Influence Of Problem-based Learning Research Articles

META-ANALYSIS OF THE EFFECT OF PROBLEM-BASED LEARNING MODEL ON CRITICAL THINKING SKILLS

This study aims to analyze the effect of the Problem Based Learning (PBL) learning model in improving critical thinking skills, the influence of PBL in education labels and subject matter. This research compares the PBL learning model with the conventional one. This research is a meta-analysis study. By finding the effect size value. The average value of the effect size or critical thinking skills was 0.52 in the medium category. At the level of education, it is more effective learning materials on Optical instruments material at the high school education level. The conclusion of this research is that Problem Based Learning can improve critical thinking and problem solving skills.Keywords: Problem Based Learning and Critical Thinking

문제중심학습(PBL)이 뷰티전공 대학생의 문제해결능력, 자기주도적 학습 능력에 미치는 영향

문제중심학습(PBL)이 뷰티전공 대학생의 문제해결능력, 자기주도적 학습 능력에 미치는 영향

The Influence of Problem-Based Learning with the Assistance of Geogebra on Student Mathematical Problem-Solving Ability

This study aims to analyze the significant effect of the Geogebra-assisted Problem Based Learning model on students' mathematical problem solving abilities and independent learning. This study uses a quantitative approach to the type of quasi-experimental research, the research design uses a Post-test Only Control Group Design. This study uses only one class. Test the hypothesis in this study using a one-way MANOVA. The sample in this study was class XI-IPA.4 SMA Negeri 1 Galang for the academic year 2022/2023 with a total of 34 students as an experimental class using Geogebra-assisted Problem Based Learning. The hypothesis testing data analysis technique uses the Manova test with the help of SPSS. The results of this study indicate, the results of the MANOVA test with Hotelling's Trace analysis show a significant value of 0.000 less than 0.05 (H0 is rejected) so it can be concluded that there is a significant influence of the Problem Based Learning model with the help of Geogebra on problem solving abilities and student learning independence .
 

Pembelajaran problem based learning (PBL) dengan kerangka kerja TPaCK: kemampuan pemecahan masalah matematis siswa SMA

This research was conducted to investigate the influence of PBL (Problem-Based Learning) with the TPaCK framework on the mathematical problem-solving abilities of high school students, specifically focusing on the topic of Systems of Linear Equations with Three Variables (SPLTV). The study employed a pre-experimental design using a one-group pretest-posttest approach at a public high school in Kabupaten Serang with Class X IPA 6 as the selected research sample. The participants were chosen through purposive sampling during the first semester of the academic year 2022–2023. Data collection in this study involved pre-tests and post-tests. The data obtained from the initial and final tests was then processed through three stages, namely descriptive data analysis, data prerequisite test, and hypothesis test The findings of this research demonstrate that PBL with the TPaCK framework can enhance the mathematical problem-solving abilities of high school students.

Assessing impact of problem-based learning using data mining to extract learning patterns

PurposeThis paper defines and assesses student learning patterns under the influence of problem-based learning (PBL) and their classification into a reasonable minimum number of classes. Study utilizes PBL implemented in an undergraduate Statistics and Operations Research course for techno-management students at a private university in India.Design/methodology/approachStudy employs an in situ experiment using a conceptual model based on learning theory. The participant's end-of-semester GPA is Performance Indicator. Integrating PBL with classroom teaching is unique instructional approach to this study. An unsupervised and supervised data mining approach to analyse PBL impact establishes research conclusions.FindingsThe administration of PBL results in improved learning patterns (above-average) for students with medium attendance. PBL, Gender, Math background, Board and discipline are contributing factors to students' performance in the decision tree. PBL benefits a student of any gender with lower attendance.Research limitations/implicationsThis study is limited to course students from one institute and does not consider external factors.Practical implicationsResearchers can apply learning patterns obtained in this paper highlighting PBL impact to study effect of every innovative pedagogical study. Classification of students based on learning behaviours can help facilitators plan remedial actions.Originality/value1. Clustering is used to extract student learning patterns considering dynamics of student performances over time. Then decision tree is utilized to elicit a simple process of classifying students. 2. Data mining approach overcomes limitations of statistical techniques to provide knowledge impact in presence of demographic characteristics and student attendance.

Influence of Problem-Based Learning and Blended Learning on Students’ Creative Thinking Ability in Class XI SMAN Plus Riau Province Material Body Defense System

This research aims to analyze the effect of the Problem Based Learning model through Blended Learning on students' creative thinking skills. This research was conducted in class XI SMAN Plus Riau Province in the even semester of the 2021/2022 academic year. The research parameter is students' creative thinking ability, with 4 indicators, that is fluent thinking ability, flexible thinking ability, original thinking ability and elaborating thinking ability. Data were collected using test questions. The results of the study in the control class obtained an average value of 63.75 (less creative category) and an N-gain value of 0.13 (less effective category). In the experimental class, the average value was 77.63 (creative category), with an N-gain value of 0.43 (effective category). Of the four indicators in the control class and the experimental class, the highest indicator is fluent thinking with values of 67.50 and 80.00 respectively, while the lowest indicator in the control and experimental classes is obtained in elaboration thinking, with values of 60.00 and 75.55 respectively. Problem Based Learning model through Blended Learning has a positive effect on the creative thinking skills of class XI students of SMAN Plus Riau Province on the material of the body's defense system

The influence of problem-based learning and discovery learning models on learning outcomes

Learning outcomes are a way of seeing the ability of students during learning, when they get low learning outcomes, the learning objectives are less channeled. This can be overcome using learning models. The purpose of this study is to determine 1) The influence of the Problem Based Learning model on learning outcomes; 2) The influence of the Discovery learning model on learning outcomes; 3) The influence of differences between the Problem Based Learning and Discovery learning models on learning outcomes in Economics subjects. This study used a quasi-experimental design. The data population in this study is class XI social studies, at one of the high schools in Bojonegoro Regency for the 2021-2022 school year. By taking a sampling technique, namely purposive sampling. This study was conducted in 2022 from April to May. The instrument in this study is a test of learning outcomes in the form of multiple choice. Data analysis using normality test, Wilcoxon signed rank test, and N-Gain test. The results of this study inform that Problem Based Learning and Discovery learning have a positive influence on learning outcomes. Meanwhile, Problem-based learning and discovery learning has a difference, namely in the Problem Based learning group by 71% higher than the discovery learning group by 55%. Based on the results of the study, it can be concluded that the use of problem-based learning and discovery learning can improve student learning outcomes and help students actively participate in learning. The suggestion for further research is to be able to use a variety of learning models.Pengaruh model problem-based learning dan discovery learning terhadap hasil belajarHasil belajar adalah cara melihat kemampuan peserta didik selama menangkap pembelajaran, ketika mendapatkan hasil belajar yang rendah maka tujuan pembelajaran tersebut kurang tersalurkan. Hal tersebut dapat diatasi dengan penggunaan model pembelajaran. Tujuan penelitian ini untuk mengetahui 1)Pengaruh model Problem Based Learning terhadap hasil belajar ; 2) Pengaruh model Discovery learning terhadap hasil belajar; 3) Pengaruh perbedaan antara model Problem Based Learning dan Discovery learning terhadap hasil belajar pada mata pelajaran Ekonomi. Penelitian ini menggunakan desian quasieksperimen. Populasi data dalam penelitian ini ialah kelas XI IPS, di salah satu SMAN di Kabupaten Bojonegoro tahun ajaran 2021-2022. Dengan mengambil sampel teknik yaitu purposive sampling. Penelitian inidilakukantahun 2022 pada bulan april hingga mei. Instrumen didalam penelitian ini ialah test hasil belajar berupa pilihan ganda. Analisis data dengan menggunakan uji normalitas, uji wilcoxon signed rank, dan Uji N-Gain. Hasil dalam penelitian ini menginformasikan bahwa terdapat Model Problem Based Learning dan Discovery learning memiliki pengaruh positif terhadap hasil belajar. Adapun, antara Problem based learning dan discovery learning memiliki perbedaan yaitu pada kelompok Problem Based learning sebesar 71% lebih tinggi dibandingkan dengan kelompok discovery learning sebesar 55%. Berdasarkan hasil penelitian, dapat disimpulkan bahwa penggunaan problem based learning dan discovery learning dapat meningkatkan hasil belajar pserta didik serta membantu peserta didik ikut secara aktif dalam pembelajaran. Saran untuk penelitian selanjutnya yaitu dapat menggunakan model pembelajaran yang bervariasi.

The Role of Problem Based Learning Learning in Improving Student Character Education

The Determine the Role of Problem-Based Learning for Student Character Education was the aim of this study. Simple regression and correlation analysis methods are utilized in the survey-based research methodology. Using the Cluster Sampling approach, this study was carried out at SDN Kenari 07 Pagi in the Salemba District with a total of 36 participants. (1) The role of problem-based learning in student character education; (2) Interest influences problem-based learning implementation; (3) Student background influences problem-based learning implementation; and (4) Intelligence affects problem-based learning implementation. Based on this research, it is anticipated that the influence of problem-based learning will help character education for elementary school kids in the fifth grade, because the outcomes of the verification show that Problem Based Learning plays a significant determining role. In many ways, the character improvement model is used to address educational issues, and one of them is the problem-based learning learning model, which undoubtedly has an impact on children's development because each child has unique traits that can be used to demonstrate the child's character when resolving issues.

DIFFERENCES IN THE EFFECT OF PROBLEM-BASED LEARNING AND DISCOVERY LEARNING MODELS ON ECONOMIC LEARNING RESULTS

This research aims to determine the differences in the effect of problem-based learning and discovery learning models on economic learning result. This research method is quasi-experimental research. The results showed that the sig. (2-tailed) is 0.005 or less than 0.05, then according to the basis of decision-making, it can be concluded that there are differences in the influence of problem-based learning and discovery learning models on economic learning result. According to the comparison of the average learning results of the two groups of students based on the learning model, it can be stated that students who study with the problem-based learning model have better learning result than students who study with the discovery-learning model.

Influence of Problem-based Learning with the STEM using Mobile Learning Toward Problem Solving Physics Ability and Self-directed Learning Student in Dynamic Electricity Subject Matter

Influence of Problem-based Learning with the STEM using Mobile Learning Toward Problem Solving Physics Ability and Self-directed Learning Student in Dynamic Electricity Subject Matter

Outcomes of problem-based learning in nurse education: A systematic review and meta-analysis

ObjectiveTo investigate the effectiveness of problem-based learning (PBL) in nursing students, including recently reported trials. DesignMeta-analysis was performed to obtain summary conclusions on the influence of PBL on nursing students' learning outcomes. Data sourcesAcademic Search Complete, CINAHL, Cochrane Library, EMBASE, MEDLINE, PubMed, and Web of Science were searched for relevant studies from the period between database inception and March 3, 2022. Review methodsA random-effects model was used to generate pooled standardized mean differences (SMD) for critical thinking, problem-solving, and self-confidence. The heterogeneity of each variable in the pooled estimate was determined using a random-effects model. ResultsOverall, PBL had a greater positive effect than traditional learning on critical thinking (SMD: 0.44; 95 % CI: 0.14–0.73), analysis (SMD: 0.72; 95 % CI: 0.84–1.25), and evaluation (SMD: 0.33; 95 % CI: 0.05–0.61). However, the impact of PBL on problem-solving and self-confidence need further investigation. ConclusionsPBL appears to improve nursing students' critical thinking skills, especially their ability to analyze and evaluate. The findings of this study may be used as evidence of PBL being a more effective method than traditional/conventional learning techniques for increasing students' critical thinking.

Influence of Problem-Based Learning on Elementary School Students' Interest in Science

Elementary school students' problem-solving abilities must be developed so that they are accustomed to formulating solutions. This study aims to determine the effect of problem-based learning on students' interest in science at SD Muhammadiyah Majenang. The nonequivalent control group design was used in this quasi-experimental study. The participants in this study were fourth-grade students from SD Muhammadiyah Pahonjean and SD Muhammadiyah Cilopadang. Student questionnaires and documentation were used to collect data. The data analysis technique used a normality test, homogeneity test, and t-test. The Mann-Whitney test results show that the Asymp Sig. 0.000. This results that the problem-based learning model having an impact on SD Muhammadiyah Majenang students' interest in science. Teachers need to implement science learning using a problem-based learning model.

Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis

In recent years, the debate has continued among researchers and instructors regarding the influence of Problem-Based Learning (PBL) on the effectiveness of instructional intervention for Critical Thinking (CT) in higher education. This study, conducting a meta-analysis by synthesizing 50 relevant empirical studies from 2000 to 2021 with 5,210 participants and 58 effect sizes, aims to present potential factors (i.e., sample size, sample type, instruction type, gender, maturity, instrument, nationality, discipline, treatment duration, and group size) that may influence the effectiveness of the cultivation of CT skills and disposition on the basis of PBL. No evident publication bias was found (Egger's bias = 1.21, p > 0.05). From the general perspective, the results demonstrate the high level of influence of PBL (Standardized Mean Difference [SMD] = 0.640, p < 0.001) on CT with heterogeneity (I2 = 82.9%) due to the adopted instruments, mixed methods, and target outcomes, and no difference was observed between influence on CT skills and disposition. Students' maturity, nationality, sample type, instruction type, and group size are influencing factors of overall CT. The effects of intervention for seniors, western students, randomized samples, online instruction, and groups with less than six members are better, whereas short-term intervention is ineffective. For CT skills, the treatments for juniors and groups with less than six members are ineffective, and sample type and instruction type are not influencing factors. However, the effect sizes of big sample sizes, seniors, other kinds of instruments, western students, Sciences as a discipline, more than ten members in a group, and long-term intervention are stronger. For CT disposition, sample type, instruction type, discipline, and intervention duration are influencing factors, in which randomized samples, online instruction, students in Medicine, and medium-term intervention exerted a stronger effect than the other factors. In conclusion, although PBL is overall effective for promoting the acquisition of CT (skills and disposition), additional studies are also required to explore the effectiveness and influencing factors in other contexts, such as various learning or teaching strategies, environments, and scaffoldings, and scenario-problem-based tasks instead of only curriculum-based ones. These factors should also be considered to promote CT skills and disposition among undergraduates.

Influence of Problem-based Learning in the Development of Critical Thinking - A Systematic Review

Methodologically this is a systematic review that it adopted the guidelines of the PRISMA statement, in which we performed a search gives of scientific papers published in the databases: Scielo, Scopus, Redalyc, WoS, and Google Scholar were published during the period 2015-2021 and address the influence of problem-Based Learning in the development of thought crítico of college students. The selection of documents is established as inclusion criteria: studies published in scientific journals, unknown studies that directly address the Learning-Based Probmore, contributions to novels on the subject matters covered and a format for Open Access. The selection process was conducted in two phases, which resulted in a total of fourteen articles reviewed and analyzed (n=14), which were studied and depending on the year of publication, country of origin, area of knowledge, methodology addressed and contributions to research. The review leads to the conclusion that the problem-Based Learning is influenced by psychological positives for the students, as it helps them to develop optimal skills that detach from the emotional intelligence.

Efektivitas Model Pembelajaran PBL dan Kolaboratif Melalui Media Googleclassroom Terhadap Hasil Kognitif Siswa Kelas XI SMA N 1 Wadaslintang

Taranggana Lelana Widha. “The effectiveness of the Problem Based Learning and Collaborative learning model through google classroom on the learning outcomes of volleyball subjects for class XI SMA N 1 Wadaslintang”. Thesis of faculty of social sciences and sports education. PGRI Semarang University. 2021. Entering March 2020, a coronavirus pandemic or Covid-19 occurred, forcing all schools to be closed from face-to-face learning, and requiring online learning or learning from home. This means that both teachers and educators must be creative to overcome learning problems during this pandemic. There are so many methods used by teachers so that learning continues and the material is conveyed to students. One of the distance learning media that can be used is google classroom. In the study, the experimental class and the control class were given a pre-test to determine the initial state. After it was known that the two classes were the same/homogeneous, then the experimental class was given treatment with Problem Based Learning and Collaborative learning models, while the control class carried out learning as usual. The study was conducted at SMA N 1 Wadaslintang in 2 classes. Based on the results of the study, it can be concluded that there are significant differences in student learning outcomes who are taught using the Problem Based Learning and google classroom-based Collaborative models on the volleyball learning outcomes in class XI SMA N 1 Wadaslintang because of Sig. (2-tailed) &lt; (0.000 &lt; 0.05). These results mean that the hypothesis is accepted, so that the hypothesis states that problem-based learning and google classroom-based collaborative learning are effective on volleyball learning outcomes in class XI SMA N 1 Wadaslintang. Because there is an influence of problem-based learning and google classroom-based collaborative models on volleyball learning outcomes in class XI students, it is recommended to develop a problem-based learning and collaborative learning model based on google classroom, so that the results obtained which is valid and can improve the effectiveness of student learning.

Problem-Based Learning of Drug Use and Abuse during COVID-19 Contingency

Introduction: Nursing students’ experiences during the pandemic provoked social isolation, the way to learn and every context increasing their stress and anxiety leading to drug use and abuse, among others. Problem-based learning (PBL) is a pedagogic strategy to strengthen significant learning; then the objective was to establish PBL influence in nursing students’ experiences on drug use and abuse during COVID-19 contingency. Methods: Qualitative, phenomenological and descriptive paradigm, 12 female and male nursing students aged 20 - 24 years old from the 5th and 6th semesters participated. Information collection was through semi-structured interview and a deep one in four cases. A guide of questions about: How the pandemic impacted your life? How did you face it? And what did you learn during this process? Those questions were used. Qualitative data analysis was based on De Souza Minayo, and signed informed consent was obtained from participants. Results: Students’ experiences allowed four categories to emerge, with six sub-categories. Category I. Students’ experiences on drug use and abuse facing the sanitary contingency; Category II. Students’ skills development to identify a problem and design of appropriate solutions; Category III. Developing skills to favor interpersonal relationships; Category IV. Influence of PBL in nursing students’ experiences on drug use and abuse during the COVID-19 contingency. Conclusion: PBL favored analysis and thoughts in nursing students’ experiences on drug use and abuse during the COVID-19 contingency, they worked collaboratively, developed resilience to daily life situations, and implemented stress coping strategies with their significant learning, which diminished their risk behavior.

The Effect of Experiential Learning Models on High School Students Learning Scores and Disaster Countermeasures Education Abilities

Learning experiences are useful in increasing the learning scores. The purpose of this study was to: (1) Determine the effect of problem-based learning on learning outcomes; (2) Determine the effect of problem-based learning on disaster education abilities; (3) Know the effect of experiential learning on learning outcomes; and (4) Know the effect of experiential learning learning on disaster education abilities. This study used an experimental design with a pretest-posttest control group design. Data collection used observation sheets, questionnaires as an instrument of the implementation of learning models and education education, and tests that were used to know the learning scores. The results obtained was tested by ANOVA using SPSS for windows version 21. The results showed: There is a significant influence of problem-based learning models on learning scores; There is a significant influence of the problem based learning model on the disaster education ability; There is a significant influence of experiential learning model on the learning scores; There is a significant influence of the experiential learning model on disaster education abilities. The experiential learning model has higher influence to learning value than to problem based learning. The experiential learning model has higher priority on the disaster education abilities than on problem based learning.

THE EFFECT OF PROBLEM BASED LEARNING MODEL ON STUDENTS LEARNING RESULTS AND STUDENTS' PROBLEM SOLVING SKILLS

This study focused on the influence of problem-based learning (PBL) models on student learning outcomes and students' problem-solving skills, the improvement of student learning outcomes and KPM, and the improvement of each indicator. This research was quasi-experiment. The population of this study were all class X Senior High School 4 Medan totalling ten classes. Sampling was done by simple random sampling. Class X-8 as an experimental class and class X-9 as a control class with totalling 32 students. The instrument for student learning outcomes is a multiple-choice test, and KPM was an essay test. The learning outcomes and KPM posttest in experimental class with PBL models were 77.97 and 62.78 while the control class with conventional learning was 70.3 and 41.8. Hypothesis testing shows the final learning outcomes and KPM of the two classes were different. The results concluded that there was an influence of PBL model on student learning outcomes and students’ KPM, there was an improvement of PBL model on student learning outcomes and students’ KPM, and an improvement in each indicator of KPM in the experimental class was bigger than conventional class.Keywords: problem-based learning, learning outcomes, problem-solving skills

Problem Based Learning dan Discovery Learning Sebagai Prediktor Berpikir Kreatif

This research aims to investigate the influence of problem-based learning on creative thinking, the influence of discovery learning to creative thinking, and the simultaneous influence of problem-based learning and discovery learning to creative thinking. This research is explanatory with the processing and discussion of data using quantitative analysis technique. This research will be conducted at SMA Negeri 1 Rote Barat Daya, which is located in Oetefu Hamlet, Rote Barat Daya District, Rote Ndao Regency, East Nusa Tenggara province. The respondents involved in this study amounted to 88 high school students. The questionnaire used was adapted from a problem-based learning environment, inventory discovery of learning, and Torrance test of Creative Thinking (TTCT). The results showed that problem-based learning has no significant influence on creative thinking, discovery Learning has a positive and significant influence on creative thinking, and simultaneous testing of problem-based learning and discovery learning has no significant influence on the creative thinking of SMA Negeri 1 Rote Barat Daya.

Graduate perspectives of a Problem-Based Learning (PBL) speech language pathology curriculum

ABSTRACT Background: Problem-Based Learning (PBL) can have a positive effect on the development of clinical skills in speech-language pathology (SLP) students, however clinical placements remain the mainstay for teaching students these skills. To date no study has compared graduate SLP perspectives on PBL and clinical placements. Aims: The current study addresses the following research questions: (1) What are graduate SLPs’ attitudes and perceptions about learning in a PBL curriculum? and (2) How do graduate SLPs compare the perceived roles of PBL and clinical placements in preparing them for the workplace? Methods and Procedures: In this study 47 recently employed SLPs completed a survey investigating attitudes and perceptions of learning in a PBL curriculum and comparing the perceived roles of PBL and clinical placements in preparing them for practice. Outcomes and Results: Most participants were in favour of having a PBL curriculum compared to the more traditional, subject-based approach and did not feel their knowledge had been compromised. They reported that both PBL and clinical placement are important, and largely comparable, in developing clinical skills. However, an overall trend was observed whereby the less recent graduates rated the influence of PBL on clinical skills less strongly than more recent graduates. Conclusions and Implications: These results provide further evidence that students in tertiary health courses typically favour a PBL curriculum. The findings also offer preliminary support for delivering a PBL curriculum that runs in parallel to the clinical placement program as a means of value-adding to these students’ work readiness.