Implementation Of Problem-based Learning Research Articles

Students' Numeracy Literacy Ability through the Implementation of Problem-Based Learning and STEM Approach

This research describes the numeracy literacy abilities of students from the Mathematics Department, Faculty of Mathematics and Natural Sciences, Gorontalo State University in solving problems in the MNA and Boundary Conditions courses. The results of the research show that the numeracy skills of students from the Mathematics Department at Gorontalo State University who program the MNA and Boundary Conditions courses in solving mathematical problems are sufficient in using various kinds of numbers or symbols to solve daily life problems and analyzing information displayed in various forms such as graphs. , tables, charts, diagrams and so on. In general, the results of this analysis cannot be used by students to predict and make appropriate decisions. This is shown in the results that only 11.84% of students were able to use various kinds of numbers and symbols in the first question, 21.05% of students were able to analyze information displayed in various forms and only 9.21% had the ability to interpret all question analyzes to take the right decision

Implementing Problem-Based Learning To Enhance Students' Algorithmic Competence

This article explores the implementation of problem-based learning (PBL) technology to enhance students' algorithmic competence, a critical skill in the field of computer science and education. Despite the recognized importance of algorithmic competence, there remains a gap in effective teaching methodologies that engage students and foster deep understanding. This study employed a mixed-methods approach, incorporating both qualitative and quantitative data from pedagogical experiments conducted among second-year students at the Navoi State Pedagogical Institute. The findings indicate that PBL significantly improves students' ability to understand and apply algorithms, with the experimental group showing a 9.8% higher mastery rate compared to the control group. The results suggest that integrating PBL into the curriculum can activate cognitive processes, enhance creative thinking, and promote teamwork. These implications highlight the potential of PBL as a transformative educational strategy in developing essential algorithmic skills in students.

Problem-Based Learning (PBL) Methods Within An Independent Curriculum(A Literature Review)

In this article, the author provides an overview of the implementation of problem-based learning (PBL) methods within an independent curriculum. The introduction section introduces the topic and highlights the significance of PBL in education, while the overview of PBL methods section explains the key principles and components of this pedagogical approach. The importance of an independent curriculum is discussed in terms of empowering students to develop critical thinking, problem-solving, and self-directed learning skills. The article then outlines the benefits of implementing PBL, including enhanced critical thinking skills, improved problem-solving abilities, and increased engagement and motivation. Finally, the challenges and considerations of implementing PBL are addressed, such as the need for adequate teacher training and support, the development of new assessment strategies, and the integration of PBL with existing curricula. The article concludes by offering best practices for successful implementation, such as establishing clear learning objectives and outcomes and fostering a collaborative learning environment.

Improving Student Learning Outcomes through Implementation Diorama Media Based on Problem Based Learning

This research explores the effectiveness of the implementation of Problem-Based Learning (PBL) based diorama media in improving student learning outcomes on material on agricultural products from ASEAN countries in class VI of Pasrujambe 08 State Elementary School. This Classroom Action Research (PTK) was carried out in two cycles, each each includes the stages of planning, implementing actions, observing and reflecting. The research results showed a significant increase in student learning outcomes: classical completion increased from 40% in pre-cycle to 60% in cycle I, and reached 80% in cycle II. The implementation of PBL-based dioramas has proven effective in increasing students' understanding of the types of agricultural products in ASEAN countries, as well as developing critical and collaborative thinking skills. This research makes an important contribution to the educational literature by offering practical guidance for teachers in creating more engaging and interactive learning.

Analisis Efektivitas Model Pembelajaran Problem Based Learning Dalam Pendidikan Vokasi Berbasis Meta-Analysis

The Problem-Based Learning (PBL) model has become a major focus in vocational education, promising an integrated and contextual approach to problem-oriented learning. This research aims to conduct a meta-analysis of existing scientific publications to gain a deeper understanding of the effectiveness of the PBL model in vocational education. The results of the analysis indicate that the success of PBL implementation in vocational education is significantly influenced by several variables, including appropriate learning design, support from instructors/facilitators, and interactions among learners. With a deeper understanding of the factors affecting the effectiveness of PBL in vocational education, it is expected that this learning model can be improved and developed more optimally, thereby making a more significant contribution to enhancing learning outcomes, skills, and the readiness of learners to enter the workforceThe Problem-Based Learning (PBL) model has become a major focus in vocational education, promising an integrated and contextual approach to problem-oriented learning. This research aims to conduct a meta-analysis of existing scientific publications to gain a deeper understanding of the effectiveness of the PBL model in vocational education. The results of the analysis indicate that the success of PBL implementation in vocational education is significantly influenced by several variables, including appropriate learning design, support from instructors/facilitators, and interactions among learners. With a deeper understanding of the factors affecting the effectiveness of PBL in vocational education, it is expected that this learning model can be improved and developed more optimally, thereby making a more significant contribution to enhancing learning outcomes, skills, and the readiness of learners to enter the workforce

THE INFLUENCE OF A PROBLEM-BASED LEARNING MODEL ASSISTED BY SPIN WHEEL MEDIA ON THE CONCEPTUAL UNDERSTANDING ABILITY OF CLASS IV PRIMARY STUDENTS IN THE ENERGY SOURCES MATERIAL

This research aimed to (1) know the differences in conceptual understanding between students using a Problem-Based Learning (PBL) model assisted by spinning wheel media and students using the conventional method in energy resources material, (2) describe the influence of the PBL model assisted by Spin Wheel media 4th-grade elementary school students on the conceptual understanding ability of energy sources, and (3) describe students' responses on the implementation PBL model assisted by Spin Wheel media on energy source material. The type of research used was quasi-experimental research with a quantitative approach. The population in this study was all class IV students, totalling 57 students. Sampling used a total sampling technique. The sample selected in this research was class IV B students, totalling 29 students in the experimental class and 28 class IV A students in the control class. The instruments used in this research were conceptual understanding ability test sheets and student response questionnaires. The data analysis technique used a two-independent sample t-test, effect size, and percentage of student response questionnaires. The results of the research showed that (1) there was a difference in the conceptual understanding ability of students who used the PBL model assisted by Spin Wheel media with students who used the conventional method on energy source material with the result tcount > ttable = 3.5146 > 2.004, (2) the PBL model assisted by Spin Wheel media had a high influence on the conceptual understanding fourth-grade students on energy sources material with an effect size result of 0.967; (3) students response were positive to PBL model assisted by Spin Wheel media with a percentage of 93% in the very high category. So, the results from this study can be concluded that there was an influence of the PBL model assisted by Spin Wheel media on students' conceptual understanding ability on energy sources material.

Implementation of Problem-Based Learning to Improve Students' Mathematics Learning Outcomes Class X Computer and Network Engineering Vocational School

This study aims to enhance the mathematics learning outcomes of Class X students by implementing Problem-Based Learning (PBL) at SMK Negeri 1 Bengkalis. The research method employed is Classroom Action Research (PTK), involving Class X Computer and Network Engineering (TKJ) students as the research subjects. The study was conducted during the odd semester of the 2021/2022 academic year, from August 12, 2021, to November 30, 2021, and consisted of two cycles. Each cycle included stages of planning, implementation, observation, and reflection. The findings indicate that applying PBL significantly improved students' mathematics learning outcomes, with an increase of 62.86% in Cycle I and 97.43% in Cycle II. These results demonstrate that PBL is an effective teaching model for enhancing student engagement and conceptual understanding in mathematics. Therefore, PBL can be a valuable learning paradigm to help students at SMK Negeri 1 Bengkalis study mathematics more effectively and deeply.

The Implementation of Problem-based Learning on Students’ Speaking Skills in English for Personality Development Course

This research aimed to determine the effect of the implementation of Problem-based Learning on improving students' speaking skills in the English for Personality Development course. This research was qualitative research supported by quantitative data, involving 28 students of the Ganesha University of Education. The data were collected using pretest and posttest, questionnaires, semi-structured interviews, and observation sheets. This research used one group pre-test post-test, to determine the effect of PBL on students’ speaking skills. Meanwhile, qualitative data were obtained from observation sheets, questionnaires and semi-structured interviews with students regarding their perceptions of the PBL learning model. Based on the results obtained from statistical data, questionnaires, and observations, it can be concluded that the PBL model influences on improving students' English-speaking skills in the English for Personality Development course. The average score of the pretest and post-test shows a significant difference (Sig. <0.005). This is also supported by the result of the questionnaire and observation data where students responded positively to the PBL model in class in improving their speaking skills. This means that there is an influence of the PBL model in improving students’ English-speaking skills

Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kecerdasan Emosional dan Hasil Belajar Siswa Pada Mata Pelajaran Fiqh di Madrasah Tsanawiyah Kecamatan Sakra Barat Tahun Pelajaran 2023/2024

This study aims to evaluate the influence of Problem Based Learning (PBL) model on students' emotional intelligence and learning outcomes in the subject of Fiqh at Madrasah Tsanawiyah in the Sakra Barat Subdistrict for the academic year 2023/2024. A quantitative research method was employed with a pretest-posttest control group design experiment. Data collection was conducted through emotional intelligence tests and Fiqh learning outcome tests. Data analysis involved comparing the mean pretest-posttest differences between the control and experimental groups using independent t-tests. The results indicate that the implementation of PBL significantly enhances students' emotional intelligence and learning outcomes compared to conventional methods. The implication of this study underscores the importance of considering appropriate teaching models to improve not only cognitive but also emotional intelligence aspects in Fiqh education. PBL can serve as an effective alternative in achieving these goals at Madrasah Tsanawiyah, providing a deeper understanding of the subject matter and fostering social and emotional skills necessary for daily life and religious practice.

Improving Wetlands Entrepreneurial Orientation With Problem-Based Learning (PBL) At The Purun Crafts Center in South Kalimantan, Indonesia

Objective: Purun Danau (Lepironia articulata Retz.) is a typical wetland plant that can be used as high-value craft materials. Efforts to increase wetland entrepreneurial competency in Micro, Small and Medium Enterprises (MSMEs) expressed in entrepreneurial orientation (EO) are a crucial step to achieve community welfare and play a role in environmental sustainability. This study aims to measure and analyze the effectiveness of training on EO using the Problem-Based Learning (PBL). Theoretical Framework: EO is characterized by innovativeness, proactive attitude and risk-taking that supports the growth and development of MSMEs. Method: This study uses a quantitative method with quasi-experimental pre-test-post-test. Statistical analysis was carried out using SPSS Statistics version 26. Results and Discussion: Results of the study show there is significant difference in the level of EO before and after the implementation of PBL. There has been an increase in the level of EO from pre-test scores ranging between 1,630 and 2,982 and post-test scores between 2,364 and 3,498. Research Implications: This study has strong implications in building wetland MSME entrepreneurs, creating added value to natural wetland resources, and encouraging the creation of eco-friendly products. Originality/Value: This study has originality which focuses on increasing the entrepreneurial orientation of MSMEs with learning and training interventions using Problem-Based Learning (PBL).

Benefits and Challenges of Implementing Problem-Based Learning (PBL) in Nursing Education

PBL is perhaps the most innovative pedagogical method ever implemented in education. Its effectiveness in facilitating student problem-solving and self- directed learning skills has been widely reported in medical education. It has also become increasingly popular across disciplines in higher education. It has been applied globally in a variety of professional schools of nursing. This study was undertaken to assess the Perceived Benefits and Challenges in implementation of Problem Based Learning (PBL) among Nursing Faculty in Selected Nursing Colleges, Chennai. Methods: A cross sectional, descriptive correlational study was conducted among 100 Nursing faculty, who were selected through purposive sampling technique, in nursing colleges of Chennai. Data was collected using the tools such as background variables proforma and Rating Scales on Perceived Benefits and Challenges in implementation of PBL in Google survey forms through WhatsApp and E mail. Results: Study findings revealed that Mean & SD of Benefits on implementation of PBL was 89/120± 9.79 and Perceived Challenges score was 28.68/56± 8.2 among Nursing faculty. Conclusion: Overall study findings revealed that Nursing Faculty had Positive perception on Benefits in implementation of PBL even though they were also concerned about some Challenges which can be managed by meticulous planning and implementation of the system. Therefore, PBL can be effectively incorporated in future also along with traditional teaching method to facilitate effective teaching and learning process.

Digital Problem Based Learning for Facilitating the Acquisition of Collaborative Competencies

Is Networked Learning (NL) and Problem-Based Learning (PBL) the future of education to foster collaboration? Networked learning has been proposed to be combined with PBL. Both are pedagogies and philosophies influenced by traditions of open learning, radical pedagogies and humanistic educational ideas. Problem-based learning is a constructivist, student-centered, and problem-based approach used at the medical education at Aalborg University (AAU). During COVID, AAU fast-tracked the implementation of Digital PBL (DPBL) methods. Digital PBL opens new possibilities for collaborations across platforms and holds a potential to improve learning. This potential has yet to be released through systematic efforts to understand the possibilities in the context of medical education.The curriculum at the medical education at AAU is centered around the seven roles of physicians originally described in the Canadian framework, CanMEDS. Healthcare systems becomes increasingly complex, interconnected, and rely on interdisciplinary teamwork. The Collaborator role thus becomes more important than ever before. Physicians are expected to excel in clinical expertise and collaborate effectively with other healthcare professionals, patients, and families.The specific focus on collaboration is a good example of alignment between PBL-, NL pedagogy and the CanMEDS framework, and could be important to further exploration using DPBL.This study will investigate the possibilities of DPBL within the medical education at AAU by exploring and testing digitally supported pedagogical design options for facilitating the acquisition of collaborative competencies.This explorative sequential mixed-method study will explore user-needs and perspectives using DPBL in the medical education. This contextualized knowledge will inform the development of a new teaching intervention aimed at enhancing the Collaborator role. It will be evaluated using quantitative measures of student engagement, time requirements, satisfaction and self-report learning outcomes. The data will be merged with focus group interviews to gain an in-depth understanding of the quantitative results.The theoretical background will be learning design, including constructivism. This approach will be employed using the ACAD-model. The DPBL will include a digital element, the podcast media, and a pedagogical practice encouraging the medical students to engage actively in the learning process. This is facilitated by podcast production in groups.At NLC24 the findings of the user-needs and perspectives will be presented and interpreted as part of the design and frame of the podcast intervention. The intervention will take place in autumn 2024 and this can answer if NL and PBL is part of the future education to foster collaboration.

Barriers to implementing problem-based learning at the school of medicine of Debre Berhan University, Ethiopia

BackgroundImplementing PBL in teaching and learning can be challenging due to a variety of complex barriers. Studies on barriers to the implementation of problem-based learning in Ethiopia are scarce. This study aimed to explore the barriers to the implementation of problem-based learning at the Debre Berhan University Medical School.MethodsA qualitative study was conducted among faculty and medical students at the medical school. Purposive sampling was used to select participants. Semi-structured interviews were conducted with tutors and academic leaders, including the problem-based learning coordinator, the biomedical sciences coordinator, and the school dean. Data was also collected from students through focus group discussions. All interviews and discussions were recorded. The four steps of data analysis of Spradley, including domain analysis, taxonomic analysis, componential analysis, and theme analysis, were employed.ResultsThe study identified student-related, tutor-related, case scenario-related, and assessment-related barriers as the most significant obstacles to implementing problem-based learning. These barriers included work overload for both students and tutors, lack of training and experience among tutors, student reluctance, absence of standardized case scenarios, subjectivity of assessment methods, and on-the-spot assessment of students.Conclusions and recommendations: Lack of both tutor and student commitment, lack of standardized cases, absence of a recognition of staff input, gap in communication skills, work overload, lack of continuous training, and at-spot evaluation of students were identified as the main barriers to the implementation of PBL.

Impact of the use of active methodology on the performance of undergraduate radiology students

Rationale and objectivesAlthough PBL is widely used in several countries, especially in medicine courses, its application in teaching other higher education courses, which involve fundamentals applied to radiology, is still little explored. Therefore, we aim to evaluate the implementation of Problem-Based Learning (PBL) in a higher education institution's radiology and biomedicine technologist course, focusing on specific radiology-related disciplines. Materials and methodsAn interventional study was developed with 78 students. An active methodology model was created and implemented for one of the groups of participants. At the beginning of each semester, students of both groups were evaluated with pre-tests. At the end of the semesters, the students performed a post-test and a validated evaluation of the discipline methodology. Repeated measures generalized linear regressive models with robust error estimators were used to evaluate test outcomes. ResultsA significant interaction among the methodologies was found (p=0.020), with better results from students exposed to the active methodology (initial and final grades were 7.18 and 7.57 in the active methodology, respectively, and 7.45 and 6.89 in the traditional methodology, respectively). In addition, students' evaluation regarding the quality of the methodology was favorable to the active methodology with statistical significance (p<0.05) in 16 of the 22 items evaluated. ConclusionsThe students' positive response and performance were attributed to the interaction and innovation of the methodology compared to conventional methods, highlighting the effectiveness of PBL in higher education in radiology and its potential for more participatory and contextualized learning.

Meta-analysis: The effect of problem-based learning on higher-order thinking skills of Indonesian students

Higher order thinking skills are one of the competencies developed in learning, especially in mathematics. One of the effective learning models to improve higher order thinking skills is Problem-Based Learning (PBL). In this study, a meta-analysis method was used, which involved analyzing various articles that had been collected. Search procedures through Google Scholar and Garuda Portal and found 99 articles that discuss the effect of PBL implementation in Indonesia on students' higher order thinking skills. Of these 99 articles, only 11 articles met the inclusion criteria and were then analyzed using the meta-analysis method. This meta-analysis method provides results in the form of a combined effect size that describes the extent of the influence of PBL implementation on students' higher order thinking skills. Based on the interpretation of the combined effect size, it can be concluded that overall, the application of PBL has a moderate effect on students' higher order thinking skills. In other words, PBL has a positive impact in improving students' ability to think critically, analytically, creatively, and think reflectively. In addition, this study also considered study characteristics, such as education level and year of study. The statistical analysis showed the effect of PBL implementation in improving students' ability to think critically, analytically, creatively, and reflectively.

The Implementation of Problem-Based Learning in ESL Course Design Subject

Low teachers’ English competence in designing teaching and learning process is shown at least by two phenomena: a) the implementation of book-orientation process which is very often theory-based and meaningless to the development of students’ English competence; b) the inability in creatively design the process to meet the students’ different learning needs which is recently very much promoted in Kurikulum Merdeka. Based on the two phenomena, the problem-based approach was implemented to the students who took the subject English as a Second Language Course Design (ESL-Course Design) at Universitas Negeri Medan. This article describes how the students experienced the process of designing the course by referring to two references: a) The Models introduced briefly (ADDIE and ASSURE); and b) The problems provided by the lecture. To finish the design the students were asked to work as a group. The data shows that students experienced the process of making errors in applying the case to the model. With the review from the lecturer, it shows that problem-based approach can help students get the most important principles of course design which are: a) the design should be based on the students’ needs; b) it should follow the logic of particular model; and c) the design can be revised if the evaluation shows unsatisfying result. It implies that problem-based learning approach in teaching the subject ESL-Course Design and a series of review given to the students’ work are potential to develop teachers-to-be’s competence in accommodating students’ different needs and in freeing themselves from book-dependent teaching.

General Problem-solving Skills Can be Enhanced by Short-time Use of Problem-Based Learning (PBL)

Future students are confronted with a complex world that demands the ability to solve problems in unstructured, undefined, and unfamiliar situations. The aim of the present study was to investigate the development of problem-solving skills through the implementation of Problem-Based Learning (PBL). While previous research has primarily focused on content-related and long-term measurements when examining the effects of PBL, this study took a different approach by exploring the general increase in problem-solving skills resulting from PBL. The sample consisted of 90 second-semester students who were assessed at three different time points using three subscales of the Wilde-Intelligenz-Test I &amp; II: analogies (AL), letter series (BR) and numerical series (ZN). The findings revealed a significant improvement in general problem-solving abilities within the PBL group. These results provide valuable insights into the impact of PBL on the development of general problem-solving skills, even within a domain-independent and short-term context. Lecturers are encouraged to consider implementing PBL in their study programs, as it equips graduates with the necessary skills to tackle the challenges of today’s dynamic and constantly changing world.

Exploring the Effectiveness of Problem-Based Learning as a Constructivist Approach in Enhancing Critical Thinking Skills in High School Classes

This study investigates the effectiveness of Problem-Based Learning (PBL) as a constructivist approach in enhancing critical thinking skills among high school students in the United States. Employing a mixed-methods research design, the study compares traditional teaching methods with PBL in terms of their impact on students’ critical thinking abilities. Quantitative data analysis, including paired t-tests and ANOVA, reveals a significant improvement in critical thinking scores among students in the PBL group compared to the control group. Qualitative findings, derived from semi-structured interviews, highlight increased engagement, a deeper understanding of subject matter, and the development of critical thinking skills as key outcomes of PBL. The study identifies challenges and successes encountered during the implementation of PBL and discusses the implications for education. By adopting PBL, educators can create more engaging and intellectually stimulating learning environments that cultivate essential 21st-century skills.

The Implementation of Problem-Based Learning for Students' English-Speaking Ability

This research explores the perceptions of English teachers at SMPN 21 Kota Serang regarding implementing problem-based learning in their classes. The PBL model is used to teach speaking in class VIII D at SMPN 21 Kota Serang. The lack of motivation is the most significant reason for EFL students' English-speaking proficiency. A PBL model teaching approach can increase students' motivation to learn English. Implementing the PBL model can help students feel involved and challenged to solve problems to increase their motivation to learn. This research uses a qualitative case study as its research methodology to gain an in-depth understanding of emerging problems. English teachers in class VIII D were observed and interviewed about implementing problem-based learning. The findings of this research reveal that teachers who implement problem-based learning have succeeded in providing significant changes to students' English-speaking abilities and have motivation to speak English. Therefore, the researcher found that implementing problem-based learning in English language learning was successful in helping motivate students.

The Effect of Problem Based Learning Approach in Enhancing Problem Solving Skills in Chemistry Education: A Systematic Review

Chemistry is a scientific discipline that is often considered difficult because students struggle to solve contextual and open-ended problems, mainly due to a poor understanding of scientific concepts related to the problem. To fully grasp the concepts in chemistry, students must develop the ability to solve real-life problems. Problem-solving skills are applied in many aspects of life, making them crucial for the 21st century. Problem-based learning (PBL) is an effective method for improving students’ problem-solving skills. This study aims to outline how the PBL approach enhances students’ problem-solving skills, specifically in the context of chemistry education. The sixteen research articles reviewed in this paper were collected from well-known databases such as ERIC, SCOPUS, and Google Scholar. Systematic literature review (SLR) is the method used in this review. This review provides evidence that PBL can enhance problem-solving skills in chemistry education. All research articles have shown that PBL has a significantly positive effect on the problem-solving skills of students. Seven out of sixteen articles have provided insights into the design and framework of PBL implementation. The researcher recommends conducting more studies in all areas of chemistry to provide clear guidance on incorporating PBL. The researcher also recommends using mobile technologies to integrate PBL in a stimulating manner, such as by developing a mobile application to aid in the instructional process. Proper insights into the effectiveness of implementing PBL to enhance problem-solving skills in chemistry, as well as the integration of PBL into the instructional process, are necessary. This will aid teachers and lecturers in planning their lessons, which is why this systematic review is needed.