Problem-based Learning In Terms Research Articles

Discovering Entrepreneurship Competencies through Problem-Based Learning in Higher Education Students

The increase in student engagement in the learning process has driven educators to use more dynamic pedagogical methodologies. Several studies have shown evidence of increased interest in learning when real-world problems are integrated into the learning environment. This paper presents the competencies developed by higher education students through application of the problem-based learning (PBL) methodology in higher education courses. The research begins with the identification of a set of competencies developed by higher education students in other studies developed and reported in the last five years and includes them in a survey to analyze the level of development of those competencies when problem-based learning is applied in university courses. To identify the competencies developed by applying the problem-based learning methodology, the research employed a document analysis and a survey of the students that participated in the experimental application. The research questions “What are the competencies developed by students in problem-based learning?” and “Are the competencies identified by the students sufficiently learned in universities?” guided the study. The competencies found by the students were identified through a questionnaire given as an online survey to 76 students. The key outcome of the research is the identification in the bachelor courses of the competencies perceived as essential by students participating in the application of PBL in terms of their advancement.

Problem-Based Learning Approach in Developing Mathematical Skills

Many students perceive mathematics as an abstract because it involves development of problem-solving skills. This study employed problem-based learning (PBL) approach to make simple strategies in the teaching and learning process. This study used descriptive-correlational research method. For the school year 2020-2021, 40 Grade 9 students from Calamba City Science High School took the validated adapted-modified three-item examination and answered a researcher-made survey questionnaire. The results showed no significant relationship between respondents’ perceptions of problem-based learning in terms of authentic problem, collaboration, developing expertise, and authentic assessment, and their problem-solving performance in terms of conceptualizing the problem, devising a strategy, implementing the strategy, and reflecting on the solution. The study affirms that the teacher’s expertise in implementing the PBL approach is critical. Further results imply that the learning abilities and techniques of the students have significant impact to the teaching-learning process.

LECTURER’S PERCEPTION ON THE IMPLEMENTATION OF PROBLEM-BASED LEARNING (PBL) APPROACH IN TEACHING AND LEARNING

Problem-based learning (PBL) was known as the student-centered pedagogy where it involves the student to experience solving complex real-world problems and the teacher acts as a facilitator in crafting trigger materials to promote the learning concepts. This study aims to investigate and identify the level of usefulness and challenges as well as the level of student achievement through the perception of academic staff’ on the implementation of PBL in classrooms in Malaysia. A quantitative study was conducted, and the data was collected through a survey questionnaire on 98 lecturers all over Malaysia. The findings from the analysis indicate that lectures in Malaysia have a high perception of PBL implementation in the classroom. Overall, the findings enhance the understanding of higher institution lecturers’ perception of PBL in terms of the usefulness of PBL as one dynamic and active approach that transforms dramatically the routine lecture-based learning. Findings also suggest that sufficient training to learners is required in implementing PBL effectively, thus indirectly facilitate the focus of students that lead to the achievement of course learning outcomes.

Problem-Based Learning Method and the Learning Outcomes in Science 9

This study aimed to determine the learning outcomes of the students in Science 9 through the use of different problem-based learning methods. Furthermore, this attempted to determine the student performance outcome as to their problem-based learning in terms of explanatory knowledge, descriptive knowledge, procedural knowledge, personal knowledge. Likewise, this study aimed to find out if there was a significant difference in the students' problem-based learning outcomes when grouped according to the teaching method as to explanation problem, fact-finding problem, strategy problem, and moral dilemma. Using an experimental design of research, it involved four groups in Grade 9 at San Antonio National High School with 40 students each during the Academic Year 2020-2021. A teacher-made module and performance task rubrics were used to measure the learning outcomes of the students when group according to the problem-based learning method which was validated by the panel of experts. The study used descriptive statistics such as frequency, percentage, mean and standard deviation to interpret the scores in the performance outcome of the respondents. Analysis of Variance (ANOVA) was also used to determine the possible presence of a significant difference in the students' problem-based learning outcomes when group according to the teaching method. Result revealed that there is a significant difference in the students' problem-based learning outcomes when group according to the teaching method as to explanation problem, fact-finding problem, strategy problem and moral dilemma. It also showed that students performance outcome as to their PBL in terms of explanatory knowledge, descriptive knowledge, procedural knowledge and personal knowledge fall under the category of proficient level.

The Effect of Online Problem-Based Learning Methods on Students’ Performance

The COVID-19 pandemic has a significant impact on the education process in higher education institutions. The medical faculty is forced to adapt by implementing distance learning. The entire face-to-face learning is replaced with virtual meetings to prevent transmission of the COVID-19 virus. Problem-based learning (PBL) is carried out online. This study aimed to analyse students' performance during an online PBL in terms of their content knowledge about the modules. The study was conducted in the 2019/2020 academic year with 92 respondents enrolled in the Neuropsychiatry course. The students’ performance was measured by direct observation using a rubric filled out by the tutor during the session. Content knowledge about the module was measured by test, before and after the PBL. A cross-sectional study design was used in this study. The results showed a statistically significant increased score between pre and post-test (with p-value < 0.000, Wilcoxon signed-rank test) with an overall better performance of the students during the online PBL. Students showed good participation and communication skills, even though the discussions were done synchronously via teleconferencing. They had the ability to apply and link concepts to problems and draw valid conclusions. As a conclusion, there was a weak association between students’ performance and their knowledge of the module contents shown by the increasing score in the test. The limitations or obstacles during online PBL can be overcome with better preparation from the students with sufficient digital literacy, self-regulation, and adequate internet network support.

Kemampuan Berpikir Kritis Siswa pada Pembelajaran Online Inquiry dan Problem Based Learning (PBL)

Penelitian ini dilatarbelakangi oleh guru yang harus tetap membantu siswauntuk mengembangkan kemampuan berpikir kritis siswa walaupun di era pandemi COVID-19. Digunakan pembelajaran online Inquiry dan PBL dengan aplikasi Zoom Cloud Meeting, sebab berdasarkan beberapa penelitian sebelumnya, pembelajaran Inquiry an PBL dapat meningkatkan kemampuan berpikir kritis siswa. Tujuan penelitian ini adalah untuk melihat perbedaan kemampuan berpikir kritis siswa SMP pada pembelajaran online Inquiry dan PBL ditinjau dari kemampuan awal siswa, serta melihat interaksi antara pembelajaran online Inquiry dan PBL, dan kemampuan awal siswa terhadap kemampuan berpikir kritis siswa. Penelitian ini menggunakan desain quasi experimental nonequivalent control group design,dilakukan di kelas VIII SMP Negeri 7 Kota Jambi dengan menggunakan 3 kelas, yakni 2 kelas eksperimen dan 1 kelas kontrol yang dipilih dengan metode simple random sampling. Hasil penelitian diuji dengan one way dan two way ANOVA, menunjukkan terdapat perbedaan kemampuan berpikir kritis siswa berkemampuan awal tinggi, sedang dan rendah setelah diajarkan dengan pembelajaran Inquiry dan PBL, namun tidak terdapat interaksi antara pembelajaran online Inquiry dan PBL dengan kemampuan awal siswa terhadap kemampuan berpikir kritis siswa.

Student's Worksheet According to Problem Based Learning Reviewed from Understanding Mathematical Concept

Due to the limited Student Worksheets (SW) that are specific to the aspect of understanding concepts encourage the need for breakthroughs to develop them. This study aims to produce teaching materials as student worksheets with Problem Based Learning (PBL) on the understanding of mathematics concepts in grade VII students and describe the quality of SW based on aspects of validity, practicality, and effectiveness. The SW development model uses the ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The SW that is developed must meet the following criteria: valid, practical, and effective. The results of the validity assessment of the material and media experts and the assessment of teachers in schools obtained an average score of 4.23 (maximum score of 5.0) with excellent criteria. The practicality aspect is stated based on the questionnaire of students' responses when learning takes place with an average score obtained at 3.30 (maximum score of 4.0) with a good category. Then, the effective criteria are shown from the results of the students' mathematical concept ability tests through the problem description, which consists of seven indicators of understanding mathematical concepts. Obtained a score of each indicator 64.5; 82.0; 75.0; 92.7; 86.4; 65.6; and 63.5 shows that each indicator has a good category above. So based on the results of aspects of validity, practicality, and effectiveness shows that SW with PBL in terms of understanding mathematical concepts can be applied in students' learning at school. This SW is expected to have a positive contribution to improving students' understanding of mathematical concepts in school.

Influence of the use of technology through problem based learning and Inkuiri models are leading to scientific communication students class VII

Problem Based Learning (PBL) and guided inquiry learning model develops intellectual ability as part of mental process. The purpose of this research is to know the difference of scientific communication ability between students who learn to use PBL model and guided inquiry, and to know whether there is influence the use of technology through PBL model and guided inquiry model to student scientific communication. The experimental research was conducted in 2 schools (SMP & MTs) Grobogan District. Examples consisted of 10 classes with 6 PBL model learning models, 4 guided inquiry model and 1 control class. The sample size is 352 students. Instruments using student worksheets and student research reports. The analysis used a one way variance with a significance level of 5% supported by students' skill and classical completeness. The results show the PBL model by giving the video at the beginning of learning gives the biggest influence with the average 83.615. The conclusion of this research is the better model of PBL in terms of individual capability, guided inquiry model better in terms of classical mastery. Improving scientific communication skills more effectively using PBL by providing video at the beginning of learning, followed by guided inquiry model with scientific reasoning. scientific communication skills more effectively using PBL with early video-giving activities and guided inquiry models with scientific reasoning.

RESPON MAHAMAHASISWA TERHADAP PEMBELAJARAN BERBASIS MASALAH DITINJAU DARI AKTIVITAS MAHASISWA KETIKA BELAJAR TEORI BILANGAN

The purpose of this study is to see the response of students to problem-based learning in terms of student activities when studying number theory. The research subjects were students of the Tadris / Mathematics Study Program at the State Islamic Institute (IAIN) Padangsidimpuan in the third semester of the 2017-2018 academic year. This type of research is descriptive research using a qualitative approach. The results of the study showed that from 9 categories of observations of active student activities, all observation categories met the specified tolerance limits. While the criteria for achieving effective time in active activities of students in this study at least 7 (seven) of the 9 (nine) categories of observations meet the specified tolerance limits. Thus, it can be concluded that the student response to PBM in this study is positive because the active activities of students in this learning are effective.

Implementation of Problem-Based Learning in terms of Student Mathematical Creative Thinking

One of the goals of mathematics teaching is that students have the ability to think creatively. The ability to think creatively is one of the important factors of learning goals for giving knowledge solely to students will not be much help in everyday life, so learning should be able to develop the attitudes and abilities of students that can help to deal with problems in the future creatively. Creative thinking is a thought process that is able to provide ideas or different ideas that can then be transformed into new knowledge and the answers you need. “Think of creative or divergent thinking is to provide a variety of possible answers based on information supplied by the emphasis on the diversity of answers and suitability”. There are four characteristics of creative thinking, namely: fluency (fluency, lose a lot of ideas), flexibility (flexibility, change perspectives with ease), originality (originality, composing something new), and elaboration (elaboration, another idea developed from an idea). Creative thinking is the focus of observation. Therefore, we need a model of learning appropriate to enhance the creative thinking of students is a model Problem-Based Learning (PBL).

An analysis of medical students' reflective essays in problem-based learning.

PurposeThis study aimed to explore students’ learning experience in problem-based learning (PBL) particularly in terms of what they learned and how they learned in one Korean medical school by analyzing their reflective essays with qualitative research methods. MethodsThis study included 44 first-year medical students. They took three consecutive PBL courses and wrote reflective essays 3 times anonymously on the last day of each course. Their reflective essays were analyzed using an inductive content analysis method. ResultsThe coding process yielded 16 sub-categories and these categories were grouped into six categories according to the distinctive characteristics of PBL learning experience: integrated knowledge base, clinical problem solving, collaboration, intrinsic motivation, self-directed learning, and professional attitude. Among these categories, integrated knowledge base (34.68%) and professional attitude (2.31%) were the categories mentioned most and least frequently. ConclusionThe findings of this study provide an overall understanding of the learning experience of Korean medical students during PBL in terms of what they learned and how they learned with rich descriptive commentaries from their perspectives as well as several thoughtful insights to help develop instructional strategies to enhance the effectiveness of PBL.

Impacts of assignment in problem-based learning: A case study from chemistry

The use of problem-based learning (PBL) within undergraduate chemistry courses is increasing in popularity. Despite several previous reports describing the impacts of PBL in terms of students‟ motivation and interest in chemistry, evaluations of its impact with respect to student learning are virtually absent. Here, an evaluation of PBL case studies in chemistry is made by consideration of assessment performance data over a six year period. The performance data are considered at different stages of the undergraduate courses and are compared against related data from laboratory work and closed-book examinations. These performance data are complemented by student feedback. The analysis reveals that, regardless of level, students find PBL case studies enjoyable and motivating. In contrast, performance in assessed work is found to depend strongly on assessment criteria. Students perform comparably with other modes of assessment when the PBL case study assessment criteria are familiar to them. In contrast, when the assessment criteria demand wider consideration of PBL outcomes, typical of those appropriate for the latter stages of degree courses, lack of familiarity with such criteria appears to result in lower performance in assessments, despite careful counselling from the tutor.

Status of problem based learning in postgraduate anesthesia teaching: A cross-sectional survey.

Background:Anesthesia is a specialized branch of medicine with a very narrow margin of error. Incorporation of problem-based learning (PBL) in anesthesia post-graduate (PG) teaching enhances the critical thinking and problem-solving skills. It also helps in developing a broader prospective of clinical case scenarios. Case based discussions (CBD) are most widely practiced out of all PBL methods in anesthesia PG teaching.Materials and Methods:We conducted an anonymous questionnaire based, cross-sectional survey among 62 anesthesia residents from various medical institutions in a city of Delhi, India. We aimed to assess the current status of PBL by assessing the student satisfaction with CBD in anesthesia PG teaching, educational objectives accomplished with CBD and effectiveness of teaching curriculum in PG teaching with suggested modifications, if any.Result and Conclusion:We observed that CBD is lacking in many important key areas of PBL e.g., formulation of objectives, communication on the content and direction of PBL, facilitation skills, supplementation of inadequacies of CBD. However, CBD seems to be a valid method of PBL in terms of the educational objectives accomplished with it but increased motivation for learning is required. Majority of the students felt that PG teaching curriculum should be centralized, with increased emphasis on open interactive sessions regarding its effectiveness.

Student midwives' satisfaction with enquiry-based learning

Studies have evaluated enquiry-based learning (EBL) and problem-based learning in terms of student learning (Connelly and Seneque, 1999; Yeung et al, 2003; Williams, 2004), but the aim of this study was to listen to student midwives' experiences of EBL and evaluate their satisfaction with EBL as a teaching and learning strategy. The study took a qualitative phenomenological research approach. Analysis of the data identified five themes: students' satisfaction with EBL; impact on clinical learning; students' motivation; issues around group work; and the role of the facilitator. These themes are discussed in detail in this article with relation to available published literature. Overall, the students enjoyed and valued EBL as a learning strategy. A number of issues were identified and this article makes various recommendations to inform future developments in midwifery education.

Making Sense of Trying Not to Teach

To explore how a cohort of first-ever "foundation" tutors in a new problem-based curriculum characterized and made sense of problem-based learning (PBL). The sample consisted of all foundation tutors (n = 34) from The University of Liverpool's undergraduate medical curriculum, 1996-97, the first semester of the first year that PBL became a main vehicle for knowledge acquisition. The cross-sectional study design involved semistructured telephone interviews with the tutors about PBL and problem solving. The author taped and transcribed the interviews and conducted an inductive analysis of these qualitative data. All tutors responded, with interviews lasting about 20 minutes: 26/34 (76%) were men and 23 (68%) were medically qualified. Twenty-nine (85%) facilitated 19-21 of the 21 PBL sessions. Most tutors conceptualized PBL as being student-centered (68%), involving small-group work (53%), but ignored its reflective component. They conceptualized good PBL tutors diversely, but mostly as "knowing" when and how to intervene (41%) and empathizing with students (29%). Few tutors characterized PBL in terms of problem solving, yet over half agreed, cursorily, that they were intimately related. The tutors were generally unclear about this relationship. These tutors mostly characterized PBL positively as a philosophy, yet missed its reflective elements and were particularly challenged by their own fallibility in knowing when and how to intervene without teaching. Internal motivation and direct experience of PBL helped balance some of the tutors' confusion with the educational rationale, highlighting possibilities for future staff development.