Problem-based Learning Design Research Articles

Integrating Problem-Based and Flipped Learning in Islamic Religious Education: A Pathway to Achieving Sustainable Development Goals

Islamic religious education at universities has not yet become a foundational aspect of scientific discipline thinking. This study aims to explore the role of Islamic religious education in achieving Sustainable Development Goals (SDGs). A descriptive analysis method was employed, incorporating data collection through selected questionnaires and interviews, content analysis of the gathered data, and presentation of the results in tables with descriptive and explanatory explanations. The findings indicate that Islamic religious education, when implemented through a well-designed Problem-Based Learning (PBL) method, effectively trains students to provide paradigmatic solutions to issues related to population, the planet, and the economy. This approach fosters an academic atmosphere that encourages learning and enthusiasm among students. The PBL design equips students with the skills to apply Islamic concepts and methods as comprehensive solutions to various environmentally friendly challenges concerning population, planet, and economic issues. In conclusion, integrating PBL in Islamic religious education at universities enhances students' ability to address SDGs, promoting sustainable development through the application of Islamic principles.

HOTS problem-based learning design to enhance mathematical reasoning abilities

ABSTRAK
 Penelitian ini bertujuan untuk mengetahui apakah Problem-Based Learning (PBL) berbasis HOTS berpengaruh pada kemampuan penalaran matematis siswa kelas VIII MTsN 3 Nganjuk. Penelitian ini, eksperimen semu dilakukan dengan menggunakan rancangan posttest only control group design. Instrumen penelitian terdiri dari Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kegiatan Siswa (LAS), lembar observasi, dan soal tes penalaran matematis yang dikembangkan berdasarkan indikator kemampuan penalaran matematis dengan kategori C4, C5 dan C6 berdasarkan Bloom’s Taxonomy. Sebelum diterapkan, semua instrumen divalidasi oleh ahli untuk selanjutnya dianalisis menggunakan menggunakan kategori validitas. Instrumen yang telah divalidasi diterapkan di kelas VIII-I sebagai kelas eksperimen dan VIII-J sebagai kelas kontrol berdasarkan teknik pemilihan sample simple random sampling. Menurut hasil penelitian, kemampuan penalaran matematis siswa di kelas eksperimen memperoleh kategori sangat tinggi pada indikator mengajukan sebuah dugaan dan menemukan pola berdasarkan masalah yang diberikan. Sedangkan pada indikator kemampuan penalaran matematis lainnya memperoleh kategori tinggi. Secara deskriptif, skor posttest siswa di kelas eksperimen lebih tinggi dibandingkan skor posttest siswa di kelas kontrol. Hal ini diperkuat melalui hasil analisis data menggunakan uji t-independent sample yang menunjukkan bahwa terdapat perbedaan rata-rata penalaran matematis siswa antara yang menggunakan model PBL berbasis HOTS dengan model konvensional. Berdasarkan uji t-one sampel dapat diketahui bahwa model PBL berbasis HOTS efektif terhadap kemampuan penalaran matematis siswa. Model pembelajaran PBL berbasis HOTS ini dapat diterapkan oleh pendidik untuk melatih kemampuan penalaran matematis siswa dan kemampuan siswa dalam menyelesaikan soal HOTS ataupun sebagai ide kreatif dalam pelaksanaan pembelajaran dengan setting model PBL.
 Kata Kunci: Model Pembelajaran, Problem Based Learning, HOTS, Kemampuan Penalaran Matematis.
 
 ABSTRACT
 This study aims to determine whether HOTS Problem Based Learning has an effect on class VIII MTsN 3 Nganjuk's mathematical reasoning skills. Use of a quasi-experimental design with a posttest-only control group was made. Research instruments consisted of Learning Implementation Plan (RPP), Student Activity Sheets (LAS), observation sheets, and mathematical reasoning test questions which were developed based on mathematical reasoning indicators ability with categories C4, C5, and C6 based on Bloom’s Taxonomy. Before being applied, all instruments were validated by experts for further analysis. Validated instruments were applied to VIII-I class as experimental class and VIII-J as control class based on the simple random sampling technique. The findings demonstrate that students' capacity for mathematical thinking in the experimental class obtained a very high category on the indicator of making an assumption and finding patterns based on the given problems. Meanwhile, the others mathematical reasoning abilities indicator are in the high category. Descriptively, the experimental class students' posttest scores outperformed those of the control class students. This is reinforced through the results of data analysis using independent sample t-test which shows that there is a difference in the average mathematical reasoning abilities in both classes. Based on one sample t-test, HOTS-PBL model is effective on students’ mathematical reasoning abilities. This HOTS-PBL model can be applied by teachers to enhance students’ mathematical reasoning abilities and students’ abilities in solving HOTS question or as creative ideas in implementing learning by setting PBL model.
 Keywords: Learning model, problem based learning, HOTS, Mathematical reasoning ability.

Polytechnic Students’ Perspectives of a Blended Problem-Based Learning Approach in Singapore

Blended learning has become an integral component of the curriculum in institutes of higher learning (IHL) worldwide. Problem-based Learning (PBL) is a constructivistic learning approach that can facilitate the development of 21st-century competencies such as self-directed learning (SDL) and collaborative learning (CL). This study investigated if there are any differences in Polytechnic students’ perceptions of self-directed learning and collaborative learning between the blended PBL design and the face-to-face PBL design in terms of self-directed learning and collaborative learning in Singapore. The study adopted a quasi-experimental approach, with 56 student participants completing a 36-item validated pre/post survey instrument (MSDLCL). Statistical analyses suggested that in both PBL approaches, students’ perceptions of self-directed learning with technology and collaborative learning increased significantly. Focus group discussion results suggested that while students were motivated to complete the assigned PBL tasks, they preferred to conduct collaborative learning activities in person and work on self-directed learning activities online.

Distance Learning Design: A Problem-Based Learning with Flipped Classroom Model through improving student learning outcomes and learning motivation

The purpose of this study is to improve learning outcomes in the form of cognitive abilities and student learning motivation through the development of the learning design Problem-Based Learning within flipped classroom model. The study used quasi-experimental research with One Group Pretest-Post Test Design. In the research process, instruments are needed in the form of (1) multiple-choice tests as instructional cognitive measurements of students, and (2) observation sheets of learning motivation measurements in the form of motivational rubrics developed based on arcs rubrics. The increased motivation was analyzed based on the results of the questionnaire produced based on the ARCS rubric develop the results of student learning (post-test) are calculated using the t-test and then continued with the conclusion of the learning hypothesis. Based on the hypothesis test, it was found that 0.000 0.005, it can be concluded that there is a real difference between learning outcomes in the pretest and posttest data. This result means that the application of this learning method can improve the learning outcomes of students. In addition, there is an increase in motivation in the learning process with flipped classrooms and problem-based learning design. Increased student motivation in the learning process I to learning III by 3% to 13%. But from this study, it is expected that there will be further research using the same model in other subjects and by using a larger sample and taking measurements on affective and psychomotor aspects

소통강화를 위한 교양 스페인어 문제중심학습 모형

This study aimed to design a problem-based learning model for general Spanish course to strengthen communication using learner-centered teaching methods. The subjects of this study were divided into two classes for a total of 80 freshmen students taking Spanish classes in a university in Daejeon City for 10 weeks in the second semester of 2022. After reviewing the validity of five experts, the final model was completed through learner evaluation after applying it to actual classes. The results of the expert validity test showed that the average of suitability, explanatory power, and usefulness items was 3.0 or higher, but the average of comprehension items was 2.8 and less than 3.0. The final model of problem-based learning design was completed by reflecting the results of expert validity verification and learner evaluation.

Development of a two-variable linear inequality system mathematics learning design with a problem-based learning model

Teachers are designers, implementers, and evaluators of learning. The teacher's ability to design learning that favors students will greatly affect the quality of the learning process and the learning outcomes that will then be obtained by students. This study aims to develop a problem-based learning design for the more interesting topic of systems of two-variable linear inequalities. This development research uses the Dick Carey development model. The Dick Carey model can be an alternative for teachers in designing pro-student learning because, by design, this model starts with student and context analysis as well as instructional analysis, which will provide sufficient information and evidence about the characteristics and needs of students as well as instructional objectives that are appropriate to the level of their education and stage of development.

Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development

ABSTRACT Twenty-first century problems have forced international policymakers to consider how education might be reimagined so that citizens have the knowledge and skills to respond to the known and unknown challenges ahead and take an active role in the creation of future societies. While it has been suggested that problem-oriented curricular and pedagogical practices could be transformative for learner experience and engagement in education and societal change, little policy attention has been given to teacher professional learning and development within this global vision for education. In this conceptual article, we explore the potentialities and limitations of problem-based learning (PBL) as a model of continuing professional development for teacher professionalism. Drawing on international scholarly research, we focus on five key PBL principles: problem identification, self-directed learning, group collaboration, critical reflection, and variation in PBL design; and assess how these might contribute to transformative change at the level of the profession, education, and wider society. Although there are distinct national political and institutional challenges associated with the implementation of PBL, we argue that this innovative pedagogical approach in higher education could be the future direction of teacher professional learning.

문제중심학습(PBL) 기반 유아안전교육 수업이 예비유아교사의 협력적 자기효능감, 학습태도, 전공몰입에 미치는 효과

Objectives This study aimed to investigate the effect of preservice early childhood teachers on cooperative self- efficacy, learning attitude, and major commitment before and after early childhood safety education course applying problem-based learning methods.
 Methods To examine this purpose, the problem-based learning design was applied to the early childhood safety education course in the 1st semester of 2022. We examined the differences in cooperative self-efficiency, learning attitudes and major commitment at the beginning and the end of the course were examined for 20 students. The collected data were analyzed by paired t-test with SPSS 24.0 program.
 Results The results of this study preservice early childhood teacher cooperative self-efficiency(t=-4.832, p<.001), learning attitudes(t=-4.445 p<.001), major commitment(t=-4.338 p<.001) after application of problem-based learning safety education in early childhood class showed a significant effect. In other words, it could be inferred that the early childhood safety education course itself, which applied problem-based learning (PBL), was a direct factor in improving the cooperative self-efficacy, learning attitude, and major commitment of preservice early childhood education teachers.
 Conclusions Therefore, it suggests that the problem-based learning in early childhood safety education is the meaningful teaching method to improve the cooperative self-efficiency, learning attitudes and major commitment of preservice early childhood teachers.

국내 대학 문제중심학습(PBL)의 학습 효과에 대한 메타분석

Objectives The purpose of this study is to analyze the learning effects of problem-based learning(PBL) implemented in universities in Korea and to provide implications for the instructional design of PBL in higher education. Methods Researchers collected manuscripts published in academic journals and dissertations related to PBL conducted in Korea from 2010 to September 2022, and finally selected 116 studies following the PICOS approach. We conducted a meta-analysis to analyze the overall effects, the effect sizes for cognitive and affective variables, and the effects of moderating variables using CMA software. Results As a result of analyzing 392 effect sizes from the 116 research results, the overall effect size of PBL was 0.737, indicating an intermediate effect size. The effect sizes for cognitive and affective variables were 0.582 and 0.837 respectively, which indicates affective variables showed significantly higher effect size than cognitive variables. Moderating variables were academic domains, curriculum, learning environment, and program duration. Among the moderating effect of subgroups, the effect size of the academic domains was significantly larger in the order of humanities, social sciences, arts and physical education, natural sciences, and engineering. Regarding the curriculum variable, the effect size was significantly larger in the order of the teaching professional subjects curriculum, the major curriculum, and the liberal arts curriculum. Conclusions Based on the results, it was suggested that further research on the design and delivery of PBL in various learning environments is needed. The results of this study are expected to be used as a basis for effective PBL design in higher education.

Desain Pembelajaran Sistem Pertidaksamaan Linear dengan Model Problem Based Learning untuk Siswa SMA

This paper presents the development of the learning design for the Two Variable Linear Inequality System (SPtLDV) material using the Problem Based Learning (PBL) learning model for high school students. To find out the suitability of the learning model with the teaching material, student analysis, needs analysis, and task analysis are discussed in detail. PBL stages consist of 5 phases, namely 1) student orientation to problems; 2) organize students to learn; 3) guide individual and group investigations; 4) develop and present the work; and 5) analyze and evaluate the problem solving process. The results and discussion are discussed in detail to determine the suitability of the selection of teaching materials with the chosen learning objectives and how the learning activities support the learning objectives. Then to determine the effectiveness of the PBL design, it is necessary to evaluate both formative evaluation and summative evaluation.

Flipped Classroom Formats in a Problem-Based Learning Course: Experiences of First-Year Bachelor European Public Health Students

Objectives: Students would like to see more creativity and flexibility in the performance of problem-based learning (PBL). Therefore, we applied flipped classroom formats in a course of the Bachelor European Public Health at Maastricht University to investigate the experiences of the students. The main objective was to stimulate interaction between students mutual, and between students and teachers. Methods: 304 first-year students following the course on “Ageing in Europe” in three academic years, were asked to fill out questions focussing on prior knowledge, preparation work, and group session parameters, e.g., duration, content, extent of interaction and format group session. Results: In-class activities, such as debate, making a mind map, giving a pitch, role-play e.g., were highly appreciated by students, especially the interactivity and discussions with the experts during these sessions. Students felt they applied knowledge. Conclusion: Flipped classroom formats can be used to extend the Maastricht University PBL design and students do recommend this. It can be a relevant and challenging answer on the articulated request for more creativity and flexibility in the regular PBL format.

The Positive Effects of Problem-Based Learning Activities Toward Indonesian EFL Learners' Productive Language Skills

Abstract
 With the rapid globalization occurring all around the globe, educational landscapes also underwent some dramatic shifts in terms of teaching methods, policy-makers, and school culture. One of those indispensable trajectories that need to be taken into account by EFL educators is the pedagogical approach. Since learners no longer learn directly from one-on-one interaction with their teachers, it has been high time for educationalists to supersede their teaching-centered with the student-centered learning approach. In Indonesian EFL productive language learning contexts; speaking and writing, it is strongly believed that problem-based learning activities will enable learners to be more confident, autonomous, spirited, and proficient speakers as well as writers. This present qualitative study was plied in the support of document analysis by integrating 30 prior problem-based learning studies held in our archipelago in order to encourage Indonesian ELT experts, practitioners, and policy-makers to start to incorporate this student-centered learning approach in their both speaking and writing learning vicinities. The obtained results revealed 3 positive L2 productive language-learning merits potentially promoted by problem-based learning activities namely: 1) Learners can be more productive L2 academicians, (2) Learners transformed into more high quality and autonomous L2 writers, and (3) Learners progressively became more confident as well as proficient L2 speakers. Following all of these 3 core beneficial productive L2 learning values, contextual, hands-on, and pleasurable problem-based learning design should be well established at the commencement of speaking and writing learning activities to disseminate more holistic learning outcomes progressively for learners.
 Keywords: Problem-based learning, Indonesian EFL Learners, speaking, writing

The development of a problem-based learning design model to improve students' communication skills

The purpose of this study was to develop a problem-based learning model for fourth-grade elementary school students in order to improve their communication skills. This is a research and development (R&D) project using a combined approach (mixed methods), specifically Borg and Gall research combined with ADDIE design development. The type of research that was conducted was True Experimental research with a post-test only control group design. Data collection techniques included tests and non-tests. The effectiveness of the problem-based learning model was determined through data analysis using the t-test. The results indicated that t arithmetic > t table (9.84 > 2.012) was rejected at a 5% significance level, while Ha was accepted and supported by observations of student communication skills in six lessons, which revealed an average of 80.07 percent of 24 students in the very good category. As a result, it can be concluded that the design model for problem-based learning is effective at improving communication skills.

Proses Kognitif Dalam Desain Pembelajaran Berbasis Masalah

This paper aims to examine the theoretical concept of cognitive process involvement in the design of problem-based learning. Students face difficulties in designing learning, including in carrying out their role in managing learning such as the concept of "Independent Learning". Learning as a thinking activity towards the stage of balancing the structure of experience in long-term memory. A comprehensive and structured cognitive process is needed in designing learning. Good learning design can function flexibly and proportionally in supporting the process of developing student potential in a dynamic learning atmosphere. Problem-based learning designs were developed to stimulate independence and active learning and to provide space for conflict or cognitive processes to occur in the inquiry-discovery process cycle on authentic problems as learning problems. The application of problem-based learning can position students' curiosity, so they are motivated in solving problems through the process of recognizing, understanding, and applying knowledge, thinking critically and creatively in real life. Designing problem-based learning can involve a cycle of cognitive processes; apply-analyze-remember-understand, as a cycle that works on learning analysis activities. The next cycle of cognitive processes occurs; synthesize-evaluate, as an improvement effort.

The contribution of execution and workplace interaction to problem-based learning

Problem-based learning (PBL) has been used in business education for roughly two decades, based on the premise that solving unstructured problems provides a better vehicle for managerial learning than traditional lectures. Despite its popularity, critics argue that PBL still does not deliver a realistic managerial experience to students. While PBL introduces the kind of unstructured problems managers encounter in professional practice, it ignores two other essential aspects of management practice: execution of the solutions in real life and close contact with the intricacies of the work environment. Drawing on the case of a bachelor programme that has been incorporating these three elements (unstructured problems, close organisational interaction and execution) into its curriculum over the course of one decade, this study investigates how these adaptions to the original PBL design contribute to PBL's authenticity as a managerial learning experience. Qualitative data obtained from students, alumni, lecturers and partner companies shows that unstructured problems combined with close organisational interaction and execution allow students to: think more strategically, increase students' confidence, fosters self-efficacy, and offer students a clearer professional identity, orienting future career choices. The implications for PBL theory and practice are discussed.

Improving Students’ Oral Communication Skills Through an Interdisciplinary Problem-Based Learning Opportunity in a Sport Management Course

This study adopted several pedagogical foundations to determine if an interdisciplinary, problem-based learning (PBL) opportunity applied to teaching sport marketing would improve student’ individual and group oral communication skills. Faculty from two departments collaborated to create an assignment that was a hands-on class project designed around formative assessment, lecture intervention, and final PBL deliverable. The PBL and interdisciplinary design addressed the need for enhanced communication skills in the sport management industry. The study results indicate a successful development of the students’ data analysis and presentation skills. Findings confirm an interdisciplinary approach to PBL by implementing communication skill development across disciplines.

The Development of Competency-Based Training Model for Studio Operational Techniques About Problem Based Learning for Camera Operator Instructors

This development research is aimed to develop training procedures that can help participants implement the results of the training in their respective assignments. Validation is carried out by experts in education by providing a questionnaire to fill out. This method was chosen so that the validator can provide conclusions (invalid, less valid, quite valid, valid, and very valid) directly on each part of the research product which includes competency-based training guides, training programs, lesson plans, and problem-based learning design modules for studio operational instructor, camera operator subject.

A Model for Implementing Problem-Based Language Learning: Experiences from a Seven-Year Journey

The purpose of this paper is twofold. First, it aims to identify the challenges and barriers experienced in implementing problem-based Learning (PBL) in a language program at Sultan Qaboos University in the Sultanate of Oman. Second, it proposes a working model for integrating PBL into an existing program. The research was conducted using a case study approach underpinned by design-based research principles. The proposed model came as a result of tracing the development of the program over a period of seven years with a total of 14 instructors and 2800 students. The model consists of a number of elements which include the use of hybridizing courses, the careful scaffolding of teachers and students, and the development of a PBL culture of collaboration and interdependence. Each of these elements is described from a process perspective, detailing how we attempted to implement them and how they reacted to challenges along the way. Even though the model was designed for a specific language learning and teaching context, it can be adapted to suit local needs. The model is unique in that it creatively integrates the relevant PBL and linguistic aspects that are often missing in PBL designs but are essential for a successful implementation. The skills training and the scaffolding that the model proposes can offer one means of working around rigid institutional and curricula requirements that often face PBL adoption. It is hoped that the model may support future implementations of successful PBL.

Design Gamification Models in Higher Education: A Study in Indonesia

Based on the data, it is known that the average score of the overall evaluation aspects of the learning design reached 3.4. This figure according to the results of the conversion of quantitative data to qualitative data on scale 4 belongs to the very good category, which means that the learning design of gamified problem-based learning developed is feasible to be applied in learning. The purpose of writing this article is to develop an appropriate gamification model in tertiary institutions which links gamification theory and problem based learning into a new model that will later be combined with existing learning media to become more effective and interesting when applied in each course. Research on learning design models can be classified into three types: model development, model validation, and model use. This study examines the first two points above, which are based on research methodologies for model development and model validation where learning models are developed either practically or theoretically. In theory, the cause is based on the literature related to the model that is to be developed, being practical because it must be based on a learning design that is suitable for real life. The gamified problem-based learning design model has been based on literature and has projected real-life learning needs. In the results, it is known that the effectiveness and attractiveness of the design of gamified problem based learning as teaching material in the form of theory and practice have shown results in the excellent category which means that this learning design is feasible to be applied in learning.

An Educational Intervention to Promote Access to Rehabilitation for People Living with HIV

This paper describes the design and novel features of an evidence- and theory-informed client activation intervention to increase the capacity of people living with HIV to: 1) self-manage their health-related challenges using rehabilitation strategies, and 2) communicate their rehabilitation needs to their healthcare providers to improve access to rehabilitation. Building on social-cognitive theory and evidence, the intervention is a community-based workshop to develop knowledge and skills of people living with HIV to advocate for rehabilitation services. Novel features include engagement of community-based organisations in a train-the-trainer delivery model, a problem-based learning design to promote problem-solving and application, and a focus on client-centred practice. The intervention is flexible and adaptable. Health providers in other countries and contexts could use the pedagogical features to develop a workshop to meet their local needs. Given that most knowledge transfer interventions aim to change health provider behaviour, the focus on teaching people living with HIV to advocate for referral to rehabilitation is unique. The workshop model may be of interest to those in communities where access to rehabilitation for people living with HIV can be limited due to a lack of knowledge of the potential role of rehabilitation.