Problem-based Learning Strategies Research Articles

Investigating the Effects of Active Learning and Problem-based Learning Strategies on Students’ Poor Reasoning Skills in Understanding Mathematics Concepts across Four Different Schools’ Mathematics Classrooms in Kingston & St. Andrew, Jamaica

Investigating the Effects of Active Learning and Problem-based Learning Strategies on Students’ Poor Reasoning Skills in Understanding Mathematics Concepts across Four Different Schools’ Mathematics Classrooms in Kingston & St. Andrew, Jamaica

Fostering Decision-Making and Ethics: Problem-Based Learning for Female Tertiary Learners in Israel

<p style="text-align:justify">This study aimed to evaluate the impact of problem-based learning (PBL) within a teaching unit on the advancement of ethical reasoning and decision-making skills among Israeli female tertiary students. Employing a quasi-experimental design, 48 female students were distributed into three groups, with two serving as control groups receiving conventional curriculum-based instruction and one as an experimental group exposed to the PBL methodology. Both before and after implementation, all groups underwent assessments using a decision-making competency test and an ethical reasoning scale. The results unequivocally demonstrated the significant enhancement of decision-making abilities and ethical thinking through the implementation of the PBL strategy. Comparative analysis revealed substantial improvements in the experimental group compared to the control groups, emphasizing the efficacy of PBL in fostering comprehensive skill development. Furthermore, a positive correlation between ethical thinking and decision-making skills further reinforces the beneficial outcomes associated with PBL. These findings advocate for the widespread integration of PBL techniques across various academic disciplines.</p>

Estrategias metodológicas en el módulo cultivos de ciclo corto y su influencia en el desarrollo de habilidades laborales en estudiantes agropecuarios

Short-cycle crops contribute to food security and sustainability. The research focuses on proposing didactic strategies for the short cycle crops module in order to train high school graduates who contribute to the economic and social development of the community. The methodology used was a field investigation, of a descriptive nature, and a mixed quali-quantitative approach with empirical methods and theoretical methods such as analytical -synthetic, historical-logical, deductive-inductive. The results reflect that the traditional teaching paradigm was used and the strategies proposed by the ministry were not applied. The students perceived the module as monotonous and boring, uninteresting and not at all transcendental, which is why problem-based learning strategies are proposed, based on research, gamification, Design and Visual Thinking, showing through a correlation matrix that the strategies create learning environments. dynamic learning that enhances collaboration, creativity and strengthens the professional skills of high school graduates to adapt to diverse and changing work situations in the agricultural sector.

The Impact of eLearning on Self-Directed Learning and Critical Thinking Ability Development of Students’

The advent of eLearning has transformed traditional educational paradigms, offering new opportunities for Self-Directed Learning and the development of critical thinking abilities among students. This research paper explores the impact of eLearning on these educational outcomes. It investigates how eLearning environments support Self-Directed Learning (SDL) by providing flexible, accessible, and personalized learning experiences. Additionally, it examines the role of eLearning in fostering critical thinking skills through interactive, problem-based, and collaborative learning strategies. The findings are based on a review of existing literature and an analysis of primary data collected from students and educators. The study concludes that eLearning significantly enhances both SDL and critical thinking, though challenges such as digital literacy and access disparities must be addressed to maximize these benefits.

Communication skills and mathematical disposition in implementing geogebra-assisted problem-based learning strategies

This paper aims to determine students' communication skills and mathematical disposition in implementing problem-based learning strategies using the Geogebra application. This type of research was a quasi-experiment with a control group design. The subjects of this research were classes A and B. The population in this research was all students in the odd semester 2023/2024 who were taking the Plane and Space Geometry course, which consists of two classes that were tested using the t-test with data from the student's final test. Based on calculations of the results of students' mathematical communication skills, specifically the experimental class 81.00 and the control class 71.16. Thus, students' mathematical communication abilities in problem-based learning assisted by Geogebra were better than those in conventional education. On the other hand, the results of students' mathematical disposition abilities were 76.59 for the experimental class and 68.16 for the control class. Thus, students' mathematical disposition abilities in problem-based learning assisted by Geogebra were better than those in conventional education.

Impact of problem-based learning strategy on learning outcomes of senior secondary school student in mathematics

Background: Problem-based learning (PBL) has been identified as an effective instructional strategy, particularly in enhancing student outcomes in various subjects, including mathematics. However, its impact on senior secondary school students' mathematics achievement and attitudes in Ogun State, Nigeria, remains underexplored.Aims: This study aims to investigate the effects of PBL on the mathematics achievement and attitudes of senior secondary school students in the Ijebu Ode area of Ogun State, Nigeria. Additionally, it examines the influence of gender on students' attitudes towards mathematics.Method: A sample of 100 students was randomly selected from two senior secondary schools, divided into an experimental group and a control group. The experimental group received instruction through PBL, while the control group followed traditional teaching methods. Six hypotheses were tested at a significance level of 0.05. Data were collected using a teaching guide on PBL, the Mathematics Achievement Test (MAT), and the Mathematics Attitude Scale, with reliabilities of 0.82 and 0.88, respectively. Analysis of Covariance (ANCOVA) was used to analyze the data.Results: The findings revealed a significant positive effect of PBL on both the achievement and attitudes towards mathematics among the senior secondary school students. Additionally, gender was found to significantly influence students' attitudes towards mathematics.Conclusion: The study concludes that PBL significantly enhances both mathematics achievement and attitudes among senior secondary school students in Ijebu Ode, Ogun State, Nigeria. It recommends that schools integrate student-centered teaching methods, including PBL, into their curricula and encourage teachers to adopt these strategies.

Strategi Penguatan Moderasi Beragama Pada Sekolah Dasar

So the purpose of this study is to describe a rigid strategy in providing reinforcement of religious moderation values to elementary school children. Especially how to integrate the values of religious moderation, especially in the teaching and learning process. This research uses a descriptive qualitative approach, where in obtaining data is carried out by library research through various literature that has been filtered according to the topic to be discussed. Furthermore, data collection techniques are carried out by reducing data, presenting data, and drawing conclusions. The results of the study show that starategy that can be done in strengthening religious moderation is by internalizing the value of Bergama moderation in the curriculum, compiling material by inserting religious moderation, good role models, problem-based learning strategies, cooperative learning and so on.

Penerapan Strategi Pembelajaran Scaffolding Dalam Membentuk Kemandirian Peserta Didik

The application of problem-based learning strategies with scaffolding aims to help students overcome difficulties in understanding the material according to their level of ability, with the aim of increasing their understanding of the material taught by the teacher. This strategy also aims to stimulate students' creative thinking and create a learning environment that is inclusive, supportive and challenging for students. Learning support provided by teachers can be in the form of instructions, warnings, motivation, dividing problems into steps that are easier to understand, and providing examples according to students' abilities. This research is library research by collecting information from books and journals. This article explains scaffolding strategies and stages in the learning process. From the results of this research, it can be concluded that the scaffolding strategy can be an alternative for educators in building and increasing student learning independence

Strategi Pembelajaran Berbasis Masalah dalam Meningkatkan Kemampuan Problem Solving Peserta Didik

This research aims to improve and develop students' abilities to learn how to think critically in finding solutions to problems. Based learning strategy is a learning strategy that invites students to learn independently, carry out discussions, find solutions to solve problems and be able to draw conclusions. This research aims to examine more deeply problem-based learning strategies so that students can develop their abilities to overcome complex and diverse problems. The data collection used by researchers is a literature study by studying and citing several sources from textbooks, articles, journals, modules and other publications. The use of this learning strategy is expected to improve students' problem solving abilities.

Practicality Test of Learning Strategy on Chemistry Instrument Analysis to Improve Scientific Generic Thinking Skills

Higher-order thinking skills in chemistry learning encompass a set of skills known as science generic skills. These skills are fundamental competencies that can be applied across various scientific disciplines and contribute to the success of scientists and science practitioners. The objective of this research is to develop a Problem-Based Learning-based VC-MER learning strategy that enhances students' science generic skills. The research aims to test the practicality of the VC-MER learning strategy, based on Problem-Based Learning, in improving students' science generic skills. The results indicate that the VC-MER learning strategy is feasible for use in the learning process and can be categorized as a practical learning strategy for implementing all stages of the VC-MER learning strategy.

The effect of Problem-based Learning (PBL) with mockup media in learning programmable logic controller

This research aims to (1) examine the differences in learning outcomes of programmable logic controllers between cadets who use problem-based learning strategies assisted by mockup media and problem-based learning strategies, (2) examine the differences in learning outcomes of programmable logic controllers between cadets who have high and low initial abilities, and (3) examine the interaction effect between learning strategies and initial abilities on learning outcomes of programmable logic controllers. This research uses a 2 x 2 factorial design with the object of research being the 3rd-semester airport electrical engineering study program students at Aviation Polytechnic Surabaya. The sample of this research includes 47 students of the TLB 11 AB class as the experimental group of problem-based learning strategy assisted by mockup media and 46 students of the TLB 12AB class as the control group of problem-based learning strategy. A learning outcomes test collected the data on learning outcomes in the form of multiple choice. Learning outcomes data were analyzed using two-tailed ANOVA (analysis of variance). The results showed that there is a significant difference in learning outcomes of the programmable logic controller between cadets who learn using problem-based learning assisted by mockup media and problem-based learning, there is a significant difference in learning outcomes of the programmable logic controller between cadets who have high and low initial abilities, there is no interaction effect between learning strategies and cadets' initial abilities on learning outcomes of the programmable logic controller. This research can contribute to improving students' understanding and skills in the field of PLC. Through practical experience and relevant projects, students can develop a deeper understanding of PLC concepts and improve their technical skills in designing, implementing, and solving problems related to PLC systems.

Problem-Based Learning and Academic Performance in Medical Technology at A Peruvian Public University

Introduction: Problem-based learning is a didactic strategy that induces autonomous, meaningful, cooperative, and collaborative learning in students. Objective: To describe the relationship between the didactic strategy of Problem-Based Learning and the academic performance of Radiodiagnosis at the School of Medical Technology at the Universidad Nacional Mayor de San Marcos. Methods: A pedagogical research was conducted at the undergraduate level, of a descriptive type. The universe consisted of 144 students belonging to the Professional School of Medical Technology in the Radiology area of the Universidad Nacional Mayor de San Marcos, who were taking all the subjects, and the sample consisted of 30 students from the Radiodiagnosis subject. Theoretical and empirical methods were applied. To obtain the information, a survey was conducted, following informed consent. Results: The 43.3% have a good evaluation of problem management through the PBL method; 33.3% have a good evaluation of problem orientation and solution search; 36.7% have a good evaluation of team problem-solving; 63.3% have a good evaluation of the integration of previous knowledge; 30.0% have a good evaluation of conclusions in problem-solving; 56.7% have a good evaluation of the PBL method; 43.3% have good academic performance; 60.0% have a good learning category. Conclusion: There are potentials in problem-based learning in the Radiodiagnosis subject among students.

Teaching critical thinking in nutritional sciences: a model course and assignments.

Critical thinking is a common and important learning outcome in college curricula. Case-based and problem-based learning can be used to assess and foster critical thinking skills. HNF 250-Contemporary Issues in Human Nutrition is a critical thinking course developed during the redesign of a nutritional sciences major program. Course assignments were designed to assess the course and nutritional sciences major learning outcomes. The nutrition and health claim assignment is scaffolded across the academic semester as three assignments: 1) bibliography assignment; 2) poster presentation; and 3) paper. Course lectures and materials have been designed to prepare students for completion of each assignment. The assignments have been modified over time based on classroom observations and student performance. In 2021, the course learning outcomes were examined by assessing several assignments including the nutrition and health claim poster and paper. Course learning outcome benchmarks using these assessments generally included 80% of students achieving an 80% for each criterion. Results revealed that students were not meeting most of these assessment benchmarks during the 2021 iteration, although benchmark data from other course assessments were more satisfactory. It is possible that the transition from a virtual to an in-person format negatively influenced student performance on these course learning outcomes. This course and the nutrition and health claim assignment example can provide a course design and learning outcome assessment framework for other higher education critical thinking courses.NEW & NOTEWORTHY This paper describes how a scaffolded nutrition and health claim assignment is used to teach critical thinking skills among nutritional sciences students and examine the program's learning outcomes. Further, this course example is to serve as an model for STEM majors on how to incorporate case-based and problem-based learning strategies into an undergraduate course.

PROBLEM-BASED LEARNING ON THE ABILITIES OF WRITING ARGUMENTATION COMMUNICATIONS OF MALAY-INDONESIA DEPARTEMENT STUDENTS HANKUK UNIVERSITY OF FOREIGN STUDIES SOUTH KOREA

The aim of this research is to determine the effect of the problem-based learning model on the ability to write argumentative essays of Malay-Indonesian study program students in the 4th semester audio visual course. In this research, this research used a quasi-experimental method by conducting a pre-test and post-test in two groups. This type of experimental research method uses a nonequivalent control group design, where the experimental class is treated and the control class is not treated. This nonequivalent control group design is almost the same as the pretest and posttest control group design, only in this design the experimental and control groups are not chosen randomly. Data collection techniques use tests. Data analysis techniques start from the normality test, homogeneity test, and continue with hypothesis testing.research data,So that post-test or final test data was obtained which was then analyzed using a two-sided T test, giving results that students who were given problem-based learning model learning treatment experienced more improvement compared to students who were not given problem-based learning strategies. This means that it is in accordance with the proposed hypothesis and it can be concluded that there is a difference in the ability to write argumentative essays between students who are given a problem-based learning model and students who are not given a problem-based learning model.

Efforts to Improve Student Learning Outcomes on the Diversity of Living Creatures in My Environment With a Problem Based Learning Model for Class IV State Primary School 020273 Binjai Utara

This research aims to improve learning outcomes for Natural Sciences (Science) in class IV of SD Negeri 020273 North Binjai. The low student learning outcomes in Natural Sciences (Science) subjects led to this research being carried out. In the classroom, this research uses problem-based learning (PBL) strategies. The research subjects were fifteen fourth grade students at SD Negeri 020273 North Binjai. The purpose of this research is to provide the results of my use of image media and Problem Based Learning (PBL) methodology to study the diversity of animals that inhabit my area. After giving students a five-question comprehension test, researchers gathered information about their learning goals. Based on the research results, an average of 47% of students in cycle I and 80% of students in cycle II met the KKM. To improve the learning outcomes of class IV Natural Sciences (IPA) students which include the diversity of living creatures around me, this learning completeness value was created. Improving student learning outcomes is the goal of initiatives that apply the problem-based learning (PBL) paradigm. Because scientific research is taught through lectures, researchers often choose this approach.

The Effectiveness of Problem-Based Learning Strategies in the Creative Thinking Skills of Grade 12 Students in Contemporary Philippine Arts from the Regions

This research study focused on examining the effectiveness of problem-based learning strategies in enhancing the creative thinking skills of Grade 12 students studying Contemporary Philippine Arts from the Regions. The study was conducted at the Senior High School section of Dolores Macasaet National High School, situated in Brgy. Pahinga Norte, Candelaria, Quezon Province. The participants in the study consisted of three sections from each of the three Grade 12 strands, all of whom were taught using problem-based learning methods. To facilitate the implementation of problem-based learning, the researcher created five self-made semi-detailed lesson plans covering the first five weeks of the third grading period. The research design utilized in this study was a pre-experimental one-group pre-test and post-test design. For data analysis, frequency and percentage were employed, along with mean and standard deviation calculations. Additionally, the Paired Samples T-test was utilized to compare the pre-test and post-test results. In contrast to traditional teacher-centered instruction, the problem-based learning approach adopted in this study involved presenting the problem to students first, making it a more student-centered method. This approach fostered a classroom environment that encouraged group work and collaboration, providing opportunities for students to engage in problem-based learning projects. The findings of the study revealed significant differences in the pre-test and post-test performance of the participants in terms of creative thinking skills, particularly in fluency, flexibility, originality, and elaboration, following the implementation of problem-based learning strategies.

Comparing the effects of team-based and problem-based learning strategies in medical education: a systematic review

BackgroundRecently, there has been a concerted effort within medical schools to depart from conventional lecture-based learning approaches to alternative teaching methods such as team-based learning (TBL) and problem-based learning (PBL), with the aim of enhancing both student engagement and instructional efficacy. Despite this shift, a comprehensive review that directly compares the impacts of PBL and TBL methods in medical education is lacking. This study seeks to address this gap by conducting a meta-analysis that compares the effects of TBL and PBL in the context of medical education.MethodsStudies from Embase, PubMed, Web of Science, China National Knowledge Infrastructure, and Chinese Wanfang Database were searched, from inception to July 11, 2023. A meta-analysis was performed using Stata 14.0, and a total of 10 studies (including 752 participants) were included. The standardized mean difference (SMD) was used to estimate pooled effects. Heterogeneity was detected using the I2 statistic and further explored using meta-regression analysis.ResultsCompared with PBL, TBL significantly increased the number of theoretical tests (SMD = 0.37, 95% CI: 0.02–0.73). Additionally, TBL greatly improved teamwork skills compared with PBL. However, there were no significant differences between the TBL and PBL groups concerning practical skill scores, learning interest, or understanding skills.ConclusionTBL in the theoretical aspects of medical education appears to be more effective than PBL in improving theoretical test scores and teamwork skills, providing evidence for the implementation of TBL in medical education.

The Effect of Using a Problem Based Learning Strategy on the Acquisition of Financial concepts and Motivation to Learn the Financial Culture Suject among the Tenth-Basic Grade Female Students in Jordan

This study aimed at investigate the effect of using a problem-based learning strategy on acquiring financial concepts and enhancing motivation to learn financial literacy among tenth grade students in Jordan. To achieve the purposes of the study, a purposeful sample of (60) basic eight grade students were selected and distributed randomly on the study groups: the experimental group and the control group (30, 30( respectively. The experimental group was taught using the problem- solving based strategy while the control group was using the conventional methed, the results showed that there were statistically significant differences on the acquisition of financial concepts, and motivation to learn Inclinations among students in favor of experimental group. In light of the results, the study recommended to use the problem-based learning strategy by financial literacy teachers in the classroom.

Effectiveness of problem-based learning strategies compared to conventional anatomy teaching approaches.

To determine the effectiveness of problem-based learning compared to conventional teaching strategies, and to determine the impact of sub-disciplines of Anatomy on learning outcomes of the subject. The cross-sectional, descriptive study was conducted at Bahria University Health Sciences, Karachi, from August to October 2022, and comprised 1st and 2nd year medical students and 1st year dental students of either gender who were being taught by the hybrid method including both conventional and problem-based learning strategies. Data was collected using a questionnaire circulated through Google Forms. It had close-ended questions that were scored on a Likert scale. Anatomy sub-disciplines explored were gross, embryology and histology. Data was analysed using SPSS 23. Of the 251 subjects, 125(49.8%) were males and 126(50.2%) were females. The overall age ranged aged 18- 23 years. There were 115(45.8%) 1st year medical students, 111(44.2%) 2nd year medical students and 25(10%) 1st year dental students. Among 1st year medical students 60(52.17%), among 2nd year medical students 64(57.6%) and among 1st year dental students 14(56%) respondents favoured problem-based learning compared to conventional methodology. Highly significant results were obtained regarding need of topic revision (p<0.001), whether knowledge of conventional teaching method is enough for understanding the clinical scenarios (p=0.017, whether pictures shown during the problem-based learning sessions were enough for understanding anatomy (p=0.035), relevance of questions in oral structured practical examination (p=0.019) and viva (p=0.002). When the participants were asked regarding the anatomy sub-discipline that required revision for comprehensive learning, 72(28.3%) mentioned gross anatomy. Students considered problem-based learning to be more inducive in enhancing learning compared to conventional teaching.

Problem-Based Learning Learning Strategy at SMK Plus Al Hadi, Rengel District

Selection of the right learning method is necessary because it will greatly determine the ability of students in learning outcomes. In response to this problem, an appropriate learning model is needed, one of which is the PBL learning model. Formulation of the Problem (1) How is the application of the Problem-Based Learning learning model in PAI learning in Class XI of SMK Plus Al Hadi, Rengel District? (2) How to increase students’ critical thinking from the application of the Problem-Based Learning learning model in PAI learning in Class XI SMK Plus Al Hadi, Rengel District. This study aims (1) to describe the application of the Problem-Based Learning learning model to PAI learning in Class XI of SMK Plus Al Hadi, Rengel District. (2) To explain how to increase students’ critical thinking from the application of the problem-based learning model in PAI learning in Class XI SMK Plus Al Hadi, Rengel District. The analysis of this research data is qualitative and quantitative. Data collection techniques in this study include observation, tests, interviews and documentation. The results of this study were that the percentage of students who scored critical thinking skills met completeness in Cycle I was 65.62%, and in Cycle II it was 96.87%. The percentage of the number of students who met the completeness score in Cycle II had met the classical success indicators