Problem-based Learning Problem Research Articles

문제중심학습(PBL) 기반 유아수학교육 수업이 예비유아교사의 수학교수효능감, 수학적 태도 및 문제해결능력에 미치는 영향

The purpose of this study is to examine the impact of Problem Based Learning(PBL)-based early childhood mathematics education classes on pre-service early childhood teachers’ mathematics teaching efficacy, mathematical attitude, and problem-solving ability. The study participants were 38 pre-service early childhood teachers attending a 4-year university in G City. The PBL-based early childhood mathematics education class used a combination of lecture-based and problem-based learning methods, and problem-based learning consisted of four PBL problems and was conducted for a total of 9 weeks. The research tools used were mathematics teaching efficacy, mathematical attitude, and problem-solving ability before and after. Data analysis was performed using a paired samples t-test using the SPSS 28 program. As a result of the study, PBL-based early childhood mathematics education classes were found to have a positive impact on improving the mathematics teaching efficacy, mathematical attitude, and problem-solving ability of pre-service early childhood teachers. Through this, the significance of the study is that it presented and verified a PBL-based mathematics teaching model that can be applied to the early childhood mathematics education classes of pre-service early childhood teachers.

교직이론 과목에서 현장 역량 강화를 위한 혼합형 PBL 수업 사례 연구

This study attempted to present a specific case of blended Problem-Based Learning (PBL) in teacher education course to enhance the field competency of pre-service teachers. The participants were first-year adult learners majoring in Early Childhood Education who were enrolled in the educational psychology course. The blended PBL process was organized by appropriately combining face-to-face and online sessions, following the sequence of 'Course Introduction,' 'Problem Presentation,' 'Subsequent Problem Steps,' 'Presentation of Results and Discussion,' and 'Review and Evaluation of Learning Outcomes.' Five PBL problems were developed, and during the initial five weeks, students were assigned to individually contemplate one problem per week. In the 10th week, a face-to-face group discussion session was conducted. Subsequently, continuous online communication through Learning Management System (LMS) and Social Networking Services (SNS) was maintained, leading to the group presentation of the final project at the end of the semester. The analysis of reflection journals submitted by students after the class was conducted to assess the effectiveness of a blended PBL course. The case presented in this study proposes a form of instructional design that integrates real-world experiences, suggesting a hybrid approach to PBL in education. Furthermore, the application of blended PBL in educational psychology courses suggests the potential to enhance field competency in teacher education courses.

EFEKTIVITAS PROBLEM BASED LEARNING BERBANTU SOFTWARE GEOGEBRA PADA MATERI PROGRAM LINEAR TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMA

The purpose of this research is to 1). Knowing that there are differences in students' mathematical communication abilities with the Problem Based Learning (PBL) learning model assisted by GeoGebra Software and conventional learning models. 2) Find out which learning model is better between the Problem Based Learning (PBL) learning model assisted by GeoGebra Software and the conventional learning model for students' mathematical communication abilities. 3) To determine the influence of student activity on students' mathematical communication skills who use the PBL (Problem Based Learning) learning model assisted by GeoGebra Software. 4) To find out whether students' mathematical communication skills who use the Problem Based Learning (PBL) learning model assisted by GeoGebra Software achieve individual or classical mastery. The research method used in this research is the Quasi Experimental method. The sampling technique uses purposive sampling technique. The instruments for collecting data in this research are Pre-test and Post-test. . The population of this study were class XI students of SMAN 1 Wedung. The N-Gain test is the data analysis technique used in this research. The results of this research show that the N-Gain score in the experimental class (PBL method assisted by GeoGebra) is 62%. Meanwhile, the N-Gain score in the control class (conventional method) was 54%. In other words, it can be concluded that the mathematical communication skills of students who received PBL learning assisted by GeoGebra were significantly more effective than students who received learning using the conventional method

Penerapan Metode Problem Based Learning (PBL) dalam Kurikulum Merdeka

Problem Based Learning (PBL) is a learning method applied by teachers aimed at training students' high-level thinking skills. The education system in Indonesia has experienced eleven curriculum changes, starting from 1947 until now. This research will discuss the application of the PBL method to the independent curriculum. The aim of this research is to determine the results of applying the PBL method in aspects of the independent curriculum. The method used in this research is a descriptive qualitative method, this method can describe how educators will implement it with students during teaching and learning activities. The research results related to the application of the PBL problem based learning method in the independent curriculum include several aspects of the independent curriculum, namely basic learning, teaching skills, group targeting, and the use of technology.

Penerapan Model Problem Based Learning Dipadu Tutorial Sebaya untuk Meningkatkan Hasil Belajar Siswa Kelas V SD

This article aims to explain conceptually about the use of PBL (Problem Based Learning) learning models in student activities and learning outcomes in elementary schools. This research is a classroom action research (PTK) that aims to improve students' mathematics learning outcomes by using the PBL (Problem Based Learning) model combined with peer tutorials. The subjects in this study were 22 Cakap class V students. In the initial condition, it shows the classical average value obtained is 36%. After being given action using the PBL (Problem Based Learning) learning model combined with the first cycle peer tutorial, the average grade was classically obtained at 55%. In cycle 2, the average completeness of student learning outcomes increased to 82%. These results show that there is an increase in student learning outcomes by using the PBL (Problem Based Learning) learning model combined with Peer Tutorials, so it can be concluded that PBL (Problem Based Learning) Combined with Peer Tutorials can improve the mathematics learning outcomes of Kela V Saucy students of SDN 23 Ampenan.

Designing and Conducting a Liberal Arts Course with Problem-Based Learning : A Case Study of ‘Great Speeches That Changed World History,’ an Open Class of S University

This paper describes a case study of ‘Great Speeches That Changed World History,’ a liberal arts course offered in the second semester of 2022 at S University. It aims to design and conduct the course as student-centered with Problem-Based Learning (PBL). The four steps of PBL, ‘meeting the problem → exploring the solution → resolving the problem → presenting and evaluating the solution’ were adapted for those of ‘planning a speech → lectures, discussions, and research → writing a speech and making PowerPoint slides → speech presentations and peer reviews.’ First, students were introduced to the problem of a ‘speech,’ which was designed as an ‘ill-structured, complex, real, and related-to-the-curriculum’ PBL problem. Then they decided on the purpose, topic, audience, and place of their speeches. The second step of exploring the solution consisted of the teacher’s lectures and the students’ subsequent discussions where they explored the topics of their mock speeches. For the third and fourth steps of PBL, students participated in a team project activity where they practiced and presented their mock speeches. Peer reviews helped students concentrate on other teams’ presentations and elicited integrative understanding and secondary learning from them. A survey on PBL’s effectiveness, conducted after 15 weeks of the course, showed that students understood the class materials better when engaging in a team project and responded positively to peer reviews. They also thought their team project helped them achieve the course objectives. In conclusion, PBL was an effective method to plan a student-centered course. Students got engaged in class actively and positively with PBL, which ultimately helped them achieve the course objectives.

Performance and preference of problem-based learning (PBL) and lecture-based classes among medical students of Nepal.

Background: PBL (problem based learning) is new active learning educational strategy that has been extensively tested and used in recent years. Patan Academy of Health Sciences (PAHS) is one of medical schools from Nepal, a Low Income Country (LIC) implementing PBL for undergraduate medical education. This study aims to compare PAHS students' understanding and knowledge retention when taught through PBL and lecture-based classes and compare students' perceptions of PBL and lectures in medical education. Methods: This is a cross-sectional study of medical students of a PBL based medical school in Nepal, a non-Western low-income country. Ethical approval was given by the institutional research committee of the Patan Academy of Health Sciences. Understanding and knowledge retention was assessed with 50 vignette-based multiple-choice questions, half of which were taught through PBL sessions, and the remaining half were taught in didactic lectures during basic science years of medical school. A separate pre-validated perception questionnaire was used to assess students' preferences regarding PBL and lectures. Results: Out of 107 students, 99 participated in the understanding and knowledge retention questionnaires and 107 completed perception questionnaires. Understanding and knowledge retention of students was found to be the same for topics taught by PBL and lectures, with median scores of 17 and s16, respectively. PBL were mostly preferred for the physiology (59.81%), pathology (51.40%) and pharmacology (53.27%) concepts, and lectures were mostly preferred for the anatomy (78.50%), biochemistry (45.79%), and microbiology (42.99%) topics. Students wanted the same concepts to be taught through both PBL and lectures, especially for anatomy. Conclusions: Understanding and knowledge retention is the same for topics taught by either PBL or lectures during the basic science years of undergraduate medical education. Students prefer PBL for physiology, pathology, and pharmacology-related concepts, conventional didactic lecture for physiology and microbiology, and a combination of lecture and PBL sessions for anatomy.

PENINGKATAN HASIL BELAJAR BERDASARKAN MODEL PBL BERBASIS KOPIN PADA PEMBELAJARAN IPAS KELAS IV SEKOLAH DASAR

This research aims to determine the completeness of learning outcomes in Class IV science subjects using the PBL (Problem Based Learning) model based on Kopin (Spin Box). This classroom action research was motivated by the low learning outcomes of class IV students in science subjects. Data collection techniques use tests, observation and documentation. The data analysis techniques used are quantitative and qualitative. Quantitative analysis techniques use average formulas and classical learning completeness. Descriptive qualitative analysis technique for analyzing quantitative data in the form of student values ​​both from the process and results. The research subjects were class IV students at SD Negeri Noborejo 01 Salatiga with a total of 26 students. The results of the research show that the PBL (Problem Based Learning) model based on Kopin (Spin Box) is able to improve student learning outcomes in science learning. Students become conducive and enthusiastic in learning.

Upaya Meningkatkan Hasil Belajar Peserta Didik Materi Manusia Makhluk Pribadi Metode Problem Based Learning (Pbl) Pada Kelas X Smkn 1 Tanah Siang

Education is important at every level and even determines the quality of further education, and is an integral part of the entire national education system. To improve the quality of education, the government has announced 12 years of basic education, 6 years at the elementary school level, 3 years at the junior high school level and 3 years at the senior high school level. Vocational Secondary Education, provides / prepares basic provisions for students to be able to develop to continue to a higher level, implement real life in society and in the world of work. With this provision, it is hoped that children will be able to realize themselves as individuals, members of society, citizens and members of humanity in developing life around them. In implementing the Merdeka curriculum there are Dimensions and Elements of the Pancasila Student Profile that must be developed, then the Pancasila Student Profile has 6 dimensions and several elements in them: Have faith, fear God Almighty, and have a noble character, Global Diversity, Independent, Work together, Critical reasoning and, Creative. Based on the things found during the learning process, the following conclusions are drawn: The Problem Based Learning (PBL) learning method is a learning method that can improve student learning outcomes to solve the problems they face. By using the Problem Based Learning method, it can improve the learning outcomes of students in each cycle experiencing changes and improvements. This is proven by the achievement of pre-cycle test results with an average percentage of only 72.5% in cycle I, and at the end of cycle II it reached 86.66%, an increase of 14.16%. The application of the PBL Problem Based Learning method can improve the learning outcomes of class X students of SMKN 1 Tanah Siang.

Penerapan model pembelajaran problem based learning untuk meningkatkan gambaran keterampilan berhitung pada siswa kelas IV SD

The application of numeracy skills is a skill that must be possessed by students with feedback. This study aims to determine the PBL learning model in the application of numeracy skills to elementary school students. This research is motivated by the problems that occur, namely the lack of numeracy skills in students of SDN 197 Karang Taruna Karangsari. Based on this, the researchers used the PBL (Problem Based Learning) model to overcome problems at SDN 197 Karang Taruna Karangsari. Numeracy skills from experts are very relevant to describe numeracy skills using the PBL (Problem Based Learning) model which has the characteristics of problem-based learning. The research method used is descriptive qualitative research. The research subjects were fourth grade students at SDN 197 Karang Taruna Karangsari totaling 40 students. Based on the results of the study, it showed that students' numeracy skills were very good, learning was also very enjoyable and students were more confident about learning through a problem-based learning model. It can be said that this PBL learning model is very relevant in knowing the description of numeracy skills in class IV students at SDN 197 Karang Taruna Karangsari.

Relationship of Prior Knowledge and Scenario Quality With the Effectiveness of Problem-based Learning Discussion among Medical Students of Universitas Malikussaleh, Aceh, Indonesia

Introduction: Problem-Based Learning (PBL) is a student-centred learning approach that employs clinical case scenarios to trigger learning and is conducted in small group discussions. The familiarity and prior knowledge of the students with the problem affect and stimulate student discussion in the tutorial group. Effective discussion ensures successful PBL learning. This study aimed to determine the relationship between prior knowledge and the scenario quality with the effectiveness of the PBL discussions. Methods: This cross-sectional study was conducted in 2021 and involved 89 undergraduate medical students in the learning of the Immunology and Neoplasm module at the Faculty of Medicine of Universitas Malikussaleh. The Quality of PBL Problem Questionnaire and the Tutorial Group Effectiveness Instrument (TGEI) Questionnaire were used for data collection. The GPAs of the students were obtained as prior knowledge data. The data were analysed using the Chi-square test with a significant level of 0.05. Results: Most of the students had good prior knowledge (51.2% vs 47.8%). The results did not show a significant correlation between prior knowledge and the scenarios with the discussion effectiveness in the PBL group (p = 0.154 and 0.871, respectively). Conclusion: This study suggests that prior knowledge did not affect the effectiveness of discussions within the tutorial groups. Our study discovered a non-significant relationship between the scenario quality and the effectiveness of PBL discussions; however, our data revealed that good scenarios mostly led to effective tutorial group discussions

Is the Implementation of Problem-Based Learning Appropriate? A Literature Review on Accounting Learning

The objective of this study is to examine the development of research results on the implementation of Problem-Based Learning (PBL) in accounting learning in Indonesia within a 10-year period (2012 – 2022). The research was conducted using the Systematic Literature Review (SLR) method. A review was carried out on 54 PBL articles in the field of accounting education in Sinta 1-6 accredited journals. Research results showed the following findings, there were 54 published articles on PBL in the accounting field from 2012 to 2022, and most articles were published in 2017-2018. The most popular variants on the PBL research method in the accounting field employed Classroom Action Research (41%), followed by experimental research (33%). Most of the research objects involved vocational high schools, universities, and senior high schools. Of the 54 articles that were examined, only 18 articles presented the learning syntax in accordance with the PBL terms from Howard Barrows. Another 12 articles did not follow the PBL terms, but did present problems in learning. However, the utilized problems were not in accordance with the characteristics of problems in PBL, which involve real, unexpected, and unplanned (unstructured) problems. This is presumably because the researchers (1) do not fully understand the features of PBL, or (2) have problems formulating problems in the accounting field that are in accordance with the demands of PBL.

Uji Kelayakan E-LKPD Berbasis PBL (Problem Based Learning) Untuk Meningkatkan Keterampilan Proses Sains Peserta Didik SMA

This study aims to determine the validity of PBL (Problem Based Learning) based E-LKPD to improve the science process skills of high school students. By using the type of R&D (Research and Development) method and consists of a process of (1) Analysis, (2) Design, and (3) Develop. This research instrument is a material expert validation sheet and a media expert validation sheet to determine the validity of E-LKPD. This study tested of E-LKPD with static electricity class XII material and was conducted at SMA Negeri 3 Bengkulu City, SMA Negeri 4 Bengkulu City, and SMA Negeri 9 Bengkulu City. Based on the data analysis that has been done, it is found that the results of the material E-LKPD validation are 88,3% with worthy criteria. While the results of media E-LKPD validation are 80% with worthy criteria. While the material reliability test results are 79% with reliable criteria and the media reliability test results are 94% with reliable criteria. So, it can be concluded that the PBL (Problem Based Learning) based E-LKPD to improve the science process skills of high school students is said to be worthy. Keywords: feasibility test of E-LKPD, PBL, Science Process Skills.

Evaluation of Problem-Based Learning in College of Medicine: An Indicator of Quality Education in a Hybrid Curriculum

Background. A culture of quality is believed to drive institutes toward excellence through feedback. Multiple surveys at educational institute help to get a deeper insight into institutional performance and curricular execution. Since problem-based learning (PBL) is an important component of the hybrid curriculum, thus stakeholders’ opinion on PBL satisfaction is worth discussing. This study intended to determine the trends in students’ satisfaction with PBL over the years and to report on the importance of curricular changes that can be incorporated based on students’ needs. Methods. This is a descriptive cross-sectional study that was conducted at the College of Medicine (COM), King Saud Bin Abdul Aziz University for Health Sciences (KSAU-HS), Jeddah, Saudi Arabia. All male and female medical students, using consecutive sampling technique, were included in the study. End-of-course evaluation reports for the academic years ranging from 2013 to 2019 on PBL satisfaction, with a response rate of ≥60%, were included in this study. Results. Overall, students at the COM, Jeddah were satisfied with PBL. A declining but satisfactory trend followed by a sharp rise in satisfaction was observed in this study. Pearson correlation reported a positive relationship between PBL problems, tutors, and PBL sessions (r = 0.82, p < 0.001 ). Conclusions. Transition from three sessions to two sessions per PBL case can be considered as an effective and efficient way of curricular execution. We found that the tutor, the case, and session dynamics were positively correlated after the incorporation of the feedback. Thus, highlighting the facts that inculcating a culture of responding to feedback can lead to innovations in medical teaching and can help to improve the curricular execution and students’ satisfaction.

Alleviating Students’ Naive Theory on Newton’s Laws of Motion through Problem Optimization and Scaffolding Discussion

The purpose of this study is to find out what types of problems and scaffolding should be set in problem-based learning to alleviate students’ naive theories. This study employed a sample of three classes with a problem-based learning process using three variations of problems and scaffolding. The findings suggested that there were significant differences among the three groups of students. The highest reduction in students’ naive theories occurred in classes that used open problems equipped with discussion scaffolding. Based on the interpretation of the video results of student discussions and the average posttest class using open problems equipped with discussion scaffolding, students’ naive theories were mostly reduced. Problems in problem-based learning are open-ended, which encourage students to use their naive theories to solve problems. With the scaffolding that has been designed, students’ character grows as scientists. Based on the interview results, the class that used closed problems equipped with scaffolding tended to use their notes while in high school, which he was not clear about, except for doing exam questions. However, in a classroom that uses open problems equipped with discussion scaffolding and in classes that use open problems without discussion scaffolding, it is stated that students like to solve problems in their real lives. Thus, open problems in problem-based learning are the key to successful learning, whereas discussion scaffolding strengthens the implementation of these open problems.

Needs Analysis for Developing Problem Solving-Based E-Module for Projectile Motion to Train High School Students’ Conceptual Understanding in Pekanbaru

The conceptual understanding of high school students in Pekanbaru is still low. This is due to: 1) the need for students’ active involvement in problem-solving activities and 2) the lack of interactive learning resources in motivating and strengthening students’ conceptual understanding. Students’ low conceptual understanding can be overcome by using a learning media in the form of a problem-solving-based e-module in the learning activities. This research is survey research—the first step in developing a problem-solving-based e-learning module. The purpose of this research is to find out what the students need in learning physics which results in the need to develop a problem-solving-based e-module on physics learning. The results of the analysis of 102 students suggested that 63.7% of the students use printed books in learning, which, according to students, are less practical. Moreover, as many as 61.8% of the students experience problems in problem-based learning, meaning that students have problems in analysing problems as well as interpreting and evaluating problemsolving; therefore, problem-solving-based learning is needed. As many as 59.8% of the students don’t learn independently, meaning that students are very dependent on the role of the teacher. Furthermore, based on the results of the survey, 53.9% of the students feel more enthusiastic if the learning uses technology, and 66.7% considered the concept of projectile motion as difficult. These results indicate that it is necessary to develop teaching material in the form of problem solving-based e-module for projectile motion as a physics learning medium to train students’ conceptual understanding in the city of Pekanbaru.

Problem Based Learning (PBL) in Nursing Education

PBL (Problem Based Learning) is an instructional student centered approach which uses carefully constructed clinical problems as a context to define their learning needs, conduct self-enquiry, integrate theory and practice, and apply knowledge and skills to develop a solution to a defined problem. It is the process of acquiring new knowledge based on recognition of a need to learn. The problem comes first without advance readings, lectures or preparation. Problems should be appropriate to the stage of the curriculum and the level of the students' understanding. Scenarios should have sufficient intrinsic interest for the students or relevance to future practice. Problem Based Learning is one of the advanced teaching strategy where the nurse teacher uses in implementation of students curricular/ academic activity with an aim to achieve sound result of students in solving a problem / scenarios. This may be different kind but it should be student oriented, ultimate goal is to improve the strength of students’ knowledge. Presently this type of strategies were practicing much in educational institution, service developments and research areas.

Feasibility of PBL (Problem Based Learning)-based Sound Wave Electronic Student Worksheet for High School Students Using the Liveworksheet Application

Digital teaching materials are one of the alternative solutions in the learning process in the era of digitalization 4.0. One of the digital teaching materials that can be developed in digital form is student worksheet. In addition to digital teaching materials, the selection and use of learning models is also important in supporting the learning process in schools. One of the learning models that can be used is the PBL (Problem Based Learning) learning model. This study aims to describe the feasibility of PBL-based sound wave electronic student worksheet digital teaching materials using the Liveworksheet application for high school students. This type of research is research and development (R&D) using the ADDIE model. The test subjects were students of class XI MIPA PC (Prima Cendekia) Senior High School of 3 Mataram. Data collection techniques through observation and distribution of questionnaires. The data obtained were analyzed qualitatively and quantitatively using quantitative descriptive statistics. The results showed that the PBL-based sound wave electronic student worksheet that had been developed obtained an assessment score from expert validation of 0.86 (very valid) with 90.6% reliability (reliable) and practitioner validation of 0.83 (very valid) with 95.55% reliability (reliable). Based on these results, it can be concluded that the PBL-based sound wave electronic student worksheet is proven valid so that it is suitable for use in the learning process in schools.

Problem Based Learning (PBL) Berorientasi Higher Order Thinking Skills (HOTS) Untuk Meningkatkan Hasil Belajar IPS

The conventional Social Education learning process at SMPN 2 Ponorogo resulted in students not being interested in participating in learning activities. As a result, student learning outcomes are low, and students inability to think at higher levels. This study aims to (1) determine the application of PBL (Problem Based Learning) learning oriented to HOTS for Social subjects in class VII C SMPN 2 Ponorogo (2) find out the improvement of Social Education learning outcomes in class VIII C SMPN 2 PONOROGO using the PBL (Problem Based Learning) oriented to HOTS (Higher Other Thinking skills). This study used the Class Action Research model by Kemmis and Mc. Taggart, which consists of two cycles. The subjects of this study consisted of 32 students of class VIII C SMPN 2 Ponorogo. The results showed that (1) the application of the Problem Based Learning (PBL) learning model oriented to Higher Other Thinking Skills (HOTS) contained three activities, namely: initial, core, and closing. The teacher sets the cognitive domain C4 (Analyzing) as the observed Higher Other Thinking Skill (HOTS). The results from cycle I to cycle II on the ability of C4 (analyzing) with categories of distinguishing, organizing, and attributing there was an increase. (2) There was an increase in learning outcomes in the second cycle of students who completed by 87%. The Problem Based Learning (PBL) learning model oriented to Higher Other Thinking Skills (HOTS) improved Social Education learning outcomes.Keywords: Problem Based Learning, Higher Order Thinking Skills, learning outcomes, social studies education learning

Problem Based Learning in Islamic Religious Education: The Case of the Indonesian Pesantren

Many researchers have applied PBL (Problem Based Learning) in various educational institutions and various scientific fields. However, not many of them use PBL in the field of religious education. This study attempts to describe the PBL model that has been applied in Indonesian pesantrens in Islamic religious education. Pesantrens are traditional Indonesian Islamic religious education institutions that emphasize Islamic religious education and character development. Three things are the focus of this research: the objectives of PBL in pesantrens, the design of PBL problems in pesantrens, and the PBL phase in pesantrens. This research was conducted using the case study method on one of the largest pesantren in Indonesia, the al-Anwar Pesantren, located in Karangmangu, Sarang, Rembang, Indonesia. Research results show that PBL in pesantrens had been implemented in the form of bahth al-masa’il (lit. problem discourse). Viewed from the aspect of purpose, pesantrens’ PBL places more emphasis on deepening the understanding of classical Islamic texts, while in the problem design, problems of PBL are not being designed by teachers, but are proposed and chosen instead by the students themselves. Meanwhile, in the phase aspect, pesantrens’ PBL gives more autonomy and responsibility to students to carry out the learning process independently.