Problem-based Learning Module Research Articles

Internet of Things (IoT), PBL and 3D Holographic modelling for smart agricultural education at The University of Queensland

The project described in this paper builds on exciting technological developments in real time biophysical data gathering that are currently happening at The University of Queensland (UQ)’s regional campus (UQGatton ~1000ha of prime agricultural land ~85km SW of Brisbane in SE Queensland), via the Internet of Things (IoT) UQ Smart Campus Project. This paper will describe the development of multifaceted web-based interfaces, problem based learning modules, and 3D modelling using the real time streaming data acquired through the Internet of Things (IoT) technology of the UQGatton Smart Campus Initiative. The idea is to produce innovative teaching and assessment modules for multiple different courses in the UQ Science Faculty, and across 2 Campuses separated by 85kms of highway. The paper describes the technology involved, the challenges and workarounds and a number of examples of using the data collected for problem-based learning modules. Some discussion is included on what these technologies could provide for further Teaching & Learning developments in the “E” space being trialed with partners UQ ITS, Microsoft and Telstra/Readify.

Fostering mathematical connections and habits of mind: A problem-based learning module for elementary education

Previous research has highlighted the challenges of improving students' mathematical skills, particularly in connecting mathematical concepts to everyday life and developing strong mathematical habits of mind. This research aims to integrate problem-based learning (PBL) into a mathematics module to enhance mathematical connection abilities and mathematical habits of mind. The ADDIE method was employed to achieve this goal, encompassing five stages: Analysis, Design, Development, Implementation, and Evaluation. The findings indicate that media, material, and language experts deemed the module highly suitable. Furthermore, the product was rated as highly practical based on teacher assessments, student responses, and observations during implementation. Effectiveness tests of the product, conducted through MANOVA, t-tests, and N-gain tests, revealed that the module is highly effective in enhancing students' mathematical connection abilities and moderately effective in improving their mathematical habits of mind. These findings underscore the importance of integrating digital learning technologies to increase the module's engagement and accessibility.

Applied Data Analysis: A Problem-based Learning Approach

This paper examines the transition of a conventional multivariate statistics module to a problem-based learning module, first implemented in 2021. The primary objective was to enhance students’ problem-solving skills, bridging the gap between mathematical concepts and real-world applications. The approach was implemented to instil a deeper understanding of real-world data analysis, emphasising the interpretation of domain specific problems in mathematical terms and the production of reports for industrial stakeholders.Findings indicate that the integration of problem-based methods not only improved students’ comprehension of statistical techniques but also fostered a more profound appreciation for their practical utility in diverse professional contexts. The problem-solving cycle, a central component of the approach, guided students in critically analysing complex challenges and formulating data driven solutions. Furthermore, this study emphasises the potential for replicating the industrial study group experience within an undergraduate teaching environment.Adopting a problem-based learning approach in the teaching of data analysis empowers students to apply their analytical skills effectively to real-world scenarios, strengthening their capacity to communicate insights and solutions to industrial stakeholders. The study underscores the value of aligning educational practices with the demands of data-driven industries, providing students with a competitive advantage in future research and the job market. The study is descriptive and reflective in nature.

Exploring the Effectiveness of Problem-Based Learning in an International Undergraduate Program in Veterinary Sciences: Students' Satisfaction, Experience and Learning.

The systematic evaluation of the integration of problem-based learning (PBL) into educational programs in Italy is scarce and there are no published reports of its use in an Italian Bachelor of Veterinary Science degree program. This paper aims to assess the satisfaction of second-year students on an international Bachelor of Veterinary Science degree program after implementing two weeks of PBL with a multidisciplinary approach. Moreover, the impact of this methodological approach on the students' performance and their perceptions concerning their learning experience was investigated. The results showed that students expressed a high level of satisfaction and a positive attitude towards learning through PBL. A significant increase in the perception of students' soft skills was also found, based on self-evaluation. Moreover, a significant improvement was seen in the students' perception of their learning and teaching experiences and general life competencies, assessed using the validated questionnaire HowULearn. Negative effects were also identified, requiring further design modification of the tutors' feedback and pedagogical orchestration. Based on our findings, when planning bachelor's degree programs in veterinary science, PBL modules or activities should be considered to promote active learning, engagement among students, and the improvement of problem-solving and team-working skills.

Impact of Physics Modules Based on Problem Based Learning on The Problem-Solving Abilities of Students in the Material of Optical Instruments

The purpose of this study is to ascertain how students' problem-solving skills are affected by the use of a problem-based learning physics module. A nonequivalent control group design and a quasi-experimental research methodology are used. Test instruments in the form of descriptive questions and non-test instruments in the form of a questionnaire on student replies make up the instruments utilized. Students in grade XI at SMA Darul Falah for the academic year 2022–2023 make up the study population. Purposive sampling was used to choose the research sample, resulting in the experimental group consisting of 21 students from class XI MIPA 2 and the control group consisting of 21 students from class XI MIPA 1. For the experimental group, a customized problem-based learning module in physics was employed. The Problem-Solving Ability instrument consists of descriptive questions that have been tested for validity, reliability, difficulty level, and item discrimination. The experimental group's average post-test score was 83.66, compared to 60.09 for the control group. Both groups' data were uniformly distributed and homogeneous. The hypothesis test results indicated that the calculated t-value was greater than the critical t-value, specifically 6.33, which is higher than 2.02 for the post-test data. Therefore, the alternative hypothesis ( ) is accepted, and the null hypothesis ( ) is rejected, indicating an influence of using the physics module based on problem-based learning on students' problem-solving abilities in the topic of optical instruments. Based on the analysis of the questionnaire responses, students' responses improved after the implementation of the physics module based on problem-based learning, with an implementation percentage of 72%. In conclusion, there is an influence of using the physics module based on problem-based learning on students' problem-solving abilities in the topic of optical instruments.

Design and Implementation of a Problem-Based Learning Module in a Clinical Radiography Course to Foster Image Critique Skills: An Evaluative Case Study

Numerous studies have been conducted to examine the effectiveness of problem-based learning (PBL) in higher education programs that prepare health professionals for their clinical careers, such as undergraduate nursing programs. Even though undergraduate nursing education and radiography education have similarities, studies that focus on the effectiveness of PBL in radiography have not been documented in the literature. While the nature of the nursing and radiography disciplines may lead radiography educators to believe that PBL use in radiography education may be appropriate, based on existing research in nursing, its effectiveness and student attitudes need to be researched before curriculum-wide PBL implementation is planned. A mixed methods evaluative case study was conducted to investigate if a PBL module had an effect on radiography students’ image critique skills and their perceptions. Quantitative data collection instruments consisted of a pretest and a posttest to assess students’ image critique skills before and after PBL. Qualitative data collection instruments included a pre- and post-PBL survey, as well as structured reflections after the PBL module. The results showed a statistically significant difference between the pretest and the posttest, suggesting that the PBL module improved image critique skills in radiography students. In addition, students reported to feel significantly better prepared for image critique after PBL, and perceived working in a group as a good way to practice critiquing images. Difficulties reported were related to working in a group and transitioning to PBL, most likely due to being accustomed to lecture-based instruction.

Improving University Students' Critical Thinking and Problem-Solving Skills: How Problem-Based Learning Works during COVID-19 Pandemic?

With the COVID-19 pandemic spreading all around the world, higher learning institutions were forced to shut down or limit the people in contact to control the spread of diseases. Under this circumstance, remote learning that emphasized learning via online setting was embraced in higher education to replace the physical classroom during the pandemic time. This study designed a single Problem-Based Learning (PBL) module using remote learning to examine the students' experience in PBL, and to what extent the PBL module helps students improve their critical thinking and problem-solving skills. The remote learning PBL module was conducted using the reflection method to assess the students' experiences in PBL learning. On the other hand, a set of survey questionnaires was distributed to 34 undergraduate students to gather the responses for the assessment of critical thinking and problem-solving skills. This study employed both quantitative and qualitative analysis to investigate the students’ critical thinking, problem-solving skills and their experience in remote learning PBL. Using paired sample t-test to test the difference between pre- and post- remote learning PBL class, results indicated that there was a significant improvement in students’ critical thinking and problem-solving skills after remote learning PBL class. On the other hand, thematic analysis of students’ feedback on remote learning PBL class- first, second, and third meetings, indicated that students gradually improved their critical thinking and problem-solving skills. Although students implied positive feedback on the class, however, some of them were facing difficulties in understanding the module or physical disruptions that distracted their learning. The findings gave insights for the lecturers to design a suitable learning course during the pandemic time. Moreover, the findings highlighted challenges that gave insights for the lecturers to look at the students’ feedback from time to time to improve the learning mechanisms and to create a better learning environment.

The Effect of Using Ecology Modules on Communication Skills, Cognitive, and Student Attitudes Through Problem-Based Learning

Learning carried out in lectures requires a variety of learning resources to improve students' abilities for the better. During this time, lectures usually only use learning resources that vary little and tend to use only one source so that student learning outcomes are not maximized. This research was conducted to improve student learning outcomes, especially in communication skills and cognitive and student attitudes at Bina Bangsa University. The research method used is ADDIE development research, starting from the stages of Analysis, Design, Development, Implementation, and Evaluation. Module development is carried out by measuring its effectiveness on communication skills using observation sheets, measuring cognitive abilities with tests, and observing attitudes with observation sheets. The application of the module in learning is carried out with a quasi-experimental design. Then, the results are analyzed descriptively with the ANCOVA statistical test using the SPSS application. The results showed improved communication skills, cognitive abilities, and student attitudes. Based on statistical tests, there are differences in the achievement of learning outcomes between the control and treatment classes. In the treatment class, the application of problem-based learning modules showed improved communication, cognitive, and student attitudes. However, based on the value of the gain score, the use of problem-based teaching modules on communication skills and student attitudes is in the range of low effectiveness, while in cognitive aspects, it is in the range of moderate effectiveness. Using ecology modules with problem-based learning is important because real problem-based learning makes learning more contextual, especially in courses that use environmental problems as the main study.

PROJECT-ORIENTED PROBLEM BASED LEARNING (POPBL): AN INITIATIVE TO ENHANCE SELF-ESTEEM AMONG ORPHANS

Self-esteem is embodied by a person when he feels capable of handling life's basic challenges and being worthy of happiness. Countless studies unfortunately indicated that orphans are often deficient of this quality. This paper explores and discusses the implementation of Project-Oriented Problem Based Learning (POPBL) in an orphanage to boost the participants’ self-esteem. The study involved 32 male orphans aged 9 to 16 years old, coming from diverse backgrounds and originated from various parts of Malaysia. Participants were divided into three groups of 11 and 10 members, and each led by a male supervisor or warden. Each group was required to manage and participate in a program called “Sayyidul Ayyam’. The program took place on specified Fridays, and all three POPBL sessions were completed within two months. Each orphan in each group was entrusted with specific roles such as master of ceremony (MC), reciter of the Quran, reciter of the meaning of the Quran, storytellers, Nasyid presenters and finally Doa reciter. Each group was given two weeks to practice prior to their designated Friday and were given the freedom to choose their own roles, their own nasyid etc. Participants’ self-esteem levels were assessed using The Rosenberg Self-Esteem Scale (RSES) before and after completing their tasks. To ensure RSES items were understood by minor participants, individual interviews were conducted to collect data. The RSES uses a scale of 0–30, where a score less than 15 suggested low self-esteem. The findings indicated that after completing the POPBL program, 62.63% (N=20) of the participants demonstrated improved self-esteem, 21.22% (N=7) reported no change, and 15.15% (N=5) experienced a decrease in their self-esteem level. The findings were shared with the Pahang Orphan Welfare Association (PEKAYA) aiming to facilitate its members to adopt the Problem-Based Project-Based Learning (POPBL) module as a tool to strengthen their residents’ self-esteem.

Development of Problem-Based Learning Modules on Environmental Pollution Materials to Improve Student Learning Outcomes

This research was calssifed as a Research and Development (R&D) that aimed to detemine the validity, practicality, and effectivenes of developing problem-based learning module to improve students’ learning outcomes. The samples consisted of 20 students in class X of SMA Negeri 7 PrasetyaGorontalo. This research was conducted to create module tahtreffered to the ADDIE model (Analysisi, Design, Development, Impelemntation, and Evaluation), but it was only limited to the development stage, namely the limited trial develpment stage. The instruments used were interview, validation sheet, and student response questionnaire, implementation of learning (teacher activity), student activity, and pre-test dan post-test. Teh result of module validation analysis with here validators obtained an average score of 85% (very valid). Meanwhile, the result of practicality analysis was observable from the teacher activity which obtained an average score of 93.3% (very good), the student activity in the small group trial obtained an average score of 90% (very good), and the student responses obtained an average score 88% (very feasible). In the meantime, the result of effectiveness analysis were observable from the result of N-Gain analysis in small group trial which obtained an average score of 0.62% (fairly effective). To conclude, the development of problem-based module on enviromental pollution topic intending to improve the students’ learning outcomes had met the valid and practical criteria but has not been effetive due to it only reached a limited trial. However, the module was feasible to use in the learning process.

Pengembangan Modul Pembelajaran Berbasis Masalah pada Mata Pelajaran Produk Kreatif dan Kewirausahaan

This study aims to develop a feasible and effective problem-based learning module. This research is a type of research and development with the stages of preliminary research, model development, and model testing. The number of samples in this study consisted of 10 teachers of Creative Products and Entrepreneurship (PKK), one material expert, one media expert, and 182 students. The instruments used are interview guides, questionnaires, and pretest and post-test questions. The data analysis technique in this study used a qualitative and quantitative approach. The results show that the learning model for PKK subjects used in Vocational High Schools is quite varied; learning activities use learning models oriented to student activities. However, teachers still experience several obstacles, such as teaching materials or textbooks that are still limited to support active learning activities, so it is necessary to develop problem-based learning module (PBL). The results of the module assessment carried out by experts, vocational teachers, and students were categorized as "feasible." Testing the module by acquiring an average N-Gain score for pretest and post-test shows that the problem-based module is quite effective in use with an effective contribution in the "strong effect" category

Designing A Problem-Based Learning Module of English for Naval Architecture

Being an archipelagic country is an added value in various fields for Indonesia. One way to develop archipelagic potential in Indonesia is to improve the quality of human resources in related fields, one of which is naval architecture. A quality that is no less important is the ability to speak English. This study aimed to design a teaching material in the form of module of English for naval architecture using problem-based learning in order to expose students to real world problems. This research employed Research and Development (R&D) using ADDIE design. The phases of this model were analysis, design, development, implementation, and evaluation. This research was conducted in Politeknik Negeri Bengkalis and involved 50 students of Naval Architecture department. The research subjects were involved in defining the topic needs for the module, implementing the module and evaluating the module. The topic of the module is the ESP (English for Specific Purposes) topic. There are some parts of the module: the first part of the module is module identity; the second part is module component; the third part is module material; and the last part is evaluation. In the evaluation part, problem-based learning is used. This module is expected to contribute to the improvement of naval architecture students’ ability in English and further prepare them for their future work and career.

A DIGITAL INTERACTIVE MODULE-BASED ON PROBLEM LEARNING IN ENVIRONMENTAL POLLUTION

The background of this research is the lack of innovative digital technology-based learning media. There are not many digital interactive modules that have been developed to support learning. The limited availability of digital interactive modules can limit the use of technology in learning and hinder the achievement of learning goals in the era of Industrial Revolution 4.0. For this reason, it is necessary to develop digital-based interactive modules that provide opportunities for students to discover for themselves the concepts they are studying. Learners become more active and independently build knowledge. Research and development used the Borg and Gall model, which consists of product development, product validation, design revision, testing, and product revision. The research instrument consisted of a module validation questionnaire (content and media) and a response questionnaire. Module validation involves lectures at Teuku Umar University who are experts in their fields as content and media expert. The experts validation results obtained a combined score of 87.5%, indicating that the module can be used without repair. The product field test was carried out in the odd semester of the 2023–2024 academic year with 60 students at SMP Negeri 1 Aceh Barat. Field test results showed that 91% of students gave positive responses to the module. The development of digital-based interactive problem-based learning modules meets the requirements, can be used to facilitate active, creative learning, leads to the development of students' skills independently, and is relevant to technological developments.

PENGEMBANGAN MODUL AJAR BERBASIS PROBLEM BASED LEARNING DALAM BENTUK FLIPBOOK UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS

The research was conducted to determine the validity, practicality, and validity of problem-based learning teaching modules in the form of flipbooks to improve students' critical thinking skills in Phase E. The type of research used was research and development (RD) using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects of this study were class X students (Phase E) and educators at SMA N 1 Prembun. Data was collected using interviews, questionnaires, and test questions. Interview sheets, validation questionnaires, practicality questionnaires, and test questions were used as instruments in this study. The data obtained were then analyzed using descriptive analysis. The results of this study indicate that the problem-based learning module in the form of a flipbook will improve students' critical thinking skills in Phase E concentration. 1) is valid with a yield proportion of 80%; 2) practical for educators with a proportion yield of 86%; and 3) effective with an n-gain score of 0.78. Based on this, problem-based learning modules in the form of flipbooks to improve students' critical thinking skills in Phase E can be used in educational units with appropriate characteristics. The use of flipbooks is not limited to student worksheets; all independent curriculum modules are in flipbooks.

Pengembangan Modul Ajar Berbasis Problem Based Learning pada Materi Pewarisan Sifat untuk Fase D SMP

Indonesia has implemented the Independent Curriculum in the 2021/2022 school year in several schools. Based on the results of observations, the lack of socialization makes it difficult for teachers to implement the Independent Curriculum, so teachers do not yet have complete teaching modules. This study aims to produce problem-based learning teaching modules for natural sciences in phase D of junior high school that are legible. This research is a development research that uses the 4D model with four stages, namely define, design, develop and disseminate. Due to time and budget constraints, this study only used three stages, namely define, design and develop. The subjects of this study were five natural science teachers as respondents. The object of this research is the problem-based learning module of inheritance for natural science subjects in phase D of junior high school. This study uses primary data types. The data analysis technique of this research is descriptive analysis technique and Likert scale. Based on the results of teacher observations, the development of teaching modules can be used as a solution. As much as 100% of teachers agreed to choose inheritance material to be used as the development of teaching modules. Based on the research, the inheritance teaching module was obtained with a readability value of 92.43%. It can be concluded that problem-based learning has been produced with inheritance teaching modules for natural science subjects in phase D of junior high school which read very well.

Integrated Green Chemistry Problem-Based Learning Module Development to Improve Science Process Skills Senior High School Students on Basic Chemicals Law

The implementation of the independent curriculum at the senior high school level can be an opportunity for educators to develop alternative teaching materials that according to the latest curriculum standards. One alternative teaching material that can be used is the module. This study aims to develop a basic chemical law module based on Problem Based Learning integrated with green chemistry that is valid, practical and effective. This type of research is educational development research (educational design research) or known as EDR. The test subjects for this study were three chemistry lecturers, two chemistry teachers, and tenth grade students. The results of the study obtained a construct validity of 0.90 and a content validity of 0.91. The results of practicality tests by teachers and students are included in the very practical group with respective values of 0.88 and 0.84. The results of the t test on student learning outcomes showed that t-count (2.87) is bigger than t-table (1.67), and the value of science process skills in the experimental class was higher than the control class. Therefore, it can be said that the module based on problem base learning integrated with green chemistry on basic chemical law material is valid, practicable, and effective. Therefore, it can be said that the modules made are reliable and useful for use in the learning process.

Pengaruh Penggunaan Modul IPA Berbasis Problem Based Learning (PBL) Terhadap Keterampilan Proses Sains Dan Keterampilan Berpikir Kritis Siswa (The Effect of Using Problem Based Learning (PBL) Natural Sciences Modules on Students' Science Process Skills a

The purpose of this study was to find out whether using the Problem Based Learning (PBL) module can improve (PBL) Science Process Skills and Students' Critical Thinking Skills. Research design: causal quantitative, determination of research area: purposive sampling area, determination of respondents: population research area. Data collection: 1). observation, 2). interview, 3). document. Data analysis 1) instrument test, 2) classic assumption test, 3) hypothesis test. Based on the results of the F-test analysis, it can be decided that the significance level is 0.001 or less than 0.05 and the F-count value is greater than the F-table (3.367 > 2.901). According to Mulyono (2018: 113), it can be decided that H0 is rejected so that it can be taken the conclusion that the independent variable has a significant influence on the dependent variable. This means that it can be concluded that there is an effect of using the Problem Based Learning module (variable X) on science process skills (variable Y1) and critical thinking skills (variable Y2) jointly with class X SMK PGRI Sempu in the even semester of the 2022/2023 academic year. So it can be concluded that the Problem Based Learning (PBL) Module has an effect on Science Process Skills and Students' Critical Thinking Skills and H0 is rejected.

Effects of problem-based learning on delivering medical and nursing education: A systematic review and meta-analysis of randomized controlled trials.

There is still a lack of high-level evidence on the effects of problem-based learning (PBL) in general medical and nursing education. We aimed to summarize current evidence on the effects of PBL in delivering medical and nursing education from randomized controlled trials (RCTs). A systematic search was performed in MEDLINE, EMBASE, Cochrane Central Library, and CINAHL Complete. RCTs that assessed the effects of a PBL module in delivering medical education were eligible. Outcomes included knowledge, performance, and satisfaction. The risk of bias was assessed according to Cochrane handbook guidelines. Standardized mean differences with 95% confidence intervals of each outcome between PBL and control groups were pooled using a random-effects model. In all, 22 RCTs with 1969 participants were included. Both pooled analyses of changes in scores compared with baseline and absolute post-interventional scores favored PBL module in knowledge and performance. The satisfaction degree was also higher in participants receiving PBL methods. Publication bias might exist in satisfaction; however, not in knowledge and performance. Eleven of the 22 studies were assessed as having a high risk of bias. Compared with traditional lecture-based modules, PBL delivered medical education in different medical science specialities more efficiently from both theoretical knowledge and practice skill perspectives. The feedback from participants receiving PBL methods was more positive than that from those receiving traditional methods. However, the high heterogeneity and low quality of the included studies prevented drawing definite conclusions.

Development of a Problem Based Learning Module for Class XI SMAK Arastamar Lotu Academic Year 2021/2022

The problems in this study are educators who have not used the mathematics learning module in the teaching and learning process and the low learning outcomes of students because of the lack of students' ability to construct the knowledge they acquire. The objectives of this research are: to know the feasibility of learning modules, to know practicality, to know the effectiveness of problem-based learning-based learning modules in the material for class XI SMAK Arastamar Lotu lines and sequences in the learning process. This research is a development research using the ADDIE development model which consists of analysis, design, development, implementation, and evaluation stages. The instrument used is a validation questionnaire which includes aspects of content feasibility, presentation feasibility, and design feasibility, student response questionnaires and learning achievement tests. Research result; (1) module content validity reached an average percentage of 94.84% (very feasible), language validity achieved an average percentage of 100% with very feasible criteria, design validity achieved an average percentage of 95% with very feasible criteria. (2) the practicality of the module based on the corporate test reached a percentage of 95.65% with very practical criteria, small group tests reached a percentage of 91.95% with very practical criteria, field tests reached a percentage of 91.68% with very practical criteria, (3) effectiveness the module reaches a percentage of 90% with very effective criteria.

Problem-based learning module of organic insecticide for the aborigine students in Malaysia

<span lang="EN-US">Problem-based learning (PBL) is a teaching model that uses real-world problems to lead students toward the learning objective of a course. It has been widely adopted in Malaysian education. However, PBL module for aboriginal people is scarce. This study aimed to provide suitable PBL activities in learning environmental problems by developing a PBL teaching module for the aborigine community and accessing its suitability. In this study, data was collected through an online validation form that was given to four validators, all of them have science or chemistry education backgrounds. The online questionnaires collected were further analyzed to investigate their responses to the module. The result has shown positive feedback (95.83%) as the responses are very encouraging. All respondents give approbation to the objectives of the module which are clearly stated and are parallel with the content. Many of them also strongly agree that the PBL model and the language used are suitable in this module. There is no doubt that PBL is a valuable tool to teach chemistry to improve students’ critical thinking and problem-solving skills effectively.</span>