Application Of Problem-based Learning Research Articles

Application of problem-based learning and case-based learning integrated method in the teaching of maxillary sinus floor augmentation in implant dentistry.

BackgroundTeaching of maxillary sinus floor augmentation (MSFA) is challenging for dental educators due to the varied sinus anatomy and high rate of complications. The method integrating problem-based learning and case-based learning (PBL-CBL method) may be more effective than the traditional teacher-centered method. The aim is to evaluate the efficacy of the PBL-CBL method in teaching MSFA.Materials & MethodsNinety-two students who received training between 2015 and 2017 at the Department of Implant Dentistry were divided randomly into an experimental group and a control group. Students in the experimental group were trained using the PBL-CBL method, while those in the control group were trained using the traditional teacher-centered method. After three months of training, a survey of the students’ opinions about the corresponding teaching method was carried out through a feedback questionnaire. A theory test was used to investigate the level of MSFA knowledge among the students. A case analysis was designed to test whether the students can apply the knowledge in solving new problems.ResultsCompared with the control method, the PBL-CBL method resulted in higher scores in both the theory test and the case analysis, and obtained a higher rate of satisfaction among the students. The difference in scores between the two methods were statistically significant (P < 0.01),ConclusionThe PBL-CBL method resulted in better results regarding acquisition of academic knowledge, ability in case analysis and student satisfaction compared with the teacher-centered method. It may be a promising mode for teaching complex surgical techniques in implant dentistry and other dental fields.

Application of PBL Can Improve the Teaching Quality of Professional Degree Graduate Students in Hepatobiliary Surgery

Objective: To explore the application effect of problem-based learning (PBL) teaching in standardized training, which is designed to train professional degree graduate students in hepatobiliary surgery. Methods: A total of 60 graduate students with professional degrees admitted to our hospital for hepatobiliary surgery in 2017-2018 were selected as research objects. The trainees were randomly divided into problem-based learning (PBL) group and lecture-based learning (LBL) group, and the training effects of the two groups were observed at the same time. Results: After the training is completed, compared with the LBL group, the PBL group students’ final exam scores, skill scores, and the students’ scientific research ability, clinical ability, organization ability, thesis ability, collaboration ability, and language ability have been significantly improved (P Conclusion: The application of PBL teaching can effectively improve the teaching quality of clinical degree postgraduate standardized training.

Problem-based activities as a tool to develop cross-cultural competency at the foreign language classes

The article is devoted to applications of problem-based learning. Teaching foreign language is aimed nowadays at developing various skills to communicate with a speaker of another language as with a representative of a different culture, in other words, developing cross-cultural competency. Cross-cultural communication, especially in business, may imply various problems and challenges so in foreign language classes it is necessary to reveal them and teach students how to deal with them most efficiently. Therefore, most teachers of foreign language try to incorporate problem-based approach in their classes. The choice of teaching material for connected with solving a problem tasks should be made with reference to applied problem-solving methods, intellectual level of students, and level of their critical and creative thinking. Problematisation can be based both on socio-linguistic materials and on professionally oriented assignments, in the form of case studies or specialized texts discussions in accordance with other teaching tasks. The article describes an experience of using problem-based technique in foreign language classes for students of Economic Faculty taking a course of “Foreign language for professional communication” as a way to develop skills helping to solve a variety of professionally oriented communicative tasks.

An Action Research for Application of Problem-Based Learning (PBL) in Marketing Courses within Business Administration

An Action Research for Application of Problem-Based Learning (PBL) in Marketing Courses within Business Administration

The Effectiveness of Problem Based Learning Model on Virus Material of Senior High School on Science Process Skills and Student Learning Outcomes

Student learning outcomes at Pemalang 2 High School are still low students are less actively involved in learning activities. This is because Biology learning applied by the teacher still uses the lecture model. In this learning model, the teacher has not developed science process skills (SPS). One learning model that can be applied to improve SPS and student learning outcomes is problem-based learning. The purposes of this study are to determine the differences in student learning outcomes in virus material, to determine the effect of the application of problem-based learning models to student SPS, and to test the effectiveness of problem-based learning. This research is a quasi-experiment with nonequivalent control group design. The research sample is determined by purposive sampling. Data collection is done by test, observation, and questionnaire methods. The results show that the percentage of students classical completeness in the experimental class reach 88% while the control class is 72%. The results of the ttest show tcount = 2.80&gt; ttable = 1.99 so that there is a difference in learning outcomes increase in the experimental class. The N-gain test shows the N-gain value of the experimental class 0.62 and the control class 0.52. The improvement of students' understanding in the experimental class was better than the control class. Student's SPS increase is directly proportional to student learning outcomes. Based on the results of the study, it is concluded that there are significant differences from the learning outcomes of the control class and experimental class. The application of problem-based learning has a positive influence on student SPS and problem-based learning is effective in student learning outcomes.

Application of problem-based learning in the teaching of nuclear protection medicine under E-learning environment

Objective To explore the feasibility of problem-based learning (PBL) teaching method in teaching nuclear protection medicine under E-learning environment. Methods A total of 120 students from Class 1 (experimental group) and 141 students from Class 3 (control group) of 5-year clinical medicine in Grade 2014 were included. The control group adopted the traditional teaching method, that is, theoretical knowledge was taught by teachers in theory class and practice was made by students after teachers introducing methods and precautions, and making demonstrations in experimental class. The experimental group adopted PBL teaching method based on E-learning and the simulation software of nuclear accident medical emergency rescue. Results Average theoretical scores in the experimental group (79.61±7.71) were higher than those in the control group (73.66±7.89), with statistically significant difference (P<0.05). According to the results, 74.2% (89/120) students in the experimental group had a relative good experience of PBL under E-learning environment; 72.5% (87/120) had better comprehension of nuclear protection medicine; 82.5% (99/120) students considered that the simulation software of nuclear accident medical emergency rescue was able to help them get familiar with and comprehend the operation procedures; 80.0% (96/120) students believed that it was able to stimulate interests for study and exploration; 77.5% (90/120) students considered that it was able to promote study initiatives; 84.2% (101/120) students believed that it was able to deepen understandings to nuclear protection medicine. Conclusion Application of PBL teaching methods in the teaching of nuclear protection medicine under E-learning environment can better enable students to comprehend what they have learned, achieving better teaching effectiveness. Key words: E-learning; Problem-based learning; Nuclear protection medicine; Medical education; Educational reform

Fostering Undergraduate Students’ Reading Performance in English Discourse through Problem-Based Learning Model

Choosing and applying appropriate models or strategies in teaching and learning reading comprehension may lead to enhance the quality of both teacher and students’ performance or achievement. Fostering students’ reading performance is the primary endeavor to master other English skills. This investigation has done in five main stages which cover pre-test, planning, acting, observing, reflecting, and evaluation of the results. This recent study expects to reveal and describe the application of Problem-Based Learning (PBL) in fostering the students’ reading English discourses. The instruments used in gathering the data were the observation sheets, questionnaire, and tests. There were 32 participants chosen to form the fourth-semester students which majoring in English education program of UIN Syarif Hidayatullah Jakarta. The data were analyzed qualitatively and quantitatively. The results show that the students’ scores since the pre-action test, first cycle up to the second cycle undergo increasing which tends to ‘positive category’ and ended with ‘good level’ (78 scores or high qualification category). It could be summarized that the application of PBL model towards EFL undergraduate students is effective in teaching and learning of English discourse reading comprehension.

Problem-Based Learning To Improve Students’ Critical Thinking Skill

Problem-based learning is learning by presenting contextual problems. Mechanical Engineering Subjects to support the competence and competitiveness of students majoring in Mechanical Engineering at Vocational High School. The purpose of the research is to describe the results of the application of problem-based learning in order to improve students' critical thinking skills and improve problem solving skills in mechanical engineering subjects.This research is classroom action research. The subject of this study involved students of class XI of the Mechanical Engineering Study Program at SMK Negeri 3 Bojonegoro, 32 people, in the 2021/2022 academic year. This critical thinking skill uses indicators developed by Ennis.The results of cycle 3 for good criteria are 44% and very good are 28%. The number of percentages in solving problems is 72%. The results in cycle 3 for good criteria are 44% and very good are 31%. Total percentage for critical thinking ability is 75%. This shows that both of these things have exceeded the minimum percentage set at 70%, or in other wordsThe problem-based learning process can develop students' critical thinking skills in mechanical engineering subjects in SMK.The results of the research above can be said that there is a relationship between the problem-based learning process on students' critical thinking.

Application of problem-based learning assisted intelligent learning media to improve the cognitive aspects of students

Problem Solving is one of the capabilities that must be possessed by students in the department of Software Engineering, this ability is directly proportional to the cognitive abilities possessed by learners. Problem Based Learning Method (PBL) is a proven learning method in improving problem solving ability of learners. To determine the effect of PBL on students majoring in Software Engineering, conducted research on students, using the PBL method that is assisted with learning media. Learners are divided into groups to be given a ‘problem’ to be solved by each group. Educators can provide educators questions that lead to the solution of problems given to learners in the form of materials, scripts or in other forms of learning media. Learning media made with Intelligent Tutoring System (ITS) where this media can guide learners in depth of certain material that has not been mastered. This can be seen from giving media suggestions to learners after doing pretest or posttest. The results of this study can be quite successful with an increase in the gain index of 0.36 that can be categorized as a moderate increase.

Penerapan modul biologi berorientasi problem based learning untuk meningkatkan hasil belajar kognitif mahasiswa keperawatan

The low understanding of students in learning biology in cell communication materials. One way to overcome these problems is to apply a problem-based learning-oriented biology module. This study aims to determine the improvement of cognitive learning outcomes of nursing students through the application of problem-based learning oriented biology modules. This type of research is Classroom Action Research conducted 2 cycles. The study was conducted at STIKes Perintis Padang. The subjects of this study were 28 nursing students. The research instrument consisted of observation sheets, student cognitive learning test results, documentation and field notes. Data collection is done by formative tests. Data analysis techniques using descriptive analysis. The results showed that the application of problem based learning oriented biology modules could improve student cognitive learning outcomes with classical completeness from 79% to reach 89% and increase in cognitive learning outcomes into the medium category (N-gain 0.5). Based on these results it can be concluded that the application of problem-based learning-oriented biology modules can improve the cognitive learning outcomes of nursing students.

Problem-based learning in the Irish SME workplace

Purpose This paper aims to explore how in Irish small- and medium-sized enterprises (SMEs), problem-based learning (PBL) could possibly provide a paradigm which addresses two key research objectives: What are the learning needs and challenges faced by Irish SMEs? and How could PBL satisfy these needs through integrating formal and informal learning? Design/methodology/approach An action research methodology was adopted using Lewin’s (1994) action research cycle. In the reconnaissance stage, surveys and focus groups were conducted with a purposive research sample of Irish SMEs regarding their learning needs and challenges. Based on these results, a plan was formulated to adapt the traditional PBL model into a workplace PBL model (wPBL). Lastly, the wPBL model was implemented and evaluated in 42 SMEs. Findings The research identified several specific learning needs for SMEs, namely, learning that is cost-effective, tailored to the company and its challenges, immediately applied, demonstrates a tangible outcome (is measurable), organically fostering a learning culture, addresses knowledge gaps, continuous, develops communication, team work, problem-solving and technical skills. The traditional PBL model was adapted into a wPBL model to meet the above learning needs of SMEs. It was found that the wPBL model had the potential to address long-standing company problems (making it cost-effective), facilitate continuous learning and develop horizontal and transversal skills such as problem-solving and communication. Originality/value Much of the learning that takes place in SMEs is incidental or informal, and often does not contribute to the long-term sustainability of the organisation. This paper aims to propose a practical framework using wPBL to structure incidental and informal learning in SMEs so that it provides an immediate benefit to the company. To date, there has been little research into the application of PBL outside higher education, and the paper proposes a framework to assist the transition of PBL to a workplace environment.

The Implementation of Problem Based Learning (PBL) Model Improving Students’ Oral Communication Skill through Lesson Study

The action research was conducted in the odd semester of 2017/2018 using Lesson study as a tool to investigate collaborative and continuous learning processes, based on the principle of collegiality. Through Lesson Study students are expected to have communication skills both verbally and in writing. Communication skills can be improved through problem based learning (PBL) learning models. This study aims to determine the improvement of students’ oral communication skills through application of problem-based learning. This research was conducted on February 8, 2018, March 8, 2018, April 12, 2018. The subjects were all students who attended the Action research in the field of Education. Data was collected using the same PBL model with different learning media. Learning media used are emoticon points, interactive videos, and game points. Students’ communication skills are measured using an observation sheet and an assessment column for oral communication skills. The results show that the assessment of students’ communication skills is measured in group in the first cycle. In the next cycle, it is done individually and shows that 22% of students have poor communication skills, 11% of students have good communication skills, and 67% have good communication skills. Then, in the third cycle, 27% of students in the excellent category, 55% in the good category, and 18% in the fairly good category. Based on these results it can be concluded that the learning model of Problem Based Learning based on Lesson Study can improve students’ oral communication skills.

Application of Problem Based Learning Models to Students' Mathematical Problem Solving Ability

Student problem solving abilities are still low because of the lack of response of students' feedback to the teacher's questions and explanations, and the lack of concentration on mathematics. The cause of the problem is the lack of problem solving abilities of students in mathematics learning, and variations in the application of learning models. This study aims to analyze the effect of the application of problem-based learning models on mathematical problem solving abilities of students at SMAN 7 Padangsidimpuan. The type of experimental research consisted of case groups (problem based learning methods) and controls (question and answer method), with a 2x3 factorial design. The population in the study is the student at class X SMAN 7 as many as three classes with a total of as many as 34 students / class. The research samples were class X-2 and X-3, with random sampling techniques. Techniques in collecting data through tests, observations, and interviews. Statistical analysis was performed using t test analysis. The results showed that the problem-based learning model was better than through the application of direct learning, with the average results of the experimental class students being 80.74 and the control class 68.24. The application of problem-based learning to improve students' problem solving skills can be carried out by teachers in the dual improvement of the quality of education in schools. Keywords: Problem Solving Ability, Problem Based Learning Model DOI : 10.7176/JEP/10-18-08 Publication date :June 30 th 2019

Comparison of mathematical thinking through problem based learning at university of jember

In the understanding concepts and the thinking mathematically in studying statistics is necessary managed the learning process that easily understood by students. One model that can be applied is the Problem-based Learning (PBL) learning model. This research compared PBL and conventional learning models to students’ mathematical thinking skills. The subject of research is the student in the third semester of Economics Education Study Program at the University of Jember Academic Year 2018/2019. The design used in this study is matching pretest-posttest control group design. The design of this study was used because the study involved two classes. The experimental class is the class that has the application of the PBL Model, and the control class is the class taught using the Conventional Learning Model. The test is done twice, namely before the learning process (pretest) and after the learning process (posttest). The results obtained from this study are hypothesis testing from the t-test resulting in t-count value of 5.475 and t-table of 2.378 thus the t-test > t-table or 5.475> 2.337. It can be concluded that there is a difference between the application of PBL and conventional learning to students’ mathematical thinking skills. A difference is seen from the mean of the two learning models, namely the overall mean of the PBL model is 84.28 and the mean of the conventional model is 72.78. So it can be concluded that the PBL model is better than the conventional model.

Educational system for the development of collaborative Ill-structured problem-solving skills

Problem solving is indicated among the most important 21st century skills and therefore many educational practitioners and researchers suggest to include the development of this skill in diverse subjects across university studies. However, practice of this skill development is usually limited to the application of problem-based learning, which leaves it only among many other goals. The fact also remains that this popular curricular invention is most commonly considered as a content-based method, which puts greater emphasis on subject-related knowledge acquisition in the context of solving problems. Indeed, solving ill-structured problems is not an easy activity and what higher education needs is a more explicit focus on the development of this skill in students. The article seeks to scientifically and practically explain the system on how this educational aim can be attained. Based on literature review, we design a tripartite system for enabling students to learn collaborative problem solving. It comprises three main parts: preparation for solving ill-structured problems in collaboration, inclusion into the processes of solving such problems and evaluation of the processes as well as outcomes achieved. The designed system is universal and can be implemented across various disciplines and subjects in higher education.

Problem-Based Learning Model for Teaching Writing: A Literature Review

Many researchers have claimed the success of the application of problem-based learning in many fields of study. This learning model is in line with the constructivist principles, in which students are in the centre of the learning process. Moreover, problem-based learning model provides the opportunity for students not only to develop their hard skills, but also soft skills. In addition, it also strives to help students become independent and self-regulated learners. This is one of the main advantages of applying the learning model. This article attempts to provide a short review of problem-based learning model in teaching writing. Furthermore, the discussion will also focus on the issue by looking at some explanation found in accounting for the needs of the learning model in the 21st century-language learning

Application of Problem Based Learning in Mechanics of Machines Course

The predominant educational methods in engineering education follow traditional classroom teaching, with some elements of tutorials and lab work. Although, there has been a growing tendency in recent years to introduce elements of active learning, and in particular problem-based (PBL) and project-based learning (PjBL). The paper reports on an attempt to use PBL in a topic on kinematics analysis of planar linkages, in a 3-credit course on Mechanics of Machines, offered in Year 3 of a 5-year BEng Mechanical Engineering programme. The aim of this study was to investigate the students’ response and perception to such a learning environment. A survey was administered to investigate students’ views on the application of problem-based learning in the course.&#x0D; The survey proves that the students responded well to the new approach en-joying activity (72%), trying hard (94%) feeling positive (68%), considering time spent to be beneficial (90%) and believing in instructor having best interest of the students in mind (74%). The response was also positive to interest generation and motivation towards the topic; 82% and 78% positive responses, respectively. The students were convinced about the learning new knowledge aspect of PBL. The majority declared learning more by gathering information themselves (66%) and especially more details on the topic in comparison to the traditional lecture/tutorial approach (72%).

A Case Study of Problem-Based Learning Application Using Google Classroom: Focused on Learning Korean

A Case Study of Problem-Based Learning Application Using Google Classroom: Focused on Learning Korean

Penerapan Model Problem Based Learning Berbantuan Media Interaktif Untuk Meningkatkan Hasil Belajar Matematika Siswa

This research was a classroom action research that aimed at improving the learning outcomes of Mathematics through the application of Problem-Based Learning assisted by Interactive Media. Each cycle consists of planning, execution, observation or evaluation, and reflection. The subjects of this study were the eighth grade students of Elementary School of Undiksha Laboratory which consisting of 24 male students and 10 female students. The form of data analysis used is quantitative descriptive data analysis. The data of the research results showed that, based on the first cycle analysis, the quantity of students who got a minimum score of 80 were 26 students or 76.47%, so there were still 8 students left who got score below than 80. While on the second cycle the quantity of students who got a minimum score of 80 were 30 students or reach 88,23% and there were only 4 students who did not get the value 80. Then, the results of the first cycle analysis about the percentage of knowledge learning achievement of Mathematics reached 82.75% which was categorized as high. While in the second cycle reached 90.1% which based on the category of learning outcomes Mathematics knowledge was categorized as very high. The results of this study indicated that the implementation of Problem-Based Learning assisted by Interactive Media could improve the learning outcomes of Mathematics students in eighth grade students of Elementary School of Undiksha Laboratory Year 2017/2018.

A New Approach for Assessing Learners in an Online Problem Based Learning Environment

Problem-based learning (PBL) is an approach that improves students' skills in problem solving. The application of PBL as an approach of teaching in a class requires students' presence; such constraint cannot be fulfilled by all students. Therefore, it is important to avoid this problem by implementing an online PBL environment where students are grouped remotely and work together to solve a problem proposed by the teacher. This will guide the learning process of the learners and can evaluate their solution. In reality, we can find members who do not really contribute to solve a problem. From this point of view, the teacher's evaluation will not be adequate to estimate the contribution of the learner in the solution of a given problem. Therefore, it is important to think of another way for assessing learners' solution. So, the challenge is to implement an online PBL environment and to propose a new method for assessing students. In this paper, the authors present their system called Problearn. The developed system allows students to solve problems remotely in small groups. Furthermore, the system evaluates each student based on his behavioral profiles during the problem-solving process. To do so, the system must keep track of different actions carried out by the students. This system has been tested by students of a computer science department where they achieved very good results.