Problem-based Learning Students Research Articles

The impact of problem-based learning and metacognition on solving environmental pollution issues

The lecture technique still dominates in biology education, and there are not enough hands-on, interactive, creative, and problem-solving learning activities to encourage students to apply their problem-solving skills. The purpose of this study is to examine how the problem-based learning (PBL) model and students' metacognition skills affect their ability to solve environmental pollution issues. A total of 60 X MIPA students from SMA Muhammadiyah 16 Jakarta comprised the total sample of the research, collected using the quasi-experimental approach. For the study, two groups were utilized: the experimental group (X MIPA 1) and the control group (X MIPA 2). A 2 x 2 factorial design with a pretest-posttest control group was employed for the investigation. The instruments used in the study were classified as tests or non-tests. The test instrument is an essay designed to collect data on problem-solving ability and metacognition ability, while the non-test instruments are student worksheets that refer to the PBL stage, and the observation sheet is designed for instructors and students. Data analysis using ANCOVA with a significance level of 0.000 < α = 0.05 indicates that H0 was rejected. The interaction between the PBL learning model and students' metacognition skills also has an impact on their capacity to address environmental pollution-related issues.

Fostering critical thinking and self-efficacy in mathematics students

This research addresses the low critical mathematical thinking abilities of students when facing mathematical problem-solving challenges. The study aims to evaluate the impact of implementing various teaching approaches, including Contextual Teaching and Learning (CTL), Problem-Based Learning (PBL), and Direct Instruction (DI) models, on students' critical mathematical thinking abilities. Participants included 276 eighth-grade students from SMP La Tansa Mashiro 1, 2, and 3 in Lebak Banten during the academic year 2022/2023, divided into three classes. Samples were selected using simple random sampling, resulting in 94 students for CTL, 92 students for PBL, and 90 students for DI instructional models. Data collection involved self-efficacy questionnaires and critical mathematical thinking ability tests, analyzed using a two-way ANOVA. The findings suggest that implementing CTL and PBL models positively influences students' critical mathematical thinking abilities. Additionally, students' self-efficacy levels contribute significantly to their critical mathematical thinking abilities. Furthermore, a significant interaction was observed between the implementation of CTL, PBL, and DI models and students' efficacy levels, collectively influencing students' critical mathematical thinking abilities. These results emphasize the importance of employing active approaches, such as contextual, problem-based, and direct instructional methods, while also enhancing students' self-confidence to improve their critical mathematical thinking abilities. It is hoped that implementing these recommendations will enhance the effectiveness of mathematics learning and foster the development of students' critical thinking skills.

The Effect of Problem Based Learning Models and Interest to Learn Physics on Students Critical Thinking Skills of Class XI Students at SMA Negeri 1 Selayar

This research is a true-experiment research using a 2x2 factorial design which aims to find the influence of the problem-based learning model and interest in learning physics on students' critical thinking skills. Sampling in this study used a simple random sampling technique to obtain a sample of 60 students in the experimental class and 60 students in the control class. This research was carried out by providing treatment in the form of a problem-based learning model on static fluid and dynamic fluid material. Data on interest in learning physics was collected using a questionnaire, while data on critical thinking skills used tests. Research data was analyzed using the Two Way Anova statistical test. The results of the first study showed that There are differences in critical thinking skills between students who are taught using the problem-based learning model and students who are taught using the discovery learning model. Second, it states that there is no interaction between the learning model and interest in learning physics on critical thinking skills. Third, stating that for high interest in learning, there are differences in critical thinking skills between students who are taught using the problem-based learning model and students who are taught using the discovery learning model. Then the results of the fourth research show that for low interest in learning, there are differences in critical thinking skills between students who are taught using the problem-based learning model and students who are taught using the discovery learning model.

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

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

Mental health differences in medical students based on curriculum and gender

BackgroundThe prevalence of mental health struggles among students in medical school is widely reported; however, little is known about how it is impacted by the medical school curriculum. This study aimed to evaluate differences in anxiety, depression, and emotional exhaustion in medical students based on gender, class year, and curriculum.MethodsAn anonymous online survey consisting of questions from established, validated questionnaires about demographics, anxiety, depression, emotional exhaustion, and personal health behaviors was sent to 817 medical students who attended Rowan-Virtua School of Osteopathic Medicine during the Spring of 2021. When applying to this school, each of these students had the option to choose either the problem-based learning (PBL) or lecture-based learning (LBL) curriculum track.ResultsThe survey was completed by 222 students. Females experienced higher levels of anxiety, depression, and emotional exhaustion than males. Students in the PBL had lower levels of emotional exhaustion than their peers in the LBL. Increase in emotional exhaustion was most pronounced between 1st and 2nd year students. Emotional exhaustion was inversely correlated with sleep and exercise.ConclusionsOn average, students who were either male or in the PBL curriculum experienced less mental distress in the form of anxiety, depression, and emotional exhaustion than their peers. While gender continues to be an established factor in how mental distress is experienced, the reduced levels of emotional exhaustion in PBL students is a novel finding that can potentially shed light on how to better optimize medical education. Despite the inherent selection bias and lower number of PBL students, to our knowledge, this is the first study comparing two different curricula within a single institution. This finding along with a focus on good sleep and exercise habits may provide a path for improving mental health in medical students.

Analysis of Differences: Application of the Problem-Based Learning Model Integrated with Scaffolding

The purpose of this research is to find out how students' creative thinking skills use the usual Problem Based Learning model with an integrated scaffolding problem-based learning model. This study uses a quantitative method with a comparative type. The sample used was 42 class X students from each school, bringing the total to 168 students. The sampling technique used is random sampling. In this study using quantitative data analysis with SPSS 26, to look for descriptive statistics and inferential statistics. Based on the analysis that has been done, it can be concluded that there are differences in students' creative thinking skills using the problem-based learning model and students' creative thinking abilities using the integrated scaffolding problem-based learning model in the four schools.

Effect of Learning Management Using Problem-based Learning on Fine Arts Basic Ability of Freshmen in Suzhou Arts and Design Institute, The People’s Republic of China

Background and Aim: Learning Management Using Problem-Based Learning students can have better development of creativity, the ability to apply in real-world situations, aesthetic appreciation of Arts, activeness, and initiative which can help them to make progress in Fine Arts basic ability. Thus, the purposes of this research were to:1) To compare the students’ Fine Arts basic ability before and after learning through Learning Management Using Problem Based Learning. 2) To compare the Fine Arts basic ability after learning through Learning Management Using problem-based learning with the determined criterion set at 70%.3) To assess the significance level of students’ satisfaction after learning through Learning Management Using Problem-Based Learning. Materials and Methods: The sample of this study was 30 Freshmen (1 class) in Suzhou Institute of Fine Arts and Design in the academic year of 2023, which was derived from the cluster random sampling method. The research instruments were as follows: 1) There are five teaching plans for the Fine arts’s basic ability course of fine arts. The five teaching plans adopt the Learning Management Using Problem-Based Learning teaching method. The themes are research instruments were as follows: There are 5 lesson plans for teaching Fine Arts basic Objects from concrete to abstract - The skill of composition and the skill of light and shadow sensitivity， The meaning of color - The skill of color sensitivity Abstract lines - The skill of lines， Stereo model first session - The skills of typological criterion, lines, and composition.2) An achievement test was used with a reliability of 0.73. 3）The reliability of student satisfaction is 0.80. Results: The results of the study were as follows: (1) Students who received Learning Management Using Problem-Based Learning have higher scores than before learning through Learning Management Using Problem-Based Learning than before at a statistically significant level of 0.05. (2) Students who received the Learning Management Using Problem-Based Learning have higher scores than the determined criterion of 70%. And (3) The students’ satisfaction with Learning Management Using Problem-Based learning is at a high level. Conclusion: Learning management using problem-based learning significantly improves students' Fine art’s basic ability. learning management using problem-based learning problem-based learning environment encourages students to actively think and participate in problem-solving. And the learning management using problem-based learning in the learning process, teachers still need to maintain supervision and guidance and increase time for repeated training to ensure that students are aligned with the learning objectives of Fine arts basic ability.

Students' Response to Problem Based Learning Model on Motion System Material

Problem Based Learning (PBL) or problem-based learning model is a learning model that focuses on authentic problems in the learning process. This method is widely used in problem solving, development of thinking skills, and self- regulation. This study aimed to describe the problem-based learning process and students' responses on the material of the motion system for class XI students of SMAN 1 Prambanan in the 2022/2023 academic year. This research was conducted using descriptive qualitative method where the research data collection was conducted using Google Form with guttman scale questionnaire type. The population used was a saturated population with all students in grades XI MIPA 1, 2, and 3 with a total of 100 samples. The results of questionnaire data collection on each aspect of learning; aspects of problem-based learning implementation with a percentage of yes answers of 95.75%, aspects of students' attitudes towards the learning process with a percentage of yes answers of 97.28%, on the aspect of students' understanding of problem-based material with a percentage of yes answers of 96.66%, and aspects of students' interest in participating in further problem-based learning with a percentage of yes answers of 97%. The results obtained in all aspects show that the majority of students have a good response to the problem-based learning model or Problem Based Learning. This means that Problem-based learning can run and is said to be feasible to provide students' understanding.

The Role of Problem-Based Learning in Preparing Medical Students to Work As Community Service-Oriented Primary Care Physicians: A Systematic Literature Review.

The number of primary care physicians in the United States is dwindling rapidly, and osteopathic medical schools are embracing the challenge of leading students toward a career in primary care to meet this need. In recent years, the Problem-Based Learning (PBL) curriculum in medical education has emerged as a patient-centered, social-justice-focused methodology. The unique format of PBL centered around patient cases allows learning through community-based medicine, promoting medical graduates' entry into primary care. Through exploring the literature on this topic, the research question posed for this review is as follows: How have the skills gained in PBL been effectively preparing medical students to become community service-oriented primary care physicians, and how can we qualitatively and quantitatively assess a learner's preparedness to engage in primary care work? The variables studied were board licensing examination scores, clinical competence, and interpersonal skills, all of which emerged as common ways to assess learners' preparedness to work in primary care. The methodology of this literature review was organized using a Preferred Reporting Items for Systematic Reviews and Meta-Analyses flowchart to describe how articles were selected and synthesized to evaluate the variables. The results revealed the variables to be consistent strengths of PBL students, particularly clinical competence, and interpersonal skills, both of which are key in working in primary care and any clinical specialty. Since early in its implementation, literature has demonstrated the tendencies of PBL students to be interested in and later work in primary care, though little follow-up has been done recently. The question of why this phenomenon exists was largely answered by our literature review. In conclusion, through our analysis of the existing literature, the authors demonstrated that the PBL curriculum helps foster students' desire to serve patients. Limitations of the literature included small sample sizes, heterogeneous analysis methods, limited inclusion of qualitative assessment of student progress, and limited existing data on the prevalence of PBL in medical schools, as well as the entrance of PBL graduates into primary care careers.

Korelasi PBL Dengan Keterampilan Berpikir Siswa Kelas X Tentang Kesetaraan Gender Di SMAN 4 Palangka Raya

This study aims to identify and describe the relationship between the Problem-Based Learning learning model and students' critical thinking skills at SMA Negeri 4 Palangka Raya. The formulation of the research problem is whether there is a relationship between the problem-based learning model and critical thinking skills about gender equality in class X students at SMAN 4 Palangka Raya; how big is the relationship between problem-based learning models and critical thinking skills about gender equality in students of SMAN 4 Palangka Raya; and what is the perception of students of SMAN 4 Palangka Raya on the effectiveness of the problem-based learning model in improving critical thinking skills about gender equality.
 The research approach uses a quantitative approach to this type of correlational research. Respondents to this study were 18 class X class Catholic students at SMAN 4 Palangka Raya, conducted from 9 to 23 June 2023. Data was collected through a questionnaire divided into two parts in form, namely problem-based learning and critical thinking skills about gender equality, with very good (4), good (3), pretty good (2), and not good (1) alternative answers. Data analysis techniques use Product Moment correlation in data collection to determine the relationship between two interval symptoms, such as values.
 The results of calculations on the research hypothesis that rxy (0.605) > table (0.497) from a significant level of 5% conclude that there is a relationship between the Problem-Based Learning model and critical thinking skills about gender equality in class X students at SMA Negeri 4 Palangka Raya. This result shows that the Problem-Based Learning learning model is one factor that influences and plays a role in improving students' critical thinking skills about gender equality. So, it can be expected that this research will be useful for school principals and Catholic Religious Education teachers so that they continue to support and be able to use learning models that can create a comfortable and creative classroom atmosphere.

Pengembangan Buku Kerja Biologi Berbasis Pembelajaran Berdasarkan Masalah (PBL) pada Materi Biologi Kelas X SMK Negeri 2 Mandrehe Tahun Pelajaran 20222/2023

This research was motivated by the lack of use of the Student Workbook (BKS) at SMK Negeri 2 Mandrehe which resulted in low student motivation in the learning process. This study aims to develop Problem Based Learning Student Workbooks (BKS) based on Problem Based Learning in biology class X that are empirically feasible through validation of content/material experts, linguists, design experts, assessment of subject teachers, practicality (response), and effectiveness Developed BKS. This research is a development research using quantitative methods. The tool used to collect data is a validation form which includes aspects such as content/material, language, student response questionnaires, and academic achievement tests. The results of the Content/Material Validation study reached 98% with very valid criteria; Linguist validation reaches 100% with very valid criteria; Design Expert Validation reaches a percentage of 97% with very valid criteria; teacher verification reached 97%. With a 100% validation level in the research field, this standard is very valid. For field test results obtained a percentage of 96.25% (a very practical standard), and for the effectiveness of BKS obtained a very effective standard with an achievement percentage of 85% of student learning completeness, which is a very effective standard.

The Effect of Problem Based Learning Student’s Worksheets on Their Ability to Undestand Mathematical Concepts

The Effect of Problem Based Learning Student’s Worksheets on Their Ability to Undestand Mathematical Concepts

Key factors predicting problem-based learning in online environments: Evidence from multimodal learning analytics.

Problem-based learning (PBL) has been used in different domains, and there is overwhelming evidence of its value. As an emerging field with excellent prospects, learning analytics (LA)-especially multimodal learning analytics (MMLA)-has increasingly attracted the attention of researchers in PBL. However, current research on the integration of LA with PBL has not related LA results with specific PBL steps or paid enough attention to the interaction in peer learning, especially for text data generated from peer interaction. This study employed MMLA based on machine learning (ML) to quantify the process engagement of peer learning, identify log behaviors, self-regulation, and other factors, and then predict online PBL performance. Participants were 104 fourth-year students in an online course on social work and problem-solving. The MMLA model contained multimodal data from online discussions, log files, reports, and questionnaires. ML classification models were built to classify text data in online discussions. The results showed that self-regulation, messages post, message words, and peer learning engagement in representation, solution, and evaluation were predictive of online PBL performance. Hierarchical linear regression analyses indicated stronger predictive validity of the process indicators on online PBL performance than other indicators. This study addressed the scarcity of students' process data and the inefficiency of analyzing text data, as well as providing information on targeted learning strategies to scaffold students in online PBL.

The Effectiveness of Problem-Based Learning in Improving Critical Thinking and Problem-Solving Skills in Medical Students: A Systematic Review of Fifteen Years’ Experience (2005-2019)

Background: An ongoing challenge for medical education in the twenty-first century is determining the best method to foster problem-solving and critical thinking in learners. These higher-order aptitudes help to prepare medical doctors for practice in a rapidly evolving health system. In medical education, Problem-Based Learning (PBL) is an instructional pedagogy in which pupils are challenged to seek answers to authentic patient scenarios in small groups. PBL techniques are proposed as one method to enhance pupils’ learning abilities including critical thinking and problem-solving. Aim: This systematic review was conducted to search for evidence from the past fifteen years of literature, demonstrating the capability of PBL to improve critical thinking and problem-solving skills for medical students. Review Question: Is there evidence to support the capability of PBL to improve problem solving and critical thinking skills in medical students? Methods: The search process was conducted through electronic databases on publications related to the impact of PBL, particularly, on two fundamental skills; critical thinking and problem-solving for medical students. The search process was restricted to publicationsbetween January 1, 2005 and December 31, 2019. Four electronic databases were searched, namely; Medline, PubMed, EMBASE and Scopus. The Best Evidence Medical Education (BEME) guidelines were utilised to guide the way this systematic review was conducted. Quality assessment was performed through rating the evaluation methods of the included studies. This rating was through employing a five-point Likert scale (1= strongly disagree to 5= strongly agree) for each study in relation to three items; the appropriateness of study design, the implementation of the study as well as the appropriateness of data analysis. The rating for each study was then mapped to a grade from grade 1 (low) to grade 5 (high), which aligns with the BEME strength of the study findings. Results: Searching the four aforementioned databases produced 657 publications, including 249 duplicates. Therefore, 408 publications were screened based on their titles against inclusion and exclusion criteria, leaving 86 articles to screen their abstracts. A further 9 articles were manually obtained such that a total of 95 articles were obtained for a review of their abstracts. Forty-one met the criteria for full text review. Following the full text review, twenty-nine articles were excluded. Therefore, twelve studies were included in this systematic review. The BEME strength of study findings were as follows; only two of the reviewed studies were graded as grade 5, four were graded as grade 4, and six were graded as grade 3. Of the twelve studies reviewed, only five studies provided evidence in support of the capability of PBL to improve critical thinking and problem-solving skills among medical students. Two of these five studies were graded as grade 5 and two were graded as grade 4, while one was graded as grade 3. Discussion: The available evidence in this systematic review provided limited support of the claim that PBL improves medical students’ critical thinking and problem-solving aptitudes. Only five studies provided evidence in support of this claim, while the remaining seven studies did not. Two of these seven studies assessed only the knowledge, comprehension, and application domains, as their evaluation of problem-solving and critical thinking abilities was based on student perspectives. A further two of these seven studies, where the description provided either for case-analysis tests or modified essay questions, did not give an actual indication for measuring critical thinking and problem-solving skills. Another two of these seven studies did not describe their written tests i.e. case-analysis tests and proxy questions that are purported to measure higher-order skills, including critical thinking and problem-solving. This prevented the use of the findings from these two studies as evidence to support the specified review question. The remaining study reported that PBL students’ scores in the final assessment did not improve significantly (p>0.05) compared to the initial assessment. Conclusion: There is very little published evidence over the last fifteen years supporting the claim that PBL improves critical thinking and problem-solving skills in medical students. Therefore, recent practice is not based on evidence. As such, investigations are required to legitimise the claims that PBL improves critical thinking and problem-solving skills for medical students. Key words: Problem-Based Learning, Critical Thinking and Problem-Solving Skills, Medical Students

Exploring the Effects of Online PBL in Xuexitong

The objective of this research paper is to critically examine the advantages and challenges of implementing online Problem-Based Learning (PBL) using the Xuexitong learning app. The paper highlights the diverse range of functionalities offered by Xuexitong that align with the principles of PBL. Students can access shared materials, form study teams, submit assignments and receive feedback, conduct online surveys, and engage in group discussions. Teachers, on the other hand, can upload electronic textbooks, communicate with students conveniently, provide guidance on student projects, and assess assignments. Furthermore, the paper presents a comparative analysis of PBL with other teaching methods. The findings reveal that online PBL transcends spatial barriers and facilitates face-to-face communication. It enhances students’ problem-solving skills, promotes effective time management, and fosters a sense of cooperation among learners. For teachers, online PBL promotes more active teacher-student interaction, allowing for effective guidance and feedback exchange with students. Despite the advantages, the paper also acknowledges the challenges associated with online PBL, including technical issues related to online devices and learning materials. By analyzing various online PBL cases, the paper identifies potential obstacles that may arise in the implementation of PBL through Xuexitong. The other problems are students’ reluctance to learn independently and the lack of attention when studying online. The paper serves as a valuable resource for enhancing the online PBL system, providing teachers and students with a comprehensive understanding of the functionalities offered by Xuexitong and how they can be effectively utilized in online PBL courses. However, it is important to note that further research is warranted to identify and address potential technical challenges associated with online PBL.

The Impact of Problem-Based Learning Intervention and Students' Pre-existing Motivation Level on Solving HOTS Mathematics Problems

The Impact of Problem-Based Learning Intervention and Students' Pre-existing Motivation Level on Solving HOTS Mathematics Problems

PENGEMBANGAN MODUL AJAR OPERASI VEKTOR TERKAIT KEMAMPUAN PEMECAHAN MASALAH MATEMATIS BERBASIS PROBLEM BASED LEARNING

This research is motivated by the regulation of the Ministry of Education and Culture of the Republic of Indonesia which has issued a driving school program. The needs in the driving school program are the existence of teaching devices in the form of teaching modules to realize the profile of Pancasila students. In learning activities, students' mathematical problem solving skills are still low, one of the learning models to improve problem solving skills is the Problem-Based Learning model and students are still having difficulty solving vector material in vector sub operations, so it is necessary to develop a Vector Operations Teaching Module Related to Mathematical Problem Solving Ability Problem-Based Learning. The purpose of this study was to determine the validity of the teaching module, the effectiveness and practicality of the developed teaching module. The research method used in this study, namely Design Based Research with the Plomp model. Sources of data in this study are validators of material experts, media experts, and respondents. The instruments used are material expert validation sheets, media experts, ability tests, affective questionnaires, affective observations, psychomotor observations and educator response questionnaires. The data were analyzed using percentages which were interpreted according to their qualifications. Based on the results of the analysis, it can be concluded that the teaching module developed is very valid, effective, and practical. It is recommended that further research be carried out for large-scale trials, different materials or other mathematical abilities.

The effectiveness of problem based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis.

The adaptation process for first-year medical students is an important problem because it significantly affects educational activities. The previous study showed that 63% of students had difficulties adapting to the learning process in their first year at medical school. Therefore, students need the most suitable learning style to support the educational process, such as Problem-based learning (PBL). This method can improve critical thinking skills, problem-solving and self-directed learning. Although PBL has been adopted in medical education, the effectiveness of PBL in first-year medical students is still not yet clear. The purpose of this meta-analysis is to verify whether the PBL approach has a positive effect in improving knowledge, problem-solving and self-directed learning in first-year medical students compared with the conventional method. We searched PubMed, ScienceDirect, Cochrane, and Google Scholar databases until June 5, 2021. Search terms included problem-based learning, effectiveness, effectivity, and medical student. We excluded studies with the final-year medical student populations. All analyses in our study were carried out using Review Manager version 5.3 (RevMan Cochrane, London, UK). Seven eligible studies (622 patients) were included. The pooled analysis demonstrated no significant difference between PBL with conventional learning method in critical thinking/knowledge assessment (p = 0.29), problem-solving aspect (p = 0.47), and self-directed learning aspect (p = 0.34). The present study concluded that the PBL approach in first-year medical students appeared to be ineffective in improving critical thinking/knowledge, problem-solving, and self-directed compared with the conventional teaching method.

Implementing Project-Based Blended Learning Model Using Cognitive Conflict Strategy to Enhance Students’ Mathematical Spatial Literacy

<p style="text-align: justify;">High school teachers are mentors and facilitators that must be concerned about their students' formal thinking abilities. Students may not take a conservation task seriously because they perform operations without consulting. This necessitates modifying the learning process to increase student motivation. Therefore, this study aimed to examine students' mathematical spatial literacy through project-based blended learning with the cognitive conflict strategy. The study sample comprised 129 students, including 66 and 63 in the experimental and control classes, respectively, divided into the low, medium, and high levels. The findings showed that the experimental class students using project-based blended learning with the cognitive conflict strategy had higher mathematical spatial literacy than those in the control class using problem-based learning. Project-based blended learning with the cognitive conflict strategy and problem-based learning students at the high and moderate levels differed in their ability to increase their mathematical spatial literacy. However, low-level students are comparable in their ability to increase their mathematical spatial literacy.</p>

Exploring Problem-Based Learning (PBL) and Case-Based Learning (CBL) in Stimulating Cognitive Skills among Medical Students: Analysis of Verbal Interaction

INTRODUCTION: Problem based learning (PBL) has many benefits; however, research on PBL indicates that students are not quite good at integrating knowledge in basic sciences and clinical aspects. Case-based learning (CBL) might be an alternative method to enhance the integration of this knowledge. No research explored the way these two methods stimulate cognitive skills. This study aimed to explore the differences between PBL and CBL in stimulating cognitive skill by analyzing verbal interaction. MATERIALS AND METHODS: This descriptive research was performed at the Faculty of Medicine, Universitas Islam Indonesia (FM UII). Twenty-one undergraduate students contributed voluntarily to this study. The students were then split up randomly into a PBL Group (n=10) and a CBL group (n=11). Each group performed twice discussion meetings facilitated by an experienced tutor. The discussion processes were video recorded and analyzed using a coding scheme categorizing the verbal interaction into five types: cumulative reasoning, exploratory questioning, procedural interaction, handling conflict about knowledge, off-task/ irrelevant interactions. RESULTS: Students in both PBL and CBL groups spent most of their time-sharing cumulative reasoning and then asking exploratory question. Students in the PBL group were more frequently asking exploratory questions. Students in both groups rarely handled conflict about knowledge since it was a high order thinking skill. Students in the CBL group were more frequent than the PBL group in performing procedural interaction. CONCLUSIONS: Students performed various cognitive skills in both PBL and CBL. Each method has its own strengths in stimulating reasoning skills of students.