticity in the news ecosystem. For example, the most popular fake news was more prevalent on Facebook or Instagram media. Second, fake news intentionally persuaded consumers to accept biased or false beliefs. Third, fake news was changing the way people interpret and react to real news. For example, some fake news was created to mistrust and confuse people, so it was impossible, to tell the truth from what was not. To mitigate the negative impact of fake news, it was very important to develop methods to automatically detect fake news in social networks, namely problem-based learning, in order to differentiate between real and fake visual content. Qualitative and quantitative approaches were performed using experimental and control groups to determine whether problem learning could induce students to engage more actively with the topic and develop critical thinking skills to avoid the implicit bias of fake news. This study was conducted at Universitas Katolik Santo Thomas Medan, Indonesia. This research showed that problem-based learning could promote the development of learning communities where learners could freely exchange ideas and ask questions related to the material being studied. Therefore, problem-based learning was an effective way to improve the analytical ability to distinguish between real news and fake news based on the credibility of the news.
Highlights
The widespread dissemination of fake news could have serious negative consequences for individuals and society
Qualitative and quantitative approaches were performed using experimental and control groups to determine whether problem learning could induce students to engage more actively with the topic and develop critical thinking skills to avoid the implicit bias of fake news
The results of this study show that problem-based learning for teachers and lecturers serves as a facilitator, including group formation, presenting or explaining problems, asking open-ended questions, recommending appropriate sources, asking openended questions, teaching avoidance, and managing interpersonal relationships, minimizing conflicts, and misunderstandings that impede learning, encourage students to become independent by encouraging them to explore what they already have and identify needed knowledge, encourage group work, and allow groups to set goals and plan to help, identify group problems and help arrive at a solution
Summary
2.1 Problem-Based Learning Problem-based learning by American physician and medical educator Howard Barrows (1996) involves student-centred learning in small groups led by tutors or "experts" rather than traditional lectures. Studies of the long-time period blessings of problem-primarily based totally getting to know have proven that those talents observe college students into their expert lives and provide them with the equipment to be higher organized in phrases of interpersonal talents, expert talents, and the capacity to plot effectively and independently (Hung et al, 2008) These findings are supported with the aid of using studies displaying that actual self-evaluation leads the scholars for you to discover their very own deficiencies and development, which builds at the thoughts of unbiased getting to know (Tai & Yuen, 2007). It is similar to Breton (2010) carried out studies to discover the concept of problem-based learning primarily based totally getting to know represents an essential paradigm shift in pedagogy This paradigm shift approach that scholars who are unfastened from inner limitations, together with worry of being incorrect, can attain a self-assurance increase from an interactive facilitator of knowledge. Facts presented in the text are listed in the "Facts in Text" column on the chalkboard
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