Abstract
This study aims to examine the effect of problem-based learning and tacit knowledge on problem-solving skills when students study in the laboratory. The method employed in this research was Quasi-Experimental Design. Data collection techniques were questionnaires and tests. Seventy-seven students were taken as the research participant and divide into two groups; 35 students in the experimental group with problem-based learning implementation and 42 students in the control group with procedural instruction. Questionnaires were used to measure tacit knowledge adopted from Insch, McIntyre, & Dawley (2008), Chilton & Bloodgood (2007), Somech & Bogler (1999). Data analysis techniques used two-way ANOVA test to determine learning outcomes. The research found that problem-based learning has a significant effect on problem-solving skills, and the use of tacit knowledge depends on the learning model. The results showed that problem-based learning could improve the ability of problem-solving while learning outcomes indicate that students use their tacit knowledge for problem-solving.
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