The Problem-Based Learning Procedural Model in the Software Modeling Course at the Information Technology College in Indonesia

Abstract

The characteristic of the Direct-Instruction system, which depends on the ability of the teacher's reflection, only provides little opportunity for students to be actively involved in the learning process. This process contrasts with the characteristics of the Software Modeling course which ideally emphasizes student-centered learning. The impact of the learning process becomes ineffective, and students cannot reach the minimum competency standards planned in the learning design. We propose a model of integrating Problem-Based Learning (PBL) into the Learning Modeling Software design on three elements of the learning system namely Elementary Curriculum, emphasizing the use of problems as the starting point of student learning; Element Group, emphasizing collaboration systems (group discussion based learning); and Student Elements, emphasizing the Student-Directed-Learning (SDL) system. We tested the effectiveness of the PBL model in small group trials in learning situations that resembled the actual situation and found PBL effectively increased student mastery of a particular topic. However, further discussions regarding 1) how many guidelines are needed in PBL; 2) potential student experience confusion if there is not enough initial learning framework; 3) students who do not have adequate initial knowledge and tend to experience underdevelopment, are still needed to find PBL models that are genuinely effective in learning the field of Software Engineering.