Development of Problem-Based Learning (PBL)-Based Student Activity Sheets to Improve Problem-Solving Skills in the Topic of Reaction Rates in Phase F

In Malaysia, there is a growing recognition for innovative teaching and learning methods, such as Problem Based Learning (PBL), in engineering education in order to develop competence graduates. The development of Information and Communication Technology (ICT) in education has given new impetus to the instructor to improve the quality of education and to meet the current education of the 21st century. The use of e-learning in teaching and learning (T & L) is seen an alternative to produce knowledge workers. The discussion of this paper will look at the development of ideas, concepts and findings of past studies on the use of online PBL. The outcome of this discussion will provide an overview of (i) the background of PBL, (ii) the development of PBL in engineering field, (iii) the application of online PBL approaches for engineering courses and (iv) the model and the characteristics of PBL. In conclusion, the outcome of the discussions found that e-content materials are required in the engineering field due to the lack of theoretical framework and engineering pedagogy as well as the best method of online PBL implementation in designing and developing e-content materials based on PBL.

Introduction: The exponential growth in medical/dental knowledge and the ever-expanding influence and sophistication of information technologies have placed a burden of responsibilities on dental educators to fashion out a curriculum that can prepare students to face the coming challenges in the new millennium. Consequently, a curriculum reform took place in the Faculty of Dentistry, National University of Singapore in 1997. Problem-based learning (PBL) was first introduced to the Faculty in 1996 as a pilot project to the 4th year. The purpose of this project was to evaluate the 4-year experience in PBL teaching and learning from the lecturers’ point of view. Materials and Methods: All 12 lecturers, who had been involved in the PBL teaching, participated in this questionnaire survey, which was composed of 17 questions with a 5-digit Likert scale. Data analysis was carried out using the Spearman’s correlation, t-test, and the Mann-Whitney U test. Results: Six female, 5 male and 1 unidentified lecturers were recruited into this survey with a 100% response rate. In general, lecturers learned more in teaching PBL and significantly took pleasure in the interactive learning and self-directed learning modes inherent to PBL (P =0.004). Compared to the male lecturers, female lecturers had a greater propensity to feel that PBL teaching might not be cost-effective (P = 0.03). Senior lecturers felt more fulfilled compared with the younger ones (P = 0.026). Those lecturers who enjoyed the interactive learning experience in PBL seemed to like the self-directed learning and felt more fulfilled through teaching PBL compared to the traditional teaching (TT) (P <0.01). They also felt that PBL may be cost-effective (P <0.01). Lecturers did not have difficulties in being a facilitator (P = 0.04). Interestingly, lecturers who found difficulties in being a facilitator for the PBL class seemed to learn more in teaching PBL classes than in TT (P <0.05). Overall, lecturers would like to suggest more PBL to be incorporated into the curriculum (P = 0.02). Nevertheless, lecturers were concerned about the knowledge gaps in students learning with PBL (P = 0.01) and the time constraint of students (P = 0.002). Conclusion: The results of this study reveal the pros and cons of the current PBL teaching method and may thus provide proper guidelines to shape the further development of PBL in our faculty.

There is a substantial amount of research pointing to the benefits of pedagogical approaches such as problem-based learning (PBL) and the importance of developing professional identity as a physician in medical education. The aim of this review is to investigate the existing literature concerned with the relation between PBL and professional identity development in undergraduate medical students. We performed a scoping review of six electronic databases to map out how the relation between PBL and professional identity development in undergraduate medical students is presented in the existing literature. Eight peer-reviewed full text articles were retrieved as eligible for review. The most important conclusion from our work is that even though the topic of professional identity development in medical education has been studied quite extensively, there is a lack of knowledge about how new types of pedagogical approaches such as how a PBL curriculum influences medical students’ professional identity development.

Revisiting the 'Essentials of problem-based learning'.

This chapter starts with a basic definition of PBL that leads a review of a history of PBL. The review involves both a global view and a local view in China. It then describes how learning activity happens in PBL and introduces main characteristics of PBL. This motivates a theoretical reflection on why PBL works well in preparing qualified young generation for dealing with challenges of complexity in future professional practice. This chapter will close its discussion on why and how PBL should be considered as a good strategy in Chinese universities.

Problem-based learning (PBL) is a teaching model which has been widely applied in class throughout the world. PBL originated in America and developed systematically in western countries. To further the PBL development in China, this paper mainly makes comparison of PBL in class between China and America based on two authentic PBL class cases and finds out that PBL classes differ in process monitoring, project setting, and evaluation of works. At the same time, they are similar in the diversified assignments, project duration, and creative thinking skills. By analyzing these points, this research has three main findings :(1)The American case favors project-based learning more, whereas the Chinese case emphasizes problem-based learning; (2)When delivering the curriculum, it is crucial for teachers to strike a balance between PBL and related subjects, and obstacles, length, or materials should also be taken into account. ; (3)Group collaboration is the primary means of reducing the management challenge in PBL teaching, and strengthening PBL teaching management is a link in the teaching process. The paper contributes to helping teachers who are committed to PBL adopt the good points and avoid shortcomings of the lesson plan and project design.

This study aims to develop Problem-Based Learning (PBL) teaching materials integrated with an ethnoscience approach on the topic of food and beverage additives to enhance students’ scientific literacy. The research was motivated by the low level of scientific literacy among Indonesian students, as indicated by the 2022 PISA results, which suggest that science learning remains largely theoretical and insufficiently connected to local cultural contexts. The ethnoscience approach integrates scientific concepts with indigenous cultural knowledge, while the PBL model promotes active learning, critical thinking, and problem-solving skills. This study employed a Research and Development (R&D) method using the 4D model, consisting of Define, Design, Develop, and Disseminate stages. The research subjects were eighth-grade students at SMP Islam Sunan Giri Salatiga. Research instruments included expert validation sheets for materials and media, student response questionnaires, and scientific literacy tests. Data were analyzed using descriptive quantitative and qualitative techniques to determine the feasibility, practicality, and effectiveness of the developed teaching materials. The results indicate that the PBL–ethnoscience-based teaching materials are highly valid, with average validation scores of 89.38% from material experts and 87.68% from media experts. Student responses were categorized as very good, with scores of 80.61% on a small scale and 81.45% on a large scale. The N-gain analysis showed improvements in scientific literacy at high (41.94%), moderate (38.71%), and low (9.68%) levels. These findings demonstrate that PBL–ethnoscience-based teaching materials effectively improve junior high school students’ scientific literacy and can serve as a reference for culturally integrated science learning.

Problem Based Learning (PBL) is a recent introduction into the training of clinical psychologists and seems to be a promising strategy for supporting the development of competencies in trainees on doctoral programmes. This paper reports on the introduction and assessment of PBL in a hybrid curriculum and relates this to competence and learning outcomes. Issues in evaluation are considered. Early indications suggest that both trainees and programme staff recognise the value of PBL in acquiring skills required in clinical practice. PBL is being developed in a variety of ways that will provide more information on the transferability and generalisability of this approach.

Problem-based learning (PBL) is an important teaching theory and model in the field of medical education, dating back to the mid-20th century. Under the scope of history of medical education, this paper introduces the historical background which fostered PBL, related important figures and events, and the process of its worldwide spread and practice, discusses the characteristic of PBL and its difference compared with the traditional teaching method, and clarifies certain misunderstanding held by academia, so as to provide reference to current medical education reform in China. Key words: Problem-based learning; McMaster University; Howard Barrows; Medical education

Tujuan penelitian ini adalah untuk mengetahui kualitas komik matematika berbasis Problem Based Learning (PBL) menggunakan Pixton untuk meningkatkan kemampuan pemecahan masalah matematis siswa kelas VIII SMP. Penelitian ini menggunakan metodologi penelitian dan pengembangan (R&D) dengan menggunakan model pengembangan ADDIE. Subjek penelitian ini adalah Dosen Pendidikan Matematika Universitas Jambi sebagai tim ahli yang terdiri dari ahli materi dan ahli media, guru matematika kelas VIII SMPN 18 Kota Jambi pada uji coba perorangan, 9 siswa kelas VIII G pada uji coba kelompok kecil, dan seluruh siswa kelas VIII H yang berjumlah 28 siswa pada uji coba kelompok besar. Hasil produk yang didapatkan dari penelitian ini yaitu memenuhi kriteria valid, diperoleh rata-rata skor 4,79 yakni memenuhi kriteria “Sangat Baik” termasuk dalam interval X>(X_l ) ̅+1,8×Sb_i. Produk memenuhi kriteria “Sangat Praktis”, yaitu berdasarkan hasil penilaian guru matematika dengan rata-rata skor 4,77 memenuhi kategori “Sangat Baik”, dan hasil penilaian siswa dengan rata-rata skor 4,90 memenuhi kategori “Sangat Baik”. Produk memenuhi kriteria “Cukup Efektif”, hasil penilaian oleh siswa satu kelas dengan rata-rata skor 4,67 memenuhi kategori “Sangat Baik” dan perhitungan nilai gain pada peningkatan kemampuan pemecahan masalah matematis siswa yakni 0,72 termasuk kategori “Sedang” dengan persentase 72% termasuk ke dalam kategori “Cukup Efektif”. Berdasarkan penelitian, dapat disimpulkan bahwa media komik matematika dapat digunakan untuk proses pembelajaran karena telah memenuhi kriteria kevalidan, kepraktisan, dan keefektifan. The purpose of this study is to determine the quality of Pixton's Problem Based Learning (PBL) mathematics comic books for developing students' mathematical problem solving skills using SPLDV materials for SMP class VIII. This study utilized the research and development (R&D) method with branches. The product results obtained from this research meet valid criteria, obtained from the results of material validation, namely meeting the "Very Good" criteria with a total score of 81 included in the interval Good" with a total score of 82. The product meets practical criteria, namely based on the results of the mathematics teacher's assessment with a total score of 86 fulfilling the "Very Good" category, and student assessment results with a total score of 497 fulfilling the "Very Good" category. The product meets the effective criteria, the results of the assessment by students in one class with a total score of 1,177 meet the "Very Good" category and the calculation of the gain value for increasing students' mathematical problem-solving abilities is 0.7, which is included in the "Quite Effective" category. It was concluded from this research that problem-based learning mathematics comics to improve students' mathematical problem-solving abilities are worthy of being applied in the learning process because they are classified as valid, practical, and effective criteria.

This study explored the nurse faculty experience of participating in a problem-based learning (PBL) faculty development program. Utilizing PBL as a pedagogical method requires a paradigm shift in the way faculty think about teaching, learning, and the teacher-student relationship. An interpretive phenomenological analysis approach was used to explore the faculty experience in a PBL development program. Four themes emerged: change in perception of the teacher-student relationship, struggle in letting go, uncertainty, and valuing PBL as a developmental process. Epistemic doubt happens when action and intent toward the PBL teaching perspective do not match underlying beliefs. Findings from this study call for ongoing administrative support for education on PBL while faculty take time to uncover hidden epistemological beliefs.

The purpose of this research is to develop problem-based learning and concept mapping by using a block-based programming model (PBL-CBp model) and to evaluate the appropriateness of the PBL-CBp model. The research will be divided into two parts. The first part will be about learning style development and will study the theories and ideas which relate to problem-based learning, the programming process and the concept mapping and block-based programming. It will synthesise the steps in the problem-based learning method, and the steps in the program process and design the learning steps by using problem-based concept mapping and block-based programming. The second part will consist of an evaluation of the appropriateness of the model. An appropriateness questionnaire for the PBL-CBp model will be created and the PBL-CBp model will be submitted to five experts for improvement.

Problem-Based Learning (PBL) is an instructional model that places students at the center of the learning process by presenting real-world problems to be solved. This approach promotes critical thinking, collaboration, and emotional regulation skills, which are highly relevant in the context of Physical Education learning in Senior High Schools. This study aims to evaluate the effectiveness of PBL implementation through a Systematic Literature Review (SLR) approach. Data were collected from the Google Scholar database, focusing on articles published between 2019 and 2023. Out of a total of 378 articles found, 11 were selected based on eligibility criteria, such as relevance to keywords and citation count. The analysis results indicate that PBL is not only effective in improving cognitive learning outcomes and students' motor skills but also enhances motivation, active engagement, teamwork skills, and emotional regulation. Moreover, PBL has been proven to encourage students to connect learning with real-life situations, thereby deepening conceptual understanding and strengthening critical thinking skills. This study recommends the implementation of PBL as an innovative strategy in Physical Education to support students' holistic development. By integrating this approach, the quality of learning is expected to improve significantly. These findings make an important contribution to further research, particularly regarding the development of PBL when combined with technology or digital media to expand its impact.

Kegiatan pelatihan ini bertujuan untuk meningkatkan kemampuan para guru kimia di kabupaten Melawi dalam merancang, memilih, dan menggunakan media pembelajaran yang tepat dalam pembelajaran di kelas. Selain itu, pelatihan ini juga diharapkan dapat membekali guru untuk menciptakan lingkungan belajar yang lebih interaktif, menarik dan efektif bagi peserta didik. Kegiatan ini dilaksanakan di SMA Muhammadiyah kabupaten Melawi pada tanggal 26 Juli 2023 melalui workshop dan pendampingan. Ke giatan ini diikuti oleh 13 orang guru Kimia dari SMA/SMK yang ada di Nanga Pinoh, kabupaten Melawi. Kegiatan pelatihan dibagi menjadi dua bagian, bagian pertama fokus pada pembuatan modul berbasis Problem Based Learning (PBL), sedangkan bagian kedua fokus pada penggunaan/pemanfaatan media atau aplikasi online. Berdasarkan hasil evaluasi, dapat disimpulkan bahwa peserta antusias dalam mengikuti kegiatan pelatihan dan memberikan respon positif terhadap kegiatan pelatihan. Semua peserta menyatakan bahwa kegiatan pelatihan sangat berg una dan mudah diaplikasikan sehingga dapat membantu guru dalam merancang dan menyiapkan kegiatan belajar mengajar. This training activity aims to enhance the skills of chemistry teachers in Melawi Regency in designing, selecting, and utilizing appropriate teaching media for classroom instruction. Additionally, this training is also expected to equip teachers to create a more interactive, engaging, and effective learning environment for students. The activity took place at SMA Muhammadiyah in Melawi Regency on July 26, 2023, through workshops and mentoring. Thirteen chemistry teachers from various high schools and vocational schools in Nanga Pinoh, Melawi Regency, participated in this training. The training was divided into two parts, with the first part focusing on the development of Problem-Based Learning (PBL)-based modules, while the second part emphasized the use of online media or applications. Based on the evaluation results, it can be concluded that participants were enthusiastic about the training and provided positive feedback. All participants stated that the training was highly beneficial and easily applicable, helping teachers in designing and preparing effective teaching and learning activities.

This research aims to produce learning tools that use a problem-based learning model with various media to improve valid, practical, and effective problem-solving skills. This research is a type of research and development (R&D). This research uses the ADDIE model, which stands for Analysis, Design, Development, Implementation, and Evaluation. The research results show that the learning tools are valid, practical, and effective and can be applied in the learning process. The learning tools' validation results are very valid and suitable for use. Practical learning tools with learning implementation results that reach very good criteria and the response given by teachers and students to positive learning tools. Effective learning tools are used to observe student activities, obtain good criteria, and test the results of problem-solving skills for data normality and normal distribution. The completeness of students' problem-solving ability scores is seen from the t-test results, which concludes the students' scores. Learning tools are very influential, as indicated by the value of the effect size test with high criteria. The results of problem-solving skills were increased by increasing the N-gain test in the medium category. Based on the research results, it can be concluded that the learning tools are valid, practical, and effective.