Problem-based Learning Strategies Research Articles

Shaping socio-critical thinking of junior students using problem-based learning and inquiry strategy

<span lang="EN-US">This research examined a pattern of integration between problem-based learning (PBL) strategy with inquiry in shaping the critical thinking framework and psychosocial of youth-level students. This study used a qualitative descriptive approach with a literature study method. The data sources were derived from documentation, books, and various related articles. Its analytical techniques used deductions, induction, interpretation, and comparison and analysis of multilayered texts. The results of this research showed that the PBL and inquiry strategies had substantial collation and synergy in the process of forming a framework of critical thinking and psychosocial of youth-level students. It was based on the process of implementing both strategies that emphasized the search for solutions to the problems encountered by conducting investigations, hypotheses, testing, data mining supported by teamwork, collaboration, communication, discussion, and coordination. Thus, the use of the PBL strategy and inquiry integratively is highly recommended in the learning process.</span>

Strategi Guru dalam Menerapkan Model Pembelajaran Problem Based Learning di Raudhatul Athfal Al-Fath

Methods are Problem-based learning used as a driving force for students to learn to integrate and organize the information obtained so that later it can always be remembered and applied to solve the problems that will be faced.This study aims to determine the teacher's strategy in implementing the problem based learning at RA Al-Fath Sentul based on: Context, Input, Process and product. To find out the supporting and inhibiting factors in the implementation of the Problem Based Learning Strategy at Ra Al-Fath Sentul. The type of research used in this research is qualitative. Data collection techniques used several methods, data collection in order to obtain the necessary data including, observation, interviews (interviews) and documentation. The results showed the teacher's strategy in applying the problem based learning at RA Al-Fath Sentul based on the evaluation of context, input, process, and product, namely: (a) Activities orienting students to problems Teachers orienting students to problems by presenting problems and then motivating students to be active in solving the problem, (b) The teacher defines and organizes students to learn by helping students in organizing learning tasks in solving the given problem, (c) The teacher develops and presents the work of drawing or coloring by asking a group that has done.

Keefektifan Strategi Pembelajaran Problem Based Learning Terhadap Hasil Belajar Matematika Siswa

Abstract
 This study discusses the problem of the effectiveness of Problem Based Learning (PBL) on students’ mathematics learning outcomes to see the differences in learning outcomes of those who learn and without applying the model of Problem Based Learning (PBL). This research is a quasi-experiment, the nonequivalent pretest-posttest control group design. The population is all class VIII students at MTs Madani Alauddin with a sample of class VIIIA (so the experimental class) and also class VIIIB (so the control class). The instrument applied was an essay test which was then analyzed descriptively as well as inferential. The results of the descriptive posttest calculation showed that student learning outcomes with the PBL model were higher than those who did not apply PBL. Inferential statistical analysis shows that there is a fairly strict difference between learning and the PBL model and not. In this study, using the PBL model can help students develop their knowledge and understand mathematical problems related to everyday life.Keywords: Learning Outcomes, Learning Model, Problem Based Learning
 
 Abstrak
 Penelitian ini membahas terkait efektifnya model problem based learning (PBL) terhadap hasil belajar matematika siswa dengan maksud melihat perbedaan antara hasil belajar siswa yang belajar dengan model pembelajaran PBL dan siswa yang belajar tanpa menggunakan PBL. Penelitian ini termasuk dalam jenis quasi experiment, dengan desain penelitian berupa the nonequivalent pretest-posttest control group design. Populasi dalam penelitian ini ialah semua siswa kelas VIII di MTs Madani Alauddin dengan sampel kelas VIIIA sebagai kelas eksperimen dan kelas VIIIB sebagai kelas kontrol. Instrumen yang digunakan ialah test bentuk essay yang kemudian dianalisis secara deskriptif dan juga inferensial. Dari hasil perhitungan posttest secara deskriptif, dapat disimpulkan bahwa hasil belajar siswa dengan mengaplikasikan model PBL lebih tinggi dari hasil belajar yang tidak mengaplikasikan PBL. Analisis statistik inferensial menunjukkan bahwa ada perbedaan yang cukup ketat antara pembelajaran dengan mengaplikasikan model PBL dan yang tidak mengaplikasikan PBL. Hasil penelitian ini juga menemukan bahwa pembelajaran menggunakan model PBL dapat membantu siswa mengembangkan pengetahuannya serta memahami masalah-masalah matematika yang berkaitan dengan kehidupan sehari-hari.
 Kata Kunci: Hasil Belajar, Model Pembelajaran, Problem Based Learning

Problem-Based Learning Strategies and Critical Thinking Skills Among Pre-Service Teachers

Mathematical underachievement among students was not only a source of concern in the Philippines, but has now spread throughout the world. Low critical thinking skill among Filipino students is one of the causes contributing to the country’s poor performance in mathematics. Students’ lack of critical thinking abilities may be due to teachers’ knowledge and expertise. To explore the critical thinking skills of pre-service teachers through the use of problem-based learning strategies is the main objective of the study. Quasi-experimental with a counterbalanced design was employed, presenting two problem-based learning strategies namely authentic strategy and non-linear strategy to two groups of teacher candidates. The results showed that students’ critical thinking skills in evaluating arguments and drawing conclusions are lacking. There is also a substantial difference in critical thinking skills between students in groups 1 and 2, except for the capacity to recognize assumptions. The pre-service teachers’ critical thinking skills do not differ significantly by sequence. The study results indicated that the pre-service teachers’ critical thinking skills were still low, particularly in terms of evaluating arguments and drawing conclusions due to inadequate background knowledge and lack of in-depth understanding of the mathematics concepts. The results imply that schools focus more on building strategies to improve and develop students’ critical thinking skills in mathematics education. Moreover, the study suggests that further research develop successful techniques for planning effective initiatives to increase critical thinking teaching and learning in higher education and training programs that could help improve the students’ critical thinking skills.

Habituation of Mathematical Literacy Trained in Junior High School

<p style="text-align:justify">The importance of literacy is a competency requirement that must be possessed by students to face competition in the 21st century. This is directly related to the extent to which students' scientific thinking processes understand and solve problems. This study aims to describe how literacy is trained in learning in junior high schools. The approach used is a qualitative approach with the type of phenomenological research. The participants in this study were 5 junior high school teachers who teach in the Special Region of Yogyakarta. Data was collected through virtual interviews with the help of the Google Meet platform. The data analysis model used is the model of Bogdan and Biklen with data collection procedures, data reduction, verification and conclusion. The results showed that literacy was trained on students with the habit of reading textbooks for 15 to 30 minutes every day by reporting their readings in student journals, teacher efforts in changing project and problem-based learning methods and strategies according to student conditions, and teacher habituation in providing HOTS level questions to train students' critical thinking processes, balance theoretical understanding and understand the surrounding environment.</p>

Analysis of Students' Mathematical Connection Ability Through Learning Strategies Based on Local Wisdom

Students' mathematical abilities are still considered low due to the lack of students' mathematical connection abilities. One effort that can be done in overcoming the low ability of students' mathematical connections is to involve the culture around students in the learning process. This study aims to analyze students' mathematical connection ability through the application of learning strategies based on local wisdom a'bulo sibatang, assamaturu, mappesabbi and sipakatau. The research method used is a quantitative quasi-experimental type of nonequivalent control group design. Through purposive sampling technique, it was obtained class XI MIPA 3 (experimental class) and XI MIPA 1 (control class). The instrument used is a test to indicators of mathematical connection ability. The results showed an increase in indicator of mathematical connection ability in the experimental class, namely 88.52% indicator I, 85.35% indicator II and 83.87% indicator III. Meanwhile, in the control class applied problem-based learning strategies only got a score of 65%. Based on the results of the analysis, it can be concluded that local wisdom-based learning in the experimental class is able to improve students' mathematical connection ability better than the control class that applies problem-based learning.

Effect of problem-based learning strategy on upper basic education Students interest, achievement and cognitive load in basic science in Katsina-ala local government area

Introduction: With a high burden among pregnant women and children under five years of age, malaria infection remains a real health problem, for these vulnerable segments of the population. The objective of this study was to assess the prevalence of malaria infection in children aged 0-5 years attending the Moanda medical centre in south-eastern Gabon. Methods: A retrospective, descriptive and cross-sectional survey was conducted among children aged 0-5 years who came to the Moanda medical centre in January to December 2021, using the results of microscopic examinations (thick drops) recorded in the laboratory registers of the centre. Results: Out of 770 children aged 0 to 5 years registered for this study, 302 were positive for malaria infection, a total prevalence of 39.22%. With a mean age of 24.21 months, boys (415 cases, 53.90%) were more prevalent than girls (355 cases, 46.10%). While the 0-12 months age group was in the majority with 113 cases of malaria infection, i.e. 37.42%, the study showed no significant correlation between gender, age groups and malaria infection. The distribution of malaria infection by type of quater showed that it was more prevalent in the under-integrated (disadvantaged) quaters with n=182, i.e. 60.26% cases, than in the integrated quaters. The seasonal evolution of malaria infection according to age groups revealed two peaks, which represented periods of higher prevalence. The periods between the months of February and March, which are included in the short rainy season, and the month of June, which had the highest peak, corresponding to the long dry season. Conclusion: The prevalence of malaria infection in the study area showed seasonal variation during the study period. The results of this survey may be useful for a future update of the epidemiological profile of malaria infection in children aged 0-5 years. This may be essential to guide resource allocation, evaluation and prioritisation of malaria interventions at Moanda Medical Centre.

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.