Cooperative Problem-based Learning Research Articles

Scaffolded cooperative problem-based approach in entrepreneurship education for vocational preservice teacher

PurposeThis study aims to comprehend vocational preservice teachers' recalled experiences with the Cooperative Problem-based Learning (CPBL) pedagogical approach in an entrepreneurship course and to reveal how these experiences will impact their future teaching practice. The course under study intends to improve preservice teachers' entrepreneurial attitudes while equipping them with the skills necessary to create a comparable teaching strategy at school after graduation.Design/methodology/approachThis study used the semi-structured interview data to triangulate the qualitative data collected from the students' reflection journals. The data were thematically analyzed whereas the codes with comparable elements were combined, resulting in themes that describe the relevance of scaffolding used with each component of the MUSIC motivational model.FindingsThe results revealed that the student teachers who took part in the research stated in their comments how the scaffolds used in the CPBL sessions impacted their learning. Additionally, they could articulate the experiences that strengthened their perceptions regarding entrepreneurs and entrepreneurship education.Practical implicationsBy implementing scaffolded CPBL in entrepreneurship course during the teacher preparation program, the preservice teachers would be able to put a similar approach into the practice of their future teaching profession in guiding students to accomplish instructional outcomes.Originality/valueThis study highlights the importance of providing more innovative practices for entrepreneurship education across teacher preparation curricula to help develop the skills necessary for entering the future profession. The findings also emphasize the value of scaffolding in PBL, including expert, peer and activity design scaffolding. It also completes the body of research indicating that PBL-based entrepreneur education instruction can help students develop their entrepreneurial skills and attitudes while also providing a great chance to improve their teaching abilities.

Effectiveness The Cooperative Problem Based Learning (CPBL) and Learning Motivation on Mathematical Literacy Abilities and Collaboration Skills

This type of research is quantitative research using a quasi-experimental design. The research method is conducted using a 3 x 2 factorial design since there are two independent variables. The research sample of 87 students was taken by random sampling technique from MTs Unggulan Amanatul Ummah Surabaya. The aims of the study were to test differences in mathematical literacy abilities and collaboration skills based on learning motivation levels and learning models. Data collection techniques using pretest, posttest, questionnaires and observation. Data analysis used a two-way ANOVA statistical test with SPSS software. The results showed that F result > F table and the probability value (Sig.) < ∝ = 0,05. It means that there were differences in mathematical literacy abilities and collaboration skills based on the level of learning motivation and learning models.

PENINGKATAN HASIL BELAJAR IPS MELALUI MODEL PEMBELAJARAN PROBLEM BASED LEARNING KELAS V SDN 28 PADANG SARAI

This study aims to improve social studies learning outcomes through a problem-based cooperative learning model for fifth grade students at SD Negeri 28 Padang Sarai for the 2022/2023 academic year. The research subjects for this class action were fifth grade students at SD Negeri 28 Padang Sarai for the 2022/2023 academic year as many as 32 students as recipients of the action, while for the subject of the action participants were social studies teacher class V as a teacher, colleagues as subjects who observed the learning process, The Principal as the subject of the data source. Methods of data collection is done through test techniques, observation and documentation. This Action Research was conducted in two cycles, each cycle consisting of: planning, action, observation and reflection. The results of this study indicate that the use of the problem-based learning model can improve social studies learning outcomes for fifth grade students at SD Negeri 28 Padang Sarai in the 2022/2023 academic year. This can be seen from the average score of social studies learning outcomes for students also increased, namely before the action of 70.19, in the first cycle of 76.38, and in the second cycle of 82.28. In addition, the percentage of student learning completeness, namely before the action was 34.38%, in cycle I was 68.75% and in cycle II was 96.88%.

Cooperative problem-based learning experience and coaching strategies of engineering course

<span lang="EN-US">The problem-based learning (PBL) methodologies are considered adequate for core engineering courses. The integration between cooperative learning and PBL methodologies establishes an encouraging environment for the students. However, for effective implementation of cooperative problem-based learning (CPBL) environment, close supervision of students’ experiences is vital, and deficient areas are to be improved, as PBL is a dynamic process. A study was conducted for the first-year undergraduate engineering class taught under the PBL environment. The objective was to evaluate the course by the preview of students, for highlighting weak domains in the teaching methodology for future improvements. A course experience questionnaire was designed considering PBL implications, with 35 question items, and 31 responses were collected by the end of the semester. Three different analyses were performed on the collected data, i.e., descriptive statistics and Cronbach’s alpha, Student's t-test, and Pearson Chi-square test. The achieved results supported the effective adoption of the PBL system by the students. However, few areas were highlighted requiring special consideration, such as PBL workload, pressure due to extra course content, and assessment opportunities under the PBL system. It was proved that maximum students considered PBL methodologies convenient and effective for learning than the traditional learning approach.</span>

Students' Perceptions and Experiences of Online Cooperative Problem-Based Learning: Developing 21st Century Skills

<p class="p1">Cooperative problem-based learning (CPBL) has been introduced in engineering education as an effective technique for developing students' professional skills. Moreover, the method is essential for engaging students in learning and developing 21st century skills. However, students are usually "shocked" by such inquiry learning because they face sudden changes in the learning environment. In addition, its implementation in online learning is another challenge. Therefore, this study aims to identify students' perceptions of online CPBL performance in vocational pre-teacher education institutions. A self-reporting questionnaire was designed focusing on 21st century skills and distributed to 71 students after the end of the semester. Quantitatively, the instrument of the survey data was analysed using SPSS software. Quantitative data were analysed using descriptive statistics. The results show that online CPBL improved students’ collaboration, communication, and problem-solving skills. In general, they agreed that online CPBL improved the development of 21st century skills.However, the students faced some difficulties during the online discussion session due to internet connection problems and team member involvement. Details of the items are also discussed.</p>

PROBLEM BASED COOPERATIVE LEARNING AND ITS POTENTIAL IN ENHANCING LANGUAGE LEARNERS’ HIGHER ORDER THINKING SKILLS (HOTS)

This qualitative study investigated the language learning strategies adopted by students whom developed higher order thinking skills (HOTS) via Cooperative Problem- based learning (CPBL) activities in the writing class. The objective of the study is to investigate how language learning strategies in writing lessons adopted by the students develop their higher order thinking skills in the CPBL ESL writing classroom. This study further explored the language learning strategies that students adopted in order to complete writing tasks which require them to exercise their higher order thinking skills. The study was conducted on 13 secondary level form 4 students from an urban school where the collection of data was via structured reflective journal and teacher interviews. The study revealed that the language learning strategies in writing that developed higher order thinking skills within the students were cognitive and compensation strategies while the indirect strategies are cognitive and social strategies. These language learning strategies in writing developed the higher order thinking skills of analysing, evaluating and creating. This study also provided insights on the strategies that English teachers should focus on in the writing classroom via implementation of problem based cooperative learning activities to develop students’ higher order thinking skills among their students.

Upaya Meningkatkan Kinerja Guru dalam Melaksanakan Model Pembelajaran Kooperatif melalui Supervisi Akademik di SDN 4 Sikur Kecamatan Sikur Tahun Pelajaran 2020/2021

This research is a school action research (PTS) which raises about how teachers can use problem-based cooperative learning models in the learning process in the classroom with the intention of increasing their performance in learning carried out in class and the evaluation is carried out through continuous mentoring activities of the principal. This school action research activity was carried out at SDN 4 Sikur for 3 months, starting from January to March 2021 by going through cycle stages. The purpose of this school action research (PTS) is to find out the extent to which continuous mentoring carried out by school principals followed by the provision of guidance/treatment to target teachers can improve the competence of these teachers in classroom learning. In this school action research (PTS) it was carried out in 2 cycles, from the results of the actions taken it was proven to be able to improve teacher performance by achieving ideal standards. In the first cycle the increase in teacher competence after classroom supervision after continuous coaching has only reached about 66.67% in the second cycle it can increase to 100%. The average score obtained after class supervision in the first cycle was 63.30 and increased in the second cycle to 83.33, meaning that there was an increase of 20.03 and the level of completeness as a group/classical in the first cycle reached 66.67% and in the second cycle increased to 100%. The results of this school action research show that coaching/assistance in the academic supervision of the principal can improve teacher performance in utilizing the problem-based cooperative learning model.

Qualitative Development of Students’ Digital Skills by Integrating a Spreadsheet Software in First Year Introduction to Engineering and Seminar Course

The Introduction to Engineering (ITE) and Industrial Seminar and
 Profession (ISP) courses conducted at School of Chemical and Energy
 Engineering, Universiti Teknologi Malaysia, are integrated courses
 which implement the Cooperative Problem-based Learning (CPBL)
 methods in the same semester. Based on this integrated courses, the
 main aim of this paper is to investigate the qualitative impact of
 spreadsheet hands-on seminar on the first year students' digital skill.
 At the beginning of the semester, students are given sustainability-based project to work on, which requires them to collect and to report
 the data in a series of presentations and written reports. In order to
 present those data, they need to use analysis tools such as a
 spreadsheet software. The students are introduced with some in-depth applications of the Microsoft Excel software through the seminar
 sessions in the ISP course. With the knowledge that the students gain,
 they are expected to implement it in the CPBL project. A qualitative
 approach has been adopted to implement the study. Student’s
 reflections were used as the data source to identify common attributes
 that they have managed to gain from seminar sessions. This study has found that all students had primarily learned about digital skills. They perceived hand-on activity during the seminar as a good platform to acquire knowledge on basic calculation and developed learning skill on Excel. Moreover, students recognized the skills they are learning will be useful in other courses and future careers.

Critical Thinking Ability Improvement: The Impact of STAD Learning Model in Mathematic Courses

According to some studies on school student, the application of the STAD method in some subject can improve critical thinking ability. However, according to other studies, STAD in some subject for school students cannot improve critical thinking ability. This study, hence, aims to discover the impact of the application of STAD in improving critical thinking ability, especially in mathematics course for university students. The experiment was carried out in a quasi-experimental design, especially the pretest-posttest non-equivalent group type. The findings of this study indicate that the application of STAD in mathematics learning can improve critical thinking ability. The advantages of using STAD can be seen from the increase in critical thinking ability, both abilities in the low, medium, and high categories. This study also confirms the findings of other studies that the application of cooperative and problem-based learning methods is effective in improving critical thinking ability. However, in contrast to other studies that reveal the benefits of STAD can be obtained after a long time of application (9 weeks - 8 months), this study shows that the benefits of STAD can be obtained in a relatively short time. This occurs because the treatment in the experimental class meets the criteria set by the experts, and uses three important structures proposed by experts, too. This research, therefore, has implications for the need to use problem-based cooperative learning methods.

The Effectiveness of the Cooperative Problem-Based Learning Model in Learning Statics in Vocational Education

This research aimed to determine the effectiveness of the Cooperative Problem-Based Learning (CPBL) Model in Learning Statics. The experimental class's research method was experimental, in which the experimental class was applied with the CPBL model, and the control class was applied with conventional models. A simple random sample carried out sampling for the experimental group and the control group. The instrument used was the learning outcomes test. The findings show that the experimental group's student learning outcomes are better than those of the control group. Thus, there is an increase in learning outcomes, and student effective results on the CPBL model in statics learning are in a very good category. It is concluded that the application of the CPBL model is more effective than conventional learning.

Design of First Year Integrated Courses based on Constructive Alignment

A design of chemical engineering 1st year integrated courses based on constructive alignment is presented. Introduction to Engineering (ITE) course is designed to stimulate students’ passion, strengthen their motivation, as well as enhancing their technical knowledge and relevant professional skills. ITE course is integrated with an Industrial Seminar and Profession (ISP) course to support the inclusion of stakeholders by inviting them to givepresentations and bringing students for related site visits. Although the ISP is a one-credit course, it is very important to plan and execute the activities hand-in-hand with the ITE course. In this study, reflection and meta-reflection journals which have been designed to integrate both courses have been analysed thematically to evaluate students’ response on the integration part. Besides that, other activities in ISP such as workshops, industrial visit etc that areintegrated with the design and implementation of cooperative problem based learning (CPBL) activities in ITE are highlighted and discussed. All of the above mentioned integrated CPBL are constructively aligned to achieve both course and program outcomes. Such integrated CPBL activities following constructive alignment saves time and effort among lecturers to fulfil the course and programme objectives.

COMPARISON OF SCHOOL BASED-COOPERATIVE PROBLEM BASED LEARNING (SB-CPBL) AND CONVENTIONAL TEACHING ON STUDENTS’ ATTITUDES TOWARDS SCIENCE

This study examined the effect of the SB-CPBL on Jordanian 8th-grade students’ attitude towards science. A quantitative quasi-experimental design with a non-equivalent control group was employed in this study. 120 8th-graders, divided into two groups, were involved in this study. Two groups (60 students, 30 males, and 30 females) were designated as the experimental group; they used the SB-CPBL module for six weeks, while two groups (60 students, 30 males, and 30 females) were designated as the control group and taught conventionally. The validity and reliability of the measurements used, comprising four sub-scales with 40-items, were already robust. The statistical comparison between the groups showed a significant improvement in the SB-CPBL students’ attitudes towards learning science compared with their conventionally-taught counterparts. The findings also confirmed the insignificant effects of gender vis-à-vis attitudes towards science. The results concluded the effectiveness of SB-CPBL approach in improving students’ attitudes towards science in school settings. Keywords: cooperative learning, cooperative problem-based learning, problem-based learning, students’ attitudes towards science

Online Learning as a Panacea? An Empirical Study to Discuss Problem-Based Cooperative Learning in Taiwan

Due to the coronavirus pandemic (COVID-19), many schools and universities have closed worldwide, however, the UNESCO recommended the use of distance learning to reach learners remotely and limit the disruption of education. this is an empirical study to discuss if the role of online learning really helps learners to learn programming design better on problem-based cooperative learning. This study adopted a quasi-experimental and nonequivalent control-group design, and it carried out a 7-week experimental instruction by applying online and face-to-face cooperative learning methods. The programming design learning achievement pretest and posttest were used to collect the data from the participants. And it shown that the different cooperative learning methods had significant differences in their achievement, learning online was helpful, but face-to-face learning was superior significantly than online learning in this study.

Instilling Low Carbon Awareness through Technology-Enhanced Cooperative Problem Based Learning

Cooperative Problem-Based Learning (CPBL) is a highly Student-Centred Learning (SCL) method for students to develop self-directed learning skills. Previous studies show that CPBL succeeded in instilling environ-mental awareness, deep learning in Science, Technology and Mathematics (STEM) and 21st century skills among students. In this study, digital tech-nologies were utilised to form learning communities during the planning and implementation of CPBL: Low Carbon Society program in two sec-ondary schools in the Iskandar Region in Malaysia. CPBL requires the stu-dents and the facilitators to be proactive and sensible in seeking knowledge and information needed to solve the problem. Google search engine were predominantly used by the CPBL students to search for information, while WhatsApp and Telegram were primarily used to communicate and form learning support communities during the CPBL learning process. CPBL provides early exposure for the students to use software programs in plan-ning and delivering their findings. Students’ reflective journals and obser-vation reports were collected and analysed to identify low carbon aware-ness developed through CPBL. It is found that students’ active involve-ment in understanding the issues and the external motivation and pressure given enabled them to embrace the concept and awareness. The findings of this study indicate that technology assists and provides much needed support in the learning environment to develop low carbon awareness among the students.

Student Self-Development through Cooperative Problem Based Learning (CPBL)

Cooperative Problem Based Learning (CPBL) is a highly student-centred approach of learning specifically suited to cater the millennial students. In this study, CPBL was conducted at 12 selected class in Johor secondary schools for the students at the age of 14 years old. Low Carbon Society (LCS) was used as the core theme by integrating STEM subjects where the students were exposed to technology, teamwork, peer-to-peer learning, presentation and critical thinking processes. Three phases of CPBL were executed to shift the teachers and students from highly teacher-centred paradigm to student-centred paradigm. The reflections of the students were collected to analyse the development of the students on their cognitive, psychological and self-development. During the first phase, the students encountered the trauma cycle before they moved to the next phase that developed their cognitive, psychological and self-development. It was found that upon entering the third phase of CPBL, the students have improved self development and skills specifically on interpersonal skills, self-esteem, skills development. The study revealed that through the designated environment learning process of CPBL, the students involved actively in grasping the low carbon concepts. Most importantly, the external motivation and pressure given enabled them to embrace the concept and awareness which ultimately gave significant impact for the student’s self development and skills.

Active Learning in Undergraduate Mathematics Tutorials Via Cooperative Problem-Based Learning and Peer Assessment with Interactive Online Whiteboards

It has been well documented that active learning (AL) improves student learning outcomes in education. This quasi-experimental study explores the effect of active learning on students’ knowledge of calculus concepts, in the form of the Calculus Concept Inventory (CCI), regular assignment scores, and test scores, during an 8-week calculus tutorial program. The active pedagogies used were cooperative problem-based learning and peer assessment, implemented using an interactive online whiteboard (IOWB) called RealtimeBoard. This study reveals statistically significant evidence that active learning increases students’ conceptual understanding and graded assignment performance in a first-year calculus class in Hong Kong. Furthermore, this study contributes towards a better understanding of how active learning can be implemented effectively in Asian tertiary mathematics education.

Students’ perceptions on Cooperative Problem-Based Learning (CPBL) in the language Classroom

21st century poses greater challenges for graduates to secure positions in the employment sector. To prepare the graduates for the challenges, the teaching and learning approach needs to be transformed for better outcomes. Cooperative problem-based learning (CPBL) is a new approach that consists the elements of problem-based learning and cooperative learning. Its advantages is numerous that it could help to improve critical thinking skills, creativity, problem solving skills, social skill, leadership skills and motivation, which leads to better experience in the learning process. CPBL has been found to be used in the content-based class such as engineering and has displayed positive results. The elements of critical thinking and the usage of skills in the CPBL module have proposed that it is a suitable approach for the language classroom. A survey using questionnaires on students’ perceptions, motivation and strategies for learning has been conducted on undergraduate students to have insights of CPBL outcome in the language classroom. The questionnaire is later analyzed using exploratory factor analysis in the SPSS software. The results show that the most loaded factor is self-efficacy for learning, followed by extrinsic goal orientation, and intrinsic goal orientation. All these factors correlate with one another that the students focus on their extrinsic goals more than their intrinsic goals to increase their self-efficacy.

Teaching internet of things for engineering courses: A project-based cooperative approach

Internet of things is emerging in the recent years and is changing many traditional industries in the recent years. Engineering students of several knowledge areas may benefit with the introduction of internet of things concepts in the undergraduate courses, since there is an increasingly need of professionals to work in multidisciplinary teams. This paper proposes an undergraduate course to teach internet of things concepts for engineering students using cooperative problem-based learning (CPBL). The students have to develop a project using different internet of things technologies: sensing and actuation, embedded computing, communication and networking, cloud computing, and data analytics. The proposed course may help students to improve not only their technical skills but also soft skills, such as teamwork, communication and creativity. The developed projects achieved good results, and positive feedback was received from the students. Students from engineering courses related to internet of things had a better performance than students of no internet of things-related courses.

Biology Module based on Cooperative Problem-based Learning (CPBL) to Enhance Students’ Problem Solving Skills at Madrasah Aliyah Negeri

MODUL BIOLOGI BERDASARKAN PEMBELAJARAN BERBASIS MASALAH KOOPERATIF (CPBL) UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA DI MADRASAH ALIYAH NEGERIAbstrakModel CPBL (Cooperative Problem-based Learning) memiliki beberapa keunggulan seperti siswa ditantang untuk menyelesaikan masalah yang ada, sehingga semua keterampilan kognitif, afektif, dan psikomotor siswa dapat berkembang. Penelitian ini bertujuan untuk menentukan kelayakan dan efektivitas modul biologi berdasarkan model CPBL untuk meningkatkan keterampilan pemecahan masalah siswa. Jenis penelitian ini adalah Penelitian dan Pengembangan (R&D). Model pengembangan penelitian ini menggunakan Borg dan Gall. Desain penelitian menggunakan metode desain eksperimen sejati dengan desain kelompok kontrol pretest posttest. Dua kelas dipilih oleh sampel acak sederhana. Penelitian ini melibatkan 171 siswa, 85 siswa di kelas kontrol dan 86 siswa di kelas eksperimen. Analisis data deskriptif digunakan untuk menganalisis kelayakan modul dan uji-t digunakan untuk menganalisis keterampilan pemecahan masalah. Hasil penelitian menunjukkan bahwa kelayakan pengembangan modul memiliki hasil yang baik berdasarkan penilaian para ahli dan praktisi. Berdasarkan hasil uji-t, terdapat perbedaan yang signifikan antara kelas kontrol dan kelas eksperimen (0,001), n-gain skor kontrol dan kelas eksperimen masing-masing 0,30 (rendah) dan 0,54 (rata-rata). Berdasarkan penelitian, modul ini lebih efektif daripada buku teks dan dapat meningkatkan keterampilan pemecahan masalah siswa.AbstractCPBL (Cooperative Problem-based Learning) model has several advantages such as students are challenged to solve existing problems, so that all students' cognitive, affective, and psychomotor skills can develop. This research aimed to determine feasibility and effectivity of biology module based on CPBL model to enhance students’ problem solving skills. This type of research is Research and Development (R & D). The development model of this research uses Borg and Gall. The research design uses true experimental design method with pretest posttest control group design. Two classes were selected by simple random sample. The study involved 171 students, 85 students are in control class and 86 students are in experimental class. Descriptive data analysis was used to analyze the module feasibility and t-test was used to analyze the problem solving skills. The results showed that the feasibility of the module development have a good results based on assessment of the experts and practitioners. Based on the t-test results, there are significant difference between control class and experiment class (0.001), n-gain score of control and experiment class respectively 0.30 (low) and 0.54 (average). Based on the research, this module is more effective than the textbook and can improve students’ problem solving skills.

An instructional design for building energy simulation e-learning: an interdisciplinary approach

This article describes the development of a new instructional design (ISD) to promote building energy simulation (BES) education. The study is based upon education fundamentals combined with computer-based learning and hypermedia to enable the development of a BES-based distance learning system. Some cognitive tools are established such as: (i) an interdisciplinary knowledge tree of BES that can be used by professionals with different backgrounds; (ii) a hypermedia navigational aid to understand the simulation software, called the BES tool graphic organizer; (iii) a concept map with an overview of building energy performance and (iv) a cooperative problem-based learning (CPBL) environment. Furthermore, the paper also brings an analysis of the students’ comprehension – from a course applied across Brazil – by means of concept network graphs from text mining provided by the CPBL environment, showing a significant potential to develop interdisciplinary e-learning related to building energy efficiency.