INSTRUCTIONAL APPROACHING MANAGEMENT THROUGH THE PROBLEM-BASED LEARNING MODEL FOR ENHANCING STUDENTS’ LEARNING ACHIEVEMENTS AND THEIR SOLVING-PROBLEM ABILITIES TOWARD SCIENCE OF LOWER SECONDARY EDUCATIONAL STUDENTS AT THE 9TH GRADE LEVEL

The aims of this research study were to create the instructional lesson plan with the STEM education instructional method on Electrochemistry Issue of secondary students at the 11th grade level in two groups that consisted of 43-conventional students’ learning controlling group and 44-STEM education’s learning experimental group from Sarakhampittayakom School under the Secondary Educational Service Area Office 26 with the Random Assignment Sampling technique was selected with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75 to promote students’ learning achievements of their the STEM education method (STEME) and their Conventional Learning Method (CLM). Students’ learning achievements of their post-test learning outcomes to their STEME and CLM were compared, students’ responses of their science process skills with the STEME and CLM were created, students’ solving problem abilities of their post learning outcomes with the STEME and CLM were assessed, and to associate between students’ learning achievements of their science process skills to their solving-problems thinking abilities on electrochemistry issue were analyzed. Using the instructional design model with the STEME and CLM innovative lesson plans were administered, students’ learning achievements were assessed with the 40-item Learning Achievement Test (LAT), students’ perceptions of their scientific process skills with the 20-item Scientific Process Skill Test (SPST), and their solving problem abilities were assessed with the 36-item Solving Problem Ability Assessment (SPAA). The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of 77.24/75.18 for the STEME innovation lesson plans, which was higher than standardized criteria of 75/75. Students’ learning achievements of their STEME and CLM assessing differences were also found evidence at the 0.001 level, significantly. Students’ responses of their scientific process skills of their STEME and CLM were differentiated evidence at the 0.001 level, significantly. Associations between students’ learning achievements and their scientific process skills, the coefficient predictive values (R2) indicated that 37% and 56% of the variance in scientific process skills for the CLM and the STEME, students’ learning achievements and their solving problem abilities, the coefficient predictive values (R2) indicated that 53% and 76% of the variance in solving problem abilities for the CLM and the STEME, and students’ solving problem abilities and their scientific process skills, the coefficient predictive values (R2) indicated that 46% and 72% of the variance in scientific process skills for the CLM and the STEME, respectively. Suggestions that STEM degree holders have a higher income create critical thinkers, increases science literacy, and enables, which students of innovators. Innovation leads to new products and processes. The innovation and science literacy depends on a knowledge base in the STEM areas of a basic understanding of physic prefer than the conventional leaning method (5E Inquiry Model) among Thailand students are lagging behind other developing countries. Article visualizations:

The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade The aims of this research study were 1) to develop activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis issue to promote students’ learning achievements and their systematic thinking abilities at the 11th grade level with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, 2) to compare between students’ learning achievements of their pre-test and post-test assessments with the STEM Education instructional method on the photosynthesis issue, 3) to compare between students’ systematic thinking abilities of their pre- and post-learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue, 4) to analyze of students’ associations between their learning achievements and their systematic thinking abilities with the post learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue. Data administrations with a sample size consisted of 21 upper secondary educational students at the 11th grade level from Mahawichanukul School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. The research instruments were determined with a main-STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach in 15 hours, the Learning Achievement Assessing Test, and the Systematic Thinking Ability Measuring Test were used. Statistically significant with the average mean score, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated. The results of these research findings have revealed as:Students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s lesson plan to management to the activity-based learning conceptual approach indicated that of 77.16/75.24, which was higher than standardized criteria of 75/75.Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence of statistically significant at the 0.01 level.Students’ responses of their systematic thinking abilities to their previous and lately learning with the STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach were differentiated evidence of 0.01, significantly.Associations between students’ performances of their learning achievements and their systematic thinking abilities toward their activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis class were considered together, there was a significant evidence of the 0.01 with the systematic thinking abilities, relatively. Article visualizations:

Problem-Based Learning (PBL) and Cooperative Learning (CL) methods have an important role in improving problem-solving abilities. In the PBL method, students are invited to face real problems with problem-solving skills in finding solutions. Meanwhile, in CL, students work in small groups and share knowledge to achieve deeper understanding. The aim of this research is for students to improve their problem-solving abilities through PBL and CL learning methods. This research is an experimental type with data collection techniques in the form of pretest and posttest in experimental classes 8A and 8B. Normality test data analysis uses Shapiro Wilk, while hypothesis testing uses independent and paired sample t-tests and N-gain tests. The results of this study show that the PBL and CL methods can improve students' problem-solving abilities with experimental class 8A (PBL) learning outcomes of 77.125%; while for experimental class 8B (CL) 71.490%. Meanwhile, the independent sample t-test showed that there were no significant differences in the pre-test and post-test learning results with ρ-value = 0.758 and 0.347 (>0.05). The conclusion in this research is that there is no significant difference in problem-solving abilities in the concept of tolerance through PBL and CL. Furthermore, the implications of this research emphasize real problems that require a tolerant approach. This research recommends teachers in implementing an important learning model by using case studies about interreligious conflicts in society and how to apply the principles of tolerance in resolving these conflicts.

The aims of this research study were to create the instructional lesson plan with the STEM education instructional method on Electrochemistry Issue of secondary students at the 11th grade level in two groups that consisted of 43-conventional students’ learning controlling group and 44-STEM education’s learning experimental group from Sarakhampittayakom School under the Secondary Educational Service Area Office 26 with the Random Assignment Sampling technique was selected with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75 to promote students’ learning achievements of their the STEM education method (STEME) and their Conventional Learning Method (CLM). Students’ learning achievements of their post-test learning outcomes to their STEME and CLM were compared, students’ responses of their science process skills with the STEME and CLM were created, students’ solving problem abilities of their post learning outcomes with the STEME and CLM were assessed, and to associate between students’ learning achievements of their science process skills to their solving-problems thinking abilities on electrochemistry issue were analyzed. Using the instructional design model with the STEME and CLM innovative lesson plans were administered, students’ learning achievements were assessed with the 40-item Learning Achievement Test (LAT), students’ perceptions of their scientific process skills with the 20-item Scientific Process Skill Test (SPST), and their solving problem abilities were assessed with the 36-item Solving Problem Ability Assessment (SPAA). The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of 77.24/75.18 for the STEME innovation lesson plans, which was higher than standardized criteria of 75/75. Students’ learning achievements of their STEME and CLM assessing differences were also found evidence at the 0.001 level, significantly. Students’ responses of their scientific process skills of their STEME and CLM were differentiated evidence at the 0.001 level, significantly. Associations between students’ learning achievements and their scientific process skills, the coefficient predictive values (R2) indicated that 37% and 56% of the variance in scientific process skills for the CLM and the STEME, students’ learning achievements and their solving problem abilities, the coefficient predictive values (R2) indicated that 53% and 76% of the variance in solving problem abilities for the CLM and the STEME, and students’ solving problem abilities and their scientific process skills, the coefficient predictive values (R2) indicated that 46% and 72% of the variance in scientific process skills for the CLM and the STEME, respectively. Suggestions that STEM degree holders have a higher income create critical thinkers, increases science literacy, and enables, which students of innovators. Innovation leads to new products and processes.

The main problem of this study was the lack of ability in problem solving of junior high school (SMP) students about Comparison. To improve this ability, it was used the cooperative learning model of Number Head Together (NHT) type with approaching of problem based learning. The problem formulations would be studied in this study namely: Whether the cooperative learning model of NHT type with approaching of problem based learning influenced the students' skills in problem solving of comparison lesson. For the purposes of this study were to: (1) describe the implementation of cooperative learning model of NHT type with approaching of problem based learning; (2) describe an improvement in problem solving ability of students in comparison taught by using cooperative learning model of NHT type and approaching of problem based learning. Design of this study was two-group pretest-posttest design. The population was all students of class VII SUMBUL. Ability of mathematical problem solving of students was measured by using test of ability of problem solving. But looking for quality of the improvement obtained from two groups was conducted by testing on the index gain. The result of study showed that the ability of mathematical problem solving between students who were taught by using cooperative learning model of NHT type with approaching of problem based learning was higher than students who were taught just by problem based learning. It showed that there was the influence of cooperative learning model of NHT type with approaching of problem based learning to ability of mathematical problem solving. Based on the result of this study, it was suggested that teachers taught the mathematical problem solving by using cooperative learning model of NHT type with approaching of problem based learning. Key Words: Cooperative Learning Model of NHT Type; Approaching of Problem Based Learning; Ability of Problem Solving.

Enhancing Students' Problem-Solving Abilities: The Role of Project-Based Learning, Problem-Based Learning, and Learning Motivation. Objective: This study aims to examine the effect of Project-Based Learning (PjBL), Problem-Based Learning (PBL), and learning motivation on students' problem-solving abilities at the secondary education level. Methods: This study uses a quantitative approach with SmartPLS 4 data analysis techniques to test the relationship between the variables involved. The research sample consisted of students at the secondary education level who were divided into three experimental groups. Each group received project-based learning (PjBL), problem-based learning (PBL) interventions, as well as the influence of learning motivation as a factor influencing students' problem-solving abilities. Findings: The results of the study indicate that both PjBL and PBL have a positive and significant effect on students' problem-solving abilities. In addition, learning motivation has also been shown to have an important role in strengthening the development of students' problem- solving abilities. These findings indicate that project-based and problem-based learning can improve students' skills in solving complex problems. Conclusion: The findings of this study provide evidence that Project-Based Learning and Problem-Based Learning methods can be effective alternatives to improve students' problem-solving abilities. Learning motivation also plays a crucial role in supporting the learning process. Therefore, it is important for teachers to create a learning environment that can motivate students to be more active and participate. By combining these two methods, students are expected to develop critical and creative thinking skills, which are very much needed in facing challenges in the real world. Further research is needed to explore other factors that may affect students' problem-solving abilities, such as social and emotional factors. Keywords: PjBL, PBL, problem-solving ability, learning motivation.

This study aims to investigate the application of “problem-based learning” (PBL) to the units “Heat and Our Life” and “Sustainable Homes” from the sixth-grade textbook used in elementary school science education, and to assess its influence on students’ abilities of problem-solving and environmental action. The object of this study is a sixth-grade elementary school class in New Taipei City. The teaching covers eight weeks, which includes three lessons per week, for a total of 24 lessons. Prior to and after the course, the students were administered surveys of “the worksheet of vegetable-planting planning,” “the worksheet of the solution of vegetable planting,” “problem-solving ability,” and “environment action scale.” Descriptive statistics and one-way analysis of variance were adopted for the quantitative analysis to examine differences in the pre-test and post-test scores. Qualitative data was collected from teacher’s interviews with the students, vegetable logs, self-evaluation lists, and peer-evaluation lists. The results of the research are as follows: 1. After learning “reduce the effect of urban heat island” guided by PBL, students’ ability to plan for vegetable planting showed significant progress (p = .000 < .01). The scale of environmental action indicates that 76% of the students attained the goal, which shows that learning “reduce the effect of urban heat island” guided by PBL actually enhances the performance of the sixth-grade students in regard to environmental action. 2. Furthermore, post-test performance of the students for “the worksheet of the solution of planting vegetable” (p = .000 < .01) and “problem-solving ability” (p = .000 < .01) surveys showed an obvious improvement. This indicates that the learning indeed promotes students’ problem-solving ability. 3. After learning “reduce the effect of urban heat island” guided by PBL, each group presented its achievements at a briefing. More than 85% of the students were satisfied with the learning outcome; this indicates that the learning can be applied to energy saving and carbon reduction in everyday life. Finally, the findings of this study lead to certain recommendations: (1) Teachers should affirm students’ progress more often; (2) The PBL process takes a lot of time, and therefore is not appropriate for every unit of teaching. However, in some cases, the content can be integrated into PBL; (3) The teaching of environmental action should encourage students to learn through personal experiences; and (4) Elementary school teachers should be provided with opportunities for extensive study to strengthen their confidence and profession of self-progress.

Abstract: Analysis Of Effect Of Model-Based Learning Problems (Problem Based Learning) Motivation And Learning Ability Of Students Physics Problem Solving. This study is aimed to determine the differences: (1) The ability of problem solving of student using Problem Based Learning (PBL) and Direct Instruction (DI), (2) The ability of problem solving students who have high and low motivation. This is a quasi-experimental research. The population is 12th grade high school students at one state high school and the sample is determined by random-sampling technique. There are two instruments of this research, namely student learning motivation questionnaire and problem solving ability test. The data are analyzed using two-way ANAVA. The result showsthat the ability of problem solving students who used Problem Based Learning (PBL) are better than used Direct Instruction (DI). This research also finds that the ability of problem solving students who has high motivation were better than low motivationKeywords: Student Motivation, Ability of Problem Solving, Problem Based LearningAbstrak: Analisis Pengaruh Penerapan Model Pembelajaran Berbasis Masalah (Problem Based Learning) dan Motivasi Belajar Siswa Terhadap Kemampuan Pemecahan Masalah Fisika. Penelitian ini bertujuan untuk mengetahui perbedaan : (1) kemampuan pemecahan masalah fisika siswa yang diajarkan dengan model Problem Based Learning (PBL) dan Direct Instruction (DI), (2) kemampuan pemecahan masalah fisika siswa pada kelompok motivasi belajar tinggi dan motivasi belajar rendah. Penelitian ini merupakan penelitian quasi eksperimen. Populasi penelitian adalah siswa kelas 12 Sekolah Menengah Atas (SMA) dan sampel ditentukan berdasarkan teknik random-sampling. Instrumen penelitian ini ada dua yaitu angket motivasi belajar siswa dan tes kemampuan pemecahan masalah. Adapun tes yang digunakan adalah berbentuk essay. Data dalam penelitian ini dianalisis dengan ANAVA dua jalur. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah fisika yang menggunakan Problem Based Learning lebih baik dibandingkan siswa yang menggunakan Direct Instruction, Studi ini juga menemukan bahwa kemampuan pemecahan masalah fisika siswa yang merniliki pemahaman konsep tinggi lebih baik dibandingkan siswa yang memiliki motivasi belajar rendah.Kata Kunci: Motivasi Belajar Siswa, Kemampuan Pemecahan Masalah, Problem Based Learning

The low ability of mathematical problem solving of students, particularly at the elementary school students (elementary school) became the background of this research. In addition, a variety of characteristics shared by every student also observed in this study. One of the characteristics is intelligence. The fact that Howard Gardner suggested that everyone has diverse intelligence within him. Therefore, this research will apply the approach to Problem-Based Learning-based Multiple Intelligences as an effort to increase the ability of the mathematical problem solving of students which will also involve a variety of intelligence on the student in accordance with the theory of Multiple Intelligences by Howard Gardner expressed. The research method used experimental with control group pretest-postest design. The population in this study are all the students scattered throughout the elementary school Sub Kadipaten Regency, which is included into the Group of papak (medium). The sample of this research is the grade IV SDN Liangjulang VI that has two groups of study, so that the class IV A chosen as an experimental class and class IV B as the class of the control. The results of this study showed that after a given learning using approaches to Problem-Based Learning-based Multiple Intelligences and conventional approaches to increasing the ability of the mathematical problem-solving of students with n-gain that experience an increase in the category are for class experiments and low categories of the class of the control. Improvement of mathematical problem solving ability get learning by using Problem-Based Learning approach-based Multiple Intelligences is better than students who get conventional learning. It is based on the results of different trials the average n-gain from the second class. In addition, based on the ANOVA test one line on the sixth Multiple Intelligences smarts group indicates that is not the case of the difference of the average increase in the ability of problem-solving on the sixth group of the intelligence.

Problem-solving ability is one of the skills that must be possessed in the 21st century. Problem-solving ability needs to be possessed by students to overcome problems in everyday life and academically. This study aims to analyze the significant differences in students' problem-solving ability on the reaction rate material between students who use flipped classroom learning based on problem-based learning and those who use scientific learning. This type of research is a quasi-experiment with a pretest-posttest control group design. The population in this study was a state high school in West Yogyakarta. The sampling technique used was random sampling of the class. The sample used in this study consisted of two classes, namely the experimental class and the control class. The experimental class used flipped classroom learning based on problem-based learning, while the control class used learning with a scientific approach. Data were obtained through problem-solving ability test instruments in the form of pretests and posttests. The test instruments used were validated theoretically and empirically. Indicators of problem-solving ability measured in the pretest and posttest include understanding the problem, preparing a problem-solving plan, implementing the problem-solving plan, and rechecking the results of the problem-solving. Based on the results of the t-test significance analysis of 0.000 &lt; 0.005, it shows that there is a significant difference in problem-solving ability between students who use flipped classroom learning based on problem-based learning and those who use a scientific approach. Flipped classroom learning based on problem-based learning is one of the innovative learning methods to improve students' problem-solving abilities. Keywords: flipped classroom, problem-based learning, problem-solving ability, reaction rate.

The purposes of this research were to evaluate and develop of An Innovative Instructional STEM Education Strategy Lesson Plan Combined with the Brainstorming Techniques (STEM &amp; BTS) for enhancing students’ learning achievements and transforming their science related attitudes for secondary students at the 8th grade level in science class on Light and Visible Light issue with the processing and performance resulting effective determinant criteria at the level of 75/75. Students’ learning achievements and their science attitudes to their pre and post assessing designs in the STEM &amp; BTS were compared. Associations between students’ learning achievements of their posttest assessment with the STEM &amp; BTS related attitudes were assessed. Administration of the sample size of 25 students at the 8th grade level from Khatiyawongsa School under the Secondary Educational Service Area Office 27 was selected. The STEM &amp; BTS composed of an innovative instructional lesson plan and 9 subunits in 15 hours on 5 weeks were instructed. Students’ learning achievements were assessed with the 50-item Learning Achievement Test (LAT) in four multiple choices. Students’ attitudes toward science were assessed of their perceptions with the 8-item Test Of Science-Related Attitude (TOSRA). Statistically significant was analyzed the data with foundational and advancing statics. The results of these research findings followed as: An innovative instructional STEM education strategy combined with the brainstorming techniques for enhancing students’ learning achievements and transforming their science related attitudes of six learning activities by the 3-Professional Experts with the Index of Item Objective Congruence (IOC), it has found that the IOC indicated of 0.88, students’ responses of their learning activities were at the high level, and α-Reliability of the TOSRA was 0.79. The effectiveness of the innovative learning management lesson plan in form of the STEM &amp; BTS (E1/E2) was 77.64/78.48, which has higher than the standardized determining criteria of 75/75. Students’ learning achievements of their pretest and posttest assessments with the LAT to the STEM &amp; BTS with their posttest was higher than pretest, differently (ρ &lt; .001). Students’ attitudes toward science were assessed with the TOSRA, the average mean scores with their post-attitude were higher than pre-attitude and statistically significant was differentiated, significantly (ƿ &lt; .01). Associations between students’ learning achievements of their post-LAT their post-TOSRA toward science, the R2 value indicated that 50% of the variance in students’ learning achievements of their science class was attributable to their post attitudes toward science in the STEM &amp; BTS for enhancing students’ learning achievements and transforming their science related attitudes and statistically significant was also found at the 0.01 level, relatively.

The Indonesian education system has been criticized for its rote learning approach, which emphasizes memorization rather than the application of knowledge. This study aims to explore the application of the Problem-Based Learning (PBL) method with the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach to increase students' creativity abilities in Indonesia. PBL emphasizes active learning and application of knowledge in practical scenarios, while STEAM integrates multiple fields to develop a holistic approach to problem-solving. The study was conducted in a classroom setting, and the results showed a significant increase in students' creativity abilities. Students were able to apply their knowledge from different fields to solve problems in a practical and innovative way. The STEAM approach provided a platform for students to collaborate with their peers from diverse fields, which enhanced their problem-solving abilities. Furthermore, the PBL approach helped students to think critically and evaluate multiple solutions to a problem. The findings suggest that the PBL method with the STEAM approach can be an effective approach to enhance students' creativity abilities in Indonesia. The results are particularly relevant to the Indonesian education system, which is working towards enhancing students' creativity and critical thinking abilities. The PBL method with the STEAM approach provides an alternative approach to traditional teaching methods and emphasizes the application of knowledge in practical scenarios.

This study aims to determine the differences of learning outcomes between students that were performed using inquiry and student who were applied using problem based learning in classes of X SMA 2 Plakat Tinggi. This study also purposes to examine the effectiveness comparison between problem based learning and inquiry method. The research engages quantitative research with quasi-experimental type. Subject selection conducts match design. The population of this study were students of class X IPS in SMA 2 Plakat Tinggi which composed of three classes. The sample selection in this study engaged purposive sampling, hereby X IPS 3 was elected as experimental group 1 (Problem based learning) and class X IPS 1 as the experimental group 2 (Inquiry) class. Data collection technique performed in this study was learning outcomes in the form of written test. Data analysis technique was engaging independent sample t-test, which was followed by N increased and effect size extent. The findings are differences of learning outcomes improvement between students who studied utilizing inquiry method and students who were taught using problem based learning method. Problem based learning is more effective than inquiry in promoting Geography learning outcomes. This is indicated through calculation result upon effect size extent, where students who were taught using problem based learning method obtain a value of 4.185, larger compared to those who were treated using inquiry method which obtain a value of 3.462. Keywords: Inquiry, problem based learning, Geography References Agustini, D. M. (2017). PBL untuk Meningkatkan Hasil Belajar IPA Siswa Tunarungu Kelas IV A SLBN 2 Bantul. Widia Ortodidaktika, 6(4), 427-437. Alberta. (2004). Focus on Inquiry: A Teacher’s Guide to Implementing Inquiry Based Learning. Canada: Learning Resources Centre. Barret, T., &amp; Moore, S. (2010). New Approaches to: Problem based learning Reveitalising Your Practice in Higher Education. 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Objective In our university a system-based horizontally integrated courses of biomedic-al education was developed and problem-based learning teaching method was applied in biomedical educa-tion in order to promote students' understanding of biomedical knowledge and train students' abilities of self-directed learning, critique thinking, communication skills and teamwork spirit. Method The basic medical courses had been horizontally integrated into one basic medical science introduction section, eight system modules and some special topics. The PBL teaching method had been applied in this new courses. The reform had been carried out in the teaching of part of the seven-year-program students of our university. Resutls Good results had been observed. The students' abilities of problem-solving and communication were obviously better than those students who studied with the traditional courses and teaching method. Conclusions Horizontally integrated courses and PBL teaching method can effectively promote the students' manifold abilities. It is very important to update the teachers' educational conception and strengthen the function of expert curriculum steering committee in the reform process. Key words: Horizontally integrated courses; Problem-based learning; Basic medical education

Background and aim: At present, the phenomenon of insufficient problem-solving ability of college students in China is more prominent. The project-based learning（PBL) combined with the outcome-based education (OBE) concept provides new ideas and methods for addressing the problem of insufficient problem-solving ability among college students. The PBL combined with OBE teaching offers effective ways and means to enhance problem-solving ability. Outcome-based education concept (OBE) emphasizes student learning outcomes and focuses on the ability and qualities students acquire during the learning process. While project-based learning (PBL) enables students to participate in solving actual projects, clarifying their learning goals and outcomes, and enhancing their learning motivation and enthusiasm. This teaching model emphasizes practical ability. It focuses on cultivating students' practical ability by having them apply learned knowledge and ability in actual projects, thus improving their problem-solving and practical operation ability, which aligns with the requirements for practical ability in the advertising field. It promotes cooperation and innovation. PBL usually requires students to complete projects in groups, helping to cultivate their cooperation ability and team spirit. At the same time, during the project implementation process, students need to continuously propose innovative solutions, which also helps cultivate their innovation consciousness and innovation ability. This study aims to develop and evaluate the effectiveness of a new media marketing and planning course based on PBL combined with OBE teaching to enhance problem-solving ability in advertising students. Materials and approaches: The study employed a three-phase research design involving phase 1 was studying the background information through reviewing documents and interviewing experts and students, phase 2 was constructing and verifying the developed course by 5 experts, and phase 3 was implementing the course with the sample of 40 junior Advertising students at Xi'an University which were derived by cluster random sampling. The research instruments used to collect data in this phase were as follows:1) scoring rubric of students' problem-solving ability with reliability of 0.84. 2) questionnaire for students' satisfaction with the reliability of 0.75. Data collection was relevant to test papers and scales, and data were analyzed by using statistics including; means, standard deviations, t-test for dependent samples, and one sample t-test. Results: After implementation of a new media marketing and planning course based on project-based learning combined with outcome-based education concept, it revealed that 1) posttest scores of students' problem-solving ability is greater than pretest at.01 levels of statistical significance (t39= 16.01, p = 0.001). 2) students' satisfaction after implementing the course was statistically greater than the criterion of 70% at a.01 level of statistical significance (t39 =19.51, p = 0.001). Conclusion: The PBL combined with OBE teaching provides effective ways and methods for improving college students' problem-solving abilities. By clarifying learning outcomes, emphasizing practical ability, and promoting cooperation and innovation, the PBL teaching methods model can better meet the requirements for problem-solving ability in modern education and the advertising field.