Implementation Of Problem-based Learning Research Articles

A Study on the Effectiveness of Grammar Intervention PBL in Secondary School English Reading in China

This paper compares the effectiveness of grammar intervention problem-based learning (GIPBL) and problem-based learning (PBL). PBL is a constructivism-based popular teaching pedagogy previously used in medical education, then widely applied in other fields education, including junior high school English reading teaching. But, researchers of Scaffolding learning theory argue that grammar intervention PBL (GIPBL) is more suitable for Junior high students in English reading courses. For comparing the effect of GIPBL and PBL on satisfaction and learning process in junior high school Grade 3 students, this study does a quasi-experimental study in Jiang (2015) Foreign Language Experimental School in Sichuan Province, China. The participants include 120 students of grade 8 in two different classes in Junior High School. Experimental and control groups are designed. The experimental class is taught in GIPBL and the control class is taught in PBL. Both classes are learning English reading, an important part of the English course. Pre-test and post-test were applied. The instruments were a demographic questionnaire, reading test and satisfaction questionnaire. The result shows students’ reading comprehension scores in GIPBL are better than those of the control group. GIPBL broadens the implementation of PBL in practice. There was more satisfaction with GIPBL. 82% of students thought GIPBL was a more acceptable and effective teaching method. The result shows that Grammar Intervention PBL suits junior high and middle school students in English reading courses.

Persepsi Siswa Terhadap Implementasi Model Problem Based Learning pada Mata Pelajaran Matematika

Problem-Based Learning (PBL) is a learning approach that emphasizes problem-solving through a real context. This study aims to examine perceptions of PBL implementation in the educational context and gain an understanding of its benefits and effectiveness. The research method used is descriptive quantitative which involves analyzing various studies that have been conducted previously. The research findings show that students' perceptions of PBL implementation are that PBL provides significant benefits for students, including increased concept understanding, learning motivation, problem-solving skills, critical thinking skills, and active engagement in the learning process. PBL also contributes to the development of collaboration, communication, and problem-solving skills in a real-life context. The results of this study provide a strong view that PBL implementation can be an effective alternative in enriching students' learning experiences and improving their learning outcomes. However, it requires a good approach to planning and implementing PBL, as well as adequate support from teachers, students, and educational institutions. In the context of modern education which is oriented towards skills and knowledge application, PBL is a relevant and important approach to prepare students to face real-world challenges. Further research is needed to better understand the implementation of PBL in various settings.

Application of Problem-Based Learning in Biotechnology Learning Contains Local Potential Jruek Drien Aceh to Improve Problem-Solving and Self-Directed Learning Skills of High School Students

Mastery of 21st-century skills by students is very dependent on the education and learning process. This research aims to measure the increase in students' problem-solving and self-directed learning skills. One of the biotechnology lessons that highlights the local potential of Aceh's Jrek Drien which can be a solution to overcome this problem. The research method used was quasi-experimental with a nonequivalent control group design. The population in this study was class X (Ten) students with a research sample of two classes, experimental and control classes, the research sample was determined based on convenience sampling. Data collection instruments used a problem-solving skills description test and a self-rating scale self-directed learning (SRSSDL) questionnaire. The results of the research showed that students' problem-solving skills increased with an average gain score for the experimental group of 22.44, while for the control group, it was 15.00 with the N-gain score for the experimental group being in the medium category and the control group being in the medium category of 0.320. Meanwhile, the students' self-directed learning ability obtained an average score of 81.61 for the experimental group and 79.12 for the control group. Students showed a positive response to the implementation of problem-based learning containing the local potential of Jrek Drien in the good category. Based on the research findings and results, it is stated that there is a significant difference in the increase in learning outcomes of students' problem-solving skills and self-directed learning between the experimental and control classes

An Analysis of Problem-Based Learning vs. Traditional Teaching among Students in Azerbaijan

Objective: Our goal was to analyze the effects of implementing problem-based learning (PBL) at the Azerbaijan University of Architecture and Construction. Method: We compared students that attended lectures and tutorials using PBL and students that attended lectures and tutorials using traditional teaching methods. In total, 737 students (intervention group) participated in PBL and 2201 in non-PBL (Control group A and Control group B) at the university. Descriptive statistics and a statistical Kruskal–Wallis test were used to analyze the data and determine whether groups could be compared. We used propensity score matching to make groups comparable and analyzed the differences between groups. Results: The results of the statistical analysis and descriptive statistical characteristics for the unmatched samples are presented in this paper. We also present the differences between the PBL group and two non-PBL groups based on the unmatched samples. All calculations were performed on one outcome measure: the final scores of students. The results show that even within a short period of time (one semester or academic year), applying PBL can have promising effects, although these effects are generally not statistically significant. However, after matching, the differences between the PBL and non-PBL groups were significant. Discussion and conclusions: Even a preliminary and limited introduction of PBL appears to have promising impacts on learning outcomes, as demonstrated by students’ final scores on subjects that were taught using the PBL approach. The results suggest that post-Soviet countries with education traditions that differ from Western ones can benefit from PBL. It is advised to prolong the implementation of PBL and advocate for wider dissemination of this method in Azerbaijan and elsewhere in post-Soviet countries.

Problem-based learning for improving problem-solving and critical thinking skills: A case on probability theory course

Problem-based learning (PBL) has been widely applied as an alternative to improve learning outcomes, but it is still little studied in the context of the probability theory course. This study described how implementing the PBL model improves students’ problem-solving and critical thinking skills in probability theory course and evaluates its quality. This design research involved 58 undergraduate students and two probability theory course lecturers from two universities in Indonesia as participants. Data collection used observation to describe PBL implementation, then questionnaire and pretest-posttest to evaluate the quality of the model. This study produced a PBL model for the probability theory course which is implemented through five steps: i) Orienting students on problems; ii) Organizing students to study; iii) Assisting individual and group investigations; iv) Developing and presenting work or solutions; and v) Analyzing and evaluating problem solving processes. Lecturers and students consider that the implementation of PBL is practical. PBL implementation can also improve students’ problem-solving skills and critical thinking in the probability theory course. Thus, implementing PBL can be used as a solution to optimize learning outcomes in the probability theory course.

Assessment Of Problem-Based Learning In Dental Education And Exploring Barriers To Its Implementation: Theory To Reality.

There are 59 dental colleges in Pakistan out of which 17 are in the public sector and 42 in private. However, only a few use problem-based learning methods, though it is a popular strategy in dental education all around the world. This study aims to assess problem-based learning model in dental education and explore the barriers of its implementation in a private dental college of Karachi. Qualitative case-study approach was employed. The philosophical stance used was critical realism. Qualitative data was collected by participant observation, video recorded observation and video elicited semi-structured in-depth interviews of five faculty members and 15 students. Results showed that students were more interested in interactive sessions while faculty members were in favour of problem-based learning sessions. Thematic analysis was done to generate themes. This research applies reproduction method to explain the necessary and contingent relations and causal powers. Lack of motivation among students and lack of faculty dedication are causal mechanisms of barriers in the implementation of problem-based learning.

Students' Response to Problem Based Learning Model on Motion System Material

Problem Based Learning (PBL) or problem-based learning model is a learning model that focuses on authentic problems in the learning process. This method is widely used in problem solving, development of thinking skills, and self- regulation. This study aimed to describe the problem-based learning process and students' responses on the material of the motion system for class XI students of SMAN 1 Prambanan in the 2022/2023 academic year. This research was conducted using descriptive qualitative method where the research data collection was conducted using Google Form with guttman scale questionnaire type. The population used was a saturated population with all students in grades XI MIPA 1, 2, and 3 with a total of 100 samples. The results of questionnaire data collection on each aspect of learning; aspects of problem-based learning implementation with a percentage of yes answers of 95.75%, aspects of students' attitudes towards the learning process with a percentage of yes answers of 97.28%, on the aspect of students' understanding of problem-based material with a percentage of yes answers of 96.66%, and aspects of students' interest in participating in further problem-based learning with a percentage of yes answers of 97%. The results obtained in all aspects show that the majority of students have a good response to the problem-based learning model or Problem Based Learning. This means that Problem-based learning can run and is said to be feasible to provide students' understanding.

Students’ Satisfaction of Blended Problem-Based Learning: An Academic Experience at Kwame Nkrumah University of Science and Technology

Implementation of problem-based learning has been a challenge in most African institutions of higher learning including Kwame Nkrumah University of Science and Technology (KNUST) due to deficiencies in the secondary education system. This article seeks to investigate the effect of blended problem-based learning (BPBL) practices on students’ satisfaction at KNUST during the Enhancing Entrepreneurship, Innovation and Sustainability in Higher Education in Africa (EEISHEA) 2019–2022 project. In line with this objective, a survey instrument was prepared and validated and a multistage sampling technique with an effective sample size of 1,304 students (621 female and 883 males), 71 lecturers, and 16 technicians across the six colleges of KNUST were obtained. The generalized linear models, simple and multiple logistic regression, were estimated from the data to compare effect of teacher-centered and BPBL paradigms on students’ satisfaction. To prevent overfitting, a cross-validation was performed on the fitted models. Receiver operating curve and area under curve were employed to ascertain the predictive power of the models. Results indicate about 67.35% of students posited that lecturers have incorporated some problem-based learning (PBL) elements into their course delivery. About 72.13% of respondents submitted that the integration of the PBL ignited their self-directed and collaborative learning and improved learner’s problem-solving skills. Furthermore, the fitted models suggest that BPBL, gender, level of program, and college influence students’ satisfaction. The odds of satisfaction of an individual in the BPBL group is 7.4 times higher than respondents in the traditional group with a confidence interval for the odds ratio (OR), (OR 7.4, 95% CI: 4.31–13.16).

Problem-based learning for shifting and TVET Electrical Engineering lecturers’ practices: A scoping review

Problem-solving capacity is continuously gathering prominence in the Engineering education programmes of most institutions of higher learning. Embracing problem-based learning is necessary for Electrical Engineering lecturers in technical and vocational education and training (TVET) so as to shift from teacher-centred to student-centred teaching approaches which engage students in the learning process. Despite this, research on the use of problembased learning in TVET contexts by Electrical Engineering lecturers is limited. In this study, we conducted a scoping review to identify those key components which are necessary for the effective implementation of problem-based learning in a TVET Electrical Engineering programme. Our findings indicated that the problem, the facilitator and the students are the three components noted as essential constituents that are vital to the effective implementation of a problem-based learning strategy in TVET Electrical Engineering programmes. Our findings stress that, in addition to the three components, the type and nature of the problem, including the philosophy of the subject or the programme, need to be considered before inculcating problem-solving capabilities in TVET Electrical Engineering lecturers.

Effect of STEM Integrated Problem-Based Learning Model on Students' Critical Thinking Skills on Electrolyte and Non-Electrolyte Solution Materials

This study aims to study the effect of problem-based learning integrated STEM and non-STEM learning models in improving critical thinking skills and their differences of learning process. The method used is a quasi-experimental design with a pretest-posttest non-equivalent control design. The population of all students in class X science with non-probability sampling was 36 students each. The instruments used were observation sheets, description questions, and questionnaires. The results showed that the average percentage of STEM-integrated problem-based learning implementation was 96.00% and 93.00% without STEM, both of which showed very good results. The average critical thinking ability of students in the STEM integrated problem-based learning class is 71% and 59% without STEM, this is shown by the average value of the STEM integrated problem-based learning classes is greater than without STEM. The linear regression test using STEM integrated problem-based learning has a positive effect on critical thinking skills 2.251, t-count > t-table (3.756 > 2.032), Ho is rejected Ha is accepted, and without STEM there is no effect on critical thinking skills, with a t-count <t-table (2.016 < 2.032). The results showed that the STEM-integrated problem-based learning model had a positive effect on students' critical thinking skills on electrolyte and non-electrolyte solution materials.

Latent profile analysis on the effectiveness of tutor performance: Influence on medical students' engagement in blended problem-based learning.

Tutor performance is a critical factor for the success of a problem-based learning (PBL) curriculum. This study investigated medical students' perceptions of the effectiveness of tutor performance and the relationships with learning engagement (behavioral, emotional, and cognitive engagement) in the blended PBL approach. This study employed a cross-sectional survey and data were collected from 238 first-year and second-year medical students. Latent profile analysis (LPA) was used to investigate how individual students' perceptions of tutor performance can be clustered. Follow-up multiple one-way analyses of covariance (ANCOVA) were performed to examine the relationships with students' learning engagement in PBL activities. The effectiveness of tutor performance perceived by students was classified into lowly, moderately, and highly effective tutors. These clustering profiles were significantly related to the different types of learning engagement in the blended PBL process. Hence, this study highlights that the tutor is one of the key aspects of assessing the implementation of blended PBL since student performance is positively associated with the perception of tutor effectiveness.

Penerapan Model Problem Based Learning Terhadap Hasil Belajar Mahasiswa Jurusan Akuntansi

This research aims to investigate the implementation of the Problem Based Learning (PBL) model among accounting students at Politeknik Negeri Manado. The study employs a non-equivalent design, comparing an experimental class using the PBL model to a control class without the PBL model. The results of the research indicate that there is a significant influence of the Problem Based Learning (PBL) model on the learning outcomes of accounting students at Politeknik Negeri Manado. Furthermore, based on the n-gain score, the learning outcomes of the experimental class fall into the effective category, signifying that the implementation of PBL is effective in enhancing learning outcomes in the subject of financial accounting, specifically in the cash flow material.

Implementasi Problem Based Learning (PBL) pada Mata Pelajaran Matematika

Mathematics is often considered difficult and confusing for students. The purpose of writing this work is to determine the implementation of Problem Based Learning (PBL) in Mathematics Class 5 MIN 4 Ponorogo. In research regarding the implementation of PBL in Mathematics Class 5 MIN 4 Ponorogo, descriptive qualitative methods were used through observation, interviews with teachers, and documentation. Data analysis was carried out using a thematic approach developed by Huberman and Miles to understand how PBL was implemented and its impact on students' understanding and skills. The results of this work are a) Implementation of Problem-Based Learning (PBL) at MIN 4 Ponorogo increases students' active participation and collaboration skills, supported by the use of technology, and increases their problem-solving abilities and motivation. b) Implementation of Problem-Based Learning (PBL) at MIN 4 Ponorogo faces technological obstacles, including computer facilities, lack of smart TV, and unstable internet access. Solutions include technology improvements, use of AV equipment, network infrastructure improvements, collaboration with internet service providers, and teacher training.

A Comprehensive Review on PBL and Digital PBL in Engineering Education - Status, Challenges and Future Prospects

Abstract: Problem-based learning (PBL) makes use of complex, real-world issues as the subject matter, and encourages students to develop problem-solving skills and learn concepts instead of just absorbing facts. The emergence of the concept of PBL in the digital learning context has received massive recognition and has thus, triggered debate among several scholars. Therefore as a prelude to analysis, the present study attempts to review the existing literature on PBL, particularly in the context of digital learning with respect to engineering education. It further attempts to discuss the ways for PBL implementation, its related challenges and future prospects, especially in the digital setting. The study adopted a systematic literature review wherein it selected relevant studies, articles and papers that broadly discussed the significance of the topics and evaluated information and data from the period starting from 2012 through 2021. A comprehensive review of the literature revealed that since digital PBL includes diverse and multipledigital technology applications as part of traditional PBL it is more effective than the traditional form of learning and it is most widely used in engineering education as the aim of engineering education is to generate such students who are practically equipped with technical knowledge and considerably prepared with professional engineering skills. However, there exists a paucity of research on digital PBL which needs further analysis. Keywords: engineering education, problem-based learning, digital PBL, e-learning, online PBL, PBL implementation

UTILIZING GEOGEBRA FOR SOLVING ECONOMIC MATHEMATICS PROBLEMS: PROMOTING LOGICAL REASONING IN PROBLEM-BASED LEARNING

Logical reasoning is very important to be used by as the basis of creative activities such as creating or applying mathematical concepts in the real world. By implementing Problem-Based Learning (PBL) with GeoGebra's assistance, logical reasoning abilities can be developed. This research intends to investigate the effect of utilizing GeoGebra to support PBL on students' capacity for logical reasoning while addressing economic mathematics problems. This study employed a quantitative method with one group pretest-posttest quasi-experimental research design. GeoGebra was used in classroom instruction as part of the PBL model to help students solve economic math problems logically. Following the implementation of PBL with the aid of GeoGebra, it may be inferred that there are disparities in students' capacities for logical reasoning based on the non-parametric statistical test of the Wilcoxon test. These findings demonstrate that using GeoGebra in collaboration with problem-based learning improves students' capacity for logical reasoning. GeoGebra-assisted PBL is recommended to be used as a medium to assist students in developing logical reasoning in solving economic mathematics problems.

PENERAPAN MODEL PBL DALAM PEMBELAJARAN STATISTIKA UNTUK MENGUKUR HASIL BELAJAR MATEMATIKA KELAS VIII SMPN 4 LUBUKLINGGAU

Research conducted by class VIII SMP Negeri 4 Lubuklinggau aims to find out if after using the problem based learning method there is a significant increase. Research systems use semi-empirical methods. This research target is 26 students in class VIII, 11 boy or15 girl. Collection research information uses learning outcomes test of student' ability to solve statistical problems. The evidence of learning results is analyzed using quantitative analys. Research result show problem-based learning method will increase students' statistical learning efforts at SMP Negeri 4 Lubuklinggau. It was proven by the test results of 6,712 until Ho refused Ha accepted. Implementation problem-based learning method is almost complete. The value is reinforced by the fact that average post-test very large than pre-test value.

The Implementation of Problem-Based Learning (PBL) Model to Improve Students’ Vocabulary Mastery

Background: Vocabulary is an important aspect of learning English for students, Mastering vocabulary allows students to understand English and to produce sentences easily. This research aims at improving students’ vocabulary mastery by implementing Problem-Based Learning (PBL) Model. Methods: It applied Classroom Action Research. The sample was 17 students of eleventh grade at SMA Utama Widya Pasraman Wira Dharma Palu. The research was conducted in two cycles. Each cycle consists of planning, action, observation and reflection. The researcher employed some instruments to collect data, the instruments were test, observation checklist and field notes. Result: The result of data analysis indicated that the percentage of students who passed score above KKM which is 70 in cycle 1 was 47.06 percent or 8 students. In cycle 2, the result increased to 82.35 percent or 14 students. It significantly increased 35.29 percent compared to cycle 1. Conclusion: Problem-Based Learning (PBL) is effective to improve students’ vocabulary mastery of grade XI students at SMA Utama Widya Pasraman Wira Dharma Palu.

Implementation of problem-based learning (PBL) model assisted by PAJURA media to improve learning outcomes of second-grade elementary school students

The purpose of this research was to determine the improvement of students' learning outcomes by implementing the Problem-Based Learning (PBL) model assisted by PAJURA media in understanding the concepts of addition and subtraction operations on whole numbers. This study is classified as Classroom Action Research (CAR) comprising two cycles. The subjects are 27 second-grade students of SDN Mojorejo 1 Batu in the academic year 2022/2023. The data collection method in this research is through tests to gather students' learning outcomes data. The results of this study indicate that the implementation of the Problem-Based Learning (PBL) model assisted by PAJURA media can improve students' learning outcomes in understanding the concepts of addition and subtraction operations on whole numbers in grade 2. This improvement is evident in the student's learning outcomes. The initial data (pre-cycle) showed an average learning outcome of 67% with a mastery learning rate of 41%. After the implementation of the Problem-Based Learning (PBL) model assisted by PAJURA media in the first cycle, the average learning outcome increased to 79% with a mastery learning rate of 70%. Following the improvement in the second cycle, there was a further enhancement in the average learning outcome percentage, reaching 88%, with a mastery learning rate of 89%.

The Effect of Problem-Based Learning on the Critical Thinking Skills of Elementary School Students

This study aims to determine: (1) the difference in critical thinking skills between students taught using problem-based learning and expository learning, and (2) the influence of implementing problem-based learning on students' critical thinking skills. This study was quasi-experimental research. The study population consisted only of fifth-grade students from SD Negeri 2 Krikilan. In the experimental group, the learning process took place using the problem-based learning model, while in the control group, it took place in an expository manner. The instruments used were tests that measure students' critical thinking abilities in cognitive aspects and a behavioral scale that measures students' critical thinking abilities in behavioral aspects. The data were then analyzed using: (1) descriptive statistics to describe critical thinking skills and learning outcomes, and (2) inferential statistics using independent sample t-tests and MANOVA to test the research hypotheses at a significance level of 5% (α = 0.05). The research findings indicate that: (1) there is a significant difference in students' critical thinking skills between the group taught using problem-based learning and the group taught using expository learning, with a p-value of 0.004, and (2) the implementation of problem-based learning positively and significantly influences students' critical thinking skills, with a significance value of 0.005.

Co‐designing teacher support technology for problem‐based learning in middle school science

AbstractThis paper provides an experience report on a co‐design approach with teachers to co‐create learning analytics‐based technology to support problem‐based learning in middle school science classrooms. We have mapped out a workflow for such applications and developed design narratives to investigate the implementation, modifications and temporal roles of the participants in the design process. Our results provide precedent knowledge on co‐designing with experienced and novice teachers and co‐constructing actionable insight that can help teachers engage more effectively with their students' learning and problem‐solving processes during classroom PBL implementations. Practitioner notesWhat is already known about this topic Success of educational technology depends in large part on the technology's alignment with teachers' goals for their students, teaching strategies and classroom context. Teacher and researcher co‐design of educational technology and supporting curricula has proven to be an effective way for integrating teacher insight and supporting their implementation needs. Co‐designing learning analytics and support technologies with teachers is difficult due to differences in design and development goals, workplace norms, and AI‐literacy and learning analytics background of teachers. What this paper adds We provide a co‐design workflow for middle school teachers that centres on co‐designing and developing actionable insights to support problem‐based learning (PBL) by systematic development of responsive teaching practices using AI‐generated learning analytics. We adapt established human‐computer interaction (HCI) methods to tackle the complex task of classroom PBL implementation, working with experienced and novice teachers to create a learning analytics dashboard for a PBL curriculum. We demonstrate researcher and teacher roles and needs in ensuring co‐design collaboration and the co‐construction of actionable insight to support middle school PBL. Implications for practice and/or policy Learning analytics researchers will be able to use the workflow as a tool to support their PBL co‐design processes. Learning analytics researchers will be able to apply adapted HCI methods for effective co‐design processes. Co‐design teams will be able to pre‐emptively prepare for the difficulties and needs of teachers when integrating middle school teacher feedback during the co‐design process in support of PBL technologies.