Problem-based Learning Strategies Research Articles

Problem-Based Learning Strategies As The Main Concept of Quality Learning

One of the current learning problems is the lack of educators in mastering strategies or learning models that lead to the quality of the learning output itself. The application of methods in learning is one of the keys to achieving quality learning because, in its implementation, the strategy will determine whether the teaching is effective or not. Problem Based Learning (PBL) strategy is one of the strategies considered important in achieving the quality of education because it is based on social and scientific problems by the tendencies of the learner, resulting in a contextual and scientific understanding. In this learning model, students are invited to solve some issues and find solutions for the contextual problems. Thus, students can be actively involved in the learning process so that learning does not feel monotonous and only listens to the teacher lecturing. This strategy indirectly also fosters students' ability to analyze problem-solving and think critically about solving problems or events they will face. This paper examines the concept of quality learning problem-based learning in the idea of quality, both absolute and relative, as Edward Sallis argues. So that learning does not feel monotonous and only listen to the teacher lecturing.

Problem-based Collaborative Learning Strategy in Computer Programming

Computer programming is the basic skill that has to be possessed by students who attend Algorithm and Programming courses. This skill requires a problem solving strategy and involves a large number of programming logic activities. The purpose of this study is to offer a collaborative learning environment in order to provide a learning experience by interacting socially. However, social interaction does not just happen; the appropriate guiding strategies are needed to support collaborative learning. The proposed strategy is a problem-based practice strategy. This research was conducted on the second semester students of the Informatics Engineering Study Program, Faculty of Computer Science, Pelita Indonesia. Two classes were used for testing, namely the control class with 16 students and the experimental class with 15 students. The control class is taught by conventional collaborative learning and the experimental class is taught by collaborative learning using problem-based practice strategies. The results show that the proposed strategy can be useful for students in improving computer programming skills in a collaborative learning environment with a problem-based approach.

Antimicrobial Resistance and One Health in the Post COVID-19 Era: What should Health Students Learn?

PurposeAntimicrobial resistance (AMR) is a critical worldwide health issue that jeopardizes our ability to fight illnesses. The COVID-19 pandemic exacerbated the problem, which was largely caused by irrational off-label use of antivirals, anthelmintics, antimalarials, and, most notably, macrolide antibiotics. The One Health Approach is progressively becoming the most widely utilized in the fight against AMR. Our aim is to address the lack of teachings in AMR and the One Health Approach in health student curricula, as well as to provide recommendations that can be implemented as we progress beyond the COVID-19 era.Methods & MaterialsWe conducted a literature review to identify the status of AMR and One Health education in health curriculum over the world while analysing the relevance and urgency of the topic within the COVID-19 era.ResultsWe identified multiple gaps and discrepancies in AMR and One Health education that could be attributed to multiple reasons including the absence of a formal curriculum on the topics, and lack of interprofessional educational practices.The development and implementation of AMR and One Health topics in the school curriculum is important in equipping future health professionals to fully combat AMR in their respective fields. It can also therefore be encouraged that institutions synergize to share knowledge on useful ways of training healthcare students in addition to meaningful ways to communicate AMR concerns with patients and the public.Various teaching modalities could influence the outcome of antimicrobial prescribing practices. These could be improved by a re-evaluation of problem-based learning strategies, enhancing content and conduction of virtual learning platforms and development of a standardized curriculum on antimicrobial resistance. Interprofessional education and team-based learning can also be a facilitator to familiarize students with the One Health concept.ConclusionToday's health professionals need to provide mentorship and teaching for students on AMR and One Health. This will aid to develop today's young professionals and future health professionals with the necessary skills to prevent and tackle the spread of AMR with appreciation and knowledge of the One Health Approach.

ASSESSMENT IN PROBLEM- BASED LEARNING: AN APPLICATION TO HIGHER EDUCATION

This article presents the results of a research carried out in a Biomaterials course from the Biomedical Engineering program in a university in Colombia. The research assessed the implementation of the didactic problem-based learning strategy. The study population was made up of 106 students: 46 students from the experimental group and 60 students from the control group. The experimental group implemented the strategy in three stages: The first one, named planning stage, focused on the theoretical construction for solving the problem. The second stage attended to the characterization, where it was necessary to perform mechanical tests on the proposed instructional materials with the intention of evidencing the relevance for the proposed use. The last stage, named the prototyping, focused on the construction and testing of each prototype developed by each team. Subsequently, this allowed defining performance indicators as well as the application of surveys for acquired skills. Then, academic loss averages were compared. It is concluded that academic failure decreased, learning increased, positive reinforcement of topics raised and motivation boosted significantly. Finally, it was found that the main issues that students faced were: time management, poor organization and the belief that sharing tasks is the same as team-working.

PENGARUH PENGGUNAAN LEMBAR KERJA SISWA (LKS) TERHADAP HASIL BELAJAR SELAMA NEW NORMAL PADA MATA PELAJARAN INFORMATIKA

This research is motivated by the results of learning Informatics in class X MAN 2 Agam during the current New Normal where learning outcomes are under the Minimum Completeness Criteria (KKM) that have been determined. Problems found, problem-based learning strategies are needed to help teachers in the delivery of learning materials, namely by asking students to solve a problem related to the subject matter so that students can be active in the learning process. The type of research used is Quasi Experiment. The population in this study were students of class X MAN 2 Agam for the 2020/2021 academic year. Sampling is done by purposive sampling technique, namely taking samples with certain considerations. The population of class X is 114 students. Based on the results of the daily test (initial) the average class X IPA was made the Experiment class, while some students from class X IPS/IPK were used as the control class. The data of this study were obtained by a final test in the form of objective questions as many as 25 items that have been tested. Because the value of tcount > ttable, it means that H0 is rejected and H1 is accepted. Based on the above calculations, it can be concluded that tcount > ttable (0.203 > 1.68) where H0 (No Effect of Using Student Worksheets (LKS) on Learning Outcomes During New Normal In Informatics Subjects in MAN 2 Agam) is rejected, then Ha (There is an Influence of Using Student Worksheets (LKS) on Learning Outcomes During New Normal In Informatics Subjects at MAN 2 Agam) is accepted.

PROMOTION ACADEMIC ENTREPRENEURSHIP THOUGHT IN BIOPRODUCTS PROBLEM-BASED LEARNING METHODOLOGY: A CASE STUDY

Entrepreneurship and innovation are priority objectives for the development and increase of economic competitiveness. However, they need a priority intervention and especially directed to activities of a business nature, going beyond the fields of investigation and science. The search for professionals with different skills to overcome the current and foreseen challenges is relevant in the bioproducts sector. Problem-based learning (PBL) is described as an instructional approach, which promotes interdisciplinarity and critical thinking, with the potential to meet current challenges. This article describes a proposal to align the PBL with an innovation program and contest, to be integrated into a master’s degree in science and technology in bioproducts (MDSTBio) to promote academic entrepreneurship. The alignment of the PBL with the program and contest could allow the development of innovative products with a view to solving problems faced by the bioproducts sector. The PBL strategy could allow students to mobilize knowledge from several curricular units of MDSTBio for the development of different deliverables to participate in the innovation programs and contests. This way, it could be possible to promote innovation in the bioproducts sector, stimulating the entrepreneurial spirit among higher education students, and understand its potential for replication and mobilization of skills acquired in different bioproducts courses.

Investigating the Effectiveness of Problem-Based Learning Strategy in Improving Teaching and Learning of Mathematics for Pre-Service Teachers in Ghana

Investigating the Effectiveness of Problem-Based Learning Strategy in Improving Teaching and Learning of Mathematics for Pre-Service Teachers in Ghana

Application of Problem-Based Learning Model at The State of 2 Majene First Middle School

This study presents the application of a problem-based learning model at the State Junior High School 2 Majene. This study aims to describe the methods used by teachers in the application of problembased learning models. This study uses a quantitative approach. Data collection techniques used with interviews and documentation. Problem-based learning is a learning approach by developing critical thinking skills and problem-solving skills and is used to stimulate students’ higher-order thinking. Problem-based learning makes real problems as suggestions for the learning process before knowing the formal concepts. In the application of learning in SMP Negeri 2 Majene seen in 3 aspects, namely; characteristic aspects, aspects of the nature of the strategy and aspects of the stages in the strategy. These aspects illustrate that the implementation of problem-based learning strategies in SMP Negeri 2 Majene has been going well.

Esquemas de diferencias finitas en el procesamiento de imágenes

Digital Image processing has been a research area of interest in the last decades, standing out for its applications in the analysis of diagnostic images and astronomical images. In this paper, we perform an overview of edge detection methods through finite-difference to present edge detection as a problem-based learning strategy for numerical differentiation, in order to improve the students’ skills in modeling and algorithmic thinking in numerical analysis courses. In addition, we present image restoration through finite-difference as a problem involving partial differential equations and software tools.

ONLINE PROBLEM-BASED LEARNING (PBL) DURING CORONAVIRUS PANDEMIC: TRIAL AT THE LIBYAN INTERNATIONAL MEDICAL UNIVERSITY

Problem-based learning (PBL) is a modern strategy used in many higher education institutions. The coronavirus pandemic in 2020 urged universities and other educational institutions around the world to close, leading to the shift to online learning as an alternative in order to overcome delays in the education process. The Faculty of Basic Medical Sciences (BMS) at the Libyan International Medical University (LIMU) has adopted the PBL method as a key element in its teaching strategy. The Faculty started a trial for online PBL sessions during the lockdown period to evaluate the student experience at BMS. Here, we used a binary questionnaire where responses of 293 students were anonymously collected. Overall, there was a positive response of about 76%. Each of the questionnaire elements scored at least 73% which reflects general satisfaction with the online PBL experience. However, there seemed to be considerable variation in the responses of the different year groups. First year students reported the highest overall positive response on the experience whereas third year students were overall less satisfied. In addition, this variation in responses was more pronounced when students were asked about the organisation of the session and problems with internet connectivity. This may be due to the fact that the more senior year groups were interviewed first and there was a continuous adjustment of the online PBL strategy throughout the time for this trial. Our study also showed that among the different online PBL aspects surveyed in the questionnaire, the clarity of instructions was the most important element determining the effectiveness of online PBL. Overall, this questionnaire shows that online PBL can be a decent alternative to traditional PBL during crises.

The Effect of Problem-based Learning with Reading Questioning Answering Strategy on Students’ Metacognitive Skills of Acid Base Concept

Metacognitive skills are one of the skills needed in the 21st century to achieve student learning success. Student’s metacognitive skills are still low, so that need to be empowered during the learning process by implementing Problem Based Learning Strategy Integrated with Reading Questioning Answering (PBLRQA). Through the PBLRQA strategy, students can control their cognitive processes by planning, monitoring, and evaluating to solve problems in chemistry learning. The aim of this research was to determine the effectiveness of the PBLRQA strategy on students’ metacognitive skills on acid-base materials. The method was used quasi-experiment with a non-equivalent control group design. The sample in this study were students of class XI IPA 1 as the experimental group and students of class XI IPA 5 as the control group, with each class including 32 students. Instruments Metacognitive Activities Inventory (MCA-I) developed by Cooper and Sandi-Urena (2009) were used in this research. Data analysis was assisted by IBM SPSS Statistic 22 software. The results of this research indicated that the use of PBLRQA strategy on acid-base materials was able to empowering students’ metacognitive skills.

Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania

The article explores the idea of change in the higher educational process that is implemented via the problem-based learning strategy. Problem-based learning (PBL) is widely understood as an epistemological transformation in higher education. It is emphasized that the transformation should take place throughout the educational process, and assessment is an inseparable and very important part thereof. The study was aimed at revealing the experiences of participation in the assessment processes in PBL of students attending social science programmes in Lithuania. The empirical study, employing a semi-structured interview method, has shown that the students feel empowered when they have the opportunity to assess the entire educational process and (self-)assess the efforts related to the possibilities to become actively engaged in improvement of the assessment strategy. The study has also shown students’ critical approach to the previous experience of assessment in the educational process. Difficulties of student participation in the assessment process in PBL were also identified. They were largely due to the change in the assessment system employed by the teacher and the manifestations of student bias when participating in (self-)assessment.

Application of Problem-Based Learning (PBL) Strategy in History Class to Enhance Critical Thinking Skill of 8th Standard Students

This action research was conducted in Thimyul Lower Secondary School in Lhuentse, particularly for class VIII students in History classes. It was done with the action research question, “how can the integration of Problem-Based Learning (PBL) strategy in History subject enhances the critical thinking skill of the students?” The very school has encountered the issue of low critical thinking skill resulting in the cases of low academic performance and less interest in the classroom learning of History subject. Researchers’ surveys and examinations record of the school showed the deteriorating ranks of history subject after failing to obtain good marks from the higher order thinking skill. So, the purpose of this action research is to enhance the critical thinking skill by incorporating Problem Based Learning (PBL) strategy in teaching the history lesson. This intervention educational action research was done with descriptive research with focused on the constructivism research paradigm. It engaged mix method research methodology and used quantitative method by employing the data from class test and survey questionnaire. To support the authenticity of the quantitative data, researchers employed qualitative method by using researchers’ observation on the students’ progress and participants’ feedback on the intervention programs. Case studies, debates and pictorial presentations were used as the main intervention program to integrate the PBL strategy while teaching the history lesson. Stratified and voluntary sampling method were deployed for the collection of data from the student-participants. By this action research, implementation of the PBL strategy in the history lesson has witnessed radical improvement in critical thinking skill of the students. Thus, this action research definitely proved that PBL strategy is the effective method for learning history lesson to improve the critical thinking skill of the students.

Teacher's Strategy for Implementing Multiculturalism Education Based on Local Cultural Values and Character Building for Early Childhood Education

The introduction of multicultural education based on local cultural values and school-level character building in early childhood education is essential so that children can recognize the diversity around them, be it ethnic, ethnic, religious, race, or culture. This field research of early childhood education teachers in Lampung, Indonesia, sought to determine the learning strategies teachers used in implementing multicultural education based on local cultural values and character-building at the level of early childhood education. The study found that teachers in early childhood education used contribution, enrichment, transformation, and problem-based learning strategies. While these four strategies can develop conducive learning conditions that consider students' uniqueness, a teacher needs a clear vision and goals to facilitate multicultural education. Early childhood education must provide knowledge and help develop attitudes and behaviors for all students and school members to foster and implement educational interactions based on multiethnic and multicultural values in the school environment.

A project‐based learning approach to promote innovation and academic entrepreneurship in a master's degree in food engineering

AbstractEntrepreneurship brings several benefits, such as fostering innovation and productivity, competitiveness, and socioeconomic development. The search for professionals with different skills to overcome the current and foreseen challenges is relevant in the agri‐food sector. Problem‐based learning (PBL) is described as an instructional approach, which promotes interdisciplinarity and critical thinking, with the potential to meet current challenges. This article describes how PBL, aligned with an innovation program and contest, has been integrated into a master's degree in food engineering to promote academic entrepreneurship. The alignment of the PBL with the program and contest allowed the development of innovative products with a view to solving problems faced by the agri‐food sector. The PBL strategy allowed students to mobilize knowledge from several curricular units of food studies for the development of different deliverables to participate in the innovation program and contest. This participation allowed students, supported by business mentors, to demonstrate their products to stakeholders. This way, it was possible to promote innovation in the agri‐food sector, stimulating the entrepreneurial spirit among higher education students, and understand its potential for replication and mobilization of skills acquired in different food study courses.

Penerapan Strategi Pembelajaran Berbasis Masalah dalam Pendidikan Agama Kristen di Era Disrupsi

The disruption era is a condition that is closely related to changes in the industrial world from the previous system. This era brings major changes in various fields of life because of the presence of technology that makes it easier and at the same time shifts the role of humans. The result is felt in all fields, including Christian religious education. Machines have replaced human tasks in a variety of actions that have caused humans to no longer be a resource that needs to be valued and employed. Responding to this problem, Christian Religious Education must be present as a means of growing faith and the character of Christ which can be a guide in facing and solving any problems in everyday life, including problems that arise in the era of disruption. This study aims to examine the relevance of problem-based learning strategies applied in Christian Religious Education learning as an answer to problems that occur in the era of disruption. The method used in revealing the relevance is descriptive qualitative. The results of the study indicate that the application of problem-based learning strategies in Christian Religious Education is relevant, effective, and efficient in responding to the challenges and needs in the era of disruption. This is because students will be equipped with soft skills so that they are able to solve problems creatively and innovatively but still adhere to the character of Christ. AbstrakEra disrupsi merupakan keadaan yang erat dengan perubahan pada dunia industri dari sistem sebelumnya. Era ini membawa perubahan besar pada berbagai bidang kehidupan karena hadirnya teknologi yang mempermudah sekaligus menggeser peranan manusia. Akibatnya sangat terasa dalam segala bidang, termasuk pendidikan Agama Kristen. Mesin telah menggantikan tugas manusia dalam berbagai macam tindakan yang menyebabkan manusia tidak lagi menjadi sumber daya yang perlu dihargai dan dipekerjakan. Menanggapi masalah itu, Pendidikan Agama Kristen harus hadir sebagai sarana menumbuhkan iman dan karakter Kristus yang dapat menjadi pedoman dalam menghadapi dan menyelesaikan masalah apapun di kehidupan sehari-hari termasuk permasalahan yang timbul di era disrupsi. Penelitian ini bertujuan untuk mengkaji relevansi strategi pembelajaran berbasis masalah yang diterapkan dalam pembelajaran Pendidikan Agama Kristen sebagai jawaban atas masalah yang terjadi di era disrupsi. Metode yang digunakan dalam mengungkap relevansi itu adalah kualitatif deskriptif. Hasil penelitian menunjukkan bahwa penerapan strategi pembelajaran berbasis masalah dalam Pendidikan Agama Kristen merupakan hal yang relevan, efektif, dan efisien menjawab tantangan serta kebutuhan di era disrupsi. Hal ini karena peserta didik akan diperlengkapi dengan soft skill sehingga mampu menyelesaikan masalah secara kreatif dan inovatif namun tetap berpegang dengan karakter Kristus.

Effect of Problem-Based Learning Strategy to Students’ Ability in Writing Argumentative Text at Muhammadiyah University of Bengkulu

The question posted in this study was “Did the Problem Based – Learning Strategy give effect to the students’ ability in writing argumentative text in English Study Program of Muhammadiyah University of Bengkulu?”. The aim of this study was to examine whether problem-based learning strategies affect students' ability to write argumentative text in English Study Program of Muhammadiyah University of Bengkulu. The methodology of this research was experimental research. With 146 students, the samples for this study consisted of two classes. Class B has 20 students and class C 20 students. The researchers took courses B and C because they had similar subject-writing skills. The researcher took class B and C because they have similar skill in writing I subject. The data were obtained from the pre-test before the treatment in three meetings and post-test after the treatment by using Problem-Based Learning Strategy in experimental class. Students’ writing product is assessed by using analytical scoring rubric. The last step was the researcher discussed and concluded the data. The result of this research showed that Problem Based – Learning Strategy can improve students' writing skills. Calculated using T-test formula, it was found that t-count is higher than t-table (2.9>2.0024) and the average score of the two classes was increased, the experimental class got increasing as much as 38.7 points, while in control class indicate the increasing as much as 3.8 points. So, it can be concluded that this strategy gave a positive effect to the student’s ability in writing argumentative text.

Constructivist-Based Learning on Students Psycho-Productive Skills Performance in Agricultural Science

Constructivist-based approaches to teaching typically make extensive use of problem-based learning (PBL) and learning-by-doing (LBD) which were used to investigate their effects on psycho-productive skills in Agricultural science in secondary school. The research design adopted was a pre-test, post-test, non-randomised control group quasi-experimental. The sample comprised eighty-four students from three schools (intact classes) with thirty-one, twenty-three and thirty in experimental 1, 2 and control groups respectively. The Psycho-productive Skills Performance Test (PSPT) and Psycho-productive Skills Performance Rating Scale (PSPRS) were the two instruments developed by the researchers and administered as pre and post tests. The PSPT was subjected to content validity and item analysis, its reliability test through spilt-half method gave a co-efficient value of 0.74 and for the PSPRS, using Cohen’s Kappa statistic when subjected to inter-rater reliability it gave a value of 0.84. The data collected were analysed with the use of frequency counts, percentages, mean, standard deviation, t-test and ANOVA. The results reveal significant effect of instructional strategy on psycho-productive skills performance in Agricultural Science. Furthermore, it shows no significant effect of parents’ education level on the students’ psycho-productive skills performance in Agricultural Science. Arising from the findings, it was recommended among others that PBL and LBD learning strategies should be incorporated in the teacher education programmes as part of their training.

PENINGKATAN KETERAMPILAN MENULIS CERITA PENDEK MELALUI STRATEGI PEMBELAJARAN BERBASIS MASALAH

The purpose of this research was to describe the improvement of short story writing skills of students in class IX-8 SMP Negeri 6 Balikpapan through problem-based learning strategies. The research method used is Classroom Action Research, abbreviated as PTK or Classroom Action Research, a form of research that occurs in the classroom in the form of certain actions taken to improve the teaching and learning process in order to improve learning outcomes better than before. Increasing the score indicates that the implementation of actions in the cycle I and cycle II, were able to improve students' abilities in learning and practice of writing short stories. The application of problem-based learning strategies is also able to provide motivation and pleasure in the Indonesian language learning process, especially writing short stories. Students appear to be more active and more enthusiastic in participating in the short story writing learning process.

Problem-Based Learning and Capstone Course Teaching Strategies for University Social Responsibility: The Case of a Packaging Design Course

Most design courses in Taiwanese universities still follow the traditional teaching methods that cannot address the complex and interdisciplinary problems of the real world. In response to this, this study tries to integrate problem-based learning and capstone course approaches with university social responsibility to packaging design courses. It expects the hybrid teaching model will allow third-year college students to gain problem-solving skills, practical experience, and awareness of social responsibility in the design process. Therefore, this paper aims at addressing the following purposes: (1) explore each teaching approach’s features and the influence on design education; and (2) identify the implementation process for the new hybrid teaching method. This study uses qualitative research to obtain primary information, including authors’ observation and reflection and semi-structured interviews with 12 students and four clients. After three years of data collection and analysis, this study validates that the hybrid teaching method is suitable for design education and proposes a seven-stage implementation model applied to professional design courses. Adjustment according to the needs of different fields, providing a reference for teachers’ future curriculum planning and practice is included.