Problem-based Learning Class Research Articles

PENGARUH PENGGUNAAN MODEL PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR SUBTEMA CARA TUBUH MENGOLAH UDARA BERSIH

THE EFFECT OF THE USE OF PROBLEM BASED LEARNING MODEL ON THE RESULTS OF LEARNING SUBTEMA HOW THE BODY CREATES CLEAN AIRThe Effect of Using Problem Based Learning Model on Learning Outcomes of the Subtheme How the Body Processes Clean Air. Thesis of Elementary School Teacher Education Study Program, Faculty of Teacher Training and Education, Pakuan University, 2021. This research is a quasi-experimental research. This study aims to determine the difference in learning outcomes of the subtheme of How the Body Processes Clean Air through the use of Problem Based Learning Models for Class VB students and Conventional Learning Models for Class VA students. This research was conducted at Bangka 03 State Elementary School, Bogor City, Class VA and Class VB from July to August in the odd semester of the 2021/2022 academic year. Calculation of N-Gain Problem Based Learning model is 81 with high criteria, and the conventional model value is 70 with medium criteria. So that the N-Gain in the experimental class with the Problem Based Learning model is greater than the control class with the conventional model. Researchers conducted a normality test with the Liliefors test, both samples were normally distributed because the values for both samples were smaller than Ltable. In the Problem Based Learning class group, the value of Lcount Ltable is 0.139 0.161, in the control class group the Lcount Ltable is 0.058 0.161. Then in the homogeneity test, the data is homogeneous because Fcount Ftable, the value is 1.35 1.88. Furthermore, in hypothesis testing, it was found that tcount of 14.59 was greater than ttable of 2.00404, indicating that H0 (zero hypothesis) was rejected and Ha (alternative hypothesis) was accepted. Based on the research above, it can be stated that there are differences in the learning outcomes of the first learning through Problem Based Learning and Conventional Learning Models..

PENGARUH PENGGUNAAN MODEL PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR SUBTEMA CARA TUBUH MENGOLAH UDARA BERSIH

THE EFFECT OF THE USE OF PROBLEM BASED LEARNING MODEL ON THE RESULTS OF LEARNING SUBTEMA HOW THE BODY CREATES CLEAN AIRThe Effect of Using Problem Based Learning Model on Learning Outcomes of the Subtheme How the Body Processes Clean Air. Thesis of Elementary School Teacher Education Study Program, Faculty of Teacher Training and Education, Pakuan University, 2021. This research is a quasi-experimental research. This study aims to determine the difference in learning outcomes of the subtheme of How the Body Processes Clean Air through the use of Problem Based Learning Models for Class VB students and Conventional Learning Models for Class VA students. This research was conducted at Bangka 03 State Elementary School, Bogor City, Class VA and Class VB from July to August in the odd semester of the 2021/2022 academic year. Calculation of N-Gain Problem Based Learning model is 81 with high criteria, and the conventional model value is 70 with medium criteria. So that the N-Gain in the experimental class with the Problem Based Learning model is greater than the control class with the conventional model. Researchers conducted a normality test with the Liliefors test, both samples were normally distributed because the values for both samples were smaller than Ltable. In the Problem Based Learning class group, the value of Lcount Ltable is 0.139 0.161, in the control class group the Lcount Ltable is 0.058 0.161. Then in the homogeneity test, the data is homogeneous because Fcount Ftable, the value is 1.35 1.88. Furthermore, in hypothesis testing, it was found that tcount of 14.59 was greater than ttable of 2.00404, indicating that H0 (zero hypothesis) was rejected and Ha (alternative hypothesis) was accepted. Based on the research above, it can be stated that there are differences in the learning outcomes of the first learning through Problem Based Learning and Conventional Learning Models..

Inquiries and Problem Based Learning (Pbl) Assistant Multimedia Learning Models in Improving Students' Critical Thinking Skills

This study aims to determine the interaction between the multimedia-assisted inquiry learning model and the multimedia-assisted Problem Based Learning (PBL) model on critical thinking skills and to determine the differences in critical thinking skills between students using inquiry learning and PBL. This study used a quasi-experimental with static group pre-posttest design. The implementation of the learning involved students of class XI IPA who were studying the reproductive system, respectively 37 students for the inquiry class and 33 students for the PBL class. The instrument used was an essay question consisting of 10 questions, and a questionnaire to collect student and teacher responses. The results showed that the inquiry learning model and PBL were able to improve students' critical thinking skills, and overall, the PBL model is better than the inquiry learning model. Students and teachers gave a positive response to the inquiry learning model and PBL.

Changes in Teaching and Learning Practice in an Undergraduate Logistics and Transportation Course Using Problem-Based Learning

This research paper presents the outcomes of a change in the teaching and learning practices from a traditional lecture-based method to a Problem Based Learning (PBL) curriculum in the undergraduate Logistics & Transportation (L&T) course at the Federal University of Itajuba (UNIFEI), Brazil. Detailed PBL practices adoption and the perception by the students of the PBL process are explored in survey research using a mixed-methods approach. The data was collected in two subsequent semesters of the L&T course, with different PBL scenarios and students, gathering quantitative and qualitative data. It was demonstrated that aligned with the theory on PBL, the majority of the students, over 91%, appreciated the benefits of the PBL-based practices in all course dimensions, with a strong perception of L&T teaching and learning improvements. Researchers and faculty involved in university teaching and learning can use PBL detailed practices, including problem scenarios and theoretical framework to design their own PBL classes to improve student learning and can also use the questionnaire structure and statistical tests for adoption in future implementations. The study is one of the few to provide a change in teaching and learning practices, associated with a valid and reliable two-stage survey covering the course concepts and learning objectives modelled by Factor Analysis, and, going beyond to provide PBL process impact and adaptations due to COVID-19 pandemic.

Changes in teaching and learning practice in an undergraduate logistics and transportation course using problem-based learning

This research paper presents the outcomes of a change in the teaching and learning practices from a traditional lecture-based method to a Problem Based Learning (PBL) curriculum in the undergraduate Logistics & Transportation (L&T) course at the Federal University of Itajubá (UNIFEI), Brazil. Detailed PBL practices adoption and the perception by the students of the PBL process are explored in survey research using a mixed-methods approach. The data was collected in two subsequent semesters of the L&T course, with different PBL scenarios and students, gathering quantitative and qualitative data. It was demonstrated that aligned with the theory on PBL, the majority of the students, over 91%, appreciated the benefits of the PBL-based practices in all course dimensions, with a strong perception of L&T teaching and learning improvements. Researchers and faculty involved in university teaching and learning can use PBL detailed practices, including problem scenarios and theoretical framework to design their own PBL classes to improve student learning and can also use the questionnaire structure and statistical tests for adoption in future implementations. The study is one of the few to provide a change in teaching and learning practices, associated with a valid and reliable two-stage survey covering the course concepts and learning objectives modelled by Factor Analysis, and, going beyond to provide PBL process impact and adaptations due to COVID-19 pandemic.

Subject Matter Knowledge of Prospective Mathematics Teachers on Quadratic Functions Using Problem-Based Learning

Subject matter knowledge is important knowledge possessed by prospective mathematics teachers. In general, this study aims to examine the achievement of Subject Matter Knowledge (SMK) of mathematics teacher candidate students who study with the Problem Based Learning (PBL) model. This study used a mixed-method. The research design used was explanatory sequential design. The population consisted of undergraduate students of the Mathematics Education Study Program. The sample used was 80 students of prospective mathematics teachers consisting of 40 students in the PBL class and 40 students in the CL-class. The results obtained were: the achievement of the vocational students of mathematics teacher candidates who studied with PBL was better than those of prospective mathematics teacher students who studied with conventional learning. In addition, from the five indicators, four indicators experienced a high increase and one indicator experienced a moderate increase, namely the indicator of the ability to connect the concept of a quadratic function in everyday life.

Pengaruh Strategi Pembelaharan Terhadap Hasil Belajar Matematika Siswa Kelas IV Di SDN 09 Kaba Wetan

The accuracy in choosing a learning strategy is a very important part in efforts to improve the achievement of student learning outcomes. Therefore this study aims to determine the effect of learning strategies on mathematics learning outcomes. This study uses a 2x2 factorial design research. Through this design the effects of Interactive learning strategies and problem-based learning will be compared to student mathematics learning outcomes. The population in this study were all students of grade IV SDN 09 Kaba Wetan, totaling 76 students, consisting of 2 classes. To determine the sample class, a random sampling technique is used. The sample classes used were 2 classes totaling 76 students, class IV-A as an Interactive class and class IV-B as a problem-based class. The data analysis technique used is descriptive and inferential statistical techniques. And testing the analysis requirements is the normality test using the Lilifors Test, while the homogeneity requirements are using the F Test and Barlett Test. After testing the analysis requirements, the two-way variance analysis of Analilsis is performed. The results of this study indicate that there is an interaction effect between learning strategies on student mathematics learning outcomes. So that the selection of appropriate learning strategies is influenced by the ability of teachers to understand the characteristics of their students. In the learning strategy applied by the teacher can optimize student mathematics learning outcomes by choosing class strategies namely Interactive learning and problem based learning classes.

Going Remote during COVID-19 Pandemic: Effects of Problem-Based Learning towards Improving Students' Critical Thinking and Problem-Solving Skills

COVID-19 pandemic spreading all around the world, the higher learning institutions were forced to shut or limit the person in contact to control the spread of diseases. Under this circumstance, remote learning that emphasized learning via online setting embraced in higher education to replace the physical classroom during the pandemic time. This study designed a single Problem-Based Learning (PBL) module using remote learning to examine the students experience in PBL, and to what extent the PBL module helps students to improve their critical thinking and problem-solving skills. The remote learning PBL module conducted using reflection method to assess the students' experiences in PBL learning. On the other hand, a set of survey questionnaires was distributed to 34 undergraduate students to gather the responses for the assessment of critical thinking and problem-solving skills. This study employed both quantitative and qualitative analysis to investigate the students’ critical thinking, problem-solving skills and their experience in remote learning PBL. Using paired sample t-test to test the difference between pre- and post- remote learning PBL class, results indicated that there was a significant improvement of students’ critical thinking and problem-solving skills after remote learning PBL class. On the other hand, thematic analysis on students’ feedback on remote learning PBL class- first, second, and third meeting, indicated that students gradually improved their critical thinking and problem-solving skills. Although students implied positive feedback on the class, however, some of them were facing difficulties in understanding the module or physical disruptions that distract their learning. The findings gave insights for the lecturers to design a suitable learning course during the pandemic time. Moreover, the findings highlighted challenges that gave insights for the lecturers to look at the students’ feedback from time to time to improve the learning mechanisms and to create a better learning environment.

Penerapan Model Guided Inquiry Dan Model Problem Based Learning Terhadap Keterampilan Generik Sains Siswa Di SMP Negeri 1 Candi

This research aimed to analyze the difference of generic science skills of students between guided inquiry learning and problem based learning at SMP Negeri 1 Candi. The methods used in quantitative quasi experimental design. The population in this study was 321 students. The sample was taken by purposive sampling seeing the equality of students generic skills, namely students in the VIII-F and VIII-I class. The data of generic science skills was collected by using test.The technique of data analysis which researchers of used namely one way ANOVA test. The result showed that there was no difference of the generic science skills between the student in the guided inquiry class and the student in the problem based learning class.

The Role of Problem Based Learning in Engaging and Empowering Omani EAP Learners: An Exploratory Study

Problem Based Learning (PBL) is used in various fields of study. However, there is a dearth of use of PBL and its relevance in English Language Teaching (ELT). Thus, this exploratory study focusses on the use, relevance and implementation of PBL in ELT. It describes how PBL empowers English for Academic Purposes (EAP) learners by engaging them in real-world issues. The insights gained from self- classroom observations of the teacher-researcher were integrated with insights obtained through extensive literature review. This study was done over eight semesters with around 300 students in each semester. The study showed that in English for Business 1(an EAP course), PBL fosters self-directed learning as the students make choices and take decisions about current economic problems in accomplishing the various milestones of the process throughout the semester. It also showed that EAP learners can take charge of their learning and make their connections with authentic business material. The study further showed that the use of PBL approach in English for Business 1 course helped learners reflect on the way they had learnt, improved their research skills, gave the confidence to do teamwork, helped them identify relevant research tools and inculcated self-management and time management skills in them. The study, thus, showed that the use of PBL encourages active learning and makes EAP learners become responsible for their learning as they indulge in reflective critical thinking about what is being learned, which in turn makes them life-long learners. The study makes several recommendations for an effective PBL class, including allowing students to choose their groups, providing feedback at the right time, encouraging the use of reflective journals, etc.

The effectiveness of the problem-posing method based on android applications in mathematics learning

This study aims to see the learning outcomes of prospective mathematics teacher students on problem-posing abilities using the Android Package Kit (APK). It is necessary to have innovation in learning so that it has a better problem-posing ability. During a pandemic like this time teaching and learning activities experience many obstacles. To overcome these obstacles, it is necessary to do learning innovations, one of which is online learning. This study used a quasi-experimental design using the first experimental group and the second experimental group known as the pretest-posttest control group design. The subjects of this study were second-semester students majoring in Mathematics Education. Collecting data using the online method or online (Covid-19 pandemic). The sample was determined using a purposive sampling technique to determine the first experimental class as many as 28 students and the second experimental class as many as 29 students. The experimental class uses problem-based learning, while the second experimental class uses direct learning according to the material content. The material in this research is opportunity theory. The results of the observed data were analyzed quantitatively. The learning results show that learning using APK was effective in improving learning outcomes (both in problem-based learning classes and indirect learning). In the evaluation phase, improvements were made to the APK that had been developed after reflection on the results in the field at the implementation stage. The results showed that online learning based on android applications as a very helpful means of maximizing teaching and learning activities.

Comparing the Views on Problem-Based Learning from Medical Education Students in Zhengzhou University in China and the University of Bristol in the UK

Problem-based learning (PBL), as a student-centred learning method, refers to students actively participating in a group scenario to solve open-end problems. This study aims to compare the students’ attitudes on PBL in Zhengzhou University and the University of Bristol. This study adopts qualitative methods. By conducting semi-structured interviews with eight participants, four from Zhengzhou University and the others from the University of Bristol. Overall, the results of the study indicated that students from both two universities are overall satisfied with PBL because of its contribution to deeper understanding of medical knowledge and skill development and they all think that the quality of group discussion and the efficiency of PBL classes need to be improved. In terms of the different views from two universities, when it comes to the biggest benefit of PBL, students from Zhengzhou University are more likely to choose clinical thinking, while students from the University of Bristol are more satisfied with the deep understanding on medical knowledge. Unexpectedly, although Zhengzhou University has implemented PBL for fewer years than the University of Bristol, students are more satisfied with and motivated in PBL classes than those of the University of Bristol.

PENGARUH MODEL PEMBELAJARAN PBL DAN SNOWBALL THROWING TERHADAP PRESTASI DAN MOTIVASI BELAJAR SISWA DI SMK N 2 WONOSARI

The purpose this research to determine the effect of the use of the Snowball Throwing learning model and the Problem Based Learning (PBL) learning model on student achievement, and determine the effect of using the Snowball Throwing learning model and Problem Based Learning (PBL) learning model on student motivation. Data collection techniques used in this study were using tests and questionnaires. The instrument validation test uses construct validation and content validation is conducted by the thesis supervisor. The results showed that the first research hypothesis stated Ha was accepted and Ho was rejected. The average value of PBL class learning achievement is 78.34 and Snowball Throwing class is 83.61. Thus the Snowball Throwing learning model has a positive effect on student achievement. For the second research hypothesis states Ha is rejected and Ho is accepted. Thus the Snowball Throwing learning model does not have a positive effect on the level of student motivation. The average value of PBL class learning motivation level is 75.40 and Snowball Throwing class is 72.68.

The Ability of Student Math Literation on Problem Based Learning Model

Students’ ability to mathematical literacy is very important in their math learning process. Less ability of mathematical literacy as students’ way of thinking, argumentation, and creating is no improvement so they face difficulties in solving math problems in their learning process related to real life. The analysis of the result from students of SMP Kristen 1 Mollo Selatan shows that they are still a low inability of mathematical literacy. The effect is questions that used as the exercise are common questions and not related to real life. To solve this problem, the researcher implemented Problem Based Learning (PBL) as a teaching literacy to improve students’ mathematical literacy abilities. This study will compare two classes in which one of them treated with PBL one of the other ones was not treated with PBL. A quasi-experiment quantitative method that used in this study with nonequivalent control group design. Two classes were selected as the sample by using simple random sampling. An essay test related to students’ mathematical literacy ability was used as the instrument to collect the data. The analysis technique in this study was an independent sample t-test to the result showed that the class which was treated used the PBL method was better than the class which was not treated used the PBL method. Students’ mathematical literacy ability in the PBL class was significantly proved in the high category with the score gain 0,8

THE EFFECT OF SMART-PBL LEARNING STRATEGY AND ACADEMIC-SELF REGULATED LEARNING ON METACOGNITIVE AND PROBLEM-SOLVING SKILLS IN LEARNING CHEMISTRY

Learning chemistry in the 21st century should emphasize higher-order thinking skills such as metacognitive and problem-solving skills besides cognitive learning outcomes. Metacognitive needs to be improved so students can practice organizing, monitoring, and evaluating their thinking process in solving chemical problems. Problem-solving needs to develop to train students in making the appropriate decision and scientific explanation when encountering chemical issues. Based on observation results, the metacognitive and problem-solving skills of a pre-service science teacher in Malang, Indonesia, were low. Metacognitive and problem-solving skills are affected by academic-self regulated learning (ASRL) by students. This study aimed to know the effect of the Strategy Meets Augmented Reality Technology-using Problem Based Learning (SMART-PBL) and Academic-self regulated learning (ASRL) on improving metacognitive and problem-solving skills in learning chemistry. The SMART-PBL was modified by Problem Based Learning (PBL) strategy, which assisted by Augmented Reality technology as visual media. The research subject was 64 pre-service science teachers divided into control and experimental class, respectively, of 32 students. The research design was Quasi-Experimental, with Nonequivalent Control Group Design using factorial 2x2. The trial class performed SMART-PBL, which showed a more significant influence on metacognitive and problem-solving skills than the PBL class. The SMART-PBL not interacted with ASRL to improve metacognitive and problem-solving skills. By implementing SMART-PBL improves not only metacognitive and problem-solving skills but also evokes creative and critical thinking, communication, and scientific reasoning skills that appear in students during learning chemistry.

Problem Based Learning (PBL) in Industry 4.0: Improving Learning Quality through Character-Based Literacy Learning and Life Career Skill (LL-LCS)

The rapid flow of globalization should be absorbed and implemented in education, especially learning. The industry 4.0 era and millennial, 21st Century Education, and Sustainable Development Goals are intended for the purpose of learning and innovation skills. The researchers’ objective is to improve the quality of learning by applying the literacy movement, character values as a provision for life and career skills using the PBL method in the gasoline engine curriculum. Research method is classroom action research with the Elliot action model carried out in two cycles. A total of 34 students with ages ± 19-22 were used as research samples. The results obtained during the study showed an increase, namely: (a) the literacy movement was observed as successfully implemented with an increase of 19.1%; (b) inducing character values improves student behavior by 14.8%; and (c) strengthening competency in the gasoline motorbike curriculum by 11.3%. Problems in the engineering field that are packaged in PBL classes through student literacy and character movements are some forms of learning innovation that need to be applied to similar competencies.

Students Mental Models of Solid Elasticity: A Mixed Method Study

A mental model (MM) is an internal representation of students’ conceptual understanding. Currently, students have still had difficulties in explaining the physical state of elasticity of solid materials, at sub-microscopic level. These difficulties call for this research. Through a mixed method, the study aimed to reveal the development and differences of students’ mental models after physics learning with problem -based learning (PBL) and conventional methods. Indicators of students’ mental models were adapted from SMD model. Findings suggested that the PBL resulted in more MM, whilst conventional classes emerged MM on the elastic and plastic objects. Meanwhile, the lowest MM achievements ware Hooke’s Law for the PBL, and series and parallel springs for the conventional class. N-Gain values of the students’ mental models at PBL and conventional classes were found to be 0.64 and 0.43 respectively. On the other hand, mental model scores of the PBL learning model was higher (23.77%) than those of the conventional learning model. Thus, it can be concluded that the PBL learning model is effective in improving the students’ mental models of physics. This research recommends that students’ understanding of physics concepts should be increased at macroscopic and sub-microscopic levels.

THE EFFECT OF LEARNING STRATEGY ON MATHEMATICS LEARNING OUTCOMES IN CLASS IV STUDENTS AT PRIMARY SCHOOL 09 KABA WETAN

The accuracy in choosing a learning strategy is a very important part in efforts to improve the achievement of student learning outcomes. Therefore this study aims to determine the effect of learning strategies on mathematics learning outcomes. This study uses a 2x2 factorial design research. Through this design the effects of Interactive learning strategies and problem-based learning will be compared to student mathematics learning outcomes. The population in this study were all students of grade IV SDN 09 Kaba Wetan, totaling 76 students, consisting of 2 classes. To determine the sample class, a random sampling technique is used. The sample classes used were 2 classes totaling 76 students, class IV-A as an Interactive class and class IV-B as a problem-based class. The data analysis technique used is descriptive and inferential statistical techniques. And testing the analysis requirements is the normality test using the Lilifors Test, while the homogeneity requirements are using the F Test and Barlett Test. After testing the analysis requirements, the two-way variance analysis of Analilsis is performed. The results of this study indicate that there is an interaction effect between learning strategies on student mathematics learning outcomes. So that the selection of appropriate learning strategies is influenced by the ability of teachers to understand the characteristics of their students. In the learning strategy applied by the teacher can optimize student mathematics learning outcomes by choosing class strategies namely Interactive learning and problem based learning classes.

A Comparative Study of Problem-Based Learning and Traditional Approaches in College English Classrooms: Analyzing Pedagogical Behaviors Via Classroom Observation.

In this study, we described and compared an English as a foreign language (EFL) teacher’s pedagogical behaviors in traditional and problem-based learning (PBL) classroom settings in a Chinese university. In spring 2019, we collected six 45-min videos, three in each condition, covering three modules: (a) warm-up and vocabulary, (b) essay structure, and (c) writing. The analyses of the teacher’s pedagogical behaviors and her interaction with students indicated that the instructor spent most of the instructional time delivering higher-order thinking content in both traditional and PBL classes. The teacher’s activity structure influenced students’ communication mode. Although the instructor provided students with more group discussion activities in the PBL classroom, lecturing was observed to be the primary delivery method in both classes. These results suggest that the application of PBL strategies in the EFL classroom did not significantly restructure the teacher’s pedagogical behaviors, and thus, failed to achieve the goal of providing students with more opportunities for improving their expressive English language proficiency. These findings underscore the need to develop an effective PBL-related curriculum and professional development opportunities for EFL teachers to effectively implement the PBL approach in the classroom.

Challenging students to improve their mathematical creativity in solving multiple solution task on challenge based learning class

As one of the competencies that must be possessed in the era of Industry 4.0, creativity also plays an important role for development of mathematics education in the 21st era. This study aims to determine the improvement of students’ mathematical creativity in solving Multiple Solution Task (MST) on Challenge Based Learning (CBL) class. The quantitative quasi experimental pretest posttest conducted at SMP Negeri 1 Semarang used a mathematical creativity test adopted MST as a data collection technique and data were analyzed using the t-test hypothesis and gain. The results revealed the improvement of students’ mathematical creativity in solving MST after the implementation of CBL and differences in the improvement of students’ mathematical creativity where the student’s gain of mathematical creativity on CBL (experimental) class was more than the student’s gain of the mathematics of the Problem Based Learning (PBL) (control) class. Other findings indicate a difference in achievement of mathematical creativity indicators between the CBL class and PBL class which shows that CBL provides a positive influence to improve each indicator of mathematical creativity.