Problem-based Learning Strategies Research Articles

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

Research on cultivating computational thinking in university computer courses - Based on PBL strategies

This study focuses on the cultivation of computational thinking in the "University Computer" course, proposing a teaching model strategy based on PBL (Problem-Based Learning). By designing authentic and challenging teaching problems, students are guided to actively explore and collaborate to solve them, thereby cultivating their computational thinking abilities. The research found that the PBL teaching model can effectively enhance students' computational thinking skills, as well as strengthen their problem-solving and innovation abilities. Additionally, this study also discusses the issues and challenges encountered during implementation, providing valuable insights for future teaching practices.

Understanding Learning Strategies: A Comparison Between Contextual Learning and Problem-Based Learning

This study focused on comparing problem-based learning (PBL) and contextual learning (CL) strategies based on findings generated from literature analysis. This study aims to identify essential differences between the two learning approaches and uncover the advantages and limitations of each in an educational context. This research uses a qualitative approach using the library research research type. Data collection techniques using primary and secondary data sources. The data analysis technique used in this study is descriptive analysis. PBL helps students understand concepts and improve problem-solving and collaboration skills. Meanwhile, contextual learning emphasizes applying knowledge in students' real lives, deepening their understanding. Both of these methods have their advantages. PBL focuses on problem-solving, while Contextual Learning links learning to everyday situations. The best choice depends on the learning context and goals of the student, both of which offer learning experiences relevant to the real world. This research implies the importance of considering and integrating both Problem-Based Learning (PBL) and Contextual Learning in student learning experiences.

Comparison of problem-based and team-based learning strategies: a multi-institutional investigation

ObjectivesOver time, pedagogical practices in higher education have evolved significantly, which has led to the development of collaborative learning strategies. The study aims to compare the two most prominent ones – problem-based learning (PBL) and team-based learning (TBL). The comparison, integrated with Virtual Scenarios (VSs), involves student cohorts from various European institutions, specifically focusing on both PBL and TBL methods. The study is distinctive in its use of a consistent PBL/TBL methodology, ensured via joint staff training, and explores the perspectives of students and educators on these learning techniques. The overarching aim is to examine how PBL and TBL, coupled with VSs, influence problem-solving skills, independent learning, and student engagement.MethodsThe examination was made using feedback from 399 students and 11 tutors collected in four trials held in three institutions based in Czechia, the United Kingdom and Romania. The data gathered from surveys and a focus group discussion contained qualitative as well as quantitative data, such as Likert scale questions. To analyse the overall trends in learners’ satisfaction with PBL and TBL sessions, the mean score calculated from the transformed Likert scale questions was compared between sessions and among institutions using multivariate ANOVA.ResultsThe students’ satisfaction and learning experience are heavily influenced by specific conditions, primarily their prior experience, room and technical set-up, group composition and especially the personality of a tutor. Overall, both strategies were found to be well-received by students used to traditional teaching methods. Students accustomed to PBL did not find TBL more engaging or useful. The identified advantages of TBL over PBL were the presence of a content expert, readiness tests, acquiring the same knowledge ensured through the collective presence of all students in one session and unified pre-class materials. However, TBL is more demanding on room set-up and teaching staff coordination.ConclusionBoth strategies have been found to have pros and cons and neither showed clear superiority over the other one. An institution newly implementing PBL or TBL needs to focus on different aspects than an institution planning to switch from PBL to TBL.

PBL METHOD AND LEARNING MOTIVATION ARE INFLUENCED STUDENTS READING COMPREHENSION SKILL

his study aims to find out whether problem-based learning methods and learning motivation have an impact on the reading comprehension skills of eighth-grade students at SMPN 39 Palembang. 60 students from SMPN 39 Palembang were selected as samples for this study using a two-stage random selection procedure during the academic year 2022–2023. A factorial research design was used in this investigation. Tests and questionnaires were used to get the data.. When the data were studied using paired sample t-test, independent sample t-test, and two-way ANOVA test findings of 0.000 0.05, it was discovered that problem-based learning methods had a substantial impact on students' reading comprehension skills. Second, problem-based learning techniques have a considerable impact on students with low learning motivation who struggle with reading comprehension. Thirdly, students who use problem-based learning strategies and have high levels of learning motivation have a major impact on their ability to comprehend what they read. Finally, significant interactions between motivation and learning affect how well students understand recount texts taught by PBL and how well they understand SMPN 39 Palembang. Hence, both high and low-learner-motivation students benefited from the PBL approach.

An experimental study: An integrative strategy of PBL combined with an organ-systems-based curriculum to improve academic achievement and career maturity

This study aims to investigate the impact of integrating Problem-Based Learning (PBL) and Organ System-Based Curriculum (OSBC) on medical students' academic achievement and career maturity within the context of medical education. An experimental design was employed, involving students from a medical school in China. Participants were randomly assigned to either a control group with a traditional curriculum or an experimental group receiving an integrated PBL and OSBC curriculum focused on cardiovascular system diseases. The intervention spanned four weeks. The results indicate that the experimental group demonstrated significantly higher academic achievement immediately after the intervention compared to the control group. This improvement persisted in a follow-up test conducted one month later. Career maturity also improved in the experimental group, albeit with a less sustained effect. The study underscores the potential of integrated teaching strategies in medical education for enhancing critical thinking and practical skills. However, long-term improvements in career maturity may necessitate further refinement of teaching methods. These findings contribute to the ongoing discourse on effective medical education strategies and emphasize the importance of a comprehensive approach to prepare students for academic excellence and clinical competence. Future research with larger sample sizes and consideration of additional influencing factors is recommended to gain deeper insights into the dynamics of medical education.

Problem-based learning for shifting and TVET Electrical Engineering lecturers’ practices: A scoping review

Problem-solving capacity is continuously gathering prominence in the Engineering education programmes of most institutions of higher learning. Embracing problem-based learning is necessary for Electrical Engineering lecturers in technical and vocational education and training (TVET) so as to shift from teacher-centred to student-centred teaching approaches which engage students in the learning process. Despite this, research on the use of problembased learning in TVET contexts by Electrical Engineering lecturers is limited. In this study, we conducted a scoping review to identify those key components which are necessary for the effective implementation of problem-based learning in a TVET Electrical Engineering programme. Our findings indicated that the problem, the facilitator and the students are the three components noted as essential constituents that are vital to the effective implementation of a problem-based learning strategy in TVET Electrical Engineering programmes. Our findings stress that, in addition to the three components, the type and nature of the problem, including the philosophy of the subject or the programme, need to be considered before inculcating problem-solving capabilities in TVET Electrical Engineering lecturers.

Implementation of the Problem Based Learning Strategy in the Subject of Aqidah Morals at Madrasah Tsanawiyah Babussalam, Banjarmasin City

This research aims to determine the implementation of the problem-based learning (PBL) strategy in the Aqidah Akhlak subject at Madrasah Tsanawiyah Babussalam, Banjarmasin City. This research is motivated by the large number of teachers who simply teach about the material in class without relating it to problems that are close to the environment around students. A qualitative approach with field study methods was applied in this research because it will explain how the planning, implementation, and evaluation of the implementation of problem-based learning strategies in the Aqidah Akhlak subject were implemented by MTs Babussalam teachers in Banjarmasin City. The results of this research are that in the planning process, teachers prepare learning plans, formulate problems systematically, and adapt them to the material. Meanwhile, in its implementation, the teacher presents the problem and asks students to discuss and analyze it according to their respective points of view. For the evaluation part, the teacher uses oral and written tests held at the end of the lesson as material for reflection and to determine students' understanding of the material taught. Apart from that, the evaluation shows the effectiveness of using this problem-based learning strategy in the Aqidah Akhlak subject so that it can be applied to other subjects at the Madrasah Tsanawiyah level.

Effect of Problem-Based Learning on Acquisition of Creative Thinking Skills among Chemistry Students in Ogoja Education Zone, Cross River State, Nigeria

The study investigated the effect of problem-based learning strategy in fostering creative thinking skills among senior secondary chemistry students in Ogoja Education Zone of Cross River State, Nigeria. Three research questions and three null hypotheses guided the study. A pre-test, post-test non-randomized control group quasi experimental design was adopted while a sample of one hundred and twenty-five (125) senior secondary two (SS 2) Chemistry students drawn from a population of 2533 chemistry students participation in the study. One co-educational school each was selected from two out of five Local Government Areas in the zone through purposive and simple random sampling techniques. An intact class from each of the two schools was randomly assigned to experimental and controls groups. An instrument titled Creative Thinking Skills Acquisition Scale (CTSAC) with a reliability index of 0.09 was used for data collection. The data obtained was analyzed using mean scores to answer the research questions and the analysis of covariance (ANCOVA) used to test the hypotheses at 0.05 level of significant. The results showed that students exposed to problem-based learning strategy exhibited a higher propensity in the acquisition of creative thinking skills than those taught using the conventional lecture method of instruction. The result further indicated that there is no significant influence of gender on students’ acquisition of creative thinking skills. Based on the result obtained, it was therefore recommended that problem-based learning strategy be used to teach chemistry and other STEM subjects in secondary school to help students develop creative thinking skills.

Can Learners Taught through Problem-Based Learning Strategy Demonstrate an Obligation to Conveying Positive Motivation towards Physics Enhanced Enrolment?

The government of Kenya has invested enormous resources such infrastructure development, learning materials and professional development of teachers. Despite the efforts put in place to support access and quality education, enrolment and performance in physics in most Sub-County girls’ secondary schools in Bungoma County at Form 3 remain relatively low and poor. The study aimed at investigating whether learners taught through Problem Based Learning Strategy demonstrate an obligation to conveying positive motivation towards Physics enrolment. The objective of the study was to establish the effect of problem-based learning strategy on girls’ motivation towards “Fluid Flow” as compared to conventional teaching methods. The study adopted constructivist theories of learning. Quasi-Experimental design was used with 4 girls’ schools targeted in Bungoma County. The study sampled Form two students because the topic of fluid flow is taught at form two. Simple random sampling was used to assign schools to experimental and control groups. The study used motivation questionnaire, physics Achievement Test (PAT) and Observation schedule. Two groups of each n=40 were either control or experimental were exposed to pretest and post-test. The reliability coefficient was calculated using KR-Fomulla-20 at 0.75. With the aid of SPSS 26.0, data was analysed using descriptive and inferential statistics and presented in form of tables. Results show statistically significant difference in the ability of Girls to derive the to perform better in the topic of Bernoulli’s effects using PBLS and its effect on girls’ motivation was relatively higher than use of conventional methods (ANOVA (F(4,155) = (Q2 = 459.886; Q16 = 462.375; Q24 = 831.272; Q26 =614.907 and Q28 = 406.743), p = .000). The study recommends the method should be strongly advocated by policy makers, the Government, Principals and teachers while teaching science subjects for effective skill development among the learners. The study is significant in bringing total reforms to CBC that call for the use of learner-centered instructional strategies to develop key competencies.

The Effectiveness of Problem-Based Learning in Acquisition of Knowledge Using Online Learning

The adoption and use of creative teaching techniques, such as problem-based learning using online learning have relied upon improvement in order to improve educational outcomes. Regardless of the fact that problem-based learning is facilitated by online learning and has many clear advantages, it is still developing or at a very early level in many developing countries. Problem-based learning is a student-centered method where students study a subject by using online learning to collaborate in groups to solve an open-ended challenge. The research design was a cross-sectional field survey, was used in quantitative research approaches using PLS analysis. Additionally, the study's target population is all the class teacher students at private Universities. The author reviews the study on the investigation of influencing factors for problem-based learning strategy with online learning in Jordan to improve the education system as well. The findings demonstrated a positive influence between key factors and intention to use and this result enhance acquisition of Knowledge using online learning for Class Teacher students.

The Effectiveness of Fermi Problem-Based Learning on Improving Communication Skills among United Arab Emirates Cycle Two Students

Communication skills are necessary for students to empower them in facing new global challenges. Thus, this study employed Fermi Problem-based Learning to improve communication skills in teaching Science among the Cycle Two students in United Arab Emirates. It also examined the effectiveness of this strategy between grade 7 and grade 8 students. This study used quasi-experiment design. The instrument for research was pre and post-test using Communication Skills which was prepared by the researcher. The participants purposively selected according to a certain criterion, then divided for the experimental group, consisting of 15 grade seven and eight students, from Ramah Primary and Secondary School, they were taught Science units using the Fermi Problem-Solving method for 6-weeks, Whereas the control group consisted of 15 grade seven and eight students who were taught the same science units using traditional methods. The data were analysed using the Two Way ANCOVA to determine the effectiveness of the strategy on improving their communication skills and to determine the variation in the effectiveness of the strategy between grade 7 and grade 8 students. The findings revealed the effectiveness of the Fermi problem based learning strategy in developing the communication skills in teaching Science among the United Arab Emirates Cycle Two students. The findings also demonstrated that there were no significant differences in the effectiveness of the strategy amongst grade 7 and grade 8 students. Thus, Fermi Problem-Based learning is considered an effective strategy in teaching Science and in improving students’ communication skills and suitable for all Cycle Two students. In addition, this strategy can help teachers to integrate Fermi Problem-Solving into their teaching practice in order to achieve the objective of teaching science in the 21st century.

Use of Problem-Based Learning Strategies in Improving Problem Solving Skills

Education for a child is very important for motor development and his thinking becomes critical in responding to an incident. His skills can be honed properly and master skills that support his future career. So that the potential for the progress of each child can be achieved and learning objectives can be completed optimally. In life, of course, you will not be separated from various kinds of problems, so the solution to every problem must exist and be able to solve it. The problem based learning strategy is the answer to improve problem solving skills. This strategy is a problem-triggered learning model, which encourages students to learn and work cooperatively in groups to find solutions, think critically and analytically, be able to determine and use appropriate learning resources. For this reason, it is necessary to apply this method in education. The purpose of this research was to improve problem solving skills using the problem based learning (PBL) method. By maximizing this method many positive impacts will be obtained. The method used in this research is a quantitative method. The data obtained is through the distribution of a questionnaire. The questionnaire was made using the Google form application. The results of this study explain that the use of problem based learning strategies to improve problem solving skills in education can help students solve problems with the right solutions. As well as sharpening the ability to think critically and systematically, so that they can be more mature in responding to various problems. The conclusion of this study is that the use of problem-based learning strategies to improve problem-solving skills by students can be maximized, because they have mastered the right and effective way to solve a problem. The limitation of this research is that researchers only conduct this research at the school level where the method requires new strategies in learning such as the use of problem based learning strategies.

Implementasi Program Hafalan Hadis dan Doa dalam Pembentukan Akhlaqul Karimah Siswa

In the present era, there are numerous reports concerning the decline in students’ moral conduct. At SD Swasta Islam Ulun Nuha, there are also students who lack good moral values, albeit not dominating the students population. Thus, it is necessary for the school to find solutions to this problem. This research aims to elucidate: (1) The background for the emergence of the hadith and prayer memorization program, (2) The implementation of the hadith and prayer memorization program, (3) The supporting and inhibiting factors in the implementation of the hadith and prayer memorization program. This study adopts the field research method and utilizes qualitative research with a phenomenological approach. The research findings indicate that: (1) The background for the emergence of the hadith and prayer memorization program stems from the existence of students with poor moral conduct, thus the program aims to shape noble moral conduct in students, (2) The implementation of the hadith and prayer memorization program involves imploying problem-based learning strategies and lecture methods to explain the meanings of the hadiths and prayers. In the practical aspect of memorization, students are guided by teachers, who initially recite the hadiths and prayers in fragments until they are recited in their entirety. Subsequently, they are memorizes collectively, (3) The supporting factors of the program include parental support and students’ anthuasiasm for memorization. The inhibiting factors of the program include variations in students’ potential for memorization and the diverse range of narrators, often leading to forgetfulness among students.

Bridging the Gap between Theory and Practice: Applying Problem based Learning Strategy to Improve Nursing Students’ Achievement

Bridging the Gap between Theory and Practice: Applying Problem based Learning Strategy to Improve Nursing Students’ Achievement

Pembelajaran Agama Islam pada Sekolah Dasar Suka Maju Kota Subulussalam (Strategi Pembentukan Akhlakul Karimah)

The aims of this study were: (1) to find out the role of the teacher in learning the Islamic religion in SD Suka Maju, Subulussalam City. (2) To find out the learning strategy applied in SD Suka Maju, Subulussalam City (3) To find out the supporting and inhibiting factors in implementing the akhlakul karimah strategy at SD Suka Maju, Subulussalam City. This study used a qualitative descriptive research method with data collection techniques through interviews, observation, and documents. Data analysis techniques use data reduction, data display, and conclusions or verification. The research location is at SD Suka Maju, Subulussalam City. The results of this study are as follows: 1). The role of the teacher in learning Islamic religion, namely: The teacher carries out his duties as an educator, educates, directs, sets an example or is exemplary, gives advice, reprimands, guides, and gives motivation. And the teacher guides the learning process well and effectively to achieve learning goals. 2). The learning strategies used in Islamic religious education at SD Suka Maju Kota Subulussalam are expository, inquiry learning strategies, problem-based learning strategies, and contextual learning strategies. 3). There are several supporting factors in the formation of Akhlakul Karimah at SD Suka Maju, including Student enthusiasm in the learning process of forming Akhlakul Karimah, Religious activities at school become routines that are carried out at school such as reading Surat Yasin every Friday, Rules that support the realization of the essence of the formation of Akhlakul karimah for SD Suka Maju students, qualified and disciplined teachers, a conducive extracurricular school environment that helps in the formation of Akhlakul karimah for students, and the support and active role of parents and guardians While the inhibiting factors in the formation of Akhlakul Karimah in SD Suka Maju include: different backgrounds of students, lack of interest and enthusiasm of students in learning religion, awareness of less disciplined students, and influence of the environment outside the school.

Problem-Based Learning as a Learning Innovation Strategy To Improve the Motivation and Learning Outcomes of Distance Learning

Distance learning, which lasted long during the COVID-19 emergency, has led to student boredom in participating in the learning process. The impact is a decrease in learning outcomes, so innovative learning methods are needed to minimize this. This study will analyze the application of problem-based learning by considering learning outcomes and student motivation. The subjects of this study were 5th-semester Mechanical Engineering students. The design of this study used classroom action using the Kemmis and McTaggart models, which consisted of three steps: planning, acting and observing, reflecting, and carried out in two cycles. The research data was then analyzed quantitatively based on predetermined indicators. Based on this research study, it was found that learning outcomes data increased by 36% from cycle I to cycle II. The results of student learning motivation in Process I were 27.3% had high learning cycles, 63.7% had moderate learning cycles, and 9.9%. In cycle II, students' learning motivation increased from high, medium, and low, respectively, by 45%, 52%, and 3%. Based on the results of the analysis, this means that problem-based learning strategies improve learning outcomes and student learning motivation.

Problem-based learning in Islamic Education subject to build students’ morals in online learning (pandemic experiences)

Moral education as one of the critical elements in the educational process for students must be carried out under all circumstances. When there is sufficient technological infrastructure in place, online education is one of the most logical options during a pandemic. Educators must prepare learning steps as the correct strategy for learning when implementing online learning, including those who teach Islamic Education. Therefore, a systematic literature review employing the PRISMA Protocol was conducted for this study. Two objectives are presented: how online learning during a pandemic can be carried out, and how problem-based learning strategies can be used to influence students' morals in the context of online learning during a pandemic. The results of this study indicate that, in the context of a pandemic, educators must first prepare themselves for the online learning process, beginning with a comprehension of learning management system or internet-based education sites and progressing to the development of learning strategies. Second, educators can take advantage of problem-based learning which is operationally simple to implement during the pandemic, to shape the students’ morals. The author recommends further research on the implementation of PBL for fostering students' critical thinking in Islamic Education subjects.

Analisis Penerapan Kurikulum Merdeka pada Mata Pelajaran Pendidikan Agama Islam Kelas X di SMA Negeri 1 Ulakan Tapakis Kabupaten Padang Pariaman

The research aims to describe the implementation of the Merdeka curriculum in the subject of Islamic Religious Education at SMA Negeri 1 Ulakan Tapakis. The study adopts a qualitative descriptive method with a phenomenological approach. The findings indicate that Islamic Religious Education teachers apply Problem-Based Learning strategies and utilize Audio-Visual learning media. In terms of assessment, teachers provide assignments, quizzes, and remedial sessions. The challenges in implementing the Merdeka curriculum include difficulties faced by teachers in creating lesson plans to determine the appropriate learning media, lack of updates on the use of strategies and learning media, and limited access to the internet. Teachers employ various efforts in implementing the Merdeka curriculum, such as evaluating attendance, competence, and activeness. They also receive training on the implementation of the Merdeka curriculum. The impact of implementing the Merdeka curriculum in Islamic Religious Education at SMA Negeri 1 Ulakan Tapakis is that students find it easier to comprehend PAI subjects, and they become more actively engaged in learning.