Problem-based Learning Process Research Articles

Analysis of Nursing Students' Reflective Thinking Level According to Patient Safety Problem-based Learning Process

Analysis of Nursing Students' Reflective Thinking Level According to Patient Safety Problem-based Learning Process

Sociocultural factors affecting first-year medical students' adjustment to a PBL program at an African medical school.

Besides regulatory learning skills, learning also requires students to relate to their social context and negotiate it as they transition and adjust to medical training. As such, there is a need to consider and explore the role of social and cultural aspects in student learning, particularly in problem-based learning, where the learning paradigm differs from what most students have previously experienced. In this article, we report on the findings of a study exploring first-year medical students' experiences during the first semester of an undergraduate problem-based learning medical program at an African medical school. We employed a qualitative case study approach using in-depth interviews with 23 first-year medical students. Participants ranged in age from 18 to 25 years. All students were bi/multilingual (some spoke three to five languages), with English as the learning language. We conducted an inductive thematic analysis to systematically identify and analyze patterns in the data using the Braun and Clarke framework. Before medical school, students worked hard to compete for admission to medical school, were primarily taught using a teacher-centered approach, and preferred working alone. At the beginning of medical school, students found it challenging to understand the problem-based learning process, the role of the case, speaking and working effectively in a group, managing a heavy workload, and taking increased responsibility for their learning. By the end of the first semester, most students were handling the workload better, were more comfortable with their peers and facilitators, and appreciated the value of the problem-based learning approach. Our study highlights the importance of interrogating contextual sociocultural factors that could cause tension when implementing problem-based learning in non-western medical schools. Adjustment to problem-based learning requires a conceptual and pedagogic shift towards learner-centered practice, particularly concerning self-direction, the role of the case, and collaborative learning. As such, there is a need to develop and implement research-informed learning development programs that enable students to reflect on their sociocultural beliefs and practices, and enhance their regulatory learning competence to optimize meaningful and early engagement with the problem-based learning process.

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.

Problem-Based Learning as a Teaching Method: An Experience at University Malaysia Terengganu (UMT)

Problem-Based Learning (PBL) stands as a pedagogical approach that stimulates students’ engagement by immersing them in learning experiences centred around real-world problems or scenarios. Under the guidance of tutors, students work in small groups to identify and resolve issues, drawing insights from various sources such as notes, books, journals, newspapers, and online resources. This paper aims to share the practical application of PBL in both compulsory and elective courses at the University Malaysia Terengganu (UMT). The purpose of this paper is to integrate Problem-Based Learning (PBL) in their instructional planning and manifest during the facilitation process of PBL as a teaching method. The experience of implementing PBL was witnessed in courses like “Islam and Leadership” with 49 students, Arabic language courses with 16 students and the compulsory course “Philosophy and Current Issues” with around 1200 students. This approach, facilitated by lecturer team, promotes collaborative learning activities, discussions, teaching, observation, and reflective practices. Student-centric PBL offers a positive impact on group collaboration, thereby improving the overall teaching and learning quality.

A comparative analysis of online learning versus face-to-face learning approach in problem based learning in dentistry.

Problem-based learning (PBL), a student-centered approach which has been implemented in many educational institutes worldwide. This study aimed to evaluate and compare the proficiency of students in 5 key areas of PBL process and assess perceptions of students towards PBL learning using a self-explanatory questionnaire. This cross-sectional study was conducted from March 2020 to September 2022 and evaluated perceptions of 1st year dental students of Batch 2021 (having Face-to-face PBL sessions) and batch 2020 (having online PBL sessions) using a questionnaire. Three similar PBL cases were used, which assessed PBL parameters that included attendance, group dynamics, knowledge, communication skills and preparation. Statistical analysis was performed for all the categorical and continuous variables. Majority of Distance Learning (DL) group (66.7%) concurred that PBL helped improve their communication skills, decision making power (66.7%), self-directed learning (80%) and promoted interaction with peers (66.7) and teachers (68.9%). The Face -to- Face (FF) group demonstrated better scores (7.7±2.42 & 7.55±2.55) with respect to their attendance and group dynamics (7.44±2.17 & 8.02±2.40) in PBL 1 & 3 as compared to DL group. Overall, better performance in all the 5 key areas of PBL was observed for the FF group versus the DL group. The Distance learning (DL) group displayed a positive attitude and perception towards PBL as a learning strategy whereas Face-to-face (FF) group showed greater performance and proficiency in the key PBL parameters scores.

Path Analysis: The Predictive Relationships of Problem-based Learning Processes on Preservice Teachers’ Learning Strategies

Path Analysis: The Predictive Relationships of Problem-based Learning Processes on Preservice Teachers’ Learning Strategies

Students' Response to Problem Based Learning Model on Motion System Material

Problem Based Learning (PBL) or problem-based learning model is a learning model that focuses on authentic problems in the learning process. This method is widely used in problem solving, development of thinking skills, and self- regulation. This study aimed to describe the problem-based learning process and students' responses on the material of the motion system for class XI students of SMAN 1 Prambanan in the 2022/2023 academic year. This research was conducted using descriptive qualitative method where the research data collection was conducted using Google Form with guttman scale questionnaire type. The population used was a saturated population with all students in grades XI MIPA 1, 2, and 3 with a total of 100 samples. The results of questionnaire data collection on each aspect of learning; aspects of problem-based learning implementation with a percentage of yes answers of 95.75%, aspects of students' attitudes towards the learning process with a percentage of yes answers of 97.28%, on the aspect of students' understanding of problem-based material with a percentage of yes answers of 96.66%, and aspects of students' interest in participating in further problem-based learning with a percentage of yes answers of 97%. The results obtained in all aspects show that the majority of students have a good response to the problem-based learning model or Problem Based Learning. This means that Problem-based learning can run and is said to be feasible to provide students' understanding.

Latent profile analysis on the effectiveness of tutor performance: Influence on medical students' engagement in blended problem-based learning.

Tutor performance is a critical factor for the success of a problem-based learning (PBL) curriculum. This study investigated medical students' perceptions of the effectiveness of tutor performance and the relationships with learning engagement (behavioral, emotional, and cognitive engagement) in the blended PBL approach. This study employed a cross-sectional survey and data were collected from 238 first-year and second-year medical students. Latent profile analysis (LPA) was used to investigate how individual students' perceptions of tutor performance can be clustered. Follow-up multiple one-way analyses of covariance (ANCOVA) were performed to examine the relationships with students' learning engagement in PBL activities. The effectiveness of tutor performance perceived by students was classified into lowly, moderately, and highly effective tutors. These clustering profiles were significantly related to the different types of learning engagement in the blended PBL process. Hence, this study highlights that the tutor is one of the key aspects of assessing the implementation of blended PBL since student performance is positively associated with the perception of tutor effectiveness.

Digital Redesign of Problem-Based Learning (PBL) from Face-to-Face to Synchronous Online in Biomedical Sciences MSc Courses and the Student Perspective

PBL is a widely used teaching approach that is increasingly incorporating digital components. Although, by its nature, a face-to-face approach is the preferred mode of delivery, its digital counterpart is gaining ground. The current paper discusses the digital redesign of PBL in an MSc in Biomedical Sciences. Face-to-face and online PBL followed the seven steps of the PBL process, and each case was completed in three sessions. For the delivery of online PBL, collaborative tools were utilized, including CiscoWebex, the online platform for synchronous meetings, and OneDrive, shareable PPT, and Moodle for synchronous and asynchronous self-directed learning. Three cohorts were followed, and students had both face-to-face and online PBL experiences. Student feedback was obtained using focus groups, and data analysis utilized a deductive and inductive approach. Our data indicate that CiscoWebex is a suitable and user-friendly platform for synchronous online PBL. The students enjoyed both formats and stated that online PBL is an effective teaching approach for promoting student learning. In regards to student interaction, the face-to-face mode was preferred, while online PBL was perceived as more organized. The redesign allowed for effective student learning and could pave the way forward for a fully online MSc program in Biomedical Sciences.

Implementasi Pengembangan Bahan Ajar Berbasis Masalah untuk Meningkatkan Kemampuan Literasi Siswa

Teaching materials are one of the important elements that influence the success of the learning process. One of the teaching materials used in the learning process is the module. Problem-based teaching materials are presented with steps that begin with problem exposure, problem identification, material exposure, and problem solutions. Teaching materials presented in addition to teaching materials are also equipped with student worksheets so that they support the problem-based learning process. The material in teaching materials contains mathematical literacy which is very important in learning mathematics. Mathematical literacy is the ability of students or students to formulate, apply, and interpret mathematics in various contexts, including the ability to perform mathematical reasoning and use the concept of procedures, facts, and mathematical tools, to describe, explain, and predict a phenomenon or event. The stages of teaching materials developed are in accordance with the characteristics of problem-based learning that are developed and can improve students' literacy skills

The use of APE in the Problem-Based Learning Process in English subjects

Every effective, inventive, and creative educational procedure will result in high-caliber students. Hence, every instructor should be able to instruct using a good, student-friendly learning model so that when learning is implemented, pupils can do so successfully. Apart from selecting the learning model to be utilized, the teacher must have innovative ideas and methods for creating instructional materials that will be delivered to students, especially in English content, if they are to follow the learning process with ease. One of these involves employing educational media. Students will be able to follow the learning process with excitement and fun if appropriate learning materials are used, which will prevent them from becoming disinterested. With the "APE media Secret Food Chain Box," this problem-based learning can be carried out. Problem-based learning, where problems from a lesson are used to help students build their problem-solving skills and also.

Video Didactic Preparation Augments Problem-Based Learning for First Year Medical Students.

Problem-based learning (PBL) utilizes a self-directed strategy. This process relies on group participation to succeed. Students without a background in biology or medicine can feel overwhelmed by the complexity of the subject matter and unable to participate in the group learning process. We incorporated curated educational videos in the PBL curriculum to help address this situation. First year medical students participated in this study in the form of a typical PBL session. They were then assessed on basic and clinical science knowledge and their learning experience. Student basic science and clinical knowledge were similar between the student groups. However, the students given a list of suggested videos scored higher in their learning experience, perception of feeling prepared, and participating in the group PBL experience than students who were not given the video list. Results from this study indicate that videos can be utilized to enhance the PBL process.

PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH PADA MATERI ZAT ADITIF MAKANAN BERKAITAN DENGAN KESEHATAN TERHADAP HASIL BELAJAR KOGNITIF, SIKAP DAN AKTIVITAS SISWA SMP INSHAFUDDIN KOTA BANDA ACEH

This study aims to determine the improvement of students' attitudes towards snacks containing harmful additives for health and student cognitive learning outcomes. In this study, the method of classroom action research (classroom action research) consists of several stages, namely planning, action, observation and reflection. The population in this study were all students of class VIII SMP Inshafuddin Banda Aceh City. The research sample was one class which was randomized by random sampling. Instruments in the form of cognitive ability tests, student attitude scale questionnaires, interview guidelines, observation sheets. The data obtained is processed using the activity criteria that have been determined. The results of this study indicate that, 1) There was an increase in students' attitudes towards snacks containing additives that are harmful to health after the implementation of a problem-based learning process on food additives related to health with an average attitude value of 61% in cycle I and an average of 61%. the average value of the attitude of the second cycle is 83% and the gain value is 56%. 2) There is an increase in learning outcomes in each cycle where in the first cycle 10% of students complete with a classical score of 36.81, in the second cycle 65% of students complete with a classical score of 65.8 and in the third cycle 90% of students complete with a classical score of 80.8 after the application of the process problem-based learning on food additives related to health.

Kemampuan Menulis Teks Eksposisi Melalui Pendekatan Pembelajaran Berbasis Masalah di SMP Negeri 2 Gunungsari

This study aims to describe the ability to write expository texts through a problem-based learning approach at SMP Negeri 2 Gunungsari. This type of research is descriptive research by describing existing learning activities especially related to the problem-based learning process in students' ability to write exposition texts. In this descriptive analysis, it is described about analyzing and designing problem-based learning, implementing the learning process along with learning outcomes in the form of students' ability to write exposition texts. From the results of research and analysis of data on writing exposition texts, it was found that the aspect of writing content in writing exposition texts was still at a moderate level, which was quite evident from 13 students having scores between 17-21, aspects of student organization assessed with CK (good enough), vocabulary aspects with scores between 14-17 was obtained by 10 students with CK scores or good enough, aspects of students' use of language on fairly good abilities (CB) and mechanical aspects had a range of values from 2-5. As many as 15 students scored a very good perfect mechanical aspect (SBS) from the writing they had made. The assessment of the ability to write expository texts is based on five aspects assessment guidelines that have been prepared. Each consists of a range of values with the designation of very good perfect (SBS), pretty good (CB), moderate enough (SC), and very poor (SK). This mention certainly has several indicators that must be achieved.

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.

Industry Collaborated Reflections and Scaffolding in Problem Based Learning

Problem based learning has evolved in consideration with culture and demography adapting to its social elements and class environment. The research community proves the method to be effective in building problem solving skills and developing cognitive capabilities along with professional and other team building skills. In this paper we propose a model to integrate industry expertise in building reflection and scaffolding constructs in course design and delivery. Collaboration was made with the industry Knit Space to assist in designing course elements meeting the course learning objectives. The syllabus was redesigned to conceptually split the contents as theories, concepts and applications. Reflection videos, three types of case studies and challenges were created accompanying to the problem based learning process adapted as per industry state-of-art. The course was delivered with the contents organized for the known knowledge leading to the discovery of the unknown. The case study research method, thematic analysis, feedback and the scores indicate that the process was effective in delivering the course model. The process can be applied beyond all the courses that are task or process oriented, or algorithmic in nature. Keywords—Collaboration; Reflections; Problem Based Learning; Problem Solving; Scaffolding

IMPROVING STUDENTS’ WRITING SKILL USING PROBLEM-BASED LEARNING

The purpose of this classroom action research was to investigate whether Problem-Based Learning (PBL) could effectively address the students’ writing difficulties; to improve their writing skills in the descriptive text as well as to identify the factors that contributed to the improvement. The research participants were 26 students from grade X MIPA 2 of SMAN 6 Kerinci. The study was conducted over two cycles, and data were collected using various instruments, including tasks, tests, observation checklists, field notes, and interviews. The results of the study revealed that the implementation of PBL was effective in improving the student’s writing skills. The PBL process involved giving students a real-life problem to stimulate their writing, group discussion, research, and investigation using worksheets, drafting, writing a descriptive text report, presenting, and evaluating the report as a group. The students’ writing skills were evaluated using test scores, and the average scores significantly improved from 63.1 before the application of PBL to 75.67 after the first cycle and 84.19 after the second cycle. The study also identified several factors that contributed to the improvement, including the quality of the teaching material, the use of appropriate media, and engaging classroom activities. In conclusion, the study demonstrated that PBL was an effective approach to enhancing students' writing skills in the descriptive text at grade X MIPA 2 of SMAN 6 Kerinci.

The effectivity of problem-based learning to improve the HOTS: A meta-analysis

This study aims to determine the effect of problem-based learning on higher-order thinking skills (HOTS) through meta-analysis. Data is collected by research documentation generated from various sources collected through the Internet. These articles were published from 2019 to 2022. The themes discussed the effect of PBL to HOTS on students' skill abilities, analysed quantitatively, described data in sample sizes, standard deviations, and averages, and published in journals and indexed on Google Scholar. The analysis design used a contrast group with a random effects model that corrected for effect sizes. The analysis used JASP software to calculate mean aggregate differences, plot forest plots, and publication bias. The study results show a significant difference between groups using control and experimental in the learning process (SE = 1.00); students who use PBL in learning have better learning outcomes than those who do use conventional. Based on the analysis results, the urgency of implementing PBL is evident in supporting the problem-based learning process with HOTS skills.

Using RFM approach with PBL to course design

Based on Problem-Based Learning (PBL) concept, this study creates an advertising script by conducting RFM (recency, frequency, monetary) approach from the data analysis in customer relationship management (CRM) course. In PBL process, the students themselves should use RFM method to make segment from the customer database of service industries and find out the characteristics of target segment based on the demographic variables and according to these traits to form their advertising scripts. Through finding the highest value of segment as the target customer, they should focus on the characteristic of their choice target and create an advertising script to attract this segment by their traits. These processes of steps can provide the course design of CRM or advertising project to make creation from customer targeting.

THE USE OF MIND MAPPING ASSISTED PROBLEM BASED LEARNING MODEL ON STUDENT LEARNING OUTCOMES IN SUBSTANCE PRESSURE MATERIALS

This research aims to find out whether there was variation in students' procedural knowledge, the effectiveness of learning using a problem-based learning model assisted by mind mapping in improving the quality of students' learning, and their response to the model used. The implementation is at SMP Negeri 17 Medan. The population was all collages students of class VIII. The process of grouping samples was performed by way of random sampling method. The instructions decided on as studies subjects were class VIII-5 and VIII-6 with 32 college students. The type of research used was Quasi Experiment with a two-group pretest-posttest design. The method used in the statistics series procedure was the more than one preference take a look at device with a total of 20 questions. Through the results of the study, the average of pre-test score for the experimental class was 36.87 and 36.25 for control class and the average of post-test experimental class was 76.71 and control class was 60.46. This showed that there was a difference in procedural information among students who were taught the use of a trouble-based studying version and students who were taught the usage of conventional gaining knowledge of methods. The magnitude of the increase was 63% for the experimental class and 37% for the control class. Both are in the medium category and it was concluded that the problem-based learning model was effectively applied in the science learning process. Student responses to the model were on positive criteria where their response to the problem-based learning process was quite high with an average size of 85.39%.