PBL Class Research Articles

Analysis on Factors for Prior Evaluation of PBL Class Using IPMA

Purpose: This study examines how students value each of the factors represented in a matrix reflecting the following importance-performance matrix analysis (IPMA). This IPMA was used as the primary survey (Kim, 2019), and each evaluation factor, the average value of the latent variable, and the estimated path coefficient were usedMethods: SmartPLS 3.0 was used for the numerical calculations and SPSS 19.0 was used to create the graph. Analysis occurs prior to student participation in the class to form a consensus among students at the beginning of the semester.Results: Attempts are made to derive the analysis results and apply them to actual problem-based learning classes to improve class evaluation through feedback. The results show that prioritizing the evaluation factors such as learning outcomes and self-directed learning is meaningful in terms of lecture efficiency.Conclusions: This approach is particularly meaningful, as it attempts an integrated model (importance-performance matrix-analytical hierarchy process) and is a continuation of a previous study (Kim, 2019)

Improvement of student's mathematical understanding ability through problem based learning

The understanding mathematics ability is important for high school students. However, the reality that happened at SMAN 6 Banda Aceh, students' mathematical understanding still has not reached completeness so that it affects the final score of mathematics subjects. The cause of the problem is due to teacher-centered learning which makes learning meaningless. Therefore, a meaningful learning model is needed so that it can improve students' mathematical understanding ability. One of the meaningful learning models is the Problem Based Learning model. Based on this background, this research aims to:to find out the increase in students' mathematical understanding skills with the Problem Based Learning modelat SMAN 6Banda Aceh. This research is a quasi-experimental design with nonequivalent control group design. The research sample consisted of two classes, namely class XI IPA-2 as the experimental class consisting of 30 students with the PBL model and class XI IPA-1 as the control class consisting of 29 students with the conventional model. The data collection technique is done by test. The research instrument used is a test of mathematical understanding ability. The data analysis technique used independent sample t-test. The results showed that the value of sig. count more than sig. alpha, so it can be concluded that the increase in students' mathematical understanding through the PBL model is better than the mathematical understanding of students who get conventional learning.

The Comparison of Guided Inquiry Learning with Problem Based Learning toward Science Process Skills of Students’ Enviromental Pollution Material in Junior High School

This study aims (1) to determine whether the guided inquiry learning model has an effect on the students' science process skills, (2) to find out whether the PBL learning model affects the students' science process skills, (3) to find out the differences in the students' science process skills. VII SMPN 5 Dusun Selatan which uses the guided inquiry learning model and the PBL learning model. The method in this research is comparative quantitative. The research design used was the Nondomized Control Group Pretest-Posttest Design. The instrument used was a test in the form of multiple choice questions totaling 25 questions and an observation sheet for students' science process skills. The research sample was students of class VII A and class VII B at SMPN 5 Dusun Selatan. The data collection technique was carried out using the observation method of students' science process skills and learning outcomes tests. The data were analyzed descriptively. The results of this study show that (1) the value of the science process skills of students using the guided inquiry learning model has an average value of 92%, (2) the value of the science process skills of students using the PBL learning model has an average value of 96 %, (3) the difference in the science process skills of students who are taught using the guided inquiry learning model and the PBL learning model, it can be seen from the results of the average value obtained that there are differences, where the PBL learning model has a higher average value than the learning model. guided inquiry. The learning outcomes of the guided inquiry class had an average score of 39 on the pretest and 68 on the posttest. Meanwhile, the average value of the pretest in the PBL class was 40.4 and the posttest score was 69.3. These results indicate that the guided inquiry learning model and the PBL learning model can improve students' learning outcomes and science process skills.

예비유아교사의 역량 증진을 위한 온라인 PBL 수업 사례연구

Objectives The purpose of this study was to show a case of qualitatively exploring the process and results of online PBL class to enhance competency of pre-service early childhood teachers. Methods The online PBL applied the early childhood education theory class was conducted for 24 third-year students in the department of early childhood education at a 4-year university in Chungcheong Province. Online lessons were conducted for 14 weeks out of 15 weeks excluding the mid-term evaluation period, and PBL was applied over 10 weeks from the 5th week to the 14th week. In order to explore experiences of pre-service early childhood teachers, class recording videos, individual journals, group interview transcripts, evaluation papers were collected, and the contents were analyzed according to the subject. Results In the online PBL class, pre-service early childhood teachers repeated individual and cooperative learning, continued reflection, and went through the process of designing and implementing online mock classes, in order to solve a practical problem. In results, they improved competencies for curriculum and classroom management, understanding children and supporting plays, problem solving and communication, and using digital. Conclusions The online PBL class was effective in enhancing competencies needed for pre-service early childhood teachers. In particular, the digital competency promoted through the full non-face-to-face class will help them prepare for the future educational environment.

예비유아교사의 역량 증진을 위한 온라인 PBL 수업 사례연구

Objectives The purpose of this study was to show a case of qualitatively exploring the process and results of online PBL class to enhance competency of pre-service early childhood teachers. Methods The online PBL applied the early childhood education theory class was conducted for 24 third-year students in the department of early childhood education at a 4-year university in Chungcheong Province. Online lessons were conducted for 14 weeks out of 15 weeks excluding the mid-term evaluation period, and PBL was applied over 10 weeks from the 5th week to the 14th week. In order to explore experiences of pre-service early childhood teachers, class recording videos, individual journals, group interview transcripts, evaluation papers were collected, and the contents were analyzed according to the subject. Results In the online PBL class, pre-service early childhood teachers repeated individual and cooperative learning, continued reflection, and went through the process of designing and implementing online mock classes, in order to solve a practical problem. In results, they improved competencies for curriculum and classroom management, understanding children and supporting plays, problem solving and communication, and using digital. Conclusions The online PBL class was effective in enhancing competencies needed for pre-service early childhood teachers. In particular, the digital competency promoted through the full non-face-to-face class will help them prepare for the future educational environment.

A study on the nursing student experience PBL class using Q methodology

Students who enter universities should be trained as human resources needed in the present society. In addition to the chronological changes, nursing students are required to solve problems, have creative thinking, cooperation, and have interpersonal relationships in the field. Nursing students also complain of difficulties in interpersonal and emotional relationships. Nursing students' active learning abilities and problem-solving are needed to perform work after graduation. 36 third- and fourth-year university students attending H University in Chungcheongnam-do were required to classify 35 statements about their PBL Class experience. The statement used 35 sentences, which were finally extracted after reviewing the sentences collected through literature and interviews by university students by two major professors, two Ph.D. students, and five nursing students. The collected data are analyzed for Q factors using the QUANALl PC Program. The analysis results of PBL classes experienced by Nursing Students were divided into three types. Three types of PBL Class experiences for Nursing Students are "fulfillment in cooperation and problem solving," "the importance of collecting diverse feedback," and "lack of knowledge and difficulty in communication." To cultivate talented individuals in the era of the fourth industrial revolution, various learning methods are recommended to convert thinking through new learning, personality, and understanding majors. Therefore, we would like to check the subjective consciousness of nursing students who have experienced PBL Class and provide basic data on various learning problems by characteristics and development and operation of the learning process through differences in consciousness among individuals.

English for Border Guards by Means of Problem-Based Technology

The current study deals with Problem Based Learning technology, its methods and procedure of its implementation into the ESL teaching process. The topicality of the research is grounded on the idea that the majority of universities are aimed at problem-based and research approach towards learning and teaching and there is a fair ground for that. Being a system of methods PBL technology is based on the principles of purposefulness and binarity, with situationally and problematization, connections of theory and practice, consciousness and activity, accessibility and autonomy. The focus of the research was made on essential functions of a problem situation such as communicative, modality-related, cognitive, emotional and volitional, motivational, competency-based etc.
 The key advantages were taken from the unquestioning benefits of the PBL introduction in the ESP class at Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine. PBL connects language content to real-life situations. Moreover, situations require not only knowledge but also skills to be used as well as prepare cadets for solving career-related problems that can be replicated in a new context. For that reason, problem situations that model real-career experience have been incorporated into the learning process. To verify PBL expediency in the future border guards learning environment, 45 cadets were involved in the experiment. The practical value of the experiment is supported with the highly improved level of the cadets’ academic performance in PBL class. The average scores in the experimental groups (A1, A2) is 8,63 and 6,7 higher at the final stage of the experiment in comparison with the initial stage. Such outcome gives us ground to implement this experience into a wider audience of instructors and cadets.
 Consequently, the research should be extended, as more attention must be paid to the linguistic career-oriented content of the problem situations.

A Formative study on PBL Classes applying the Creative Core Competency in Eating habits unit of Middle School Technology and Home

목적 본 연구에서는 중학교 기술⋅가정교과 ‘가족의 안전한 식생활’ 단원을 중심으로 창의핵심역량 기반의 PBL 수업모형을 적용한 후 형성적 연구방법론에 따라 수업의 효과를 검증하고자 하였다. 방법 이를 위하여 대전 소재 중학교 2학년 학생 92명을 대상으로 PBL 수업을 실시하였고, 창의핵심역량과 PBL 수업 만족도를 측정하였다. 또한 서술형 문항과 자기성찰 보고서를 통해 창의핵심역량을 적용한 PBL 수업모형이 적절했는지와 학생들의 경험은 무엇이었는지를 알아보고, 수업의 강점, 약점, 개선점을 분석하고자 형성적 연구를 실시하였다. 결과 본 연구의 결과에 따르면, 창의핵심역량 기반의 PBL 수업 만족도는 전반적으로 높게 나타났으며, PBL 수업에 대한 학생들의 경험은 ‘다양한 삶의 방향을 탐색하고 경험하다’, ‘함께 하는 공동체의 즐거움을 맛보다’, ‘친구와 협력하여 문제를 해결하다’ 등이 있는 것으로 나타났다. 형성적 연구를 통해 분석한 수업의 강점, 약점, 개선점은 다음과 같다. 먼저, PBL 수업에서의 강점은 강의식 수업에 비해 학습자의 동기 및 흥미유발에 효과적이며, 적극적이고 자기주도적으로 문제를 해결하고자 하며, 협동하고 토론하면서 결과물을 만들어 간다는 점이다. 반면, 약점으로는 PBL 수업에 대한 이해(경험 부족)가 다소 부족하고, 문제해결을 위한 다양한 방식의 체험학습과의 연계가 필요하다는 점이 드러났다. 이에 따른 개선점으로는 PBL 수업에 대한 이해를 돕기 위한 사전교육을 실시하고, 수업 안내를 명확하게 하여야 한다는 것이다. 결론 중학교 기술⋅가정과 ‘가족의 안전한 생활’ 단원을 중심으로 창의핵심역량 기반의 PBL 수업은 학생들의 수업 만족도를 높이고 긍정적인 태도 형성에 영향을 미치는 것을 알 수 있다. 이는 기술⋅가정과 교과목표를 달성하고 수업의 효과를 극대화하기 위한 방안을 탐색하는데 시사점을 제공하는 것이다. 따라서 향후 지속적인 PBL 수업 개발 및 적용을 통해 학생들의 창의핵심역량을 높이고 능동적인 학습 참여를 이끌어내는 것이 중요하다.

영상 베트남어 PBL 수업의 학생 성장 과정 분석: 동료･발표 평가와 성찰 일지를 중심으로

In this study, the PBL class was applied to a Vietnamese video class. 13 learners were divided into 3 groups, and it was examined whether all learners grew toward their learning goals, and if so, through what process they grew. When group 1 announces a task, groups 2 and 3 perform peer evaluation and submit a peer evaluation sheet. For this, group 1 categorized the contents of peer evaluation into reflecting, partially reflecting, revised, and not reflecting to prepare the presentation evaluation sheet. Further, they were required to write a reason why “not reflecting.” A reflection log was also submitted. As a result of the above, the assignments were immediately revised, supplemented, and developed every week through peer and instructor evaluation. Through this process, the instructor learned in detail what kind of reflection the presenter and team members were doing each week. In particular, learners achieved ‘up-leveling’ with the activeness of immediately accepting each other’s strengths while conducting peer evaluations on each other’s presentations. This shows that the weekly assignments are improved, while the competencies of both the presentation team and peers are developed at the same time.

Does Treatment Duration of Problem-Based Learning Moderate Heterogeneity of Students’ Mathematical Critical Thinking Skills? A Meta-Analysis

This study aims to investigate and examine PBL treatment duration predicted as a potential factor moderating heterogeneity of students' MCTS. A meta-analysis by selecting the random effect model was employed to conduct this study. Data analysis used the Q Cochrane test and Z test supported by Comprehensive Meta-Analysis (CMA) software. A literature search found 220 documents, and the final literature selection established 23 documents in journal articles and 4 documents in proceeding articles indexed by Scopus, Google Scholar, or Web of Science and published in the period of 2013 – 2021. The results revealed that the p-value of the Q statistic related to the factor of PBL treatment duration was less than 0,05 (p = 0,535). It indicates that PBL treatment duration is not a significant factor moderating heterogeneity of students' MCTS. It interprets that the gap of students' MCTS level through PBL is not caused by the treatment duration factor. Furthermore, PBL treatment in the period of 3 – 6 months was more effective to enhance students' MCTS than PBL treatment duration was less than 3 months or more than 6 months. For a further similar meta-analysis study, other researchers should investigate and examine other potential factors such as PBL class capacity and students’ demography that are able to moderate heterogeneity of students’ MCTS

Reliability and Validity of Peer Assessment at Tutorless PBL Classes

Introduction: Learning behaviors in PBL and team-based learning (TBL) at Mie University Faculty of Medicine have been measured with peer assessments in addition to tutor assessments. The change in class components posed a question on reliability of peer assessments at tutorless sessions in TBL. Methods: Correlations between peer and tutor assessments in the PBL program comprised of tutor and tutorless sessions were analyzed with data from 377 students. The three domains for student’s performance, “self-learning in preparation”, “active participation in group discussion” and “cooperative attitude at group work”, were collected at 4 UNITs with the formal PBL and at 4 UNITs with the mixture of PBL and TBL. Results: No statistically significant difference between peer and tutor assessments was found in all three domains in units with the mixture of PBL and TBL. The correlation analysis between peer and tutor assessments in units with the mixture of PBL and TBL demonstrated strong positive correlations in self-learning in preparation (r=0.62) and in active participation in group discussion (r= 0.63), and a weak positive correlation in cooperative attitude at group works (r=0.35). Discussion: This study revealed that students evaluated their group-peers at the units comprised of both tutor and tutorless sessions similarly to those comprised of only tutor sessions. Peer assessments were well correlated with tutors’ assessment at the units comprised of tutor and tutorless session. Our study suggests that TBL might be expanded in the situation where teaching resource is limited.

The effect of the STEM approach with the formative assessment in PBL on students’ problem solving skills on fluid static topic

The use of problem-based learning with STEM and formative assessment (PBL-STEM-FA) to overcome the weakness in students’ problem solving skills (PSS) is still limited. This research investigates the effect of PBL-STEM-FA in students’ PSS in the topic of fluid static. This research uses the pretest-posttest non-equivalent group design, and involves the research subject of class XI high school students in Malang, Indonesia. Experiment class’ students make engineering products in the form of miniature boats. The PSS test instrument with 0.799 reliability were used in this study. The data were analyzed by independent t-test, Hake-gain, and Cohen-effect. The results showed that students of PBL-STEM-FA class had significantly higher PSS and N-gain than students of PBL class. The highest raise occurred in the Useful Description indicator and hydrostatic pressure subtopic for the Experiment class; and Useful Description indicator and surface tension subtopic for Comparison class. But, the two classes had the same lowest raise, namely in the Mathematical Procedures indicator and capillaries subtopic. The effect size at 0.651-medium category implies that the implementation of PBL-STEM-FA is recommended to be carried out in the field to increase students’ PSS. It is recommended that future studies add an “Art” aspect to the STEM approach.

A Study on Self-Evaluation in PBL Class : Focusing on the Difference in Other’s Evaluation and Self-reflection Using Rubric

韓国の大学ではコロナ禍により2020年1学期から非対面(オンライン)授業になり、絶対評価での成績に変わった。このため総括評価における教師の裁量が拡大された場合も少なくなく、特に先進教授法として推奨されているPBL型授業の場合、学生の自己評価を総括評価に採用する事例も目にするようになった。さらにはPBL型授業の特性からか絶対評価であるべきだという教師側の声も複数耳にするようになった。しかし、自己評価を総括評価に組み入れるべきか否かは非常に慎重を期すべきセンシティブな問題でもあり、ルーブリックの作成などの検討されるべき条件や学習環境が多くあるものの、まだまだPBL型授業の総括評価については考察されていないのが現状である。そこで本稿では学生参加型の評価を採用するか否かの検討材料とするため、2021年1学期に筆者が担当したPBL型授業のプレゼン発表に対する学生の自己および他者評価を基に定量調査を行った。量的面のみならず質的面においても活動を通したリフレクションおよびどのような学習効果(学び)があったのかを学生のコメントからテクストマイニングを使用した定性調査を行い考察する。本稿が研究対象とした授業では日本文化をテーマにし、筆者勤務校学科のディプロマポリシーである卒業論文を目指したプレゼン発表を行い、ルービックによる形成評価を実施し、グループごとの自己評価の平均、他者評価の平均を比較するためｔ検定を行った。その結果、13項目あるすべての評価において他者評価より自己評価の方が高く有意差が見られた。PBL型授業が今後の学習につなげられたかについての質的考察としては、評価ポイントをルーブリックを通して意識させることができ、さらに卒業論文という目標を意識させることができたという学習効果が見られたものの、量的考察からは自己評価を総括評価に組み込むことの方法を含め、さらなる検討が必要だと思われる。

Rigorous PBL by Design: Three Shifts for Developing Confident and Competent Learners

Rigorous PBL by Design: Three Shifts for Developing Confident and Competent Learners

A Study of the Effectiveness of PBL and MAKER Classes Based on Flipped Learning

Purpose: The purpose of this study was to find whether a team assignment in a Flipped Learning class using Project Based Learning PBL or MAKER has a greater effect on improving interest and class satisfaction than in the existing class.Methods: As an alternative to increasing the level of interest in the existing Flipped Learning class, the team project activity was operated as a PBL or MAKER project. The activityrest andtiveness was investigated through the results of pre- and post-interest surveys and a satisfaction survey.Results: The study participants in the Flipped-based PBL and MAKER classes, showed much greater interest and satisfaction than those in the existing Flipped Learning classes.Conclusion: The study results indicated that the selection of a class application offering a wider variety of teaching methods suitable to the subject and the combined application of several teaching methods complemented the shortcomings of existing teaching methods and maximized their strengths.

PBL을 활용한 베트남어 수업 설계와 운영: 온라인 실시간 베트남어교육론 수업을 중심으로

For the efficient teaching and learning of Vietnamese, the researcher paid attention to Project Based Learning and tried to apply it to the class. The researcher analyzed prior studies of PBL classes, including English and other foreign languages, and applied the theory of PBL to Vietnamese language education subjects, designed PBL classes, and utilized them in classes. In addition, the process in which the learners perform tasks (student presentation, peer-faculty evaluation, evaluation opinion reflection process), the results, and the questionnaire survey on learners were analyzed. As a result, it was found that PBL methods could also be applied in Vietnamese classes. The learners reorganized the learning contents into his or her own knowledge in the relationship between the learner’s own thoughts, experiences, knowledge, and understanding by referring to the instructor’s teaching plan and lecture. In addition, it was possible to achieve more useful and viable knowledge by listening to other people’s opinions and thoughts about their own knowledge, understanding, and interpretation, and through correction and supplementation processes. Also noteworthy is that through the PBL class, the level of knowledge of each student increased rapidly.

Project Based Learning, Problem Based Learning Dalam Meningkatkan Kemampuan Pemahaman Konsep Matematis

This study aims to differences in mathematical understanding ability and motivation between students who use the Project Based Learning methode and students who use the Problem Based Learning methode in terms of gender (male and female), in. The method used in this research is the Comparative Causal method with convergent Mixed Method (qualitative and quantitative) data analysis techniques. The population is all eighth grade students of SMPN 3 Banjaran Majalengka, samples of class VIII A and VIII B. The instruments used are tests of comprehension, motivation, interview and observation sheets. The results showed that there were no differences in the ability of mathematical understanding and motivation between students using the Project Based Learning metoda and students using the Problem Based Learning metoda in terms of gender (male and female). Other results also show no relationship between motivation and mathematical understanding abilities. Student motivation both in PBL and PjBL classes has increased, because both methodes are methodes that determine active students and with problems at the beginning of student learning become even more enthusiastic in learning mathematics

The increase of students’ critical thinking abilities on optical instrument topic through pbl-stem with virtual simulation media

The optical instrument topic is considered difficult because of its abstract nature, and it involves mathematics so that it resulted in the low critical thinking abilities (CTA) on students. However, the implementation of PBL-STEM with VSM learning to engage CTA is still limited. This research aims to develop students’ CTA through PBL-STEM with VSM learning in the optical instrument topic. The subjects of this quasi-experimental with static-group pretest-posttest design are 78 number of grade XI students at a senior high school in Malang, Indonesia. The research uses the Critical Thinking Abilities Test with the alpha Cronbach reliability of 0.74. Data analysis was done with the Kruskal-Wallis test, ANCOVA, N-gain, and effect size. The results showed that in improving CTA, PBL-STEM with VSM class students are better than PBL and conventional classes, and PBL class’ students are better than conventional classes. The conventional class only learns with the usual way of learning every day. PBL-STEM with VSM class has higher N-gain than PBL class, and PBL class has higher N-gain than conventional class. For a practical effect on increasing CTA, the PBL-STEM with VSM and PBL pairs had a medium effect, the PBL-STEM with VSM and Conventional pairs had a large effect, and the PBL and conventional pairs had a small effect.

Exploring the Relationship between Achievement Goal Orientation, Learning Motivation, and Flow in Distant PBL Classes: Focusing on the Mediating Effect of the Level of Interest

Exploring the Relationship between Achievement Goal Orientation, Learning Motivation, and Flow in Distant PBL Classes: Focusing on the Mediating Effect of the Level of Interest

Exploring the Moderating Effect of Difficulty in Recognized Curriculum Task on the Mediator Model of Interesting and Learning Motivation on Flow in Distant PBL Classes of Pre-service Teachers

Exploring the Moderating Effect of Difficulty in Recognized Curriculum Task on the Mediator Model of Interesting and Learning Motivation on Flow in Distant PBL Classes of Pre-service Teachers