Problem-based Learning Materials Research Articles

PENGEMBANGAN E-MODUL MATEMATIKA BERBASIS PROBLEM BASED LEARNING UNTUK MEMECAHKAN MASALAH MATEMATIKA MATERI KECEPATAN DAN DEBIT DI SEKOLAH DASAR

The lack of learning media innovation in the form of technology-integrated e-modules is the background of this research. In addition, the low conceptual understanding of solving math problems in elementary school students needs media renewal in the form of e-modules with a problem-based approach or Problem Based Learning. The objectives achieved in this study were (1) to describe the process of developing a mathematical E-Module based on speed and discharge Problem Based Learning material in Elementary Schools (2) to determine the feasibility of a Mathematical E-Module based on speed and discharge Problem Based Learning material in Elementary Schools. This research includes the type of research and development or Research and Development (R&D) with the 4D development model used in this research but is only limited to 3 stages namely Define, Design, Develop. The data collection method uses validation questionnaires and unstructured interviews. While the data analysis technique used by researchers is qualitative data analysis to describe the product development process and quantitative data to determine product feasibility. The results obtained from this study are in the form of problem-based learning-based mathematical e-module development products on material speed and discharge in elementary schools which go through three stages with the results of the due diligence product assessment by media expert validators, material experts, and linguists getting the category " Very Decent”.

Pengembangan Media Pembelajaran Melalui Website Berbasis Masalah Materi Sistem Reproduksi Kelas IX MTS Negeri Mamuju

This study aim to Development Of Learning Media Through Website Problem Based Learning that is valid, practical, and effective. This study is a research and development with ADDIE development models, which consists of analyze, design, development, emplementation, and evaluation. The participant of this study was The Ninth (9th) Grade MTs Negeri 1 Mamuju with a total of 30 participants. The instruments used in this study were validation sheets to collect data validity of Development Of Learning Media Through Website Problem Based about content and product, observation sheets to collect data about practically, teacher and student response quetionnaires, and test on student result study. The Development Of Learning Media Through Website Problem Based Learning Materials Of Reproductive System were developed yhen tested for validity until it was declared valid by validator and then it was implemented in the classroom to determine the practically through the implantation observation, teachers an students response quetionnaires also the effectiveness of this product thorugh students learning outcomes results. The results of the observation of implementation met the validity status. Teacher response toward the product were positif, Students response toward the product were positif. The resulst of student learning outcome met the criteria effectiveness criteria because there found the increase value of student learning outcome. This, it can be concluded that the The Development Of Learning Media Through Website Problem Based Learning Materials Of Reproductive System At The Ninth (9th) Grade MTs Negeri 1 Mamuju have met valid, practical, and effective criteria.

Video-Assisted Versus Traditional Problem-Based Learning: A Quasi-Experimental Study Among Pediatric Nursing Students.

The text-assisted problem-based, methods traditionally used to teach nursing students cannot adequately simulate holistic clinical situations and patient symptoms. Although video-assisted, problem-based learning methods combined with text have shown positive results in terms of improving comprehension and cognitive abilities, some studies have shown these methods to be inferior to text-assisted methods in terms of promoting deep critical thinking in medical students. This study was designed to assess the benefits in nursing education of video-assisted, problem-based learning using online multimedia technologies compared with text-assisted, problem-based learning using traditional face-to-face classes. A quasi-experimental, nonequivalent control group, preintervention-and-postintervention design was used. The experimental group (n = 31) received video-assisted, problem-based learning materials with multimedia technologies (video scenarios, Google Docs worksheets, Google slides, Zoom cloud meetings, and e-learning management system) and weekly online lectures (100 minutes) for 4 weeks. The control group (n = 35) received text-assisted, problem-based learning materials with traditional face-to-face classes and weekly lectures (100 minutes) for 4 weeks. The study data were analyzed using chi-square, Fisher's exact, and independent t tests as well as analysis of variance. At posttest, learning motivation (t = 3.25, p = .002), academic self-efficacy (t = 2.41, p = .019), and self-directed learning (t = 3.08, p = .003) were significantly higher in the experimental group than in the control group. Video-assisted, problem-based learning using multimedia technologies was shown to be effective in increasing learning motivation, academic self-efficacy, and self-directed learning in nursing students. These findings have implications for the development and planning of contactless classes in response to the coronavirus pandemic. Notably, no intergroup differences were found in terms of problem-solving skills. Future studies should include in-depth reviews and assessments of the difficulties faced in producing problem scenarios as well as the methods of instruction.

Problem-Based Learning Materials in Upskilling Mathematics Critical Thinking Skills

This study aimed to determine the effectiveness of Problem-Based Learning (PBL) material to the critical thinking skills of Grade 10 students in Mathematics. The study used experimental research design by measuring the improvement on the performance of the students after the implementation of the researcher-made PBL material. It also used survey strategy to assess the acceptance of the students on the quality of the developed PBL material and correlated the results with the critical thinking skills before and after the use of the material using paper and pen test. Results revealed that learning experiences relate to inferring, communicating, and problem-solving. There is also significant relationship between learning outcomes and communicating and problem solving. Both effectiveness and efficiency and user-friendliness significantly relate to communicating learning experience while congruence relates significantly to all critical thinking skills. Thus, learners’ use of the PBL material increases their critical thinking skills as evidenced by the t–test results showing significantly different critical thinking skills before and after the use of PBL material. With the improved level of students’ critical thinking skills, the PBL material may be used as a supplementary in the delivery of the lessons in any subject area.

The Improvement of Student's Critical Thinking Skills on Motion System Material through the Use of Digital Book based on Problem Based Learning

One of its competency that students must have to face the 4.0 era is the critical thinking skills. These skills can be trained using appropriate learning media, one of which is by using digital books based on problem-based learning. The purpose of this study was to analyze the effectiveness of using problem-based books, problem-based learning materials, and analysis systems on students' critical thinking skills. The research sample was taken using purposive sampling method with a total of 108 students. Based on the results of the study, the average student learning outcomes obtained a score of 67. The results of the N-gain analysis with the medium category showed that digital-based learning problem-based books were effective for improving students' critical thinking skills. The results of the analysis with the Paired Sample t-test showed that the probability value (sig) 0.000 <0.05 means that there are differences in critical thinking skills between before and after using problem-based learning-based digital books. Thus it can be concluded that the use of digital books based on learning materials based on problems with the motion system is effective in improving students' critical thinking skills.

Service Learning Opportunity for Undergraduate Science Students: Integrating Problem-Based Learning in the High School Science Curriculum

A service learning course has been developed through which undergraduate science students create problem-based learning materials for use in high school science classes. Undergraduate students research active learning pedagogies with a specific focus on problem-based learning, create original materials to be used in grades 11 and 12 chemistry and environmental science classes, and work in coordination with secondary school teachers to facilitate the use of their original problems in high school classes. For many of the participating students, this is their first experience with self-directed learning and a rare opportunity to develop pedagogical content knowledge. Beginning through a partnership with a single high school teacher, this program has expanded to include nine teachers at five different schools, and interest continues to grow. This article presents the motivations and goals of the course for participating students, the structure and outline of the course, sample works that have been created by students, as well as some student outcomes from past sessions of the course.

Design of Teaching Material for Problem-Based Learning to Improve Creative Thinking Skills

Creative thinking plays an important role in student learning and is part of the higher-order thinking skills that need to be developed in students. Students who have low creative thinking skills will have difficulty solving problems that require higher order thinking skills. Teaching materials that integrate creative thinking skills will help students develop creative thinking skills. One learning resource that can be used as a tool to improve the process of creative thinking is a module. This study aims to design a mathematical module based on the Problem-Based Learning model to improve students' creative thinking abilities. This research uses descriptive qualitative. Data collection instruments include validation guidelines and observation guidelines. Observation guidelines are used to identify the appropriate module criteria. Validation guidelines are used to validate module design by experts. Data were analyzed using the Miles Huberman model consisting of data reduction, data display, and conclusion drawing. This research resulted in a module design. The results showed that the quality of design in the category was very good for improving students' creative thinking skills. Research contributes to designing modules that integrate creative thinking skills. The design of this module can be used by teachers in developing learning resources so that students have creative thinking skills.

The Development of Problem-Based Learning Material for Integrated Science Subject in Primary Teacher Education Program

This research and development aim to develop a learning material for the learning improvement quality of Primary Teacher Education (PGSD) students in Integrated Science subject. The research method used is Borg and Gall model. The research stages are: (a) curriculum analysis, the students’ and teachers’ need analysis, (b) the learning material development stage which is analyzed by experts’ judgment, and (c) the pilot stage. The research instruments are observation sheets, interview guides, validation sheets, teachers and students’ response questionnaires, tests, performance assessment sheets, and attitude questionnaires. The results show that the learning material is valid, practical and effective to improve Integrated Science subject learning quality.

What Ifs and Multi-directional symptoms PBL cases: two simple and functional adjuncts to problem-based learning materials

Although problem-based learning (PBL) is widely used in medical education for its many virtues, a number of deficiencies exist. As means of enhancing the experience of PBL for students, two relatively simple adjuncts to PBL are presented. What Ifs are short hypothetical scenarios, appended to the end of a PBL case, that require students to revisit elements of the PBL case just completed and apply their newly acquired knowledge to clinical reasoning in an altered scenario or to explore anew another dimension of the PBL case. Multi-directional symptoms PBL cases are cases where a common presenting symptom, rather than a specific pathology, is the focus of the PBL case and, following a core narrative of the initial patient presentation, a series of independent continuation narratives with appropriate histories, examination findings and investigation results, lead students to divergent diagnoses and management issues. In addition to keeping the PBL process fresh by rotating new materials regularly, these adjuncts extend the PBL process in the direction of case-based learning.

READING MATERIAL DEVELOPMENT OF DESCRIPTIVE TEXT BASED ON PROBLEM BASED LEARNING GRADE X STUDENTS OF ELECTRICAL ENGINEERING AT SMK SINAR HUSNI MEDAN

The aims of this research were: (1) to find out the suitable the reading materials for grade eight students of SMP N 1 Kotapinang, (2) to find out how to design English reading materials based on problem based learning which is suitable to the needs of students of SMK Sinar Husni Medan. The research was conducted by Research and Development (R & D) design through six stages; gathering information and data,analyzing data, designing materials, validating by experts, revising, and final product. The subject of this research was class X students of SMK Sinar Husni Medan consisting of 38 students. The instrumentations for collecting the data were questionnaire and interview. After , anlyzing the data, the researcher got the students’ needs. The data were gathered by administering interview and distributing the questionnaire to 38 students to get the students’needs. The interview and questionnaire results proved that the students needs English reading materials which cointain English relating to their daily life environment. Thus, developing English reading mateials were descriptive text. The products have been validated by experts. The average scores are 5,17 from English Lecturer and 4,68 from English Teacher. It means the developing materials categorized as relevant or appropriate for Grade X Students of SMK Sinar Husni Medan. This research developed Problem Based Learning materials. It covers reading skill and consists of introduction, main lesson and reinforcement tasks. The input was in the form of written texts, vocabulary list and grammar explanation. The students were encouraged to do discussion and involve in active investigation to solve and do tasks. Most of the tasks are done in a small group discussion and in pairs. Based on the results of materials evaluation, the content, language, presentation and graphic of the developed materials are considered appropriate. Keywords : Research and Development (R & D, Problem Based Learning ,Descriptive Text

Effectiveness of Problem-Based Learning Module as An Instructional Tool in Improving Scientific Argumentation Skill

Scientific argumentation skill required to be mastered in this era. Unfortunately many students still have strunggle improving their scientific argumentation skills. This study was aimed at describing the effectiveness of ecosystem module grounded in Problem-Based Learning in improving scientific argumentation skills. This research was part of the field testing of R&D, a research and development previously conducted. Research participants included tenth grade senior high school students. Two classes were selected as a control and experiment class. The control class (existing) did not use the module but the experiment class use the module (module class) grounded in Problem Based Learning implemented. Data were collected from written tests and observations. Data analysis used the scoring rubric of scientific argumentation skill aspect which their results were tested with Gain test and independent T-test. The findings showed an increase in scores of the four aspects of scientific argumentation skills from the module class. The highest percentage of aspect was rebuttal aspect (27.27%) followed by evidence 26,06% and reasoning 23.94%, while the aspect of claim increased by 20.61%. The independent t-test results showed that there was a significant difference between pre-test and post-test results of the module class. It can be concluded that the ecosystem module with problem-based learning material was effective to improve students’ scientific argumentation skills. The product of this reasearch can be use as a tools to improve students’ scientific argumentation skills.

Implementation and evaluation of flipped learning for delivery of analytical chemistry topics

Traditional teaching methods are common in delivery of STEM subjects where little active student participation is observed[1]. Active participation, such as answering questions or problem-solving, often leads to more effective learning when compared to instructor-led lectures[2]. Moreover, a lack of active participation in the classroom regularly leads to a reduction in attendance and decreased engagement with the subject material. Flipped learning, or the flipped classroom, is an innovative educational approach that has established itself in recent years as an alternative to traditional teaching methods. Most studies generally highlight the benefits of flipped learning, with the most significant being the ability to develop active learners [3-5]; however, others are sceptical, querying its efficacy in the lack of perceived gains in terms of grades[6] and resources needed to develop and deliver flipped learning[7]. There are many variants of the flipped classroom model of which the most common utilize a blended learning approach, with study material being provided to the students in advance of the class to enable them to actively learn the subject area prior to the formal class time. Class time then establishes an interactive learning environment where students engage in activities and problem-based learning materials that are instructor led[5]. Flipped learning has been widely applied in STEM subjects, notably in the delivery of physics, engineering, and mathematics [3,8,4], and its use in chemistry teaching is increasing, with various studies being published on the delivery of organic or general chemistry in this way[9-12,8,13-16]. There are, however, few studies on the implementation of flipped learning in analytical chemistry, which leads itself to this format of learning due to the problem-solving nature of the discipline [17-19]. One such study utilized Prezi based presentations plus guided study to provide greater scope on focussing on complex problems within the classroom[18], concentrating predominately on the presentation platform students utilized, but producing limited insight into the effectiveness of the complete flipped model. Another study compared flipped learning’s effectiveness for teaching both general and analytical chemistry and found student attitudes were more positive towards flipped learning in analytical chemistry [17]. Our study focused on implementation and evaluation of flipped learning in a topic of an analytical chemistry within a module taken by biomedical scientists over a duration of 3 years. We compared the flipped learning approach to non-flipped lectures given within the same module. The comparison in the engagement and performance between the flipped and non-flipped sessions was evaluated.

Pengembangan model pembelajaran simplified problem based learning materi Surah Al Fatihah dan Al Ikhlas mata pelajaran Pendidikan Agama Islam kelas IV di SDN Kranggan 3 Kota Mojokerto

Problem Based Learning Model is an innovation in learning because in this model students' thinking ability is optimized through a systematic group or team work process, so that students can empower, sharpen, test, and develop their thinking ability on an ongoing basis. However, not all educators (teachers) understand the concept of the Problem Based Learning Model. The purpose of this research development is: 1) To determine the feasibility of learning model simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education class IV SDN Kranggan 3 Kota Mojokerto according to Expert. 2) To know the feasibility of learning model simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education fourth grade SDN Kranggan 3 City Mojokerto according to peers 3) To know the interest of learning model simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education class IV SDN Kranggan 3 Kota Mojokerto according to student ratings. The selection and use of learning model based on simplified problem based learning can effectively streamline and streamline the implementation of learning. For that purpose, the learning model based on simplified problem based learning is absolutely necessary. Learning Products Islamic Education Learning model based learning simplified problem based learning has been refined based on analysis of test data. Based on the steps that have been implemented can be concluded as follows. 1) The learning model of simplified problem based learning of Surah Al Fatihah and Al Ikhlas subjects of Islamic Religious Education grade IV SDN Kranggan 3 Kota Mojokerto feasible according to Expert 2) Learning model of simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education Class IV SDN Kranggan 3 Mojokerto city feasible according to peers 3) Learning model simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education grade IV SDN Kranggan 3 Kota Mojokerto interesting according to student ratings

Pengembangan model pembelajaran simplified problem based learning materi Surah Al Fatihah dan Al Ikhlas mata pelajaran Pendidikan Agama Islam kelas IV di SDN Kranggan 3 Kota Mojokerto

Problem Based Learning Model is an innovation in learning because in this model students' thinking ability is optimized through a systematic group or team work process, so that students can empower, sharpen, test, and develop their thinking ability on an ongoing basis. However, not all educators (teachers) understand the concept of the Problem Based Learning Model. The purpose of this research development is: 1) To determine the feasibility of learning model simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education class IV SDN Kranggan 3 Kota Mojokerto according to Expert. 2) To know the feasibility of learning model simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education fourth grade SDN Kranggan 3 City Mojokerto according to peers 3) To know the interest of learning model simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education class IV SDN Kranggan 3 Kota Mojokerto according to student ratings. The selection and use of learning model based on simplified problem based learning can effectively streamline and streamline the implementation of learning. For that purpose, the learning model based on simplified problem based learning is absolutely necessary. Learning Products Islamic Education Learning model based learning simplified problem based learning has been refined based on analysis of test data. Based on the steps that have been implemented can be concluded as follows. 1) The learning model of simplified problem based learning of Surah Al Fatihah and Al Ikhlas subjects of Islamic Religious Education grade IV SDN Kranggan 3 Kota Mojokerto feasible according to Expert 2) Learning model of simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education Class IV SDN Kranggan 3 Mojokerto city feasible according to peers 3) Learning model simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education grade IV SDN Kranggan 3 Kota Mojokerto interesting according to student ratings

The Importance of Training Needs’ Questionnaire in order to Arrange Science Teacher Training Program

<p>An ideal teacher training program is by participant’s need. The major aim of this study is getting information about science teacher’s perception and needs in their professional’s life as a science teacher in Junior High School. The main idea of teacher training is to strengthen the integrated science of Natural Science concepts and problem-based learning. Data is gathered by spreading training needs questionnaire to 20 science teachers under an education foundation in Bandung. The questionnaire consists of six main parts which are teacher’s profile, teacher’s training, integrated science, problem-based learning, environmental problem and lesson preparation. The result of the training needs questionnaire is used as a basic of Science Teacher Training Program’s Arrangement. There are four significant findings in training needs questionnaire. The first finding, the method of training is important. Most of the participant choose discussion method with sharing. The second finding, webbed model/ thematic approach in integrated science is unfamiliar for the participant. Therefore, the thematic approach can be a potential material for teacher training program. The third finding, 70% participants find obstacles in problem-based learning. This finding shows that the need to put problem-based learning material in teacher training program. The fourth finding, 65% participant, express opinions that material about lesson preparation is critical in teacher training. Based on the explanation above, we can conclude that training program for science teacher needs to be arranged according to teacher needs. So, the training program should use discussion method with sharing. Material about the thematic approach, problem-based learning and learning preparation are very potential to put into a training program for Junior High School science teacher.</p>

Development of problem-based learning material for physics mathematics and its implementation

The research aims to develop Problem Based Learning material teaching of Mathematics Physics and to know the effect on the cognitive capability of undergraduate students. The research uses development method of Borg and Gall. There are ten steps such as data collection, planning, product drafting, pretest, pretest revise 1, main test, main test revise 2, posttest, final revision, and dissemination and implementation. The data collection uses questionnaire and cognitive test which will support the qualitative data. The result shows that the criterion of developing problem-based learning teaching materials is 5 level category when 43.33% respondents rate 5 level category and the others give 4 level category. Furthermore, students which use the materials increased and the most of the students have acquired cognitive value exceeds the value of minimum completeness criteria.

Problem-based Learning Materials Design for a Medical English Course

This paper aims to apply Problem-based Learning (PBL) approach to integrate medical English materials design. As a language teacher, the researchers documented how to design PBL medical English materials and prompted these materials to facilitate students with their speaking ability in group discussion. The material design process consisted of two stages: analyzing the context; and designing the PBL materials. In addition, the explorations of the difficulties the researcher encountered in designing were described in details, and the solutions of these difficulties were stated elaborately. The researcher’s journal was the instrument used in the design; it documented the nature of the design of PBL materials, which provided data of the materials design preparation, proceeding and completion. The information from researcher’s journal was analyzed by content analysis, which revealed that the complicated process of the materials design required the researcher’s collective knowledge and experience, in mastering its complexity. Furthermore, the language teachers need to supply comprehensive knowledge and relative background of the medical content, to gain aids from the content-teacher as the designer to work together, and then the production process could be fulfilled. Finally, suggestions for further research were also proposed.

Supplemental Material for Problem-Based Learning for Introductory Psychology: Preliminary Supporting Evidence

Supplemental Material for Problem-Based Learning for Introductory Psychology: Preliminary Supporting Evidence

Identifying current training provision and future training needs in allergy available for UK general practice trainees: national cross-sectional survey of General Practitioner Specialist Training programme directors.

There are ongoing concerns about the quality of care provision for allergy in primary care. To identify current training provision in allergy to GP trainees and to understand how this could be enhanced. A cross-sectional survey of GP Speciality Training (GPST) programme directors was undertaken. Programme directors of the 174 GPST schemes were sent an online questionnaire which was informed by the content of the Royal College of General Practitioners curriculum. Quantitative data were descriptively analysed and a thematic analysis was undertaken of free text responses. We obtained responses from 146 directors representing 106 training programmes. Responses indicated that two-thirds (62%, 95% CI 53.1 to 71.5) of programmes were providing at least some allergy training, with the remaining third stating that they either provided no training or were unsure. Overall, one-third (33%, 95% CI 22.7 to 42.2) of programme directors believed that all the relevant allergy-related curriculum requirements were being met. Where provided, this training was believed to be best for organ-specific allergic disorders but was thought to be poorer for systemic allergic disorders, particularly food allergy where 67% (95% CI 57.5 to 76.5) of respondents indicated that training was poor. There was considerable interest in increasing the allergy training provided, preferably through eLearning modules and problem-based learning materials supported by those with relevant specialist knowledge. This UK-wide survey has identified important gaps in the training of GP trainees in relation to allergy care. Addressing these gaps, particularly in the management of systemic allergic disorders, should help to improve delivery of primary care-based allergy care.

Trials of the Teaching Material for Problem-based learning

Recently, the importance of Problem-based learning (PBL) has been emphasizing in the field of engineering. In our laboratory, two teaching materials for PBL were presented such as airplane robot and paper plane. The 5th grade of students challenged these materials as graduation work. It was shown these materials to be effective as PBL.