Problem Based Learning Model Research Articles

Does Ethnoscience Based Problem Based Learning Model Improve Student’s Creative Thinking Skill in Chemistry Learning? Meta-analysis

Many studies on ethnoscience-based problem-based learning models have an impact on students' thinking skills. The purpose of this study is to determine the effectiveness of ethnoscience-based problem-based learning to improve students' creative thinking skills in chemistry learning. This study used a meta-analysis method. Data in the study was obtained through the databases ERIC, Reseearcgate, ScienceDirect and google scholar. The criteria for data eligibility are 1) publications must be indexed by SINTA, Scopus and Google Scholar, 2) research related to ethnoscience-based problem-based learning models, 3) research published in 2018-2023, and 4) research must have complete data to calculate the value of effect size. Statistical analysis with the help of JASP application version 0.8.5. The results of the effect size analysis of the study with the random effect model showed a significant influence of ethnoscience-based problem-based learning models to improve students' creative thinking skills (z = 7,189; p < 0.001; 95% CI [0.816; 1.345]). Furthermore, the influence of ethnoscience-based problem-based learning models on creative thinking skills in strong criteria (rRE = 0.944). This research provides important information for applying ethnoscience-based problem-based learning models in schools

Penerapan Model Pembelajaran PBL pada Materi Persamaan Kuadrat Berbantuan Komik untuk Meningkatkan Hasil Belajar Matematika

This research was motivated by the low mathematics learning outcomes of class IX students at SMP Negeri 20 Kupang on Quadratic Equations material. The aim of this research is to improve the mathematics learning outcomes of class IX students at SMP Negeri 20 Kupang by applying the problem based learning model assisted by comic media (pixton) to the quadratic equation material.The research method used is Classroom Action Research Kemmis and Mc Taggart models which are carried out in 2 cycles with each cycle having 4 stages, namely: 1) planning; 2) implementation; 3) observation; and 4) reflection. The data collection techniques in this research are observation, tests and documentation, while the data analysis is descriptive qualitative and quantitative. The results of this research show that the percentage of classical student learning completeness in cycle I was 63.63%, increasing to 81.81% in cycle II, the value of implementing observations of teacher teaching activities in cycle I was 95%, increasing to 100% in cycle II and the value The implementation of student activities in cycle I was 85.71%, increasing to 100% in cycle II. Thus, it can be concluded that the application of the problem based learning model assisted by comics (pixton) can improve the learning outcomes of class IX students at SMP Negeri 20 Kupang in the quadratic equation material.

The Effect of Problem Based Learning Model with Focus Group Discussion Method on Students' Learning Outcomes in Basic Vocational Subjects at SMK Negeri 1 Sumatera Barat

This study aims to evaluate the effect of the problem-based learning (PBL) model with the focus group discussion (FGD) method on students’ learning outcomes in the basic vocational subjects at SMK Negeri 1 Sumatera Barat. We employed a quasi-experimental research method, utilizing two sample groups: the experimental group (class X E2), which implemented the PBL model with the FGD method, and the control group (class X E1), which received direct instruction. We collected learning outcome data through pretest and posttest assessments and analyzed the mean differences between the two groups using a t-test. The study’s results revealed a significant improvement in students’ learning outcomes in the experimental group, with a mean posttest score of 87.48, compared to the control group, which scored 78.48. The hypothesis test showed a significant difference between the two groups, with a calculated t-value (4.086) exceeding the critical t-value (1.66). This indicates that the implementation of the PBL model with the FGD method has a positive influence on students’ learning outcomes. These findings underscore the potential of the PBL model as an effective instructional strategy for enhancing students’ learning outcomes and provide a foundation for further developments in education.

HOW DO E-WORKSHEET USING WIZER.ME BASED GOOGLE SITE IMPROVE HIGHER ORDER THINKING SKILLS AND COMMUNICATION SKILLS?

Higher Order Thinking Skills (HOTS) and Communication Skills (CS) must be taught to pre-service physics teacher in the twenty-first century if they are to become future professional physics teacher. Based on the results of the preliminary study it is known that the HOTS and CV categories of physics education students are still lacking with an average score of 25 and 3. In addition, learning time in class is limited to solving problems so lecturers want to take advantage of technology in making teaching materials that facilitate independent practice outside the classroom, easily accessible to pre-service physics teacher (paperless), easy to provide feedback and correction results from worksheets so that learning evaluation is more effective and efficient. One treatment that can be applied to train HOTS and CS is to use teaching materials in the form of electronic-worksheets (e-worksheets) using Wizer.me based Google Site. E-worksheets will be more optimal if applied in learning, namely the Contextual Teaching and Learning (CTL) model and the Blended Problem-Based Learning (B-PBL) model. The purpose of this study was to determine the effectiveness of e-worksheets in CTL and B-PBL using Wizer.me based Google Site, changes to HOTS and CS and to determine student perceptions of using e-worksheets. The research method is quasi-experimental with a two-treatment counterbalanced design. The population of this study was all statistical physics classes for the 2022/2023 academic year, consisting of 2 classes with a total of 66 students. The sampling technique was purposive sampling, with 33 students in each class. Data collection techniques used the HOTS test, communication skills observation sheets and perception questionnaires about the use of CTL and B-PBL-based e-worksheets. The HOTS test is in the form of a description with a total of 3 questions including analyzing (C4), evaluating (C5) and creating (C4). Communication skills observation sheets include systematics/format, use of language, completeness and sequence of contents. The perception questionnaire consists of 9 questions using the Guttman scale. Based on the results of data analysis, it is known that CTL and B-PBL-based e-worksheets are effective in training HOTS and CS with large categories, namely 0.88 and 0.91. The increase in HOTS and CS was in the high category in both classes but the increase in the BPBL-CTL class was better with N-Gain, namely 0.87 and 0.92. The results of the questionnaire analysis stated that physics education students gave a good response with almost all students stating that the use of e-worksheets using Wizer.me based Google Site could increase HOTS and CS and physics education students were more independent in finding solutions to problems. Based on the results of data analysis, it can be concluded that e-worksheets in CTL and B-PBL using Wizer.me based Google Site can increase HOTS and CS.

PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MELALUI MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERINTEGRASI BUDAYA LOKAL KERINCI

This research aims to determine the increase in mathematical problem-solving abilities through the Problem-Based Learning (PBL) model integrated with local Kerinci culture. The approach used in this research is quantitative using a pre-experimental type. The design used is called One Group Pretest-Posttest. The essay question test is the instrument used in this research. The data from this study was not normally distributed, so the Wilcoxon test was used for statistical analysis. The Wilcoxon Sign Rank Test findings show a significance level (2-tailed) of 0.000. This shows that there is an improvement between the before and after tests, the test aims to help students improve their mathematical problem-solving abilities through the Problem-Based Learning (PBL) learning model integrated with local Kerinci culture.

META-ANALYSIS OF THE EFFECT OF PROBLEM-BASED LEARNING MODEL ON CRITICAL THINKING SKILLS

This study aims to analyze the effect of the Problem Based Learning (PBL) learning model in improving critical thinking skills, the influence of PBL in education labels and subject matter. This research compares the PBL learning model with the conventional one. This research is a meta-analysis study. By finding the effect size value. The average value of the effect size or critical thinking skills was 0.52 in the medium category. At the level of education, it is more effective learning materials on Optical instruments material at the high school education level. The conclusion of this research is that Problem Based Learning can improve critical thinking and problem solving skills.Keywords: Problem Based Learning and Critical Thinking

Application of The Problem Based Learning Model on Measurement Materials in Grade 3 of Elementary School

Kemampuan seorang guru dalam memberikan proses pembelajaran yang kurang tepat dan kemudian berdampak pada kurangnya minat belajar matematika siswa. Adapun tujuan dari penelitian ini yakni untuk mengetahui tingkat hasil belajar siswa setelah diterapkan Model Pembelajaran PBL (Problem Based Learning) pada mata pelajaran Matematika. Pada penelitian ini peneliti berupaya dalam meningkatkan kemampuan siswa dalam menyelesaikan masalah terutama pada pembelajaran matematika terutama pada materi pengukuran. Peneliti menggunakan metode penelitian deskriptif kualitatif. Subjek pada penelitian ini yaitu pada siswa kelas III SD Cikeruh 1. Lalu pada Teknik dalam pengumpulan data yang digunakan peneliti yaitu dengan wawancara, Observasi, dan Sumber literatur yang brelevan dengan yang dibahas peneliti. Teknik analisis data terdiri dari pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran berbasis masalah pada materi pengukur di SD Cikeruh 1, hampir semua siswa antusias dan berpartisipasi aktif dalam proses pembelajaran. Hal ini dibuktikan dengan kondisi kelas yang ramai dengan pertanyaan dan pendapat yang disampaikan oleh siswa. Selain itu, dari hasil pemecahan masalah hampir semua kelompok menjawab dengan tepat dan benar. Berdasarkan hal tersebut, dapat dikatakan bahwa penerapan model pembelajaran berbasis masalah dapat mempermudah dan mempercepat siswa dalam memecahkan masalah sekaligus memahami materi pembelajaran yang diajarkan.

Applying the Problem-Based Learning Model to Enhance Critical Thinking Skills in Leadership Education (Literature Review)

Applying the Problem-Based Learning Model to Enhance Critical Thinking Skills in Leadership Education (Literature Review)

The impact of problem-based learning and metacognition on solving environmental pollution issues

The lecture technique still dominates in biology education, and there are not enough hands-on, interactive, creative, and problem-solving learning activities to encourage students to apply their problem-solving skills. The purpose of this study is to examine how the problem-based learning (PBL) model and students' metacognition skills affect their ability to solve environmental pollution issues. A total of 60 X MIPA students from SMA Muhammadiyah 16 Jakarta comprised the total sample of the research, collected using the quasi-experimental approach. For the study, two groups were utilized: the experimental group (X MIPA 1) and the control group (X MIPA 2). A 2 x 2 factorial design with a pretest-posttest control group was employed for the investigation. The instruments used in the study were classified as tests or non-tests. The test instrument is an essay designed to collect data on problem-solving ability and metacognition ability, while the non-test instruments are student worksheets that refer to the PBL stage, and the observation sheet is designed for instructors and students. Data analysis using ANCOVA with a significance level of 0.000 < α = 0.05 indicates that H0 was rejected. The interaction between the PBL learning model and students' metacognition skills also has an impact on their capacity to address environmental pollution-related issues.

IMPLEMENTASI MODEL PROBLEM BASED LEARNING PADA PEMBELAJARAN MATEMATIKA

This research aims to see whether there are significant differences or interactions in mathematics learning outcomes with the problem-based learning model carried out at the elementary school level by correlating them with the student's gender. This research was carried out at SDN 074 Ayudia, Bandung City using a quantitative approach. This research uses a survey method and Two Ways ANOVA test analysis to see the relationship between student mathematics learning outcomes, student class, and student gender. The population of this study were students at SDN 074 Ayudia with a sample of 82 students consisting of 27 students in class VI A, 27 students in class VI B, and 28 students in class VI C. In this study, it was found that there were significant differences between student learning outcomes. class VI A, B, and C were analyzed based on male and female gender. However, from these differences, there was no significant interaction with student learning outcomes. Apart from that, it was found that there were no significant differences between classes VI A and VI B, whereas in classes VI A and VI C and VI B and VI C there were significant differences in the treatment of mathematics learning using the problem-based learning model. Thus, for further research, it is hoped that classes in mathematics learning can be prepared with each class providing a different learning model that is linked to students' initial mathematical abilities to see the differences and interactions in their learning outcomes.

Application of Integrated E-Handout Problem Based Learning Model to Improve Students' Creative Thinking Skills

This research is classroom action research with the aim of improving students' creative thinking skills through the application of integrated E-handouts with the PBL model. The PTK mode used is the Kemmis-Mc spiral model. Taggart. The PTK model consists of 4 stages, including planning, acting, observing and reflection. This research was carried out over two cycles. Each cycle consists of two meetings. The research results from the first cycle to the second cycle showed an increase in students' creative thinking skills from an average of 70.97 to 81.25. So that students' knowledge competency also increases. In the first cycle, the average was 70.19 with classical completeness of 11.11%. Meanwhile, in the second cycle, the average knowledge competency obtained was 82.25 with classical completeness of 80.55%. This shows that the application of integrated E-handouts in the PBL model can improve students' thinking skills and knowledge competencies.

Problematika Penerapan Pembelajaran Problem Based Learning pada Mata Pelajaran Akidah Akhlak

The 2013 curriculum regulations require learning to use a student-centered or scientific approach, but in reality the majority of teachers still use conservative learning for reasons of making learning easier for teachers, adapting to students' characteristics, adjusting the dimensions of knowledge and learning objectives, even though in a number of studies it has received a lot of criticism from experts because this kind of learning makes students passive and not creative in building knowledge. From this phenomenon, I present a problem based learning model as part of the learning approach for students at madrasah ibtidaiyah level in Islamic religious education subjects. The aim is to find out what problems teachers have in operationalizing the problem based leaning model and what the learning problems are like for students in elementary age children in the Aqidah Akhlak subject whose dimensions of knowledge are mostly conceptual and religious doctrine.This research uses a qualitative approach and field research which is useful for describing learning activities in the classroom.The findings from the research are the most crucial problem in the first syntax when the teacher presents teaching material in the form of text for students to understand, plus fatal apperception, the formation of groups that are not heterogeneous, student participation is weak, learning references are limited, and, unfocused learning objectives.

EFEKTIVITAS MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATERI PENJUMLAHAN SDN GAJAHMUNGKUR 04

Mastery of mathematics including problem solving at SDN Gajahmungkur 04 is low, this is achieved by obtaining low test scores on problems, the scores obtained are far below 70 or below the KKM determined by the school. This research aims to determine the effectiveness of the Problem Based Learning (PBL) model on the ability to solve addition problems in class I mathematics material at SDN Gajahmungkur 04. This type of research uses a quantitative research approach with an experimental method with a Pre-Experimental Design in the form of One Group Pretest Posttest. The sample of this research was 27 students. The results of this research are proven by the n-gain score of 0.4047 in the medium category. Then test normality with the Shapiro Wilk test on the pretest and posttest data. It can be seen from the normality test obtained, namely if the significance value is 0.074 > 0.05 then the data on the pretest is normal. Meanwhile, the posttest results were significant 0.106 > 0.05, including normal. The effectiveness test using the paired sample t-test showed that the significance value (sig.) was 0.000 or it could be said that the sig. < 0.05 (Ha accepted) which means there is a significant difference between the pretest and posttest scores. This shows the effectiveness of the problem based learning model on students' problem solving abilities. Based on the research results, it can be concluded that the problem based learning model is effective for problem solving abilities.

The Influence of the Problem-Based Learning Model on Metacognitive Knowledge and Science Learning Outcomes

Metacognitive knowledge refers to what is known about memory function and the strengths and weaknesses of one's own cognition. This research aims to describe the influence of the problem-based learning model on the metacognitive knowledge and learning outcomes of class IX junior high school students. The research was carried out on Class IX students of Palu City Middle School, the entire population of Class IX consisted of three classes with a total of 45 students. Two classes were used as samples determined based on purposive sampling. Metacognitive knowledge data was obtained through questionnaires and learning outcome data through essay and multiple choice tests. Data analysis used an independent t-test with the help of SPPS version 25.0. The results showed that metacognitive knowledge with conventional learning was significantly lower than the PBL class with a gain of t(25) = 9.289, p < 0.000 and learning outcomes in the conventional class were significantly lower than the PBL class with a gain of t(25) = 4.520, p < 0.000. The conclusion of this research is that there is an influence of the problem-based learning model on the metacognitive knowledge and learning outcomes of class IX SMP students.

Problem-Based Learning to Metacognition in Physics Learning in Indonesia: Literature Review

Physics learning encountered a hurdle due to students' insufficient metacognitive abilities, emphasizing the need to improve their understanding of learning and problem-solving procedures. This literature review aimed to explain the results of applying Problem-Based Learning (PBL) to metacognition in physics learning in Indonesia. This literature review was sourced from scholarly articles published between 2013-2023, retrieved via Google Scholar using tools like Publish or Perish and Open Knowledge Map. The search utilized keywords such as “Pembelajaran Berbasis Masalah” or “Problem-Based Learning” and “Metacogni*” and “physics”. These criteria included relevance to PBL in physics learning, metacognitive, publication in reputable journals, and full-text availability. From the initial pool of 214 articles, a selection process was applied based on the literature review criteria, including 11 national and one international article. Based on the findings of the literature review analysis, it was discovered that there was limited research on the application of PBL to metacognition in physics education in Indonesia, indicating a need for further exploration. Of the 12 articles examined, only 2 (16.7%) focused on developing PBL tools to facilitate metacognition, ensuring validity, practicality, and effectiveness in enhancing learner metacognition. Additionally, 6 of the 12 articles (50.0%) suggested that implementing the PBL model in physics education improved metacognitive abilities. However, 4 of the 12 articles (33.3%) reported no significant impact on enhancing metacognition through PBL learning methodologies. The results of this study indicated a complex correlation between PBL and the advancement of metacognitive skills in physics education. This underscored the significance of further research to pinpoint the factors influencing these outcomes and to refine PBL instructional approaches.

Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Aqidah Akhlak Melalui Model Pembelajaran Problem Based Learning

This research aims to see whether or not there has been an increase in moral aqidah learning based on the problem-based learning model. Because with problem-based learning students are required to be more contemplative and internalitative in their real lives. This research uses a quasi-experimental research method with a quantitative approach carried out at Roudlotul Ulum Vocational School. The instruments in this research used questionnaires and tests. The test used is a written test in the form of an essay which has been tested for validity, reliability, distinguishing power, and difficulty index. The population of this research were students at Roudlotul Ulum Vocational School with a sample of 30 students in the experimental class and 31 students in the control class in class X on Aqidah Akhlak material. In this research, it was found that learning using Problem-Based Learning (PBL) was better than classes using conventional learning. Apart from that, there is an increase in the learning of moral aqidah and it has a very high effect. This shows that learning moral aqidah using Problem-Based Learning (PBL) is better than conventional learning. So, for previous research, learning differentiation between the PBL learning model and other learning models can be carried out to see whether there are differences or influences in learning aqidah and morals.

Qualitative and Quantitative Study on Students’ Critical Thinking of Conceptual E-Scaffolding in Blended Learning Context

Critical thinking ability is one of the rational thinking capabilities that is highly required by students in solving problems or delivering an idea. In fact, however, students’ critical thinking skill is still categorized as low according to the previous studies. One feasible alternative to be done in developing students’ critical thinking ability is implementing electronic-based scaffolding. For that reason, there should be research to examine conceptual e-scaffolding in blended learning on Problem-Based Learning (PBL) model to observe the first semester students’ critical thinking ability at IKIP Budi Utomo Malang. This study employed mixed-methods with explanatory research design. The experimental group was given conceptual e-scaffolding treatment in blended learning on Problem-Based Learning model and the control group did not receive any additional treatment. For both experimental and control groups, the research subject was the students in the first semester at IKIP Budi Utomo Malang. As there were two research groups, 46 students belonged to the control group. The instruments utilized in this research were pre-test and post-test. The pre-test consisted of 18 multiple choice items with reliability coefficient of 0.735 and critical thinking post-test consisted of 14 essay question items with reliability coefficient of 0.762. In addition, semi-structured interview and think aloud guidelines were used. Quantitative data were obtained from the distribution of pre-test and post-test items. Meanwhile, qualitative data were retrieved from semi-structured interview and think aloud. The quantitative data were then analyzed using ANACOVA parametric analysis while the qualitative data were analyzed using path analysis model. The research findings indicated that: 1) the critical thinking ability of students who studied with conceptual e-scaffolding in blended learning on Problem-Based Learning was higher than those who studied with conventional method, 2) the implementation of conceptual e-scaffolding in the form of link map in Problem-Based Learning model influenced positively towards students’ critical thinking ability. This was reflected from the behavior and the way of thinking of students belonged to the experimental group indicating critical thinking ability development during the learning process. Furthermore, conceptual e-scaffolding in the form of link map helped the students to obtain information easily and utilized it in understanding concepts in geometrical optic material.

Plantasika e-Module with Problem Based Learning (PBL) Model for Class IV Primary School Students

This research is motivated by the fact that the use of learning media still needs to be expanded and more varied. This research aims to develop the design, test the feasibility, and test the effectiveness of the Plantasika e-module media using the problem-based learning (PBL) model. This type of research is Research and Development (R&D) with the development of the Borg & Gall model. The data collection techniques used are tests and non-tests, including observation, interviews, questionnaires, and document data. Data analysis techniques include normality tests, homogeneity tests, paired t-tests, and N-gain tests. The Plantasika e-module media received a very suitable category for use as learning media with percentage results of 96.25% from media experts, 95% from material experts, and 90.6% from language experts. The results from the normality test of the pretest and posttest scores were normally distributed, and from the homogeneity test, the pretest and posttest scores were declared homogeneous. The t-test results show that t_count = 13.468 > t_table = 2.073, so there is a significant difference between the pretest and posttest results with the class N-gain test of 0.71 with high criteria. The analysis of indicators of critical thinking skills obtained an average pretest score of 64.57 with a learning completeness of 58.7%. After being treated with the Plantasika e-module media, the average posttest score increased to 89.78, with learning completeness of 86.7 %. The results of the percentage of teacher and student responses to the questionnaire showed a positive response. This concludes this research concludes that the Plantasika e-module media with the problem-based problem-based learning (PBL) model is feasible and effective in improving learning outcomes and critical thinking skills in class IV science course content. Keywords: Plantasika E-Module, Problem Based Learning, Class IV Elementary School Students

Implementation of Problem Based Learning Model Assisted by the Quizizz Application to Improve Collaboration and Learning Outcomes in Class X Geography Subjects at SMAN 1 Narmada for the 2023/2024 Academic Year

The purpose of this study was to find out whether the Problem Based Learning learning model assisted by the Quizizz application could improve collaboration and learning outcomes for Theme 9 Students of Class X SMAN 1 Narmada Semester 2 Year 2023/2024. This type of research is Classroom Action Research (CAR). The PTK model used is the Kemmis and Mc Taggart model, each cycle consisting of three steps, namely planning, action and observation, and reflection. The research instrument used observation sheets and questions. The analytical technique used is quantitative descriptive technique by comparing the proportion of cooperation and learning outcomes in each cycle. The results showed that the use of the Problem Based Learning learning model assisted by the Quizizz application could improve collaboration and learning outcomes for Theme 9 Class X Students at SMAN 1 Narmada Semester 2 Year 2023/2024. This can be seen in the increase in student collaboration with groups in each meeting, cycle I 66% and cycle II reached 97% and student learning outcomes who completed in cycle I there were 4 students who completed or 50%, while cycle II totaled There are 6 students who complete or 75%. This proves that learning using the Problem Based Learning model can improve student learning outcomes.

Enhancing Critical Thinking Skills of Prospective Elementary School Teachers: A Study on Problem-Based Learning Approach

Critical thinking is a higher-order thinking skill that must be fostered during learning. This study aims to provide insights into the achievement of critical thinking skills among students through the implementation of the problem-based learning model in the geometry course. The research methodology employed in this study is descriptive in nature. The participants consisted of 40 Primary School Teacher Education students, who were divided into high, medium, and low-ability groups. Data were collected through written tests and observations. Twelve indicators of critical thinking skills were measured, with ten indicators assessed through written tests and two indicators through observations. The data were analyzed using quantitative descriptive analysis techniques. The study's findings indicate that students' critical thinking skills, as assessed through tests and observations, are considered good in the high, medium, and low groups. This is evident from the average percentages of 83.16% for the high group, 76.40% for the medium group, and 72.08% for the low group, respectively. Students in the high-ability group demonstrated a significantly excellent level of critical thinking skills. In conclusion, applying the PBL model significantly enhances students' critical thinking abilities.