Problem Based Learning Model Research Articles

Improving Critical Thinking Skills and Collaboration Skills Using Problem Based Learning Models, DNGM Models, Wordwall Media and Dragon Games

The problem of this research is that there is still a lack of student activity in participatory learning as well as interaction and collaboration between students in group learning activities. In this research, Classroom Action Research (PTK) was carried out in three meetings. The subjects of this research were 25 class V students of SDN Antasan Besar 7 Banjarmasin. The measure of research success with learning completeness is that 80% of students achieved a KKM score above 80. The results of this research show that at Meeting I to Meeting III there was an increase in the acquisition of learning activities in the application of the learning model, resulting in the "Very Active" criteria at Meeting I, II and III. At Meetings II and III, learning activities increased to almost all very active. Students' critical thinking skills increased to almost all highly skilled at Meetings II and III. At Meetings II and III, students' collaboration skills increased to Almost All Skilled. Meanwhile, completeness of learning outcomes increased again to 100% at Meeting III. From the results of this research, it can be concluded that educators' activities experienced a very significant increase when implementing the PBL model supported by DNGM using Wordwall media and the Dragon Snake game, as well as student activities, critical thinking skills, collaboration skills, and learning outcomes.

The Effect of Problem Based Learning Model on Critical Thinking Skills in Elementary School: A Meta Analysis Study

Critical thinking was an essential skill that must be taught from elementary school to address the challenges of problem-solving in the development of science and technology. Critical thinking skills of the 21st century could be developed by applying the Problem Based Learning model. The article aimed to test the validation of the effect of the Problem Based Learning model on the critical thinking skills of elementary school students in Indonesia. The research method used quantitative meta-analysis method that was assisted by JASP 0.8.5 software. Research data used with eligibility criteria, including: (1) publications could be traced in Google Scholar, (2) publications are only indexed by SINTA, (3) publications must be related to the topic, (4) publication subjects must be at the elementary school level, (5) publications results from Indonesia, (6) publications include (r), (t) or (F) values, (7) publications must be published in the range of 2014 to 2022, (8) publications must have N ≥ 20. The results showed that in 25 research articles, there was a significant effect of applying the Problem Based Learning model on the critical thinking skills with a strong category. It contributed on problem-based learning model has a significant impact on the formation and development of critical thinking skills among elementary school students in Indonesia. Keywords: Critical Thinking Skill, Problem Based Learning, Students Critical Thinking

Analisis Efektivitas Model Pembelajaran Problem Based Learning Dalam Pendidikan Vokasi Berbasis Meta-Analysis

The Problem-Based Learning (PBL) model has become a major focus in vocational education, promising an integrated and contextual approach to problem-oriented learning. This research aims to conduct a meta-analysis of existing scientific publications to gain a deeper understanding of the effectiveness of the PBL model in vocational education. The results of the analysis indicate that the success of PBL implementation in vocational education is significantly influenced by several variables, including appropriate learning design, support from instructors/facilitators, and interactions among learners. With a deeper understanding of the factors affecting the effectiveness of PBL in vocational education, it is expected that this learning model can be improved and developed more optimally, thereby making a more significant contribution to enhancing learning outcomes, skills, and the readiness of learners to enter the workforceThe Problem-Based Learning (PBL) model has become a major focus in vocational education, promising an integrated and contextual approach to problem-oriented learning. This research aims to conduct a meta-analysis of existing scientific publications to gain a deeper understanding of the effectiveness of the PBL model in vocational education. The results of the analysis indicate that the success of PBL implementation in vocational education is significantly influenced by several variables, including appropriate learning design, support from instructors/facilitators, and interactions among learners. With a deeper understanding of the factors affecting the effectiveness of PBL in vocational education, it is expected that this learning model can be improved and developed more optimally, thereby making a more significant contribution to enhancing learning outcomes, skills, and the readiness of learners to enter the workforce

Penggunaan Model Problem Based Learning Untuk Meningkatkan Komunikasi dan Kolaborasi Peserta Didik Kelas X

This study aims to improve communication and collaboration of students in class X-3 SMA Islam Sultan Agung 1 Semarang in learning Biology virus material through Problem Based Learning model. Problem Based Learning is a learner-centered learning model, where learners face real problems that require solutions through collaboration and active communication with discussion groups and classmates. This type of research is a class action research (PTK) consisting of two cycles, in each cycle there are two meetings. Each cycle has three stages, namely planning (Plan), implementation (Do), and reflection (See). The subjects in this study were X-3 class students totaling 30 female students. Each research cycle, students were given a problem relevant to the virus material and they were expected to work together in groups to solve the problem. During this process, they had to communicate with fellow group members, discuss, and design solutions to the problem. Data collection techniques used through observation sheets, and documentation as research data. Data analysis was made descriptively qualitative. The results showed that the application of Problem Based Learning can improve students' communication and collaboration skills on virus material. This can be seen from cycle 1 the recapitulation of communication results of 68.60% increased to 80.80% in cycle 2. The increase in collaboration skills from cycle 1 amounted to 71.60% to 89.67% in cycle 2. The conclusion of this study is that by using the Problem Based Learning learning model there is an increase in communication and collaboration skills of students.

Problem Based Learning Model in Science Learning on Skills Developed in Elementary and Junior High Education Units

The purpose of this research is to see the competencies that can be formed through the use of problem-based learning (PBL) learning models. This research uses the Systematic Literature Review (SLR) method. This research analyzes search results from Google Scholar, publish or perish and semantic schoolar databases with a span of the last 10 years. Based on the search results, 150 relevant articles were obtained and then filtered based on the inclusion criteria, 46 articles were used as primary studies. Each article in the data, then analyzed based on the capabilities developed from the research results. The results of the analysis of this article review can be drawn conclusions and findings that the learning model (PBL) has a good impact on improving hardskill and softskill abilities in science learning both at the elementary and junior high school levels. At the elementary level, PBL is able to improve critical thinking skills and increase learning motivation, junior high school level can improve science literacy and learning independence

Analysis of Physics Practicum E-Modules Based on Problem Based Learning Models with Smart Apps Creator on Students' Science Process Skills

Analysis of Physics Practicum E-Modules Based on Problem Based Learning Models with Smart Apps Creator on Students' Science Process Skills

Learning to Write Argumentation Paragraphs Using the Problem Based Learning (PBL) Model

Background. Problem-based learning (PBL) has emerged as an innovative approach in education, particularly in developing critical thinking and writing skills. In the context of learning to write argumentative paragraphs, there is a need to explore the effectiveness of PBL in enhancing students' writing abilities and engagement. Purpose. This study aims to test and analyze the effectiveness of the PBL model in teaching students to write argumentative paragraphs, focusing on topic suitability and content coherence. Method. A qualitative research method with a descriptive approach was employed to identify, describe, and explain the research subjects. The study utilized multiple data collection instruments, including written tests, questionnaires, observations, and interviews. These tools were used to assess students' progress in essay writing and their perceptions of the learning experience. The research was conducted in two cycles to evaluate the implementation and impact of the PBL model. Results. The study found significant improvements in students' performance across the two cycles. In Cycle I, the highest score was 90, the lowest was 70, with an average score of 90. Cycle II showed further improvement, with the highest score reaching 100, the lowest score increasing to 90, and an average score of 100. Conclusion. The findings indicate that the PBL model is effective in enhancing students' ability to write argumentative paragraphs. The marked improvement in scores from Cycle I to Cycle II suggests that the PBL approach contributes to better topic selection, content development, and overall writing quality. This study underscores the potential of PBL as a valuable instructional strategy for developing argumentative writing skills in students.

Development of Interactive Learning Media Based on Problem-Based Learning: Improving Geography Learning Outcomes

The aim of this research is to produce interactive learning media based on a problem-based learning model that is feasible, practical, and effective in improving student learning outcomes in geography subjects. The ADDIE development model was the type of research used. The results of the research show: the material validation test obtained a score of 98% in the very feasible category, the media validation test obtained a score of 94% in the very feasible category, the design validation test obtained a score of 100% in the very feasible category, the individual and small group trials obtained a score of 86% in the very feasible category. , and the field trial obtained a score of 91% in the very worthy category, with an overall average result from the respondent category of 93%. The use of PBL-based interactive learning media in the experimental class obtained an average learning outcome of 84.17, while in the control class, which used video media and printed books, it obtained an average learning outcome of 79.50. The research data was declared normal and homogeneous. The results of the independent samples t test show tcount = 2.38 and ttable = 2.00 with a significance level of α = 0.05, so tcount > ttable. It can be interpreted that H0 is rejected and H1 is accepted, which means that the PBL-based interactive learning media product developed is effective. Furthermore, based on the results of the N-Gain calculation, a score of 60.78% was obtained, so this PBL-based interactive learning medium is classified as "quite effective" in the "medium" category

The Effect of the UbD-Based Problem Based Learning Model on the Critical Thinking Skills of Grade IV Students in IPAS Subject at Elementary School

The ability to think critically in the 21st century is a skill that must be possessed by every individual. This study, uses a UbD-based problem-based learning model with a conventional learning model to see which learning model has more influence on the critical thinking ability of grade IV students in science subjects. The UbD approach was chosen to be a supporter in the implementation of the problem-based learning model because it is considered to have the same goal, which is to provide students with a deep understanding to encourage students to be more active in the learning process which also encourages students to think critically. The research method used in this study is quasi-experimental. Researchers used all students in class IV A totaling 25 students as the control class and IV B totaling 32 students as the experimental class. The experimental group was given UbD-based problem-based learning model treatment while the control class was given conventional model treatment. The results showed that the experimental class with UbD-based problem-based learning model treatment was superior to its post-test value compared to the control class. The findings of this study can help teachers or instructors to find a suitable learning model that has a deep impact on students so that students can improve their critical thinking skills, which is a must-have ability in the 21st century.

Analysis of the high-level thinking abilities of class VIII students on relationship and function material through the problem-based learning model

Analysis of the high-level thinking abilities of class VIII students on relationship and function material through the problem-based learning model

PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH PADA MATERI STATISTIKA TERHADAP KEMAMPUAN PENALARAN STATISTIK DAN HABITS OF MIND SISWA SMPN 1 WANASABA

This research aims to determine the effect of problem-based learning models on statistics material on the statistical reasoning abilities and habits of mind of students at SMPN 1 Wanasaba. The study utilized a quasi-experimental design with a Non-Equivalent Control Group Design. The population consisted of all seventh-grade students at SMPN 1 Wanasaba, totaling 225 students. The sample included class VII B as the control group with 30 students and class VII C as the experimental group with 30 students. Data collection instruments included a test of statistical reasoning abilities and a habits of mind questionnaire. The data on students' statistical reasoning abilities and habits of mind were normally distributed, and their variances were homogeneous. The t-test results indicated that there was a difference in the average statistical reasoning abilities and habits of mind between the experimental and control groups, with the experimental group showing superior average statistical reasoning abilities and habits of mind compared to the control group. In conclusion, the problem-based learning model on statistics material has a partial effect on the statistical reasoning abilities and habits of mind of students at SMPN 1 Wanasaba.

THE INFLUENCE OF A PROBLEM-BASED LEARNING MODEL ASSISTED BY SPIN WHEEL MEDIA ON THE CONCEPTUAL UNDERSTANDING ABILITY OF CLASS IV PRIMARY STUDENTS IN THE ENERGY SOURCES MATERIAL

This research aimed to (1) know the differences in conceptual understanding between students using a Problem-Based Learning (PBL) model assisted by spinning wheel media and students using the conventional method in energy resources material, (2) describe the influence of the PBL model assisted by Spin Wheel media 4th-grade elementary school students on the conceptual understanding ability of energy sources, and (3) describe students' responses on the implementation PBL model assisted by Spin Wheel media on energy source material. The type of research used was quasi-experimental research with a quantitative approach. The population in this study was all class IV students, totalling 57 students. Sampling used a total sampling technique. The sample selected in this research was class IV B students, totalling 29 students in the experimental class and 28 class IV A students in the control class. The instruments used in this research were conceptual understanding ability test sheets and student response questionnaires. The data analysis technique used a two-independent sample t-test, effect size, and percentage of student response questionnaires. The results of the research showed that (1) there was a difference in the conceptual understanding ability of students who used the PBL model assisted by Spin Wheel media with students who used the conventional method on energy source material with the result tcount > ttable = 3.5146 > 2.004, (2) the PBL model assisted by Spin Wheel media had a high influence on the conceptual understanding fourth-grade students on energy sources material with an effect size result of 0.967; (3) students response were positive to PBL model assisted by Spin Wheel media with a percentage of 93% in the very high category. So, the results from this study can be concluded that there was an influence of the PBL model assisted by Spin Wheel media on students' conceptual understanding ability on energy sources material.

Development of Problem Based Learning Model Learning Tools to Facilitate the Mathematical Problem Solving Abilities of Grade VII Students at Junior High School

This research is development research (R&D) motivated by students' mathematical problem solving abilities (MPSA) and the limited learning facilities capable of facilitating students' MPSA. The research aims to produce a mathematics learning tool based on problem based learning with fulfillment of validation conditions which is also practical in order to support the MPSA of class VII at junior high school students in discussing social arithmetic. The development model is a 4D model developed by Tiagharajan and Semmel through four stages, namely define, design, develop, disseminate. The instruments for compiling research data are instruments were students daily test scores, test on students problem solving abilities, interview sheets, observation sheets, validation sheets and student response questionnaires. The study technique used is descriptive analysis. The learning tools were validated by three validators and also revised according to validator input, and tested in small groups for six students in class VII.2 at junior high school students and tested in large groups with 30 students in class VII.1 at junior high school students to see the practicality of the teaching materials in the form of student worksheets made with steps and questions on problem solving. Validation findings for syllabus, lesson plan, student worksheet are 3.52, 3.48, 3.48 in the very valid category. The findings of small group testing for student worksheet showed that student worksheet had been developed in line with practicality requirements with an average score of 3.31. The findings of large group testing for student worksheet obtained an average score of 3.50 and met the practicality requirements.

Improving Geometry Problem Solving Abilities Through Spatial Reasoning-Based Problem Based Learning in Elementary Schools

Problem-solving abilities are the core of mathematics learning, but in reality the problem-solving abilities of elementary school students in particular have not shown satisfactory results. The aim of this research is to improve the geometric problem-solving abilities of elementary school students in class VB at SD N Cimanggis 02 by using a Problem Based Learning model based on spatial reasoning. This research is Classroom Action Research which was carried out on 38 students in class VB SD N Cimanggis 02 as research subjects and involving the class VB teacher as a collaborator. Obtaining data through geometric problem-solving ability tests, interviews, field notes and documentation. Indicators of problem-solving ability in this research include understanding the problem, planning a solution, implementing the problem-solving plan and evaluating or checking again. This PTK was carried out in three cycles with four research procedures, namely the planning stage, implementation stage, observation stage and reflection stage. In this case, there was an increase in geometric problem-solving abilities of 66% in cycle I and increased to 70% in cycle II and increased to 80% in cycle III. These results illustrate that Problem Based Learning based on spatial reasoning can improve the geometric problem-solving abilities of class VB students at SD N Cimanggis 02. Keywords: Problem-Solving Ability; Problem Based Learning; Spatial Reasoning

The Effect of Problem-Based Learning Model with Learning Videos on Learning Motivation, Critical Thinking Ability, and Social Studies Learning Outcomes

The purpose of this research is to ascertain how Problem-Based Learning (PBL), with the use of instructional videos, affects students' learning achievement in Social Studies (IPS) classes at Gugus I Panakkukang District Elementary School in Makassar City, as well as their learning motivation and critical thinking abilities. This research employed a non-equivalent control group design in a quasi-experimental setup. There were 27 students in the experimental group and 29 in the control group out of the total 56 students in the sample. Tests of academic accomplishment and critical thinking skills, learning motivation surveys, observation, and recordkeeping were some techniques used to gather data. Descriptive statistical methods, inferential analysis, and MANOVA hypothesis testing were used to investigate the data. The results demonstrated that: 1) PBL with learning videos substantially impacted students' learning motivation (p = 0.000 < 0.05);. It is anticipated that the consequences of this research will assist educators in selecting appropriate learning model applications to enhance student learning outcomes.

ANALISIS KETERAMPILAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN BERBASIS MASALAH MATA PELAJARAN IPA DI SD

Critical thinking skills are the ability to solve problems and make decisions when facing a problem. Critical thinking skills can consist of the ability to analyze, interpret, evaluate, summarize, and synthesize various information to prevent negative impacts from occurring. The purpose of this study was to describe and identify students' critical thinking skills. The method used in this research is descriptive quantitative method. Data were collected through survey techniques in the form of questionnaires using test instruments. The results of this study are the average level of students' critical thinking skills at 54.75%. One of the efforts to improve students' critical thinking skills is to apply a problem-based learning model. This is in line with the purpose of science learning, which is to develop student’s' thinking skills in the learning process so that they can apply natural science concepts in their daily activities.

Development of Linktree-Based Interactive Learning Media to Improve History Learning Outcomes

The aim of this research is to produce Linktree learning media products aimed at testing aspects of the feasibility, practicality, and effectiveness of Linktree-based interactive learning media to improve history learning outcomes in class XI MAN 2 Medan Model. The research and development method used is the ADDIE model. The research results show: (1) The material expert validation test is very feasible with 93.75%. (2) The validation test for media experts is very feasible at 95%. (3) validation test of learning design experts in the very feasible category with 100%. (4) Individual trials in very feasible criteria with 83.92%. (5) The small group trial criteria were very feasible, with 89.83%. (6) Field trials met very feasible criteria with 94.06%, with an overall average result of 93.02%. Then the results of the experiment using Linktree-based interactive learning media using the problem-based learning model approach in the experimental class had an average learning outcome of 89.9, while using Linktree-based interactive learning media with the cooperative learning jigsaw model approach in the control class had an average value of 83.8. Based on the independent T-test, the effectiveness test showed a Sig value. (2-tailed) 0.000 is <0.05, which means it is significant. It was concluded that the Linktree-based interactive learning media with the problem-based learning model approach was effectively used to improve history learning outcomes. Based on the N-Gain calculation, a result of 60.96 was obtained in the quite effective category.

Pengaruh Model Pembelajaran Berbasis Masalah dan Sikap pada Fisika Terhadap Kemampuan Pemecahan Masalah Fisika Peserta Didik

This study aims to analyze the effect of learning models and attitude in physics on the problem solving. This research is a true experiment with a 2x2 factorial design. The population is all class X SMA Negeri 7 Luwu Utara years 2022/2023. The sample of two classes using simple random sampling techniques. Methods of data collection using attitude questionnaire on physics and physics problem-solving skill tests. Data analysis using two-way ANOVA The results showed that: There were differences in the physics problem-solving skills of students who were taught using problem-based learning models and those who were taught using discovery learning models, for attitudes to high physics, there were differences in problem-solving skills physics taught using problem-based learning models with those taught using discovery learning models, for low physics attitudes, there are differences in the physics problem-solving skills of students who are taught using problem-based learning models with those taught using discovery learning models, and there is no interaction between the learning model and attitudes toward physics on students' physics problem-solving skills. Keywords: PBL, attitude in physics, problem solving skill.

Comparative Study of Economic Learning Outcomes Using Problem Based Learning and Project Based Learning Models by Considering Student Learning Activities

This study aims to explore the effectiveness of problem-based (PBL) and project-based (PjBL) learning models on students' economic learning outcomes with different learning activity levels. Using a quasi-experimental method with a 2x2 factorial design and a purposive sample of 67 students, data were collected through interviews, observations, documentation, tests, and experiments. Hypothesis testing was done with two-way ANOVA and t-test of two independent samples. The results showed no significant difference in economic learning outcomes between PBL and PjBL models. However, there was a significant difference between students with high and low learning activities. The average learning outcomes of students with high learning activities were better using PjBL, while students with low learning activities were better using PBL. There was no significant interaction between learning models and learning activities on economic learning outcomes. This research provides important insights for educators in choosing the appropriate learning model to improve economic learning outcomes.

Enhancing Students’ Geometry Learning Outcomes and Critical Thinking Skills through the Implementation of Problem Based Learning Model

To enhance students' critical thinking abilities, it is essential to adopt an interactive learning model where students actively participate, and the instructor acts as a facilitator. This can be achieved through the implementation of the Problem-Based Learning (PBL) model in the teaching and learning process. This study aimed to evaluate the improvement of learning outcomes and critical thinking skills through the application of the PBL model among students. Conducted as classroom action research, it involved 40 students from Yogyakarta State University. The research comprised two cycles, each consisting of two sessions. Instruments used included observation sheets for learning implementation, critical thinking assessment sheets, and tests. Data analysis was performed quantitatively using descriptive analysis methods. The findings revealed that (1) the learning process was effectively implemented, with observation data from both cycles rated as good, with a mode of 4 (good); (2) students' learning outcomes improved, with the average post-test scores increasing from 70.85 in Cycle 1 to 80.63 in Cycle 2; (3) students' critical thinking skills also enhanced, with the average score rising from 68.54 in Cycle 1 to 82.08 in Cycle 2. The conclusion of this study is that implementing PBL in the learning process can significantly enhance both critical thinking and learning outcomes. The research implies that teachers' professional competence can be developed through the application of PBL. It is recommended that teachers integrate the PBL model into their teaching practices to foster students' higher-order thinking skills, such as critical thinking, creativity, and scientific reasoning abilities.