Problem-based Learning Approach Research Articles

Arduino-Based Mobile Robotics for Fostering Computational Thinking Development: An Empirical Study with Elementary School Students Using Problem-Based Learning Across Europe

The present article explores the impact of educational robotics on fostering computational thinking and problem-solving skills in elementary school students through a problem-based learning approach. This study involved the creation of a framework which includes a robot and two eBooks designed for students and teachers. The eBooks serve as a guide to the construction and programming of a small Arduino-based robot. Through integration with gamification elements, the model features a narrative with three characters to boost a student’s engagement and motivation. Through iteration of heuristic evaluations and practical tests, we refined the initial theoretical framework. An empirical study was conducted in two phases involving 350 students. The first empirical test involved a small group of 21 students, similar to end users, from five European schools. With a 100% completion rate for the tasks, 73.47% of these tasks were solved optimally. Later, we conducted a larger validation study which involved 329 students in a Portuguese school. This second phase of the study was conducted during the 2022–2023 and 2023–2024 school years with three study groups. The results led to a 91.13% success rate in problem-solving activities, and 56.99% of those students achieved optimal solutions. Advanced statistical techniques, including ANOVA, were applied to account for group differences and ensure the robustness of the findings. This study demonstrates that the proposed model which integrates educational robotics with problem-based learning effectively promotes computational thinking and problem-solving skills, which are essential for the 21st century. These findings support the inclusion of robotics into primary school curricula and provide a validated framework for educators.

Problem-Based Learning in Science Education: A Mixed Meta Method Study

A mixed-meta analysis of research on problem-based learning in science education was the goal of this study. In this instance, document analysis utilizing the mixed-meta method—which combines meta-analysis and meta-thematic analysis procedures-was used to investigate both quantitative and qualitative data. Using CMA and MetaWin programs, studies from certain databases that fit predetermined criteria were analyzed for a meta-analysis. Of the 78 studies that were included in the study, the effect size was found to be large, with g = 0.909. It has been suggested that science education benefits from the problem-based learning approach. Within the framework of the established criteria, 15 researches based on document analysis were subjected to a meta-thematic analysis using the Maxqda program in accordance with content analysis. Codes were acquired based on specific topics. By calculating the compliance values of the relevant codes under the relevant themes, a good degree of agreement was found regarding the effects of problem-based learning in science education on academic achievement, the affective-social dimension, 21st century skills, and the negative aspects of problem-based learning in science education. The research results indicate that there is a consensus among the researchers regarding the benefits of using problem-based learning techniques in science education.

Meningkatkan Hasil Belajar Siswa Melalui Metode Problem Based Learning Dengan Bantuan Media Canva Fase E Kelas X di SMA Negeri 3 Medan

This research aims to improve the learning outcomes of 10th-grade students at SMA Negeri 3 Medan through the implementation of Problem Based Learning (PBL) method with Canva media assistance on the topic "Being Critical and Responsible towards Mass Media Influence". This classroom action research was conducted in two cycles, involving 13 students. Data were collected through learning outcome tests, independence activity observations, and learning motivation questionnaires. The results show a significant increase in students' average scores from 75 in cycle 1 to 85 in cycle 2. Learning independence increased by 17.5%, while learning motivation rose by 18.75%. The integration of Canva in PBL proved effective in enhancing student engagement and the quality of learning outputs. In conclusion, the PBL approach with Canva media successfully improved students' learning outcomes, independence, and motivation in media literacy education.

Meningkatkan Kemampuan Bernalar Kritis Peserta Didik Pada PAK Dengan Model Pembelajaran PBL Berbantu Power Point Kelas 8 SMP N 2 Wonoboyo Satu Atap Temanggung

Education in Indonesia plays a crucial role in forming competent and competitive human resources. However, despite various reforms, the Indonesian education system still faces various challenges. One of them is the gap in the quality of education between regions, which is reflected in the differences in the results of the National Examination and the Human Development Index (HDI) in various provinces. In response to this, the government implemented the Independent Curriculum which aims to increase learning flexibility and develop 21st-century competencies in students. However, its implementation is still constrained, especially in remote areas with minimal access to quality learning resources. SMP N 2 Wonoboyo Satu Atap in Temanggung Regency, Central Java, is an example of a school that faces this challenge. Located on a mountain slope with limited access, this school serves a community that is predominantly a farmer. This condition has an impact on educational priorities that are often neglected due to economic demands. One of the main problems in this school is the low critical thinking skills of students, especially in Catholic religious subjects. The causal factors include limited learning media, monotonous teaching methods, and lack of support for learning at home. To overcome this problem, innovation in learning methods is needed. Problem-Based Learning (PBL) approach supported by power point media can be a solution. This method invites students to actively solve real problems that are relevant to the subject matter. Based on this background, Classroom Action Research entitled "Improving Students' Critical Reasoning Skills in PAK with PBL Learning Model Assisted by Power Point Class 8 SMP N 2 Wonoboyo Satu Atap Temanggung" is expected to improve students' critical reasoning skills.

Meningkatkan Motivasi Belajar Pakat Melalui Model PBL pada Peserta Didik SD Santa Ursula BSD

This study aims to determine the improvement of learning motivation and affective outcomes in the dimensions of teamwork and critical thinking through the Problem-Based Learning (PBL) model among students at Santa Ursula BSD Elementary School. The research is based on the issues of low learning motivation, lack of student engagement in learning, and the need to enhance social skills within the context of Catholic Religious Education and Character Education. This study employs classroom action research, with steps including planning, implementation, observation, and reflection in each cycle. The research consists of two cycles conducted with third-grade students in Phase B at Santa Ursula BSD Elementary School, focusing on the subject "The Origins of Moses and His Works for His People" in Catholic Religious Education and Character Education. The research was carried out in September 2024.Data collection techniques included observation and learning motivation rubrics, as well as affective rubrics for the dimensions of teamwork and critical thinking. The data analysis used qualitative descriptive techniques. The results of the first cycle showed an increase in learning motivation and student engagement, although the expected target was not yet achieved. In the second cycle, there was a significant improvement in both learning motivation and students' affective outcomes. The research demonstrated a 36% increase in motivation and student engagement in learning Catholic Religious Education. It is hoped that the PBL approach will create a more active and collaborative learning environment, in line with the objectives of the Merdeka Curriculum and the values in the Pancasila Student Profile.

Case study: problem-based learning model for soccer basic movement skills and learning activity

Background: The education curriculum is developed to prepare students to gain comprehensive experiences and life skills. Learning effectiveness, especially in physical education, depends on the teacher's ability to choose the right learning strategies, models and methods. However, problems often faced in the learning process include lack of student attention, teacher dominance in the learning process, and passive learning tendencies. The Problem-Based Learning (PBL) learning model emerged as a potential approach to address these issues and improve the quality of learning. Study Objectives: This study aims to evaluate the effectiveness of the Problem-Based Learning (PBL) learning model in improving the basic soccer movement skills and learning activities of elementary school students in the context of physical education. Materials and Methods: This study used a pseudo-experimental method with a one-group pretest-posttest design. The research subjects comprised 24 fifth-grade Krakitan State Elementary School, Klaten Regency students. The research instruments included basic soccer skills tests (dribbling and short passes) and student learning activity observation sheets. Data were analyzed using paired samples t-test to determine the effect of learning with the PBL model on primary skills of playing football and student learning activities. Results: The study revealed a substantial enhancement in both the basic soccer skills and student learning activities following the implementation of the PBL model. The average basic soccer skills score surged from 99.0833 in the pretest to 109.0417 in the posttest, marking a notable increase of 9.9584 points. Similarly, student learning activities showed a commendable rise, with the mean score climbing from 3.0833 at the start of the treatment to 4.3750 at the end, indicating a significant increase of 1.2917 points. Statistical analysis using paired samples t-test confirmed the significance of these improvements, with the calculated t values for basic soccer skills (6.89943) and learning activities (7.369) both surpassing the t table value (2.069). Conclusion: In conclusion, this study affirms the effectiveness of the Problem-Based Learning (PBL) model in enhancing students' basic soccer movement skills and learning activities in the context of physical education at the primary school level. The substantial improvements in both the technical ability to play soccer and in students' active engagement in the learning process underscore the potential of PBL as a potent learning strategy for physical education. These findings not only underscore the importance of problem-based learning approaches in enhancing physical skills but also in fostering students' cognitive and social engagement in the learning process, thereby making a significant contribution to the field of physical education. Keywords: Problem Based Learning, Physical Education, Soccer Skills, Learning Activity, Primary School

Meningkatkan Hasil Belajar Pendidikan Agama Katolik (PAK) Dengan Model Problem Based Learning (PBL) Berbantu Media Powerpoint Pada Materi Saya Tumbuh dan Berkembang Bagi Siswa Fase B Kelas III SD

Study aims to examine the enhancement of student motivation and affective aspects related to collaboration and critical thinking through the Problem-Based Learning (PBL) model at UPT SPF SDN 101864 GUNUNG RINTIH. The research is grounded in issues such as low motivation, limited student engagement due to large class sizes, and the need to improve social skills within the context of Catholic Religious Education (PAK) and Character Education. This research employs a classroom action research design, involving the steps of planning, implementation, observation, and reflection in each cycle. The study consists of two cycles conducted with third-grade students at UPT SPF SDN 101864 GUNUNG RINTIH focusing on PAK content. The research is carried out in September 2024. Data collection techniques include observation and rubrics for assessing student motivation and affective dimensions of collaboration and critical thinking. Data analysis utilizes descriptive qualitative techniques. Results from the first cycle indicates an improvement in student motivation and engagement, though the targets were not fully met. In the second cycle, there was a significant increase in both student motivation and affective dimensions. The research demonstrated a 35% increase in student motivation and engagement in PAK learning, suggesting that the PBL approach fosters a more active and collaborative learning environment. This study is expected to contribute to providing holistic and meaningful education for students, aligning with the objectives of the Merdeka Curriculum and the values outlined in the Pancasila Student Profile.

Evaluation of Self-Directed Learning Readiness Among Medical Students in Sharjah, the United Arab Emirates.

Self-directed learning (SDL) has become an essential learning principle in medical curricula and a requirement of the professional accreditation standards. It has been advocated that SDL is an effective learning strategy for medical students to develop competence in knowledge acquisition and in promoting life-long learning. Although it has been presumed that problem-based learning (PBL) improves the learner's SDL readiness (SDLR), its effects arestill debatable. This study aimed to investigate the readiness for self-directed learning readiness (SDLR) among undergraduate medical students in problem-based learning (PBL) and non-PBL programs, examining the influence of gender, academic performance, and program year level. This cross-sectional study used a validated instrument, the SDLR instrument (SDLRI), to assess self-directed learning readiness. It consists of 20 items classified into the following four domains: learning motivation (six items), planning and implementation (six items), self-monitoring (four items), and interpersonal communication (four items) based upon a five-point Likert scale. Additionally, demographic data like academic year level, gender, and the student's final grade from the previous semester were collected. Questionnaires were administered to students in their first, third, and fifth (final) academic year across three different medical colleges in the United Arab Emirates (UAE). One of these colleges adopts a hybrid problem-based learning (PBL) approach, while the other two follow non-PBL programs. A total of 386 responses were collected, with 200 students (51.8%) from the hybrid PBL program and 186 students (48.2%) from the non-PBL programs. The overall mean SDLR score was 59.0±18.2. In both programs, the high-achieving students scored SDLR of 64.7±18.0 (n=112), which was statistically significantly higher than the eight medium- and low-achieving students, 57.8±17.2 (n=224). However, the overall SDLR score showed no significant difference in gender or between PBL and non-PBL programs. Although the SDLR increased as PBL students advanced in the program, it decreased in the non-PBL curricula. However, this difference was not statistically significant. The high-achieving students displayed a higher level of SDLR than 10 of the medium- or low-achieving students, regardless of the educational program. This highlights the essential effect of the intrinsic factor for undertaking SDL and implies that students should initiate the process. Moreover, enhancing personal development and SDL educational practices might be effective in improving SDLR if partly implemented in medical programs.

Refleksi Keterlaksanaan PPL PPG Prajabatan Berbasis Lesson Study di SMP 4 Padang

This research aims to analyze the reflection of the implementation of Lesson Study-based Pre-service PPG PPL in SMP 4 Padang. Using descriptive qualitative research methods, data were collected through interviews, observations, and documentation. The results showed that the planning of PPL PPG was carried out collaboratively with a focus on preparing learning tools such as ATP and teaching modules that were aligned with the independent curriculum. Learning implementation was effective with the use of problem-based learning methods and interactive media, although there were challenges in classroom management. The presence of many teachers during the Lesson Study did not disrupt the students' learning process, and even increased their enthusiasm for learning. Reflection was conducted after the lesson to evaluate the effectiveness of the strategies used and the level of student engagement. The problem-based learning approach proved to be able to increase students' participation and understanding, but there were still challenges in keeping the class conducive. This research concludes that the Lesson Study-based Pre-Service PPG PPL at SMP 4 Padang has run well, providing benefits for improving the quality of learning and developing prospective teachers' competencies, although there are still some aspects that need to be improved.

Implementing Problem-based Learning to Secondary School EFL learners at the International School of China for Developing Communicative Competence

As the global demand for complex talent increases, the purpose of teaching and learning is no longer simply to transmit knowledge, but also to develop students’ ability to ask questions, analyze problems and solve them (Reed et al, 2021). The traditional teacher-centered, passive learning approach no longer meets the teaching context of social development and strong international competitiveness (Ting et al., 2021). PBL (Problem-based learning) is a form of self-directed learning and group discussion that creates a genuine context for students to map out the real world, which contributes to diversifying, differentiating, and stimulating students learning (Almulla, 2020). PBL develops students’ practical skills, cultivates innovative and applied talents, and improves students’ confidence in learning (Ngadiso et al., 2021). PBL uses independent learning and group discussion to create a real-world situation for students, which can develop their learning autonomy, and improve their overall application skills, especially the listening and speaking skills (Quinn, 2019). This pedagogical report tries to design a complete PBL project for high school students in an international school of China to help students be able to use English correctly for intercultural communication by doing PBL tasks. Students can deeply appreciate the differences in word meanings, sentence meanings, associative meanings, metaphorical meanings, and other linguistic phenomena in the two different cultures of the East and the West, to understand culture from the inside and maintain their interest and enthusiasm in learning English. By PBL approach, teachers can help students to mobilize their enthusiasm and initiative for learning and cultivate students’ communicative competence to realize the co-growth of knowledge and competence (Larmer, 2016).

The Effectiveness of Technology-Enhanced Learning in Prosthodontic Education: A Systematic Review.

To compare the effectiveness of technology-enhanced learning (TEL) with traditional learning in prosthodontic education. The protocol was registered before commencement [CRD42023390277]. The search was conducted to identify randomized controlled trials (RCTs) focused on comparative assessment of TEL and traditional learning in prosthodontic education up to 6 June 2024. A comprehensive search strategy was formulated, encompassing multiple electronic databases. Screening, data extraction and risk of bias assessment using the Cochrane tool (RoB 2) were performed. Educational outcomes were evaluated by Kirkpatrick's four-level evaluation model. Of 2830 records identified, 14 RCTs were included. All the trials were judged at high risk of bias or had some concerns. The included studies assessed the short-term benefits of various TEL approaches, including e-learning, blended learning, video demonstration specialized self-evaluation software and virtual reality simulation in prosthodontic education for undergraduates. Promising results were found in individual studies, particularly in terms of perceived learning conditions with problem-based learning (PBL) and self-reported understanding and confidence when using video demonstrations. Most studies reported comparable outcomes to traditional learning in practical skills assessments, while the results regarding the acquisition of theoretical knowledge through the incorporation of TEL approaches were contradictory. One study reported promising results in perceived learning conditions with the PBL approach, as well as improved self-reported understanding and confidence with the use of video demonstrations. Furthermore, there was a limited number of studies assessing the effect of TEL approaches on students' behaviour. There is a lack of high-quality evidence to support the adoption of TEL approaches in prosthodontics. However, the incorporation of virtual reality simulation has demonstrated promising results, particularly in improving practical clinical skills.

Revitalisasi Produk Tempe dalam Wisata Edukasi Keberlanjutan Melalui Hilirisasi Karpet Interaktif Muatan Pembelajaran Berbasis Game dan Model Pembelajaran Problem Based Learning

The revitalization of tempe products in sustainable educational tourism through the downstreaming of interactive carpets with game-based learning content and Problem Based Learning (PBL) models aims to enhance attractiveness and learning effectiveness. This program integrates interactive technology and problem-based learning approaches to create enjoyable and immersive educational experiences. Methods include developing game-based interactive carpets, providing technical training for tourism managers, and evaluating effectiveness through user feedback. Results indicate increased learning interest and visitor understanding of tempe production processes and sustainability concepts. The implementation of this program is expected to support the development of innovative educational tourism and promote environmental sustainability.

A Problem-based Learning Approach to Developing an L2 Writing Course in the Context of Metaverse

A Problem-based Learning Approach to Developing an L2 Writing Course in the Context of Metaverse

DEVELOPMENT OF STUDENT WORKSHEETS INTEGRATED WITH PBL-STEM ON TEMPERATURE AND HEAT MATERIAL

The purpose of this study is to create a Problem Based Learning approach integrated with Science, Technology, Engineering, and Mathematics (STEM), especially in the field of Physics. The goal is to improve students' creative thinking skills in learning about temperature and heat. The resulting Student Worksheets will be designed to be valid, practical, and effective. This study involves research and development activities using a 4-D model consisting of the stages of definition, design, development, and dissemination. This research was conducted at SMP Muhammadiyah Kartosentanan in the 2023/2024 academic year. Data collection was carried out through the use of validation sheets, student questionnaires, and test devices. Furthermore, data was collected using the N-Gain formula. PBL-STEM-based student worksheets were considered valid by the media validator with an agreement of 96%, the material validator 89%, and the instrument validator 95%. The feasibility analysis shows that the PBL-STEM-based student worksheets produced are very practical for students to use, as evidenced by the N-Gain results of 0.92 with a high category. This study concludes that the student worksheets developed based on PBL-STEM are valid, practical, and useful in improving students' creative thinking skills

Effectiveness of a Problem-Based Learning Approach in Clinical Teaching of The Undergraduate Nursing Students: An Integrative Literature Review

Aims: To explore the effectiveness of the PBL approach in the clinical teaching of undergraduate nursing students Methods: An integrative literature review was used to evaluate the effectiveness of PBL in integrating theory and practice among nursing students in clinical practice. The review searched research articles published in English from 2013 to 2023. Medical Subject Headings (MeSH) guidelines were used to identify relevant search terms, which included PBL. Articles that met the inclusion criteria entailed research articles published in peer-reviewed journals, written in English and the population of undergraduate nursing students. A matrix was developed that outlined (1) characteristics of the study population and (2) challenges affecting the implementation and effectiveness of PBL in clinical teaching. Results: The literature search revealed twenty-one (n=21) studies conducted in various countries. The studies highlighted positive experiences on the effectiveness of the PBL approach in the clinical teaching of undergraduate nursing students. Skills such as critical thinking, problem-solving, and patient diagnosis were attributed to using PBL in the simulation. Conclusion: This paper contributes to the body of knowledge on the effectiveness of the PBL approach in the clinical teaching of undergraduate nursing students. It also contributes to the body of knowledge on PBL in nursing education, particularly in South Africa.

The Effectiveness of the Problem-Based Learning Model to Enhance Students' Critical Thinking Skills on Conservation Biology Courses

The purpose of this study is to ascertain how the problem-based learning approach affects students' critical thinking abilities in courses on conservation biology. This study design uses a non-equivalent control group in a quasi-experiment. Essay exam questions totaling 10 valid and reliable numbers served as the study's instrument. Pre-test and post-test questions were used to gather data. Descriptive statistics and inferential statistical tests, namely the covariance (ANCOVA) analysis with pretest values as variables at a significance level of 0.05%, were used to evaluate the research data. The IMB 23 SPSS program was utilized for data analysis because the data were homogeneous and regularly distributed. The findings demonstrated that, with a significance value of 0.000 < 0.05, there was a significant difference in the critical thinking abilities of students taught using the conventional model and those taught using the problem-based learning model. The conclusion is that in conservation biology classes, the problem-based learning approach helps students develop their critical thinking skills.

DEVELOPING VIRTUAL LEARNING MODELS TO ENHANCE CRITICAL THINKING AND MATERNAL NURSING PRACTICE COMPETENCY

The COVID-19 pandemic has significantly impacted nursing education, necessitating the development of virtual learning models and media to improve critical thinking and maternal nursing competencies. This study aimed to develop an interactive virtual learning model based on problem-based learning and to assess its effectiveness in enhancing nursing students' critical thinking skills in maternal nursing practice. The development model (Define, Design, Develop, and Disseminate) was applied to create a virtual learning model. Data was collected using questionnaires to assess the validity and practicality of the developed model. The results demonstrated that the virtual learning model developed using the problem-based learning approach was valid for application in the learning process. After testing, the virtual learning model was found to be practical and effective in optimizing the implementation of learning and in improving student learning outcomes. The study concluded that the developed virtual learning model is a valid and practical tool for enhancing critical thinking skills and maternal nursing practice competencies. These findings contribute to addressing the knowledge gap in the literature regarding the effectiveness of virtual learning models in improving maternal nursing practice competencies, particularly in the context of critical thinking. This study highlights the importance of integrating technology and innovative learning approaches to adapt to the challenges posed by the COVID-19 pandemic and prepare nursing students for the demands of the 21st century.

Examining the Effect of Problem-Based Learning Approach on Learners` Mathematical Creativity: A Meta-Analysis

Problem-based learning (PBL) is linked to developing learners` creative thinking in mathematics. This process-oriented approach capitalizes on using problems to stimulate learning through independent and collaborative investigations. This meta-analysis looked at the effectiveness of using PBL to influence mathematical creativity. Fifteen results from 13 studies were analyzed in which a medium effect (g=0.580) was computed using the random effects model. Further, the analysis of heterogeneity statistics suggests conducting a subgroup analysis in which only the strategy used in the comparison group and educational level, among the identified characteristics, moderates the effect of PBL on mathematical creativity. Future research should expand geographically to encompass a more diverse educational landscape and include a broader demographic to validate the efficacy of PBL across different age groups and cultural contexts.

Fostering EFL Learners' Writing Competence through Problem-Based Learning

Problem-based learning approach’s popularity has grown tremendously in Academic Writing courses throughout the world. The rationale for this rise is that students are driven to pinpoint problematic situations, brainstorm, and find a lasting solution collaboratively, thereby sharpening 21st-century skills, such as writing literacy, problem solving, and critical thinking. Although a growing number of studies are prevalent on this promising approach globally, a gap in the literature has been noticed about its influence on increasing university students’ writing competence in Iraq. To this aim, this mixed method research design study was conducted on 50 freshman students at a private university in the even semester of the 2023–2024 academic year via cluster sampling method spanning 12 weeks. Control group students carried out their writing education as in the curriculum; however, experimental group students’ writing lessons were enriched with the principles of problem-based learning. Having analyzed the data by SPSS 29 and MAXQDA, fetched by writing exams and surveys, findings revealed that experimental group students outperformed control group students regarding enhanced writing performance, boosted motivation, and improved critical thinking with statistically proven data by adopting the distinguishing qualities of problem-based learning at the tertiary level in Iraq context. In other words, the post-test writing exam culminated in a 0.003 statistically significant p-value based on the t-test. Complementary surveys also unearthed a positive correlation between employing problem-based writing instruction and increasing motivation as well as critical thinking skills. The findings of this study may have certain implications for stakeholders who have sought ways to integrate problem-based learning into tasks in Academic Writing courses through a well-established plan and meticulously monitored writing process on a global scale.

Bibliometric Analysis of Problem Based Learning in Physics Education: A Scopus Based Study (1996-2023)

Using the Scopus database, this study analyzed and mapped the productivity, citation patterns, and collaborative research on Problem-Based Learning (PBL) in Physics Education. The method used was bibliometric, using the Scopus database. A total of 58 articles published between 1996 and 2023 were analyzed. The findings indicate a steady increase in publications from 1996 to 2019, with a decline during the COVID-19 pandemic years. The Asia Pacific Forum on Science Learning and Teaching emerged as the leading journal, with major contributions from the State University of Surabaya and the University of Rwanda. The most influential authors and articles were identified, and key research trends were highlighted. This bibliometric analysis provides a foundation for future research on PBL approaches in physics education.