Development Of Problem-Based Learning Model Research Articles

Development of problem-based learning model for corruption prevention in improving anti-corruption attitude in citizenship learning health certificate

This study aims to develop a valid, practical, and effective Problem Based Learning Model for Preventing Corruption to improve students' anti-corruption attitudes in the Citizenship Education course at the Health College. The process of developing this model refers to the ADDIE development model. The results showed that the validity of the Problem Based Learning model for Preventing Corruption which was actualized in the form of model books, lecturer books, student books, and anti-corruption attitude instruments on the validity criteria was very high. The practicality of the Problem Based Learning model to prevent corruption is in the very effective category. The average anti-corruption attitude skills after the intervention in the experimental class in both health high schools showed an increase in anti-corruption attitudes compared to the control class with results of 88.65 and 86.81 with N-Gain 0.56 and 0.49. based on the Independent T-Test test obtained sig (2-tailed) 0.000 <0.05. Based on these results, the Problem Based Learning To Prevent Corruption model meets the valid, practical, and effective criteria to improve students' anti-corruption attitudes and is expected to be an alternative reference to improve the quality of civics learning, especially in anti-corruption and corruption education.

Problem Based Learning Model For Increasing Problem Solving Skills In Physics Learning

The role of creativity in learning is more associated with problem-solving activities, meaning that creativity is measured through the ability of students to approach and solve problems. However, the PBL model has not been implemented optimally by the teacher, so that the problem solving ability and learning achievement of students have not been optimally stimulated. This research study is proposed to develop a model of Problem-Based Learning to stimulate the improvement of the skill of problem solving in physics learning for students of Senior High School. The development of Problem-Based Learning model for physics learning applied the ADDIE model. The form of observation sheets, questionnaires and question sheets were used as the instrument of data collection. The product was validated by the experts and tested on the eleventh grade students of SMA 9 Padang with a value of 3.85 very valid categories.The practicality of the learning model was determined by the implementation of learning, teacher’s response and students’ response with a value of 3.73 with category done. The effectiveness of the learning model was determined by student activities, problem solving skills and knowledge aspect. show that Asymp.C. 001 <0.05 means that Ho is rejected. The research has found a Problem-Based Learning model for physics learning which is abbreviated with the problem based learning model to physics learning (PBL-PL) . The findings indicated that the Problem-Based Learning model can stimulate the improvement of students' problem solving skills for Physics learning in Senior High School. For this reason, it is recommended for the teachers and prospective teachers to apply the Problem-Based Learning model for Physics learning in Senior High School.

Development of problem-based learning model with metacognitive strategy to improve students’ problem-solving ability

This research was conducted to: examine the problem solving ability of students in mathematics education FKIP UNS, (2) develop problem-based learning model with metacognitive strategy, (3) examine the effectiveness of problem-based learning model with metacognitive strategy. Three methods were used in this research: descriptive quantitative, research and development (RnD), and experimental method. The development method used 4-D model which consists of four phases: define, design, develop, and dessimenete. Experimental method was conducted to examine the effectiveness of learning model developed. The population in this research is all students of mathematics education FKIP UNS, while the sample used is students who took the Basics Matematics course. The data collections were used in this research: test, validation sheet, and observation sheet. Descriptive quantitative analysis technique was used to analyze the instrument development. Quantitative descriptive analysis was used to describe the validators’ mark result for the learning instruments. Descriptive quantitative analysis was used to analyze the problem-solving ability test result that described by percentages. The efectiveness of model development was analyzed by T-test method. The results of this study showed that: (1) students’ problem solving ability of mathematics education FKIP UNS particularly in non-algoritmic problems is still not good, but in algoritmic problems is good enough, (2) in the development of problem-based learning model with metacognitive strategy learning instruments, three instruments that qualify valid, practical, and effective there are: Learning Plan, Students’ Activity Sheet, and Students’ Teaching Material.