Problem-based Learning Strategies Research Articles

Increasing Learning Outcomes and Ability Critical Thinking of Students Through Application Problem Based Learning Strategies

Classroom action research aims to determine the improvement of critical thinking skills and student learning outcomes in the Faraidh material fiqh lessons. The research location is MTS. Medan PAI in class IX. This research was conducted in 3 cycles. Each cycle consists of Planning, Implementation, Observation, and Reflection. The results showed an increase in student learning from Cycle I, II, III. Research results show that in Cycle I: Scores of 90-100 (30%), 80-89 (50%), 70-79 (10%), 60-69 (10%), <59 (0%), At Cycle II, Score Range 90-100 (40%), 80-89 (40%), 70-79 (15%), 60-69 (5%), <59 (0%), In Cycle III. Scores of 90-100 (60%), 80-89 (40%), 70-79 (0%), 60-69 (0%), <59 (0%). The results of the study also showed that there was an increase in students' thinking skills which was characterized by several indicators namely Find and formulate problems, Analyzing problems, Expressing criticism and ideas, Presentation of solutions.

PROBLEM BASED LEARNING STRATEGY; AN EFFICIENT ON ENHANCING STUDENTS’ GRAMMAR ABILITY IN PASSIVE VOICE

The objective of the study is aimed to know the effect of Problem Based Learning Strategy on Enhancing Students’ Grammar Ability in Passive Voice. The research design was experiment research. The population in this research was selected by simple random sampling technique. The instrument of research used grammar test. Test was given in pre-test and post-test form. The data were analyzed by using quantitave method. Then, the researcher analyzed the research by using t-test formula. The findings indicated that score of students in post-test is highest compared post-test after Problem Based Learning Strategy on grammar ability in passive voice. The average score of students in pre-test experimental class are 62.91. and the average score of students in post-test experimental class are 74.16. the research showed that the value of t-count is 19.984 and the df (degree of freedom) is 22. The values in the table of significance of 5%, df = 22 is 2.0738. the hypothesis showed t-count is higher than t-table, namely 19.984 > 2.0738. it means that Problem Based Learning Strategy gives an effect on enhancing students’ grammar ability in passive voice. Based on the finding above, Problem Based Learning Strategy can be suggested as one of strategy to be implemented in teaching learning process of grammar activities. It is aimed to make the students interested, so become more creative and motivate in learning English.

The Impact of Using Rubrics as Assessment Tools on Pupils’ Academic Performance in Senior Secondary Mathematics: A case of Malela Secondary School, Copperbelt Province, Zambia.

This study was conducted to show whether or not using rubrics as an assessment tool has an impact on pupils’ academic performance in Mathematics at senior secondary school level. The problem of poor performance of Grade 12 pupils in Mathematics has been a matter of concern, especially at Malela secondary school. In this study, a rubric served as an assessment tool to gather information about pupils’ achievement levels in demonstrating both knowledge and skills. The study sample population included two (2) grade 12 classes, were one class was the experimental group (N=55) and the other one was a control group (N=55) and Six (6) teachers of Mathematics. The two (2) grades twelve (12) classes were selected from the target population of the five (5) grade twelve classes using simple random sampling, and the six (6) teachers were selected purporsively.The study was based on three (3) research questions and two hypotheses. The research method used was a mixed approach and the research design was a quasi-experimental design. Three topics were taught to both the experimental and control groups which included probability, geometrical transformations and linear programing using problem based learning strategies. The experimental group was assessed using rubrics while the control group was assessed using conventional forms of assessment. The two groups were subjected to a pre-test, end of topic tests and a post-test. Data was also collected using teacher questionnaires and classroom observations. Quantitative data was analyzed using SPSS version 20, where an independent sample t-test was conducted at alpha (α) = 0.05 significance level and qualitative data was analyzed by categorizing, describing and explaining. The study revealed that using rubrics for assessment was found to have a positive impact on pupils’ academic performance as the experimental group outperformed the control group. The study also revealed that Mathematics teachers had a limited way of assessing pupils in class. Hence the reason to recommend that alternative assessment tools (rubrics) should be made mandatory to teachers of Mathematics at senior secondary school level. Keywords: Rubric, Assessment, Assessment tools, Conventional forms of assessment, academic performance. DOI : 10.7176/MTM/9-7-02 Publication date : July 31 st 2019

Model Manajemen Pembelajaran Pendidikan Islam Berbasis Masalah: Studi Kasus pada Jurusan Tarbiyah dan Adab IAIN Parepare

Learning in college is very urgent considering aspects of relevance and effectiveness. One strategy that becomes the trend of study is problem-based learning. Problem-based learning strategies are considered urgent and relevant to be applied in higher education, as an effort to trigger scientific exploration to foster critical and creative thinking skills. Problem based learning strategies should be based on research in order to have a systemic scientific structure, a strong, functional and implementative foundation in learning. The relevance and effectiveness of the implementation of problem-based learning strategies is designed with a management approach. Management breaks down the stages of problem-based learning strategies, including planning, implementation, and evaluation (assessment). Problem-based learning strategy planning includes the preparation of Semester Learning Plans (Rencana Pembelajaran Semester or RPS) that refer to the curriculum of study programs, establish learning outcomes, design teaching materials, analyze students, choose media, compile learning evaluation systems, and predict possible problems. All of them are designed with problem-based adapted from the results of the research. Implementation of problem-based learning begins with initial activities including attendance, apperception, orientation, and motivation, core activities include exploration, elaboration, and confirmation, and final activities including conclusions and assessments (evaluations). Evaluation of learning includes program assessment, implementation assessment, and assessment of goals achievement. Principles of learning assessment include educative, objective, accountability, and transparent. Measuring the achievement of problem-based learning is seen in indicators of critical and creative thinking abilities, including problem response, understanding problems, knowing cause of problems, able to find alternative solutions, recognize the impact of the problem, and be able to connect with other science disciplines. The strategy of problem-based learning in higher education has implications for students' interest and motivation in developing critical and creative thinking skills.

UPAYA MENINGKATKAN HASIL BELAJAR PESERTA DIDIK DENGAN MENGGUNAKAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) PADA MATA PELAJARAN ILMU PENGETAHUAN ALAM TENTANG MATERI CAHAYA DAN SIFAT-SIFATNYA DI KELAS V SD KATOLIK SANTO IGNATIUS MEDAN TAHUN

This research is a Classroom Action Research (PTK) which aims to know theimplementation of learning and improve student learning outcomes by using theContextual Teaching and Learning (CTL) learning model in the subjects of NaturalSciences (IPA) with light matter and its properties in Class V SD Santo Catholic SantoIgnatius MedanLesson 2016-2017.Subjects in this study were the students of grade VSD Santo Catholic. Ignatius Medan Lessons Year 2016-2017 which amounted to 40people, consisting of 20 female students and 18 male students. The object of thisresearch is Classroom Action Research (PTK) by applying two cycles that are Cycle Iand Cycle II which includes planning, implementation, observation, and reflection. Theresults of this study indicate an increase in student learning outcomes in the subjects ofNatural Science (IPA) light material and the nature of class V SD Santo Catholic SantoIgnatius Medan. This is evident from the results of research conducted on the pretest ofstudents who got the complete value of 4 people or 10% while 36 students who did notcomplete or 90%. Then continued the research on the first cycle of students who got thecomplete value of 18 students or 45% while the students who did not complete as manyas 22 students or 55%, then there is an increase in the first cycle compared to thepreteSanto However, it has not met the completeness category that has been specified.Then proceeded on the second cycle of students who got a total score of 34 students or85% while students who are not complete as many as 6 students or 15%, then there is anincrease in cycle II compared to cycle I and has fulfilled the specified completeness.Furthermore, teacher activity on observation cycle I get an average of 58% and in cycleII has increased to 90%. While the activity of students on the learning process obtainedan average of 58% and in cycle II has increased to 81, 3%. Thus, it is concluded that byusing Contextual Teaching and Learning (CTL) learning model on Natural Sciencesubject (IPA) light material and its properties in class V SD Santo Ignatius Medan canimprove student learning outcomes. Therefore it is suggested for subsequent learning touse problem-based learning strategies so that student learning outcomes can increase.

Improving PBL in Empowering Meta cognitive Skill of Students

Objective: Problem-Based Learning (PBL) is a potential constructivist learning strategy that empowers students’ Meta cognitive skill. PBL focuses on problem, involves thinking activity to solve problems, and correlates to cognitive function of students. Methods: The implementation of PBL reveals various benefits, but there are also some weaknesses in this learning strategy. Thus, it is necessary to implement a certain learning strategy that can cover the PBL weaknesses, such as Reading, Questioning, and Answering (RQA) learning strategy. RQA is a new learning strategy developed based on a fact that almost all students do not read the next lecture materials, causing failure of learning strategy planned and finally the students’ comprehension becomes low. RQA is also potential to empower students’ Meta cognitive skill. Findings: The integration of RQA and PBL learning strategy is called PBL-RQA learning strategy. This study was a quasi-experimental study designed to compare the effect of PBL, RQA, and PBL-RQA learning strategies on the students’ Meta cognitive skill of Faculty of Mathematics and Science, State University of Makassar. Application: The results of the study showed that the potency of PBL learning strategy in empowering the students’ Meta cognitive skill has been increased by integrating it to RQA learning strategy. The meta cognitive skill mean score of the students taught by PBL-RQA learning strategy was 21% higher than that of the students taught by PBL and 26.9% higher than that of the students taught by RQA learning strategy. Keywords: Answering, Meta Cognitive Skill, Problem-Based Learning, Questioning, Reading, PBL-RQA

Improve social studies learning outcomes through problem-based learning, interpersonal intelligence, and initial abilities

Abstract: The reality of social studies learning empirically only focuses on theoretical and learning material only so that it becomes uninteresting and boring learning. Social studies learning is also less noticed because of memorization so it does not seem to develop students' critical thinking skills. Learning that tends to be teacher-oriented makes students have a high level of dependence on the teacher and makes the teacher a source of information in learning. In order for social learning to be effective and efficient, this must be done by teachers who have competencies and qualifications that are appropriate to their fields. Teachers must also have the ability to choose and use relevant and appropriate learning strategies so that they can improve their learning outcomes. But sometimes many teachers have not maximally used the appropriate learning strategies in their learning, so the low social studies learning outcomes of students. This study aims to determine social studies learning outcomes through problem-based learning, interpersonal intelligence, and initial abilities. This research was conducted at Subang 1 Junior High School 1 using a quantitative approach and carried out from January to March 2016. Data was collected using questionnaires and learning outcomes tests which were then processed and analyzed using descriptive statistical analysis. The results of the study show in general that the use of problem-based learning strategies can improve social studies learning outcomes. This study provides a number of suggestions including the need to use appropriate learning strategies to improve social studies learning outcomes. Keywords: social studies learning outcome, problem based learning, interpersonal intelligence, and initial abilities.

Improvement of Science Learning Outcomes With Problem Based Learning Method: Class Action Research Study

This research was conducted due to fifth grade studen’s low learning achievement at SD Negeri 10 Sapiran Bukittinggi. The aim of this research was to describe the improvement of the student’s learning achievement in Natural Scince by using Problem Based Learning (PBL) strategy in the fifth grade of SD Negeri 10 Sapiran Bukittinggi. This was a classroom action researchwhich applied qualitative and quantitative approaches.the resultof the research indicated that thestudent’slearning achievement improved from 78,01in the first cycle into 93,22 in the second cycle. Hence, the use of PBL strategy could improve the students learning achievement in Natural Science in the fifth grade of SD Negeri 10 Sapiran Bukittinggi.

The Effect of Problem-Based Learning Strategy on Student Learning Outcomes of SMK with Different Achievement Motivations

The purpose of this study was to determine the effect of the implementation of problem-based learning strategies on the learning outcomes of Vocational High School (SMK) students who have different achievement motivation, so that the advantages of applying this strategy can be known in the learning process. This study was a Pre-Experimental Designs study with the design of the One-Group Pretest-Posttest Design (Sugiyono, 2015), which was conducted in class X TKR 1 (37 students) at State SMK 2 Kupang, academic year 2017/2018. Test requirements analysis was carried out by testing for normality and homogeneity. Data analysis techniques using t test analysis. To carry out the analysis in this study, it was processed with the help of a computer program SPSS for Windows version 16.0. The results of the study show that: (1) the application of problem-based learning strategies has a significant effect on groups of students with high achievement motivation; (2) the application of problem-based learning strategies has a significant influence on groups of students with low achievement motivation; (3) the application of problem-based learning strategies to groups of students with high achievement motivation and low achievement motivation had no significant differences; therefore, the application of problem-based learning strategies is able to improve superior learning outcomes in students with different achievement motivation; (4) the application of problem-based learning strategies can improve students' abilities in problem solving, teamwork and high self-esteem, as well as high learning spirit. This can be observed during the learning process. Keywords : Problem-based learning strategy, learning outcomes, different achievement motivation. DOI : 10.7176/JEP/10-1-05

Problem-Based Learning Strategy based on Cognitive Style to Improve the Learning Outcomes of Nursing Students

Problem-Based Learning Strategy based on Cognitive Style to Improve the Learning Outcomes of Nursing Students

Problem-Based Learning Strategy for CAD Software Using Free-Choice and Open-Ended Group Projects

Abstract This paper presents the implementation a pedagogical method based on problem-based learning (PBL) for undergraduate students enrolled in engineering programs. It aims to demonstrate improved student learning outcomes and increased student participation using free-choice open-ended PBL projects, as compared to projects with pre-defined topics and established specifications. The authors believe this method of teaching can increase student satisfaction while learning commercial CAD/CAM software widely used in automotive industry.

VP83 Health Economics Distance Learning For Healthcare Workers In Brazil

IntroductionDespite increased healthcare systems costs, limited opportunities for health economics training are available to healthcare professionals. From 2016-2018, with a grant from the Brazilian Ministry of Health, the Federal University of Goias with 7 other universities, implemented the distance learning Postgraduate Certificate in Health Economics for Health Care Professionals (PCHE) aimed at enhancing technical capacity of professionals working in the Brazilian Public Healthcare System (SUS).MethodsThis is a descriptive and qualitative assessment of the PCHE implemented in Brazil 88 healthcare professionals working in SUS and involved in decision making in all levels of managament were enrolled in a health economics training, through long-distance learning strategy. We present course metrics, describe its workload, content, modalities and structure of training.ResultsPCHE was structured with 3-day workshops introducing each of the modules, during which students were also evaluated regarding the previous module content. With a total workload of 360 hours, structured in four modules: Public Health and Epidemiology; Introduction to health economics and healthcare funding; Management of healthcare resources; and Healthcare economic evaluation. The module coordinator was resposible for supervision of course materials development, workshop, distance based tutoring activities, and evaluation. Course material included theorethical content and practical tools for economic evaluation and health technology assessment in the workplace, applying problem-based learning strategies. Certificates were granted to students with 75 percent presence and approved in all modules, and final papers approved by an examination board. Each module was completed in 8 weeks (90 hours/module). Within groups of 20 students, tutors performed communication witn chats twice weekly and discussion forums by topic.. A total of 88 students were enrolled. Drop-out rate was 35.2 percent (n = 31). Additional 10 students did not pass the exams. In total, 47 students completed the training.ConclusionsHealth economics training through distance learning is a more efficient use of resources with good results.

THE EFFECT OF PROBLEM BASED LEARNING AND EXPOSITORY TOWARD LEARNING OUTCOMES OF CHRISTIAN EDUCATION COURSE

Learning strategy of problem based learning becomes one of the alternative strategies to improve the learning outcomes in understanding concept application for students who took Christian Education course. This strategy could encourage students to understand the concept of learning through contextual problem solving. The objective of this study examined the effect of learning strategies – Problem based learning and Expository, toward learning outcomes of understanding concept application among students who took Christian education course. The design of this study used quasi experimental with non-equivalent control group design pattern. The subjects were 107 students of the Faculty of Agriculture and Faculty of Humanities in Brawijaya University. The participants were divided into two groups, the experimental group (problem based learning) with 62 students and the control group (expository) with 45 students. The results of the study can be summarized as follows: (1) there was an influence of learning strategies on learning outcomes in understanding concept application among students who took Christian Education course in Brawijaya University, (2) Problem Based Learning strategies affected more in learning outcomes of understanding Christian Education concept compared to expository learning strategies, (3) Problem Based Learning strategies were learning strategies that bring significant influence on learning outcomes in relation with understanding of Christian Education concept.

The Effect of Flipped Classroom and Problem Based Learning Strategies in High School Chemistry Education

Thermochemistry and Reaction Rate are the subjects with the lowest achievement level at the National Exam (UN) in 2016. Thermochemistry and Reaction Rate are subjects that require algorithmic abilities in addition to factual and conceptual knowledge. The purpose of this research is to know the influence of learning strategies of flipped classroom and problem-based learning on Thermochemical and Reaction Rate learning results. This research uses quantitative approach using experimental method with 3x2 treatment by level design, chemistry learning results as dependent variable, learning strategy as independent variable, self learning as moderate variable. Before further testing the variable with ANAVA two way, they first get tested with normality and homogeneity test to research data. The result of this study can be seen that the strategy of flipped classroom, problem-based learning, and expository influence student’s chemical learning results. Achievement of learning results with flipped classroom learning strategy is higher than the problem-based learning and expository strategies. There is a significant interaction between the learning strategy and the student’s self learning on the use of problem-based learning and expository strategies.

Problem Based Learning Strategy: the Impact on Mathematical Learning Outcomes viewed from Anxiety Levels

This study aims to look at the effect of Problem Based Learning (PBL) Strategy and mathematical anxiety towards mathematics learning outcomes. The method used is the quasi-experiment method with a 2x2 factorial pattern. The data analysis technique is was the two-way analysis of variance (ANAVA) technique. This study discovers that (1) there are differences in mathematics learning outcomes between students who got the Problem Based Learning (PBL) strategy treatment and conventional learning strategies treatment, (2) there are effects of interaction between learning strategies and anxiety on mathematics learning outcomes, (3) there are differences in mathematics learning outcomes of students who have high anxiety level based on the treatments they received, (4) there are differences in mathematics learning outcomes of students who have low anxiety level based on the treatments they received.

USING PROBLEM-BASED LEARNING WITH THE HELP OF THE INTERNET FOR DEVELOPING SOME OF ESSAY SYNTACTIC STRUCTURES SKILLS

Each language has its own taste. Syntactic structures are important for student teachers at Faculty of Education. A student teacher develops his writing when he is able to make use of syntactic structures. Writing helps in communication, forming ideas, and makes information to be clear to student teachers. In English, syntactic structures are neglected in the communicative approach. The current study deals with syntactic structures as it has an important role in English writing to student teachers. The aim of the study is to investigate the effect of Problem-Based Learning Strategy with the Help of the Internet to Develop Some of Essay Syntactic Structures Skills in English of third year English majors at Faculty of Education. Questions of the study were: What are syntactic structures skills in which student teachers' achievement levels of third year English majors are low at Faculty of Education, Beni-Suef University? To what extent does using problem−based learning strategy with the help of the Internet affect essay syntactic structures skills of third year English majors at Faculty of Education, Beni−Suef University? To what extent does using problem problem−based learning with the help of the Internet affect essay syntactic structures skills of third year English majors at Faculty of Education, Beni−Suef University in general? In the diagnostic test, participants of the study were 31 student teachers at Faculty of Education, Beni-Suef University. In the post test, student teachers were 39 after they had been 45 in the pre/test. Procedures included administering the diagnostic test after making sure of validity and reliability. According to the results of the diagnostic, test which was the first question of the study: the researcher designed a program to help student teachers develop their skills of essay syntactic structures skills. Before administering the pre/test, the researcher determined validity as the test was submitted to juries, then reliability was achieved. Student teachers' scores were low in the diagnostic and the pre/post/ tests. Afterwards, the researcher started teaching the program after it had been designed. Students were given the instructional materials. The researcher used the problem solving based learning strategy with the help of the Internet. Results of the study: To answer question 2 it is shown in (table 4) where means were obvious stating the differentiation between the pre/test and post/test in every skill; To answer question 3, it is shown in (table 5) where means were clear stating the differentiation between the pre/test and post/test in all skill. T test was 18.373 student teachers at Faculty of Education made use of the program. It would be better to focus on the importance of problem−based learning with the help of the internet at schools and Faculties of Education to develop the skills of essay syntactic structures skills. Article visualizations:

أثر استخدام التعلم المبنی على مشکلة فی تدریس الکیمیاء على التحصیل الدراسی ومهارات التفکیر الإبداعی لدى طالبات الصف الأول الثانوی

مستخلص الدراسة: هدفت الدراس إلى بحث أثر إستراتیجیة التعلم المبنی على مشکلة فی تدریس وحدة من مقرر للصف الأولالثانوی فی تنمیة کل من التحصیل الدراسی ومهارات التفکیر الإبداعی لدى طالبات الصف الأولالثانوی بمحافظة سکاکا, وذلک من خلال الإجابة عن فروض الدراسة الآتیة: لا توجد فروق ذات دلالة إحصائیة عند مستوى دلالة (0,05) بین متوسطات درجات طالبات المجموعة التجریبیة ودرجات طالبات المجموعة الضابطة فی اختبار التحصیل الدراسی. لا توجد فروق ذات دلالة إحصائیة عند مستوى دلالة (0,05) بین متوسطات درجات طالبات المجموعة التجریبیة ودرجات طالبات المجموعة الضابطة فی اختبار مهارات التفکیر الإبداعی مجتمعة. ولتحقیق ذلک تم استخدام المنهج شبه التجریبی, وقد تم اختیار عینة الدراسة بطریقة قصدیة, ومن ثم قسمت عشوائیا إلى مجموعة ضابطة وعددها (25) طالبة, ومجموعة تجریبیة وعددها (30) طالبة. وقد أعدت الباحثة اختبارا تحصیلیا فی فصلی مقدمة فی الکیمیاء والمادة والخواص والتغیرات, کما استعانت باختبار تورانس للتفکیر الإبداعی الصورة اللفظیة. وللتحقق من فروض الدراسة قامت الباحثة باستخدام اختبار (ت) للمجموعات المستقلة, ومعادلة کوهن(د) Cohen’s (d)لحساب حجم الأثر. وکانت أبرز نتائج الدراسة ما یلی: وجود فروق ذات دلالة إحصائیة عند مستوى (0,05) فأقل بین متوسطی درجات طالبات المجموعة التجریبیة ودرجات طالبات المجموعة الضابطة فی اختبار التحصیل الدراسی لصالح المجموعة التجریبیة. وجود فروق ذات دلالة إحصائیة عند مستوى (0,05) فأقل بین متوسط درجات طالبات المجموعة التجریبیة ودرجات طالبات المجموعة الضابطة فی اختبار مهارات التفکیر الإبداعی لصالح المجموعة التجریبیة. وفی ضوء نتائج الدراسة خرجت الباحثة بعدد من التوصیات من أهمها: استخدام إستراتیجیة التعلم المبنی على مشکلة فی تعلیم مقرر الکیمیاء. إعادة صیاغة محتوى فصلی مقدمة فی الکیمیاء والمادة والخواص والتغیرات بحیث یتم عرضه فی صورة مشکلات تلامس حیاة الطالبات الواقعیة. تدریب معلمی العلوم على تنمیة مهارات التفکیر الإبداعی حتى یتمکنوا من تنمیتها لدى المتعلمین فی أثناء تدریس العلوم. Abstract: The current study aimed at investigating the impact of Problem-Based Learning strategy (PBL) on both academic achievement and developing creative thinking skills of 10th grade female students in two chemistry units: “Introduction to Chemistry” and “Matter, Properties and Changes” in Skaka province. To achieve its aim, the study imposed two hypotheses as follows: No statistical significant differences at (α=0.05) between the mean scores of experimental and control groups in academic achievement. No statistical significant differences at (α=0.05) between the mean scores of experimental and control groups in creative thinking skills. To test the study hypotheses, quasi-experimental approach was used, where the sample of the study was purposefully selected, and then randomly divided into two groups: control group (25) female students, and experimental group (30) female students. Moreover, two tests were conducted: Academic Achievement test and Torrance Creative Thinking test. Further, effect size was calculated by using Cohen’s (d) equation. The study showed significant results, including: There were statistical significant differences at (α=0.05) between the mean scores of experimental and control groups in academic achievement in favor of experimental group. There were statistical significant differences at (α=0.05) between the mean scores of experimental and control groups in creative thinking skills in favor of experimental group. In light these results, some recommendations were suggested, including: Using Problem-Based Learning strategy in teaching chemistry. Presenting the content of “Introduction to Chemistry” and “Matter, Properties and Changes” through the use of real daily life problems. Training of science teachers on developing creative thinking skills, so they can apply them in teaching and learning science.

Strengthening of Reasoning Levels in higher education students through the use of Learning Strategies (Problem-Based Learning and Collaborative Learning) Using ICT’s

Introduction. In the educational context, information and communication technologies imply a paradigm shift in learning-teaching processes both in the renewal of knowledge and practices and in evaluating knowledge appropriation. In this sense, in the present paper we analyze the incidence of the implementation of didactic strategies, problem-based learning (PBL) and collaborative learning (CL) in the strengthening of reasoning levels through the integration of technology to higher education.Method. This research presents a quantitative approach and a quasi-experimental design in which 35 students of the “Colegio Mayor de Cundinamarca” (Bogotá, Colombia) participated: they were given a pre and a post-test using the Lawson’s Classroom Test of Scientific Reasoning.Results. With the collected information and after performing a descriptive statistical analysis it is possible to affirm that an 85.29% of total students are still at concrete reasoning level. However, those students that participated in the didactic strategy of PBL showed improvement in their reasoning level, going from concrete reasoning level to formal and post-formal level.Conclusion. The results obtained allow us to conclude that there is no statistically significant difference in the improvement of the reasoning skills before and after the application of the didactic strategies, since when comparing students reasoning it is evident that most of them are still in the concrete reasoning level, that is, they remain linked to an empirical reality with a pre-operational thinking.

Effect of Problem Based Learning through Differentiable Learning Styles in the Teaching of Statistics

The goal of this study was to evaluate the effect of Problem Based Learning (PBL) using a strategy mediated by learning styles on variables of academic performance, attitude and motivation of students within a Statistics online course. Participants in the study were alumni of Statistics II subject course at the University of Guadalajara’s Regional Campus in Autlan. Two groups were formed: an experimental one lead through online supported instructional PBL strategy, and a control one attended in a classroom (traditional way). Three questionnaires were applied: first one identified predominant learning styles of students (PEPS), the second one attitude (CUAC) and third one was to interpret motivation (CUMO) towards the proposed learning environment; which were applied at the beginning and at the end of the course. Results of T-test and ANOVA test showed that the learning styles are not related to the instructional strategy of PBL; no differences were found in variables, attitude nor motivation when learning styles were compared within the PBL group. However, such results showed differences in academic performance, attitude and motivation among students of the PBL online group compared to the one that participated in a traditional way.

فاعلية استراتيجية التعلم المتمرکز حول المشکلة في تنمية القدرة على حل المشکلات الاقتصادية المعاصرة ومهارات التفکير التأملي لدى الطلاب المعلمين شعبة الجغرافيا بکلية التربية

هدف البحث الحالي إلى تنمية القدرة على حل المشکلات الاقتصادية المعاصرة ومهارات التفکير التأملي لدى الطلاب المعلمين شعبة الجغرافيا بکلية التربية باستخدام استراتيجية التعلم المتمرکز حول المشکلة، وقد تکونت عينة الدراسة من (60) طالبا معلما شعبة الجغرافيا بکلية التربية جامعة المنصورة، وقسمت العينة (30) طالبا معلما بالمجموعة التجريبية، (30) طالبا معلما بالمجموعة الضابطة، وتم إعداد قائمة بالمشکلات الاقتصادية المعاصرة، وقائمة بمهارات التفکير التأملي، ودليل عضو هيئة التدريس، وکراسة نشاط الطالب المعلم، واختبار حل المشکلات الاقتصادية المعاصرة، واختبار مهارات التفکير التأملي، وطبقت أدوات البحث على مجموعة البحث، وجاءت نتائج البحث لتؤکد وجود فروق دالة إحصائيا عند مستوى (0.01) بين متوسطي درجات الطلاب المعلمين في التطبيق القبلي والبعدي للمجموعة التجريبية والمجموعة الضابطة في کل من اختبار حل المشکلات الاقتصادية المعاصرة، واختبار مهارات التفکير التأملي لصالح المجموعة التجريبية في التطبيق البعدي، وهذا يؤکد فاعلية استراتيجية التعلم المتمرکز حول المشکلة، وجاءت توصيات البحث لتؤکد ضرورة عقد ورش عمل لتدريب الطلاب المعلمين شعبة الجغرافيا عل الاستراتيجيات التدريسية الحديثة؛ ومنها استراتيجية التعلم المتمرکز حول المشکلة. Abstract The objective of the current research is to develop the ability to solve contemporary economic problems and the Reflective thinking skills of the students. The Department of Geography in the Faculty of Education using the problem-centered learning strategy. The study sample consisted of 60 students of the Geography Department at the Faculty of Education, Mansoura University. A teacher in the experimental group, 30 students in the control group, a list of contemporary economic problems, a list of Reflective thinking skills, a faculty member's guide, a teacher's student activity booklet, a test of solving contemporary economic problems, The results of the research were to confirm that there were statistically significant differences between (0.01) between the average scores of the students in the pre and post application of the experimental group and the control group in both the test of solving contemporary economic problems, the test of Reflective thinking skills for the group This confirms the effectiveness of the problem-based learning strategy. The research recommendations emphasize the need to hold workshops to train students of the geography department on modern teaching strategies, including focused learning strategy About the problem