Implementation Of Problem-based Learning Research Articles

Penerapan Model Pembelajaran Bebrbasis Masalah (Problem Based Learning) untuk Meningkatkan Belajar Siswa pada Mata Pelajaran Fiqih Kelas X di MA Mambaul Ma'arif Denanyar Jombang

This study aims to analyze the implementation of the Problem Based Learning (PBL) model in improving the quality of Fiqh learning for tenth-grade students at MA Mambaul Ma'arif Denanyar Jombang. Using a descriptive qualitative approach, this research collects data through observation, interviews, and documentation. The research results show that the implementation of PBL successfully increased student participation in the learning process, both individually and in groups. This model has proven effective in developing students' critical thinking, analytical, and understanding skills regarding Fiqh concepts relevant to everyday life. Students are also more motivated to learn thanks to the interactive, collaborative, and contextual learning atmosphere. However, several challenges in the implementation of PBL have been identified, such as time constraints, lack of preparation from students and teachers, and the need for adequate supporting resources. To address these issues, an active role of teachers as facilitators, continuous training for teachers, and support facilities from the school are needed. The findings of this research contribute significantly to learning innovations in madrasahs, particularly in preparing students to face academic and real-life challenges. With the more optimal and sustainable implementation of PBL, it is hoped that this model can become an effective learning approach in improving the quality of Fiqh education in madrasah environments. Furthermore, this research can also serve as a foundation for the development of education policies oriented towards competency-based and student creativity-focused learning.

The Implementation of Problem-Based Learning with Multimedia for Improving Scientific Process Skills

Introduction: Learning problems in the subject of energy and its changes where there are still students who have difficulty understanding it and lack of science process skills. Learning with a scientific process is needed to solve problems and produce a product in the form of a concept. One of them is by implementing the Problem Based Learning learning model. This research aims to determine the improvement in science process skills students in Indonesian elementary school in the 2023/2024 academic year. Participants were a classroom teacher and 23 students, consisting of 13 male and 10 female students.Methods: The data used are qualitative and quantitative data. This study uses a classroom action research method. Data collection techniques use observation and interviews. Data validity uses triangulation of sources and techniques. This study was conducted in three cycles with five meetings. Qualitative and quantitative data were collected through observation and interviews. Data analysis was carried out using three stages consisting of data reduction, data presentation, and drawing conclusions.Results: The results showed an increase in science process skills in the natural and social science subject among students when the Problem Based Learning model with multimedia was implemented. The average percentage of science process skill indicators in cycle I was 71.52%, cycle II = 82.89%, and cycle III = 89.79%.Conclusions: It can be concluded that the application of the Problem Based Learning model with multimedia can improve 4th-grade students’ scientific processing skills skills in the natural and social science subject in the 2023/2024 academic year

The development of critical thinking in grade 11 biology students through problem-based learning with forensic science issues

Critical thinking is crucial for biology education and requires an instructional method that allow learners to acquire the skill through hand-on experiences with content related to learners’ lives. This action research aimed to enhance the critical thinking skills of Grade 11 students using problem-based learning (PBL) integrated with forensic science issues in a biology course on the circulatory system. The study was developed in an action research design. The study involved 12 students from a public school in the Thai educational context. The research instruments included a PBL learning management plan, a critical thinking assessment, and an interview form. Data analysis showed that in the first cycle, the average critical thinking score was 67.08%, with 58.33% of students meeting the 70% threshold. After revising the learning activities, the second cycle showed an average score increase to 83.75%, with all students surpassing the 70% threshold. These findings contribute to the research area by demonstrating the effectiveness of integrating PBL with forensic science to enhance critical thinking skills in biology education. The implementation of PBL with forensic science issues should be more investigated in other topics.

Challenges to overcome when implementing problem-based learning in math classes

The implementation of problem-based learning allows students to develop the ability to recognize problems, analyze them, establish solutions, and present results. The main interest of this work is to determine the variables that currently influence the implementation of problem-based learning as the guiding axis of a course and to establish a proposal to continue using it, given that the conditions of the student community have changed with everyday problems. The proposed research methodology was qualitative due to the controlled test method. applied to three groups of first semester, to identify existing problems on poor school performance, adaptation to collaborative work, reading comprehension, mathematical reasoning. With the results obtained in the diagnosis, improvement strategies were established and throughout the semester accompaniment was provided to the detected students, these strategies were modified according to the pre-results that were obtained.

Mapping the intersection of problem-based learning and lifelong learning: a bibliometric analysis

Problem-Based Learning (PBL) is a pedagogical approach that immerses learners in real-world problems to develop essential skills like self-directed learning, critical thinking, and teamwork. PBL has shown to be especially effective in fostering lifelong learning, a vital skill in today’s rapidly evolving world. By engaging learners in practical, collaborative problem-solving, PBL not only improves immediate academic outcomes but also equips individuals with competencies essential for continuous personal and professional growth. This bibliometric study aims to map and analyze research trends, key themes, and influential authors in the implementation of PBL within lifelong learning contexts, offering insights into the field’s intellectual structure and future research directions. Using Scopus as the primary database, this study applied a systematic search strategy focusing on publications related to PBL and lifelong learning from 2019 to 2024. The search yielded 265 relevant articles, and data analysis involved descriptive statistics, citation analysis, and co-citation network mapping. Key bibliometric indicators were examined to identify the most influential authors, articles, and recurring themes in the literature. Additionally, the analysis highlights publication patterns, research dynamics, and identifies emerging areas of interest, such as the role of PBL in enhancing long-term knowledge retention and teamwork skills for real-world applications. The findings contribute to a comprehensive understanding of the relationship between PBL and lifelong learning, providing educators, researchers, and policymakers with valuable insights into the development of educational frameworks that support sustainable learning. This study not only underscores the importance of PBL in building adaptable and resilient learners but also offers guidance for future research, particularly in exploring new approaches to integrating PBL for lifelong learning in diverse educational and professional environments.

Implementation of Problem-Based Learning (PBL) in Islamic Religious Education (PAI) at Higher Education Institutions to Enhance Students' Moderate Attitudes

This study is motivated by the issue of low levels of moderate attitudes among university students. The aim of this research is to determine the implementation of the Problem-Based Learning (PBL) Model in religious education at higher education institutions to enhance students' moderate attitudes. The research employs a Mixed Methods Research approach with a sequential explanatory design. The sample consists of 70 management students at Universitas Islam Nusantara. Data collection techniques include questionnaires, interviews, observations, and documentation studies. Quantitative data analysis employs simple regression analysis, while qualitative data analysis uses data reduction, data presentation, and conclusion drawing or verification. Based on the results, it can be concluded that the implementation of the PBL model in religious education significantly influences the enhancement of students' moderate attitudes. This is evidenced by a significance value of 0.001, which is less than the probability value of 0.05, and a coefficient of determination (R Square) of 0.234. This indicates that the contribution of the independent variable (PBL model in religious education) to the dependent variable (students' moderate attitudes) is 23.40%.

Analysis of Students' Critical Thinking Skills Profile and Implementation of PBL on Sound Wave Material

In the 21st century, students are expected to be able to have critical thinking skills to be able to read and solve problems in their daily lives. For this reason, it is important to determine appropriate learning models and media. Problem-Based Learning (PBL) is a learning model that can improve critical thinking skills. This research was conducted to determine students' critical thinking skills and determine the application of learning models in physics subjects, especially in the PBL learning model. The sample consisted of 50 class XI students in one of the high schools in Gresik. The research results from the question instruments show the low level of students' critical thinking skills. The results of interviews with physics educators explained that physics learning activities so far have used several innovative learning models and media. Questionnaire responses showed that students had the perception that they had met the indicators of critical thinking skills, and also showed interest in implementing the 3D digital module. So it can be concluded that there is a need to implement physics learning using the help of interactive learning media such as 3D digital modules to increase students' activeness in learning and train critical thinking skills.

Enhancing students' critical thinking skills through mobile technology: An analysis of problem-based learning implementation in heat material instruction

This study discusses the analysis of students' critical thinking skills profile and the implementation of PBL on heat material. This study aimed to determine the profile of students' critical thinking skills and the implementation of PBL on heat material at SMAN 1 Gondang. This study used pre-research with qualitative descriptive analysis with a sample of 91 SMA Negeri 1 Gondang students. Data collection techniques were written tests, student response questionnaires, and teacher interviews. The study found that students critical thinking skills were in a low category, and inference was the indicator of essential thinking skills with the lowest average. Teachers still used lecture methods and conventional teaching materials during learning, so it was necessary to apply a model, namely a problem-based learning model assisted by a 3D module, which was expected to improve critical thinking skills on heat material. Learning innovations need to be carried out to improve students' critical thinking skills, especially in physics learning, one of which is the application of Problem-Based Learning assisted by a 3D module.

MODEL PEMBELAJARAN PROBLEM BASED LEARNING DALAM PEMBELAJARAN MATEMATIKA

This research examines the effectiveness of Problem-Based Learning (PBL) in mathematics education through a systematic analysis of 27 research journals. The study focuses on the implementation of PBL in enhancing critical thinking abilities, problem-solving skills, mathematical literacy, as well as student motivation and learning outcomes. Meta-analysis results indicate that PBL has significant positive effects on critical thinking abilities in mathematics learning (g=0.769) and science (g=1.122). Comparative studies suggest that PBL is more effective than conventional learning in improving critical thinking skills and learning motivation. Several classroom action research studies report improvements in learning mastery and student mathematics achievement following PBL implementation. However, PBL implementation also faces challenges such as student passivity, teacher readiness, time management, and difficulties in achieving Higher Order Thinking Skills (HOTS) indicators. The development of PBL-based learning tools and interactive media shows promising results in enhancing learning effectiveness. This research concludes that PBL is an effective approach for developing higher-order thinking skills and conceptual understanding in mathematics, although its success depends on teacher readiness and adequate learning system support.

Pengaruh Model Pembelajaran Problem Based Learning (PBL) terhadap Kemampuan Berpikir Kritis IPAS di Sekolah Dasar

Education in Indonesia faces great challenges in improving students' critical thinking skills, especially in Natural and Social Sciences (IPAS) subjects. Conventional teaching methods that are still widely used, such as lectures, often limit student engagement and reduce their ability to solve problems. This study aims to analyze the influence of the Problem Based Learning (PBL) model on students' critical thinking skills at SD Negeri 2 Dauh Puri. Using a qualitative approach with in-depth interview techniques, this study reveals that the application of PBL significantly improves students' critical thinking skills. Students become more active in learning, able to analyze problems in more depth, and collaborate in groups to find solutions. In addition, the PBL model also helps students relate the knowledge gained to real-life situations in everyday life. The discussion shows that PBL not only improves critical thinking skills, but also supports the development of 21st century skills such as creativity, collaboration, and communication. Thus, the implementation of PBL can be an effective solution in improving the quality of learning in elementary schools, preparing students to face future challenges, as well as strengthening important skills needed in daily life.

Implementation of Problem-Based Learning (PBL) Approach for Computer Aided Drug Designing (CADD) Course

Implementation of Problem-Based Learning (PBL) Approach for Computer Aided Drug Designing (CADD) Course

Building Bridges: Teaching Programming through Problem-Based Learning in Mechanical Engineering

Abstract—Teaching programming to mechanical engineering students, often seen as a computer science endeavor, requires a thoughtful approach to highlight its relevance in their field. The mechanical engineering teacher can bridge this gap by demonstrating how programming solves complex engineering problems. Using real-world examples such as simulating mechanical systems or automating data analysis, illustrates the practical benefits of programming skills. To engage students, the teacher implemented Problem-Based Learning (PBL) activities tailored to mechanical engineering contexts. Activities like “Trace it Out,” where students identify code errors, and “Jumble the Code,” which involves ordering or debugging code pieces, help students connect programming concepts to engineering projects. Solutions to real-world problems are presented as poster presentations, making learning interactive and hands-on. Community problems and solutions were documented and assessed using designed rubrics, reinforcing programming knowledge and developing problem-solving skills. Regular feedback and project-based assessments, rather than traditional exams, better measure students’ understanding and ability to apply programming skills to engineering problems. This comprehensive approach—linking programming with mechanical engineering applications, mentoring, active learning, and continuous feedback—transforms students’ perspectives, helping them realize the invaluable role of programming in their professional development as mechanical engineers. Providing access to online resources and encouraging participation in coding communities further enhances their learning experience.

ENHANCING MATHEMATICAL LITERACY THROUGH PROBLEM-BASED LEARNING: A MIXED-METHODS ANALYSIS OF STUDENT PERFORMANCE

This study is a descriptive research using a qualitative and quantitative approach (mixed method) aimed at analyzing the mathematical literacy skills of students in Problem-Based Learning (PBL) instruction. The subjects of this study are students who participated in the research. The research instrument is the researcher themselves. Additionally, supporting instruments used in this study include: 1) a mathematical literacy skills test, 2) an observation sheet for the implementation of Problem-Based Learning, and 3) an observation sheet for student activity during learning. The data collected were analyzed using quantitative analysis, where the researcher calculated the mean and standard deviation from the motivation and interest in learning questionnaires. Further, qualitative analysis was conducted by the researcher through data reduction, presenting the data, and drawing conclusions. The results of the study indicate that students' mathematical literacy skills in PBL instruction are excellent.

Enhancing Student Engagement Through Problem-Based Learning: A Case of the Built Environment

In the rapidly evolving field of the Built Environment, traditional teaching approaches often fall short in preparing students for the complex, real-world challenges they will face in their professional careers. Problem-Based Learning (PBL) has emerged as a powerful pedagogical approach that promotes active learning and student engagement by encouraging learners to collaboratively solve real-life problems. This study explores the impact of PBL on student engagement within the Built Environment at the institutions of higher learning in particular the University of Technologies. The purpose of this research is to investigate how PBL can be effectively implemented to enhance active learning and foster deeper student engagement. This study adopted a qualitative research approach employing a systematic literature review (SLR) methodology, focusing on academic sources published between 2010 and 2024. The gathered data was synthesized using thematic analysis, wherein major themes and patterns were identified within the literature. Key themes such as collaborative learning, critical thinking, and real-world application were identified. The findings reveal that PBL not only increases student engagement but also enhances critical thinking and problem-solving skills, which are essential for success in the Built Environment sector. The study also highlights challenges, including the need for facilitator training and the development of appropriate assessment strategies to support the successful implementation of PBL. The implications of this study are significant for educators and administrators in higher education. By integrating PBL into the curriculum, the University of Technology can better prepare its students for the demands of the modern workforce, fostering a learning environment that promotes both academic excellence and practical skills development. This research contributes to the growing body of literature on active learning in higher education and provides a framework for implementing PBL in the Built Environment department, with potential applicability across other disciplines.

Implementation of Problem-Based Learning Model in the Integration of Anti-Corruption Education Values in Pancasila Education Learning in Elementary School 1 Jatiroto

The importance of integrating anti-corruption education values in Pancasila Education learning. The purpose of this study is to describe the form of integrating anti-corruption education values in Pancasila Education learning through the Problem Based Learning (PBL) model. This type of research uses a qualitative approach, data collection techniques with document analysis and interviews. The research subjects were teachers, students and principals. The results of the study are the integration of anti-corruption education values and character values in Pancasila Education Learning and based on the similarity of character values with the assimilation model. Meanwhile, the application of PBL in Pancasila Education learning is carried out through giving problems that are solved through six stages, namely: orientation; discussion with other teachers; discussion with parents; discussion with group mates; presenting results; analyzing, synthesizing, and evaluating. The conclusion of the research is that the implementation of PBL in integrating anti-corruption education values in Pancasila Education learning is done through giving problems that are contextual in nature and carried out by students with six stages. Integration of character values from Pancasila Education and anticorruption education through assimilation.

Pelatihan Penerapan Model PBL dan PjBL bagi Guru Sekolah Dasar Negeri di Kota Palangka Raya

This training aims to improve the ability of public elementary school (SDN) teachers serving in the suburbs of Palangka Raya City to apply Problem-Based Learning (PBL) and Project-Based Learning (PjBL) learning models. The training method used includes an interactive approach through group discussions, practical simulations, and direct guidance in designing PBL and PjBL-based teaching modules. The results of this training activity show a significant increase in teachers' conceptual understanding and practical skills related to the application of PBL and PjBL in learning in elementary schools. The trainee teachers became more skillful in designing innovative teaching modules that are in accordance with the principles of PBL and PjBL and showed increased confidence in managing classes with these approaches. In addition, the formation of a learning community among teachers shows a commitment to continue sharing knowledge and experiences, supporting the sustainability of PBL and PjBL implementation consistently in schools. It is hoped that the impact of this training can contribute to improving the quality of teaching and learning outcomes of students in peripheral elementary schools in Palangka Raya City.

Analisis Keterampilan Riset Mahasiswa Melalui Karya Ilmiah Pada Mata Kuliah Bioteknologi Dengan Model Project Base Learning

The 21st century learning trend emphasizes skills, not just knowledge. Among the emerging competencies are learning and innovation, which are very possible to be accommodated at the higher education level. In order to realize this, research skills are an important competency that must be possessed by students and are the outlet of the studies carried out. This study is a quantitative descriptive study that analyzes research skills in students' scientific work which is the output of the biotechnology course. The research skills aspect is based on the Research Skill Development (RSD) developed by Willison and O'Regan which has been modified. Based on the results of the analysis of scientific work which is the output of the biotechnology course, students achieved a score of 81 with a very good category. However, there are several aspects that still need to be strengthened. The lowest aspect of research skills is presenting problems, namely with a score of 2.0 and is categorized as lacking. The aspect that is also categorized as lacking is literature search which strengthens the analysis with a score of 2.2. Students need to strengthen their skills in literature search as an effort to deepen their findings. Further research can be directed at the implementation of problem-based learning combined with science writing heuristic as an effort to strengthen the aspects of problem presentation and literature search in research skills.

Model Implementation Problem-Based Learning with a Differentiated Learning Approach to Improve Abilities, Computational Thinking Student

Based on the results of the non-cognitive diagnostic assessment conducted by the author in class X PPLG 1 SMK Negeri 11 Bandung, the computational thinking abilities possessed by students still need to improve. In addition, based on the results of observations, teachers have not implemented differentiated learning optimally. This study aims to improve students' computational thinking abilities by applying problem-based and product-differentiated learning models. The research method used is Classroom Action Research (CAR), carried out in 3 cycles. The subjects of this study were 20 students of class X PPLG 1. The results of this study show that applying the PBL model and product-differentiated learning can improve student learning outcomes in the DPLG subject, with the achievement of completeness in cycle I at 45%, cycle II at 70%, and cycle III at 45%. Students' computational thinking abilities also increased from achieving completeness of 10% to 75%. The effectiveness of learning carried out in cycles I and II are included in the reasonably practical category, as evidenced by the N-gain of 60% and cycle III of 41%, which can improve students' computational thinking skills.

A INFLUÊNCIA DAS METODOLOGIAS ATIVAS NA FORMAÇÃO DOCENTE TENDO EM VISTA AS CONTRIBUIÇÕES DA APRENDIZAGEM BASEADA EM PROBLEMAS

This study investigates the influence of active methodologies in teacher training, focusing on Problem-Based Learning (PBL). The research aims to understand how PBL can empower early childhood educators by providing them with dynamic tools to address contemporary classroom challenges. The methodology includes a comprehensive literature review, examining a wide range of academic sources and case studies on the implementation of PBL in various educational contexts. Findings from this theoretical investigation indicate that PBL not only enhances teachers' ability to engage students more effectively but also fosters a more collaborative and critical learning environment. By exploring the theoretical foundations and practical outcomes of this approach, the study seeks to identify effective strategies for implementation and evaluation in specific educational contexts. The research emphasizes the importance of adequate teacher training in ensuring the quality of education, contributing to the holistic development of children. Additionally, the study provides valuable insights for educational managers and policymakers in developing more effective training policies and programs. It is believed that the knowledge gained from this research can offer a solid foundation for the continuous improvement of education provided to preschool-aged children.

Teachers’ Perceptions on Problem-Based Learning Model in Teaching English: A Case Study at SMAN 2 Mataram in Academic Year 2023/2024

This study investigates teachers’ perceptions on Problem-Based Learning (PBL) model in teaching English at State High School 2 Mataram or SMAN 2 Mataram. The research questions concern about what are the teachers’ perceptions of PBL, the challenges faced by English teachers in implementing PBL, and how teachers overcome the challenges teaching English. The researcher used questionnaire, interview, and document analysis to collect the data. The data was analyzed using three steps of qualitative data analysis; data reduction, data display, and conclusion drawing/verification. The findings suggest that teachers perceive PBL as an effective model for teaching English, fostering collaboration, critical thinking, and argumentation among students. However, they face challenges such as varying student comprehension levels and reliance on the internet for quick solutions. To overcome these challenges, teachers adopt approaches such as guiding students with low comprehension levels patiently and emphasizing the importance of in-depth research to deter reliance on instant internet solutions. The study contributes to the field of English language teaching by providing insights into the challenges and solutions related to PBL implementation.