Problem-based Learning Class Research Articles

항공서비스전공 문제기반학습 적용 교과목의 학습 효과성 분석에 관한 연구

This study aimed to analyze the class effect of subjects to which Problem-Based Learning is applied to college students majoring in aviation service at university in Chungcheong. And we derive implications for continuously operating Problem-Based Learning classes. For the study, <Service Manners and Practice>, <Theory of Air Reservation Operation & Practice>, and <Introduction to In-flight Food & Beverage> were selected among the courses opened in the first semester of 2022. This study analyzes changes in communication competence, interpersonal skills, self-directed learning skills, higher-order thinking skills, information technology application skills, and problem-solving skills reflecting the core competencies of the universities to which the study students belonged. First, we analyzed the changes in communication competence, interpersonal skills, self-directed learning skills, higher-order thinking skills, information technology application skills, and problem-solving skills before and after classes by reflecting on the core competencies of the universities to which the study students belonged. As a result, all item except for interpersonal skills were improved. In addition, a qualitative analysis was conducted on the degree of learning improvement based on the contents of the reflection journal written during learning precess. As a result of the analysis, it was confirmed that it is effective for learning abilities such as communication, interpersonal relationships, self-directed learning skills, utilization of information, and problem-solving.

문제중심학습이 수업이 문제해결능력, 의사소통능력, 비판적 사고성향에 미치는 효과

Objectives The purpose of this study was to determine the effects of Problem-Based Learning class on problem solving ability, communication competency and critical thinking disposition in economics class.
 Methods In this study, PBL was applied to the Economic Analysis class for 8weeks. The subjects of this study were 23 students of one university. The collected data were analyzed by paired t-test with SPSS 27.0.
 Results After PBL classes, the subject’s problem solving ability(t=3.794 p=.001) was significantly improved. There was a significant difference in communication competency compared to before classes(t=2.415, p=.024). In addition, critical thinking disposition(t=3.372, p=.003) was significantly improved.
 Conclusions This study provides evidence that PBL class is effective teaching and learning method for problem solving ability, communication competency and critical thinking disposition in economics class.

기후변화 주제 문제중심학습(PBL)이 고등학생들의 컴퓨팅 사고력에 미치는 효과

Objectives The purpose of this study is to develop a problem-based learning class that can promote high school students' computational thinking and to identify computational thinking that appear in the learning stage.
 Methods To this end, a total of 8 teaching-learning activities (CT-PBL) on climate change subject were designed and implemented for 57 first-year high school students. Before and after class, a questionnaire was conducted to measure computational thinking and the effect of class was reviewed by analyzing it using the paired t-test. In addition, a semi-structured interview based on the activity report was conducted to analyze the relationship between the thinking process and computational thinking in the problem-solving process.
 Results First, as a result of application, all four areas of computational thinking showed significant improvement. In particular, there was a high improvement in the algorithmic procedure of CT, which had a low prior score. Second, at each stage of the problem-solving process, students went through various thinking processes and were able to confirm that they utilized various sub-elements of computational thinking. On the other hand, the complex use of computational thinking and regressive thinking processes were also identified.
 Conclusions Based on these results, follow-up studies such as identifying specific correlations in the complex expression of computational thinking and utilizing computational thinking according to class materials were proposed.

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)

TBL vs. PBL: Which is More Effective Model in Economics Learning?

Economics subject discusses many economic problems in students’ circumstances, and it requires critical thinking ability. However, the ability of students to think critically linked to economics is still an insufficient category. Therefore, it needs to implement the learning model that affects the development of students’ critical thinking. This research aims to compare the effectiveness of team-based learning (TBL) and problem-based learning (PBL) models in economics learning as an attempt to enhance students’ critical thinking skills. This study adopted a quasi-experimental method using two experimental classes treated differently. The pre-test and post-test data obtained were used to estimate the research hypotheses through the ANCOVA test. The results of this study indicate differences in the improvement of critical thinking skills in TBL and PBL class students, with a significance level of 0.007 (<0.05). Students in the TBL class experienced increased critical thinking skills 10% superior to students in the PBL class. Therefore, TBL can be an alternative for teachers of economics or other relevant subjects to apply in teaching-learning activities by paying attention to the content rather than the material to be delivered. Further research regarding the TBL model with other 4Cs skills besides critical thinking is needed.

Pengaruh Model Problem Based Learning terhadap Kemampuan Menulis Karangan Deskripsi Subtema Indahnya Keberagaman Budaya Negeriku


 
 
 
 This study aims to determine of the ability to write descriptive essays of sub-theme the beauty of my country’s cultural diversity the application of problem-based learning models and conventional learning models. The calculation of the N-Gain of the problem-based learning model is 54,9 with moderate criteria, and the N-Gain value of the conventional model is 40,8 with moderate criteria. Researchers performed a normality test using the Liliefors test. Both samples are normally distributed because the value of both samples is less than Ltable. In the Problem Based Learning class, the value of Lcount is Ltable (0,048) (0,141), in the control class group, the value of Lcount is Ltable (0,077) (0,144). In the homogeneity test, the data is then homogeneous because Fcount Ftable is the value (1,04) ≤ (3,96). Furthermore, when testing hypotheses, the number of (6,63) was found to be larger than the table of (1,99547). Show that H0 (null hypothesis) is rejected and Ha (alternative hypothesis) is accepted. Based on the above research, it can be stated that of the ability to write descriptive essays of sub-theme the beauty of my country’s cultural diversity by the application of the Problem-Based Education Model.
 
 
 

The Effectiveness of Using Student Worksheets Based on Problem Based Learning Class XI on Elasticity and Hooke's Law Materials on Students' Problem-Solving Ability

The use of learning tools such as Student Worksheets (LKS) can support the success of learning, especially Problem Based Learning (PBL) based worksheets in which there are also steps to train students' solving skills. This research aims to determine the effectiveness of using PBL-based worksheets on students' problem-solving abilities. This research is quantitative research with an experimental method (pre-experimental designs (nondesign)) with one group pretest-posttest design. The data collection technique used is in the form of description questions to measure students' problem-solving abilities. The subjects of this research were students of class XI SMA Negeri 1 Palangka Raya, amounting to 35 people. The analysis used in this research is using effect size analysis. based on the results of the research conducted, it can be concluded that the effectiveness of using PBL-based worksheets on problem-solving abilities has proven to be effective through effect size analysis with an effect size of 1.44 which is included in the high category.

THE EFFECT OF PHET-COLORADO ASSISTED PROBLEM BASED LEARNING LEARNING MODEL ON LEARNING OUTCOMES AND PROBLEM SOLVING DYNAMIC ELECTRICAL MATERIALS IN JUNIOR HIGH SCHOOLS

This study aims to determine the effect of applying the PhET-Colorado-assisted problem-based learning (PBL) learning model on the learning outcomes and problem solving of junior high school students in class IX on Dynamic Electricity. The study was conducted using experimental quasi pretest-postest in one of the country’s junior high schools on the ground. Sample taking technique using purposive sampling. The research sample consisted of two classes each consisting of 32 students, class IX-J was an experimental class that applied the PhET-Colorado-assisted problem-based learning (PBL) model and class IX-D was a control class that applied study conventional. The research instrument used was a multiple-choice test with 4 answer choices to measure cognitive learning outcomes and description tests for students' problem-solving tests on dynamic material. The average pretest and posttest data on learning outcomes in the experimental class were 49.37 and 80.31, while those in the control class were 51.09 and 66.40, respectively. The average pretest and posttest data on student problem solving in the experimental class were 35.31 and 72.12, while in the control class they were 36 and 66.40, respectively. Data were analyzed using the Manova test (multivariate analysis of variance). Based on the hypothesis test, there are significant differences in learning outcomes and problem solving with the application of the PhET-Colorado-assisted Problem Based Learning (PBL) model on science material in junior high schools, so that there is an effect of the PhET-Colorado-assisted Problem Based Learning (PBL) model on learning outcomes and solving student problems. The percentage increase in N-gain learning outcomes in the experimental class was 62.09 in the medium category and the control class was 30.48 with the medium category, and problem solving in the experimental class was 56.90 with the medium category and the control class was 22 with the low category

The Influence of Learning Models on Ability Solving Pollution Matter Problem Environment in SMPN 1 Rantau Utara

The purpose of this study was to determine the effect of the problem based learning , everyone is a teacher here , and expository learning model on the problem solving ability of students in biology lessons on environmental pollution at SMPN 1 Rantau Utara. The population of this study was all students of class VII SMPN 1 Rantau Utara totaling 373 students consisting of grades VII 1 to VII 9 . The sample of this research was taken by using cluster random sampling technique as many as 3 classes, each class consisted of 34 students. Class A as problem based learning class, class B as class everyone is a teacher here, and class C as the expository class. The data collection instrument for students' problem solving abilities was used to test the description of environmental pollution material. The data analysis technique used covariate analysis technique (ANACOVA) with =0.05. The results obtained are the results of covariate analysis showing that the learning model has a significant effect on problem solving abilities (F=414,239; P=0.000). The average problem-solving ability of the problem-based learning class has an effect of 3.3, which is higher than the class everyone is a teacher here and 34.18, which is higher than the expository. Class everyone is a teacher here to give the effect of 30.88 higher than expository. It can be concluded that there is a significant effect of the problem-based learning model and everyone is a teacher here on the problem-solving ability of students' biology lessons on environmental pollution at SMPN 1 Rantau Utara..

초등학교 문제기반학습 수업 컨설팅을 위한 수업분석도구 개발

The purpose of this study is to develop instruction analysis tools that can be used when conducting problem-based learning classes and conducting instruction consulting in elementary schools. The research methods carried out for the realization of the research purpose were case study, needs analysis, expert evaluation, and content validity verification. Case studies were analyzed by collecting and analyzing literature-centered cases in fields related to the research topic. The needs analysis collected the needs for the items necessary for the development of class analysis tools, centering on the field teachers. For expert evaluation, opinions for the development of the final tool were collected from experts in the relevant field. Content validity verification was conducted to verify the validity of the final draft of the tool developed as a result of this study. The instruction analysis tools developed as a result of the research are largely divided into pre-class tools, in-class tools, and post-class tools. The pre-class tool is centered on the content to check the items to be considered in the class design stage. In class, the tools were created to check whether the teacher's and student's activities are properly organized for each procedure of problem-based learning. The activities after instruction were developed to confirm the evaluation and reflection of the entire activity. Instruction analysis tools for elementary schools problem-based learning instruction consulting should be developed as pre-, middle-, and post-class activities according to the flow of the instruction. have to lose In addition, instruction analysis tools should be designed to have systematic, scientific and objectivity.

The Effect of Problem-Based Learning on Students' Problem-Solving and Self-Learning Abilities in Acid-Base

This study aimed to determine students' problem-solving and independent learning on acid-base and involved 30 students of class XI MIA SMA Negeri 4 Maluku Tengah. The students were divided into two classes (experimental and control groups), and the chemistry teaching was conducted online because of the Covid-19 pandemic. Data were collected using problem-solving tests and self-learning ability questionnaires. The results showed that the experimental group (problem-based learning class) had better problem-solving and independent learning abilities than the control group (conventional method class). This result implies that problem-based learning improved students' problem-solving abilities and helped them provide appropriate solutions. Problem-based learning also helps students to learn more independently.

The Effect of Problem-Based Learning and Students' Understanding of Physics Concepts On The Topic of The Doppler Effect

Understanding the concept is one of the essential needs teachers pursue in improving student competence in the current era of openness. One of the learning models that can sharpen and encourage students' understanding of physics concepts is problem-based learning (PBL). Heretofore, research related to understanding concepts with PBL in understanding the Doppler effect material in depth is still minimal. Therefore, through this research, an exploration was carried out to determine the extent to which students' understanding of the Doppler effect material was carried out. The purpose of this study was to analyze the effect of PBL on students' conceptual understanding. This type of research is experimental with a total of 58 students. Both the experimental and the control classes were in class 11 of the science major of Christian Senior High School Ambon. The research procedure was a conceptual understanding test, which was carried out during the research process. The data analysis used was an independent sample T-test. The results showed that the average value of PBL class students' learning outcomes related to students' conceptual understanding was higher than conventional classes. It shows that PBL improve students' conceptual understanding of the Doppler effect material.

The PBL vs. Digital Mind Maps Integrated PBL: Choosing Between the two with a view to Enhance Learners’ Critical Thinking

Critical thinking plays a crucial role in the learning process. Critical thinking should become the focus of learning since it encourages the development of knowledge and includes the act of contemplating subjects, content, and problems. The current study aimed to investigate the effectiveness of Problem-Based Learning (PBL) and Digital Mind Maps-Integrated PBL (DMM-Integrated PBL) in improving students’ critical thinking. This quasi-experiment study employed a pretest-posttest control group design, involving 103 university students from the Biology Department of University in Riau, Indonesia, as the sample. The details of each group consist of 31 students in conventional, PBL (37 students), and DMM-Integrated PBL (35 students) classes. The research data was collected using an essay test. The data obtained were analyzed using ANCOVA at a significance level of 5% and an LSD test. Essay test developed based on critical thinking indicators: basic clarification, bases for a decision, inference, advanced clarification, supposition and integration, and strategies and tactics. All the instruments had been validated. The ANCOVA analysis results proved that PBL and DMM-Integrated PBL affected the students' critical thinking. However, the LSD test showed no significant difference between PBL and DMM-Integrated PBL in promoting students' critical thinking. Finally, to promote students’ critical thinking, educators are recommended to use PBL or DMM-Integrated PBL in the classroom.

How to Improve Learning Outcomes of the Indonesian Language in Elementary Schools through the Implementation of Problem-Based Learning Methods

This study aims to improve Indonesian language learning outcomes through problem-based learning in class V SD Negeri Panciro, Bajeng District, Gowa Regency. This Classroom Action Research (CAR) uses two cycles, each of which is carried out in four actions. This study involved 24 students and a classroom teacher who acted as collaborators. The results showed that each passed cycle tended to increase student learning outcomes. Based on the research findings, it can be concluded that using problem-based learning models can improve the learning outcomes of fifth-grade students at SD Negeri Panciro Kec. Bajeng Kab. Gowa on the material ‘Information.’ It can be seen from the first cycle results that the total score achieved was 59, while in the second cycle, the number of student achievements increased to 89 or very good criteria. In addition, there was a significant increase from 59 to 89. Therefore, to improve the quality of Indonesian language learning, this learning method could continue to be developed in learning activities in schools. The problem-based learning method can be used as an alternative learning option to improve student learning outcomes.

Performance and preference of problem-based learning (PBL) and lecture-based classes among medical students of Nepal

Background: PBL (problem based learning) is new active learning educational strategy that has been extensively tested and used in recent years. This study aims to compare students' understanding and knowledge retention when taught through PBL and lecture-based classes and compare PAHS students' perceptions of PBL and lectures in medical education. Methods: This is a cross-sectional study of medical students of a PBL based medical school in Nepal, a non-Western low-income country. Ethical approval was given by the institutional research committee of the Patan Academy of Health Sciences. Understanding and knowledge retention was assessed with 50 vignette-based multiple-choice questions, half of which were taught through PBL sessions, and the remaining half were taught in didactic lectures during basic science years of medical school. A separate pre-validated perception questionnaire was used to assess students' preferences regarding PBL and lectures. Results: Out of 107 students, 99 participated in the understanding and knowledge retention questionnaires and 107 completed perception questionnaires. Understanding and knowledge retention of students was found to be the same for topics taught by PBL and lectures, with median scores of 17 and s16, respectively. PBL were mostly preferred for the physiology (59.81%), pathology (51.40%) and pharmacology (53.27%) concepts, and lectures were mostly preferred for the anatomy (78.50%), biochemistry (45.79%), and microbiology (42.99%) topics. Students wanted the same concepts to be taught through both PBL and lectures, especially for anatomy. Conclusions: Understanding and knowledge retention is the same for topics taught by either PBL or lectures during the basic science years of undergraduate medical education. Students prefer PBL for physiology, pathology, and pharmacology-related concepts, conventional didactic lecture for physiology and microbiology, and a combination of lecture and PBL sessions for anatomy.

Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction

Active learning methodologies, such as flipped classroom (FC), generate a higher level of student engagement, greater dynamism in learning and more significant interactions with course content. Some other active methodologies used in the academic environment are problem-based learning (PBL) and case study (CS). There are few studies that analyse FC combined with PBL class activities or with course-based learning (CBL) activities, however, in fact, there are no studies that analyse which combination of activities would lead to better academic performance and student satisfaction. The main aim of this study is to comparate FC methodology, combined with PBL activities or with CBL activities, in improving the academic performance of undergraduate social work students. This work also intends to analyse the level of satisfaction with the course and the methodology used. A class level randomisation study was performed. Both groups in the study used an FC active methodology, but group 1 applied this methodology with PBL, whereas group 2 applied it in conjunction with a CBL methodology. The students also had to do activities at home that were related to the PBL or CS methodology. There were significant differences in both categorical and quantitative exam scores, with the group that had applied the FC + PBL methodology achieving a higher grade in the exam and containing a higher percentage of students who passed or received merit and outstanding grades. In general, there was a good level of satisfaction in both groups and there were no significant differences across all items asked, except for ‘It helps critical thinking’ and ‘It helps to apply theory to assessment’, which were evaluated more favourably by the FC + CBL students.

Performance and preference of problem-based learning (PBL) and lecture-based classes among medical students of Nepal

Background: PBL (problem based learning) is new active learning educational strategy that has been extensively tested and used in recent years. This study aims to compare students' understanding and knowledge retention when taught through PBL and lecture-based classes and compare PAHS students' perceptions of PBL and lectures in medical education. Methods: This is a cross-sectional study of medical students of a PBL based medical school in Nepal, a non-Western low-income country. Ethical approval was given by the institutional research committee of the Patan Academy of Health Sciences. Understanding and knowledge retention was assessed with 50 vignette-based multiple-choice questions, half of which were taught through PBL sessions, and the remaining half were taught in didactic lectures during basic science years of medical school. A separate pre-validated perception questionnaire was used to assess students' preferences regarding PBL and lectures. Results: Out of 107 students, 99 participated in the understanding and knowledge retention questionnaires and 107 completed perception questionnaires. Understanding and knowledge retention of students was found to be the same for topics taught by PBL and lectures, with median scores of 17 and s16, respectively. PBL were mostly preferred for the physiology (59.81%), pathology (51.40%) and pharmacology (53.27%) concepts, and lectures were mostly preferred for the anatomy (78.50%), biochemistry (45.79%), and microbiology (42.99%) topics. Students wanted the same concepts to be taught through both PBL and lectures, especially for anatomy. Conclusions: Understanding and knowledge retention is the same for topics taught by either PBL or lectures during the basic science years of undergraduate medical education. Students prefer PBL for physiology, pathology, and pharmacology-related concepts, conventional didactic lecture for physiology and microbiology, and a combination of lecture and PBL sessions for anatomy.

Heterogeneity of Indonesian primary school students’ mathematical critical thinking skills through problem-based learning: A meta-analysis

The synthesis of some empirical researches revealed that the implementation of problem-based learning (PBL) has a heterogeneous effect size on the mathematical critical thinking skills (MCTS) of primary school students in Indonesia. However, it seems that no researches were investigating the causative factors of the heterogeneity of primary students’ MCTS through PBL. Therefore, this meta-analysis research was employed to examine three potential factors that were PBL class capacity, PBL treatment duration, and mathematics topic predicted as the causative factors of the heterogeneity of primary students’ MCTS. The Q Cochrane test by using the Comprehensive Meta-Analysis (CMA) application was used to examine these potential factors. The synthesis of ten primary studies published in 2015 – 2020 and indexed by Scopus, Google Scholar, Sinta, and Web of Science, showed that PBL treatment duration and mathematics topic were the significant factors causing the heterogeneity of primary students’ MCTS. However, PBL class capacity was not a significant factor causing the heterogeneity of primary students’ MCTS. Thus, primary school mathematics teachers should consider PBL treatment duration established and mathematics topics selected in cultivating primary students’ MCTS by implementing PBL.

The effectiveness of argumentation based learning and problem based learning models in improving student’s argumentation skills about salt hydrolysis concept

Learning model that can train students in developing their argumentative skills includes the Argumentation Based Learning (ABL) and Problem Based Learning (PBL). This study aimed to see the effectiveness of the ABL and PBL models in improving students' argumentation skills about the concept of salt hydrolysis. The study was conducted in the class XI MIA SMAN 1 Tebo Jambi with a sample consisting of two classes. Some 50 students were recruited purposively to be the participants of this study. Concurrent embedded mix method using two group pretest posttest control group design was used in this study. The results of independent t-test showed that ABL was more effective than PBL (t= 4.864; p-value=0.00 < 0.05) in improving the students' argumentation skills. This was supported by the N-gain test of ABL which was 0.82 and the N -Gain test of PBL was 0.68. The results of observations revealed that the ABL students had more intensive opportunities to debate their argumentation than those in the PBL class. This was believed as the major factor influencing the difference in the students’ argumentation skills.

Efektivitas Problem Based Learning pada Pembelajaran Matematika terhadap Sikap Matematis

The lack of mathematical attitudes of students at SMP Negeri 2 Playen which is marked by not being ready to take part in mathematics learning and not understanding the goals and benefits of studying mathematics causes learning to be ineffective. Through PBL (Problem-Based Learning) learning is expected to provide alternative solutions so that mathematical attitudes develop optimally. Quasi-experimental (quasi-experimental) is a type of research in this study, with a non-equivalent group design pretest-posttest research design. The research instrument used a mathematical attitude questionnaire containing 25 statements with a Likert scale. As for the validity of the mathematical attitude questionnaire instrument, content validity and construct validity were carried out. The average result of the PBL class student's mathematical attitude questionnaire before treatment was 68.38, while the average result of the student's mathematical attitude questionnaire after treatment was 74.31. These results indicate an increase of 5.93. The average value of PBL class students after treatment has reached the KKM, which was a minimum score of 67.2. This was supported by the results of the SPSS one sample t-test analysis which produce d a t-value of 7.725 and a significance value of 0.00. A significance value of less than 0.05 indicates that the PBL approach was effective in terms of students' mathematical attitudes.