Problem-based Learning Teaching Research Articles

Application of PBL Teaching Mode Combined with Traditional LBL Teaching Mode in Oral Anatomy and Physiology

Oral anatomy and physiology is the main course in the basic learning stage of stomatology which not only provides a solid theoretical knowledge for clinical subjects but also a basis subject for students to learn the following courses. Improving the quality of oral anatomy and physiology will have a profound impact on the students who major in stomatology. In the teaching practice, we try to combine the modern PBL (Problem-based learning) teaching method with the traditional LBL (Lecture-based learning) teaching method to improve the initiative and enthusiasm of students to study this course, thereby improving the teaching effectiveness of the Oral anatomy and physiology and lays the foundation for the study of other medical courses.

Innovative Research Courses for Materials Science Specialty Based on Problem-based Learning Mode

Material science and engineering is an interdisciplinary subject that require students not only have a deep understanding of materials, but also learn to analyze and solve practical problems in various cross-cutting fields. Problem-based learning (PBL) is a student-centered, problem-oriented teaching method. Innovative research short courses based on the PBL teaching mode for undergraduate students majoring in materials science can highlight the practicability and advancement of the course. This paper highlights how to mobilize students' learning enthusiasm and cultivate students' comprehensive innovation ability in combination with the characteristics of material science, as well as the teaching content. The reform of teaching methods and assessment methods is also discussed.

The impact of learner metacognition and goal orientation on problem-solving in a serious game environment

To understand the impact of learner metacognition and goal orientation on problem-solving, this study investigated 159 undergraduate students’ metacognition, goal orientations, and their problem-solving performances and processes in a laboratory setting using a Serious Game (SG) environment that adopts problem-based learning (PBL) pedagogy to teach space science. Utilizing cluster analysis, multiple regression, similarity measure and data visualization, this study analyzed multiple data sources, including computer log data, problem-solving performance scores, and survey data. The results show that both learner metacognition and goal orientation affected problem-solving. The findings of this study offer insights of how learner characteristics impact on problem-solving in SG environments with PBL pedagogy. It also contributes to understanding the design of SG environments to benefit learners based on their metacognitive levels.

STRUCTURING INTERDISCIPLINARY LEARNING USING TBL THROUGH PBL IN CARDIOVASCULAR DISEASES CASE UNIVERSITY OF ALGIERS

The study aims to show how can add a wide dimension to interdisciplinary learning using team-based learning (TBL) through problem-based learning (PBL) and facilitate the process of integration for cardiovascular disease (CVD) courses. However, the use of team-based learning through PBL as a pedagogical strategy also served to deepen learners’ understanding of CVD use real world problems in an undergraduate course of CVD. There were (60) preventive medicine learners who were selected and randomly divided into 2 groups: group 1 (n=30) with traditional teaching method and experimental group 2 (n=30) with team-based learning through PBL teaching methodology. The results of questionnaire showed that more than (90%) of experimental group learners thought team-based learning through PBL teaching approach could help to improve learning interest, independent thinking, and team collaboration. The most of learners had a positive attitude towards using team-based learning through PBL. To further their explanation of a topic or problem that needs two or more disciplines to solve problems related to risk factors of CVD. Learners combine, determine and develop information, concepts, methodologies and procedures from two or more disciplines to obtain deep knowledge, interpretation, abilities, and very often also to diagnose or solve real world problems. The perceptions of the university members for introduction of interdisciplinary learning using team-based learning through PBL at University of medicine Algiers were positive and encouraging. However, more workshops, online learning and virtual presentations emphasizing more on practical demonstrations were the felt need for successful structure of interdisciplinary learning.

Moral Identity and the Influence of PBL-E: A DSR Approach

The purpose of this study is to assess the influence of an ethics-focused problem-based learning pedagogy on students enrolled in an organizational ethics course. Complex problem-solving and ethica...

Implementation of flipped classroom combined with problem-based learning: an approach to promote learning about hyperthyroidism in the endocrinology internship

BackgroundWith the development of medicine, new teaching methods, such as flipped classroom and problem-based learning (PBL), have received much attention in medical education. However, the implementation of flipped classroom combined with PBL in endocrinology education has not been well investigated. Considering that both two teaching methods may complement each other, therefore, the aim of this study was to evaluate students’ learning effectiveness acceptability of the pedagogy between traditional lecture-based teaching methods and the combination of flipped classrooms with PBL teaching methods in the endocrinology internship.Methods74 fourth-year medical students at the Bengbu Medical College were enrolled in the endocrinology internship. Hyperthyroidism was chosen for the content of this study. The participants were randomly allocated into either the combination group of flipped classroom with PBL (CG) or the traditional lecture-based classroom group (TG). Both a pre-quiz and a post-quiz were conducted before and after the classes, respectively. All questions in the quizzes were classified into two aspects, basic theoretical knowledge and clinical case analyses based on the Bloom’s Taxonomy. The scores were compared and students were required to complete the questionnaire to evaluate their perceptions and experience.ResultsThe mean post-quiz scores of both the TG and the CG were higher than those of the pre-quiz. Additionally, the post-quiz showed that students in the CG had significantly higher scores in the TG. Further analysis found that after class, only the difference in clinical case analysis between CG and TG was significant. The scores of all items in the questionnaires were higher in the CG than in the TG. More students agreed that the combined teaching method could help to improve their performance, at the same time, it could increase their workload.ConclusionsThe combination of the flipped classroom and PBL teaching approach could be a better option over the traditional lecture-based classroom in the teaching of hyperthyroidism during endocrinology internship, although it can increase students’ workload. To be widely accepted and implemented, further optimizations are required.

Peningkatan Kualitas Pembelajaran IPA Melalui Model Pembelajaran Problem Based Instruction (PBI) dengan Media Kartu Pintar pada Siswa Kelas III SD Negeri 64/IV Kota Jambi Semester Genap Tahun Pelajaran 2017/2018

Background problems in science learning, teachers do not involve students in investigations, students are less trained in developing work (products). The concepts mastered by students are only given by rote by the teacher, students are not taught through a process of discovery that is problem-oriented in everyday life. Based on these problems, the most appropriate solution is to implement the PBI model with smart card media. The general problem formulation is how to improve the quality of science learning in class III 64 / IV SD Negeri Jambi. Whereas specifically is whether through the Problem Based Instruction learning model with smart card media can improve teacher skills, student activities, and student learning outcomes in class III science learning at SD Negeri 64 / IV Jambi City. The general objective of this study was to improve the quality of science learning in third grade students of SD Neegri 64 / IV Jambi City. Specifically, it is to improve teacher skills, student activity, and learning outcomes in class III 64th Natural Science learning. This type of research is classroom action research, using the Problem Based Instruction model with smart card media that is applied in three cycles. Each cycle consists of two cycles with four meetings and four stages, namely planning, implementation, observation, and reflection. Subjects of the study were third grade students of SD Neegri 64 / IV Jambi City even semester 2017/2018. Data collection techniques used tests to measure learning outcomes and student activities using instruments, and observation formats for teacher management in classroom learning. The results of the study showed that for the management of learning in the classroom in cycle 1 was a score of 32, cycle 2 received a score of 38 and cycle 3 obtained a score of 48 with good criteria. The results of the study The activities of students obtain an average score of two meetings in cycle 1 is 25.85 with sufficient criteria; The cycle obtained a score of 45 with good criteria. In cycle 3, the score obtained was 34.25 in the good category. While for student learning outcomes the average percentage of classical completeness from the two meetings in cycle 1 was 56.41%. Cycle 2 obtained the percentage of classical completeness was 64%. In cycle 3, the percentage of classical completeness was 82%. The results of this study have shown that the indicators of success have been achieved so that this study was declared successful. As for the conclusions of this study, through the Problem Based Instruction (PBI) model with smart card media can improve teacher learning management, student activities and learning outcomes of class III SD Neegri 64 / IV Jambi City at even semester 2017/2018 school year.

Improving student problem-solving skill and cognitive learning outcome through the implementation of problem-based learning

Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation of problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students. Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation o f problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students.

Analisis Kemampuan Berpikir Kritis Matematis: Dampak Model Pembelajaran Problem Based Instruction

This study aims to improve students' critical thinking skills through the application of Problem Based Instruction learning models. This research is a quasi experiment. The research subjects in this study were students of class VIIIA SMP Negeri 24 Bandar Lampung Academic Year 2017/2018 with a total of 32 students with a cluster random sampling technique. The required data is obtained through observation, documentation and tests using description questions. The collected data was analyzed by quantitative analysis techniques. The instruments used to collect data are tests of critical thinking skills. Data from the test results and observation sheets were analyzed quantitatively. The results showed that students 'critical thinking skills in the control class were 14.23% and included in the low category, while in the experimental class students' critical thinking abilities reached 87.5% or included in the high category. So, it can be said that the Problem Based Instruction learning model can improve students 'critical thinking skills, where students' critical thinking abilities increase from each cycle. So that the Problem Based Instruction learning model can be applied in learning both in mathematics and in other lessons.

Effect of integration of humanistic concern into problem-based learning in the teaching of anorectal surgery

Objective To investigate the feasibility and practical value of the integration of humanistic concern into clinical problem-based learning (PBL) teaching. Methods A total of 112 undergraduate medical interns in Department of Colorectal Surgery were enrolled and randomly divided into experimental group receiving PBL teaching integrated with humanistic concern and control group receiving PBL teaching alone. Theoretical examination, operation examination, and patient satisfaction survey were performed after practice training to evaluate the teaching effect of the two groups. GraphPad Prism 6 software was used for statistical analysis of data, and the t-test was used for comparison of continuous data between the two groups. Results Compared with the control group, the experimental group had significantly higher scores of medical history collection (22.57±2.63 vs 20.87±3.08, t=3.124, P=0.002) and operation skills (31.42±2.89 vs 29.87±4.72, t=2.107, P=0.037), but there were no significant differences between the two groups in the scores of theoretical examination (90.60±3.19 vs 90.52±3.38, t=0.129, P=0.898) and medical record writing (20.78±2.79 vs 20.65±3.51, t=0.215, P=0.830). Compared with the control group, the experimental group had a significantly higher degree of patient satisfaction with service attitude (3.94± 1.07 vs 3.22±1.09, t=3.256, P=0.002), trust (3.85±1.16 vs 3.22±1.05, t=2.759, P=0.007), and communication skills (3.92±1.03 vs 3.16±1.03, t=3.652, P=0.000), but there were no significant differences between the two groups in the scores of operating skills (3.60±1.09 vs 3.67±1.10, t=0.281, P=0.779) and arrangement of medical procedures (2.74±1.10 vs 3.02±1.02, t=1.312, P=0.193). Conclusion The integration of humanistic concern into PBL teaching of anorectal surgery can improve students’ clinical operation ability and degree of patient satisfaction. Key words: Problem-based learning; Humanistic concern; Anorectal surgery; Teaching method

The increase in the ability of students to make research proposals through problem based instruction learning model

Penelitian yang dilakukan bertujuan mengetahui dalah hal tingkat pemahaman, evektivitas dan kendala yang dihadapi oleh mahasiswa setelah mengikuti pembelajaran dengan metode Problem Based Instruction. Pengumpulan data menggunakan metode Wawancara, Observasi, Dokumentasi, Studi Pustaka sedangkan metodologi analisis data menggunakan statistik diskriptif dengan mikrosoft office excel. Hasil olah data dari peneltian dapat di ketahui pada a)aspek pemahaman mahasiswa sangat baik, b)aspek evektivitas pembelajaran hasil sangat baik, c)sedangkan aspek kendala mahasiswa dengan hasil cukup. Dengan hasil yang telah diolah dapat disimpulkan a)aspek pemahaman mahasiswa dapat dikatakan bahwa mahasiswa sudah memahami bagaimana dasar terkait bagaimana mneyusun proposal baik penelitian atau proposal skripsi, dengan memahami mata kuliah metode penelitian. b)aspek evektivitas dalam pembelajaran sudah baik dimana penerapan metode Problem Based Instruction yang di terapkan mahasiswa lebih aktif dalam pembelajaran, berpikir kritis, termotivasi, dan mendapatkan tambahan ilmu pengetahuan dalam membuat proposal . c)sedangakn asfek kendala, ada sedikit kendala bagi mahasiswa terhadap pemunculan ide dan pengolahan data hasil penelitian. Dengan adanya tugas, diskusi, dan berkomunikasi dengan baik antara mahasiswa dengan dosen diharapkan menjadi solusi terhadap permasalahan yang dihadapi.

PENGGUNAAN MODEL PROBLEM BASED INSTRUCTION DENGAN MEDIA KARTU PINTAR UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS III SDN 47 KOTA JAMBI

Science subjects need to be given to all students starting from elementary school to equip students with the ability to develop knowledge and understanding of science concepts that are useful and applicable in everyday life. Application of the Problem Based Instruction model is learning that involves the presentation of authentic and meaningful situations and serves as a basis for investigation and investigation for students. The formulation of the problem in this study is: Is the Problem Based Instruction model with smart card media able to improve science learning outcomes in third grade students of SD 47 / IV Jambi? From the results of data analysis, it was found that student learning achievement experienced an increase from cycle I to cycle III, namely, cycle I (67.65%), cycle II (76.62%), and cycle III (87.50%). The conclusion of this study is that Problem Based Instruction learning methods with Smart Card media can have a positive effect on learning motivation of Students of Jambi Elementary School 47 / IV Class III of Semester I 2018/2019 academic year and this learning model can be used as an alternative teaching field of study Natural Sciences.

EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION BERPENDEKATAN ETNOSAINS UNTUK MENINGKATKAN KETERAMPILAN GENERIK SAINS SISWA PADA MATERI STOIKIOMETRI

This study aims to determine the effect of problem based instruction learning model with ethnoscience science approach to students' generic science skills on stoichiometric material. This research is a quasi-experimental method with times series design. Determination of the sample using purposive sampling technique. Data collection techniques were carried out by measuring question instruments, observations, and open interviews. The pretest and posttest implementation in this study was conducted four times. There are five aspects of generic science skills measured in this study, namely aspects of concept building, mathematical modeling, symbolic language, direct observation, and indirect observation. The results of the study obtained N-Gain values for each different aspect. N-Gain conceptual aspects of 0.776 (height), mathematical modeling aspects of 0.625 (medium), symbolic language assumptions of 0.607 (moderate), direct observation aspects of 0.725 (high), and indirect observation aspects of 0.604 (medium). To test the hypothesis, non-parametric t-test is used because the data obtained is not normal. Based on the t test that has been done, it is obtained the data of sig 2 tailed value of 0,00 where 0,00 <0,05, meaning that there is a significant effect on the use of problem based instruction learning model with ethnoscience approach towards students' generic science skills in stoichiometric material. This model is also effective in improving students' genetic skills in stoichiometry material seen from the high number of effect sizes, namely on the aspect of building with effect size of 98%, mathematical modeling by 96%, symbolic language by 96%, direct observation by 98%, and indirect observation of 92%. Individual mastery obtained is 71.32 (complete), while the classical completeness obtained is equal to 55.70% (incomplete).

PENGGUNAAN MODEL PROBLEM BASED INSTRUCTION DENGAN MEDIA KARTU PINTAR UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS III SDN 47 KOTA JAMBI

Science subjects need to be given to all students starting from elementary school to equipstudents with the ability to develop knowledge and understanding of science concepts that areuseful and applicable in everyday life. Application of the Problem Based Instruction model islearning that involves the presentation of authentic and meaningful situations and serves as abasis for investigation and investigation for students. The formulation of the problem in thisstudy is: Is the Problem Based Instruction model with smart card media able to improvescience learning outcomes in third grade students of SD 47 / IV Jambi? From the results ofdata analysis, it was found that student learning achievement experienced an increase fromcycle I to cycle III, namely, cycle I (67.65%), cycle II (76.62%), and cycle III (87.50%). Theconclusion of this study is that Problem Based Instruction learning methods with Smart Cardmedia can have a positive effect on learning motivation of Students of Jambi ElementarySchool 47 / IV Class III of Semester I 2018/2019 academic year and this learning model canbe used as an alternative teaching field of study Natural Sciences.

Observational Application Comparing Problem-Based Learning with the Conventional Teaching Method for Clinical Acupuncture Education

Aim Although the problem-based learning (PBL) teaching method was introduced in 1969, its rapid and widespread application in Malaysia started in 1979. This study aimed to evaluate satisfaction with PBL compared to that of conventional learning, using satisfaction surveys and the Rosenberg Self-Esteem scores, of students learning clinical acupuncture at the School of Traditional Chinese Medicine (TCM), Xiamen University Malaysia. Method The participants of this study (N=36) were registered for a bachelor's degree program in TCM in 2016 and enrolled in the Science of Acupuncture and Moxibustion course beginning in September 2018. The students were randomly allocated into two groups: PBL group and conventional group. A self-administered learning satisfaction survey and the Rosenberg Self-Esteem scores were used for data collection. An independent sample t-test was used to compare the results between the two groups. A p-value <0.05 was considered significant. Results The results of the learning satisfaction survey and Rosenberg Self-Esteem scores were significantly better in the PBL group than in the conventional group (p<0.05). Conclusions PBL appears to be more effective for clinical acupuncture education than the conventional teaching method. However, further studies are needed to identify the mechanisms by which PBL excels in clinical acupuncture education, as well as other related TCM fields.

The application of problem based learning (PBL) based on lesson study for learning community (LSLC) to improve students’ creative thinking skill

One of the important factors determining the ability of a nation in facing the challenges of the globalization era with the existence of qualified human resources is through the optimization of the role of education. The 2013 curriculum aims to prepare Indonesian people to have creative thinking skills. Creative thinking can be built when students do the process of solving problems scientifically, and it is done in small groups through Problem Based Learning (PBL). In learning, students in groups find their own solutions to the problem while the teacher acts as a facilitator. In small groups, students also collaborate, learn, and care for each other so that no student feels neglected through Lesson Study for Learning Community (LSLC). This study aimed to improve students’ creative thinking skills by applying tools learning through PBL-based LSLC. This research was a 4-D model development study from Thiagarajan which was analyzed using validation sheets. This research was carried out in Islamic junior high school, and the research subjects were students of class VIII A. The results showed that (1) based on the test results that the application of LSLC-based PBL teaching administrations had a significant effect on students’ creative thinking abilities, (2) students’ attitudes, activities, and creative thinking processes increased after applying the teaching administrations that contained the PBL syntax based on LSLC.

PENGARUH PENERAPAN STRATEGI PEMBELAJARAN PROBLEM BASED INSTRUCTION DENGAN MEDIA VIRTUAL LABORATORY TERHADAP HASIL BELAJAR SISWA

Abstract This research is motivated by the low level of learning outcomes of the students of science class XI at Bernas Binsus State Senior High School Pelalawan Regency. Therefore the experiment research is conducted by pre-test and post-test scheme to discover the effect of problem based instruction learning model by virtual laboratory media toward learning outcomes of class XI students at Bernas Binsus State Senior High School Pelalawan Regency at the subject of buffer solution. The subjects of the research are the students of class XI science in the year of 2015-2016 with two classes as samples: class XI science 3 (experiment) that consists of 28 students and class XI science 2 (control) that consists of 29 students. The research data is collected by using observation, initial data test which is homogeneitytest and final data test which are pre-test dan post-test, and documentation. To discover the effect of the implementation the learning model toward the learning outcomes, the formula of partial equilibrium (Kp) is employed. The effect differences are analyzed by t test polled varians. Analysis result of initial and final data indicates that t-counting = 2.79 and t-table = 1.67 in the significance rate of 5%. The value of t-counting &gt; t-table that makes Ho is rejected and Ha is accepted. It indicates that there is a correlation of the implementation of Problem Based Instructionlearning model with virtual laboratory media toward learning outcomes of the students of class XI Bernas Binsus State Senior High School Pelalawan Regency at the subject of buffer solution, with the effect of 12.43 %. Keywords: Problem Based Instruction, Virtual Laboratory Media, Learning Outcome.

The effectiveness of problem-based learning in technical and vocational education in Malaysia

PurposeThe purpose of this paper is to examine the impact of the use of problem-based learning (PBL) with engineering students at a technical university in Malaysia.Design/methodology/approachThe setting provided a unique opportunity to evaluate the impact of PBL, since Universiti Kuala Lumpur offers both the traditional, predominantly classroom-focussed approach to engineering and the more hands-on approach referred to as Higher Technical and Vocational Education and Training (HTVET). The study sample consisted of 453 third-year students’ enroled in both programmes at Universiti Kuala Lumpur.FindingsStudents in the HTVET programme responded better to PBL teaching methods, as evidenced by improved performance on written as well as lab-based assessments. This result indicates that students using the hands-on approach advocated by HTVET tend to obtain the greatest benefit from experiential, student-centred learning approaches. The analysis suggests the possibility that the PBL approach is a moderator of student performance in HTVET programmes. This possibility merits further investigation.Research limitations/implicationsThe sample included students from only one institution of higher learning, which was chosen because both types of programmes are offered there. In addition, the current study does not consider potential mediating or moderating variables.Originality/valueThe findings provide an empirical basis for implementing PBL as a form of experiential learning at higher education institutions, especially those using the HTVET model. Furthermore, they provide a justification for designing curriculum structures and student learning time with an emphasis on active and experiential learning, thereby maximising the effectiveness of a hands-on approach, rather than the “minds-on” theoretical approach advocated by traditional engineering programmes in enhancing the teaching and learning experience.

The effectiveness of problem-based learning in pediatric medical education in China: A meta-analysis of randomized controlled trials.

Background:The aim of this meta-analysis is to assess the effectiveness of problem-based learning (PBL) in pediatric medical education in China.Methods:We searched Chinese electronic databases, including the China National Knowledge Infrastructure, WanFang Data, the China Science Periodical Database, and the Chinese BioMedical Literature Database. We also searched English electronic databases, including PubMed, Embase, and the Cochrane Central Register of Controlled Trials. We searched for published studies that compared the effects of PBL and traditional lecture-based learning (LBL) on students’ theoretical knowledge, skill, and case analysis scores during pediatric medical education in China. All randomized controlled trials (RCTs) were included.Results:A total of 12 RCTs were included, with a total sample size of 1003 medical students. The PBL teaching model significantly increased theoretical knowledge scores (95% confidence interval [CI], 0.79–1.52; P < .00001), skill scores (95% CI, 0.87–2.25; P < .00001), and case analysis scores (P < .00001, I2 = 88%) compared with those using the LBL teaching model alone.Conclusion:The current meta-analysis shows that PBL in pediatric medical education in China appears to be more effective than the traditional teaching method in improving theoretical knowledge, skill, and case analysis scores. However, a more controlled design of RCT is needed to confirm the above conclusions in future work.

UPAYA MENINGKATKAN PEMAHAMAN KONSEP MAHASISWA DENGAN MENGGUNAKAN MODEL PROBLEM BASED INSTRUCTION PADA MATA KULIAH ANALISA VEKTOR UNIVERSITAS GRAHA NUSANTARA PADANGSIDIMPUAN

This research type is Classroom Action Research with student population of sixth semester Graha Nusantara University which amounted to 26 people with object model of learning using problem based instruction as an effort to improve concept understanding student study on vector analysis course. The results showed the results of concept comprehension siclus I test with problem-based instruction obtained percentage of 69.23% sufficient criteria and on the second siclus obtained percentage of 84.62% good criteria. Based on the observation of student activity on the first cycle obtained student activity levels of 70.56% with sufficient category and on the second cycle increased student activity to 86.68% with good category. As for the observation of lecturer ability of cycle I obtained the average value 3,428571 with the category of "Good" and cycle II increased to 4.107143 with the category of "Good". The conclusion of this study is the use of problem based instruction learning models can improve students' understanding of concepts in vektor analysis subjects.