Problem-based Learning Research Articles

Problem-Based Learning in North American Primary Care Postgraduate Medical Education: A Rapid Review

Problem-Based Learning in North American Primary Care Postgraduate Medical Education: A Rapid Review

Effects of a grouping intervention using the Felder-Silverman learning style model on problem-based learning among nursing students: A randomized controlled trial

Effects of a grouping intervention using the Felder-Silverman learning style model on problem-based learning among nursing students: A randomized controlled trial

The Effect Of The Application Of Problem-Based Learning Model On Learning Outcomes In Ppkn Subjects For Class XI Students At MAN 2 Mataram

The Effect Of The Application Of Problem-Based Learning Model On Learning Outcomes In Ppkn Subjects For Class XI Students At MAN 2 Mataram

Enhancing Critical Thinking in Middle School Students: Comparing Problem-Based Learning and Search, Solve, Create, and Share Models

Critical thinking skills (CTS) can be enhanced through instructional models. The chosen model should be problem-based and student-centered. The problem based learning (PBL) and search, solve, create, and share (SSCS) models meet these criteria. This study aims to compare the potential of the PBL and SSCS models to enhance students' CTS on the topics of soil and life sustainability. Data collection techniques included interviews, questionnaires, observations, and tests. Data analysis techniques involved descriptive quantitative techniques, percentage analysis, validity and reliability tests, normality tests, homogeneity tests, Wilcoxon tests, and N-gain tests. The validation of the devices received very valid criteria. The N-gain test in the PBL class received moderate criteria, and the SSCS class received high criteria. The results showed that both models could improve students' CTS, but the two classes had different levels of CTS improvement. The treatment using the SSCS model resulted in higher CTS compared to the treatment using the PBL model. The PBL model can enhance higher CTS in the inference aspect, while the SSCS model can enhance higher CTS in the interpretation, explanation, and self-regulation aspects

Emotional literacy and problem-solving skills with pbl model and hpc strategy: Circulatory system concept

Emotional literacy as a new 21st-century literacy is one-factor influencing student learning success. This study aims to analyze the differences in emotional literacy and problem-solving skills in Problem-Based Learning (PBL) model learning with Homogeinity psycho cognition (HPC) Strategy and PBL. This study included quasi-experiment research with a pretest-postest nonequivalent control group design. The research sample was 75 fifth-grade students taken randomly from several elementary schools in the Nusaniwe Sub-District based on the placement test. The research instruments were an emotional literacy questionnaire and a problem-solving skills test instrument consisting of 20 statement items and 8 problem items related to the human circulatory system. Data analysis used the Mann-Whitney U Test and one-way ANCOVA. The results showed no difference in emotional literacy between the treatment group (PBL with HPC strategy) and the control group (PBL). The ANCOVA test results concluded that students' problem-solving skills in the PBL model with the HPC strategy were superior to those in the PBL model. This finding helps develop appropriate and strategic science-biology learning in elementary schools.

Improving prescribing learning in problem-based learning.

Prescribing errors are known to occur in clinical practice. To ensure prescribing competence, foundation doctors in the United Kingdom now need to pass a national Prescribing Safety Assessment (PSA). Medical students are requesting more prescribing learning. We propose that early year's problem-based learning (PBL) sessions in medical curricula may be a place where more prescribing-related material could be added to ensure preparedness to prescribe. We modified existing PBL material by adding prescribing-related tasks within the patient cases. To ensure relevancy, the prescribing tasks were blueprinted to the assessment structure of the PSA. An example task would be to tailor prescribing, advise on required monitoring and provide information about medication to the (fictional) patients. Free text questionnaires were sent to second-year medical students at two points in the academic year. Thirty-eight of 244 participants responded. Students expressed perceived deficits in their prescribing education both within PBL and in other curriculum areas. Students desired more faculty-led approaches to learning, yet acknowledged that the tasks introduced in PBL sessions, especially those that promoted use of clinical guidelines and national prescribing resources were useful. Although students expressed a desire for increased faculty-led learning on prescribing, the introduction of prescribing tasks into early-year's PBL cases has a place. For example, tasks that promote students' use of prescribing and evidence-based resources may build their confidence in using them throughout their medical degree and within the PSA assessment (where the formularies can be used by candidates).

Problem-based blended learning: The student’s critical thinking skills in the respiratory system material

Critical thinking skills should be integrated into high school biology education through problem-based blended learning.. This study aims to determine the effect of the Problem-Based blended learning model on students' critical thinking skills in the material on the respiratory system at SMA A. This quasi-experimental study used a nonrandomized control group, pretest-posttest design involving 2 XI classes, namely the control class, which consisted of 33 students and 32 students in the experimental class. Collecting data on critical thinking skills is using a test technique. The test instrument used is a question sheet (pretest and posttest). The data analysis consisted of analysis prerequisites in the form of a normality test and homogeneity test, as well as hypothesis testing in the form of the Mann-Whitney test. This study's results indicate a significant influence on students' critical thinking skills in the respiratory system material for class XI at SMA A after applying the Problem-Based blended learning model assisted by Google Classroom. This can be seen from the average test of critical thinking skills in the experimental class, which is higher than the control class.

국악 교육에서의 PBL 모형을 적용한 메타버스 국악공연 제작연구

This study aimed to develop students' self-directed problem-solving abilities and explore new possibilities for producing Korean traditional music performances in the metaverse by applying the Problem-Based Learning (PBL) model in Korean traditional music education. The PBL teaching-learning process was structured into five stages: encountering the problem, planning for problem-solving, exploring and re-exploring, devising solutions, and presenting and evaluating. Through the process of planning and producing a Korean traditional music performance, students were encouraged to solve problems independently, and they carried out the performances they created using the metaverse platform 'ifland.' The results of the study showed that the production of metaverse Korean traditional music performances, using the PBL model, significantly improved students' self-directed learning abilities and collaborative learning skills. Furthermore, it confirmed the potential of Korean traditional music education within the metaverse environment. This study suggests that the application of the PBL model to the production of metaverse Korean traditional music performances can contribute to the modernization of Korean traditional music education and the advancement of educational methodologies. It also emphasizes the need to expand the use of digital platforms in Korean traditional music education in the future.

Validity of Problem Based Learning Oriented E-LAPD for Practicing Creative Thinking Skills Reaction Rate Material

The era of education that occurs in the 21st century places demands on students to ensure the ability to think creatively to solve various problems. Apart from that, the development of the industrial revolution 4.0 plays a role in the current generation in terms of technology and the internet. The aim of this research is to determine the validity of E-LAPD oriented Problem Based Learning (PBL) to train creative thinking skills on reaction rate material. This research uses an R&D model, one of which is ADDIE. The ADDIE development research model consists of 5 stages, namely Analyze, Design, Develop, Implement, and Evaluate, but without carrying out the Implementation stage. This validation was carried out by 3 validators, namely 2 chemistry lecturers and 1 chemistry teacher at SMA Labschool Unesa 1 Surabaya. The results of the analysis of aspect of content validity get a mode value of 4 with a valid category, while for aspect construct validity it gets a mode value of 5 with a very valid category, the results of the content and construct validity values get a mode score of ≥ 3, so E- LPAD can be declared valid. So that E-LAPD media can be used in learning.

Designing an E-Module on the Solar System to Develop Critical Thinking Skills

This study aimed to develop learners' critical thinking abilities through concentrated application in related learning activities. A quasi-experimental design of the Pretest-Posttest Non-Equivalent Control Group type was employed. The study was done between January and February 2023 with a sample of 60 junior high school students in grade VII, divided evenly into an experimental group and a control group, each with 30 participants, focused on the solar system. The experimental group utilized problem based learning (PBL) e-modules, while the control group followed conventional teaching methods. The instrument used in this study included a critical thinking variable with four components in the form of a multiple-choice exam with a reliability value of 0.183, allowing it to evaluate students' critical thinking skills. The data were collected during the pretest and after treatments by administering the posttest. After the SPSS analysis, the data was shown descriptively and inferentially. The results revealed a notable difference in critical thinking capabilities between students involved in PBL-based e-modules and those taught using conventional approaches (P < 0.01). Therefore, the study shows that including PBL-based e-modules into the curriculum could improve students' critical thinking ability quite successfully.

Designing e-modules on mangrove species diversity leveraging local potential through pbl to foster environmental attitudes

This study aims to develop e-modules of mangrove species diversity as local potential in learning. The development model used is the Lee & Owens (2004) development model. There are five phases in the development of research, namely the analysis, design, development, implementation and evaluation. The used learning model is Problem-Based Learning by presenting authentic mangrove problems in Banten. The e-module that has been developed will be tested for validity, practicality and effectiveness so that it can be disseminated for student learning activities. E-modules are tested for validity by conducting a 100% material expert validation test, 98.77% media and teaching material validation results and 100% validation results from field practitioners. Before being used in learning, the e-module was tested for practicality with a one-on-one trial getting a score of 93.33%, a small group trial of 89.41%, a field trial of 86.2% and a field test of 95.04%. Based on the results of student response testing, it can be concluded that the e-module of mangrove diversity is practically used in learning. The results of effectiveness testing to see the improvement of students' environmental attitudes were analyzed. The results of effectiveness testing to see an increase in students' environmental attitudes are measured qualitatively with an N-Gain measurement of 0,46 which is included in medium effectiveness and quantitatively measured using a simple paired t test with p-value of 1.88 which means there is a significant difference before and after using e-module in learning.

Development of electronic students’ worksheets based on problem-based learning on air pollution material

This research is development research with the aim to produce teaching material products in the form of PBL-based electronic student worksheets on air pollution sub-materials that will be used during the learning process, so that students can be more active and independent. This type of research is development research using the ADDIE model (analysis, design, development, implementation, evaluation), but this research is limited to the development stage. This research was conducted at State Senior High Schools in Palembang in the 2023/2024 school year. The sample in this study was class X students totaling 12 people. Sampling in this study using purposive sampling technique. electronic student worksheets are designed using the Canva and liveworksheets applications; after completing the design of electronic student worksheets, they are assessed by material and media validators using an instrument in the form of a validation questionnaire. After the electronic student worksheet is declared valid, the electronic student worksheet is applied to students in a small group trial. Based on the validation results with the Kappa calculation, the electronic student worksheets were declared valid with a Kappa value of 1. Electronic student worksheets also fall into the very practical category based on the teacher's practicality questionnaire which obtained a percentage of 100%, while the students' practicality questionnaire obtained an average percentage of 90.68%. Based on the results of the validation and practicality questionnaires of teachers and students, it can be concluded that PBL-based electronic student worksheets are valid and feasible to use during the learning process on air pollution sub-materials.

Student-led Classroom: Review on the advantages and disadvantages

This paper examines the benefits and drawbacks of student-led classrooms within the context of constructivist learning theory. The principles of constructivism align with this educational approach, which emphasizes active participation, social interaction, and contextual learning. The study investigates the influence of student-led classrooms on factors such as engagement, critical thinking, and knowledge retention. Although constructivist approaches, such as problem-based and inquiry-based learning, have notable advantages, they also pose difficulties, such as the requirement for explicit instruction and resource intensity. The study examines existing literature on the efficacy of student-led classrooms and asynchronous online discussion forums (AODFs), providing valuable insights into techniques that improve student engagement and learning outcomes.

Improving Students' Problem Solving Skills in Learning Problem Based Learning Integrated with Predict, Observe, Explain Model on Global Warming Material

In the following study, the aim is to analyze the improvement of students' problem solving skills in learning activities with problem-based learning models integrated with predict, observe, explain models, especially for global warming material. The study was conducted using quantitative methods with 33 participants of class X students at one of the SMAN Cimahi City which was determined based on convenience sampling technique. The data collected in the following study was conducted through a problem solving skills test instrument in the form of pretest and posttest questions. To analyze the data obtained, using N-Gain testing on the data from the pretest and posttest scores. The results showed that each aspect of problem solving skills experienced a moderate increase. In addition, the acquisition of hypothesis testing proves that there is a difference in the application of the PBL-POE model in improving students' problem solving skills.

A systematic review of technology-enhanced problem-based learning in the 21st century

Problem-based learning and innovation are instruments that help the abilities expected to foster 21st-century abilities. This has set off enormous advancements in instructive exploration connected with Problem-based learning and innovation. This content examination concentrates on plans to efficiently dissect research patterns in problem-put-together learning and innovation-based concerning articles distributed in global diaries. In light of the laid-out consideration rules, 20 articles were gathered for examination utilizing the Paper Arrangement Structure (PCF) instrument. The aftereffects of the examination showed the strength of acquiring and moving abilities points, oddity-themed, with experimental plan strategies. The most widely recognized reconciliation designs were connected with consensus. Consequently, it is important to lead different problem-put-together learning and innovation studies concerning other possible issues to assist instructive organizations with creating HR that can contend in the 21st. Keywords: Problem-Based Learning, technology, 21st century

The Effects of Problem-Based, Project-Based, and Multicultural Learning on Prosocial Behavior in Elementary School Students

This study aims to determine the influence of Problem-Based Learning, Project Based Learning and Multicookural Based Learning on prosocial behaviour in elementary school students. This study is a type of quasi-experimental research with a model using the Nonequavalen Control Group Postest Design. The research population consisted of 284 public elementary schools (SD) in Surabaya. In comparison, the research sample consisted of grade V students in three schools, namely SDN Margerejo I, SDN Sumur Welut III Surabaya, and SDN Menanggal 601 Surabaya. The data collection technique uses a questionnaire with 30 questions. The research instrument used the Measure of Prosocial Tendencies by adapting Carlo. Data analysis with statistical analysis of ANOVA test. The results of this study concluded the effect of project-based learning on prosocial behaviour in elementary school students with an ANOVA test score sig. 0.05. These findings show that the project-based learning model can foster prosocial behavior in elementary school students.

Incorporating Environmental Elements in Learning STEM: A Systematic Literature Review

Incorporating environmental elements in STEM learning can foster a deeper understanding of living world issues and promote sustainable solutions. The study's inclusion criteria consisted of empirical articles in English aligned with research questions published in a scholarly journal between 2007 and 2023. Participants included students and pre-service teachers. After quality assessment using PRISMA procedures, 18 eligible studies were identified in this systematic review. Thematic analysis was used to find themes within the STEM program data findings connected with environmental elements. The framework can be organised into three categories: problem-based learning, inquiry-based learning, and project-based learning. Practice recommendations include a quality curriculum that aligns with environmental education.

The effect of problem-based stem activities on students' achievement and attitudes towards engineering

This study aimed to examine the effect of STEM activities prepared according to the problem-based learning approach on students' academic achievement and attitudes toward engineering. A one-group pretest-posttest experimental model, one of the quantitative research methods, was used in the study. In the study, the achievement test was used to reveal students' knowledge levels about the definition of water and the importance of water, the physical, chemical, and biological properties of water, the water cycle, water pollution, and water treatment. Another data collection tool used in the study was the Engineering Attitude Scale. According to the findings obtained from the research, it was concluded that problem-based STEM activities had a positive effect on student's academic achievement but did not make a significant difference in engineering attitudes. The findings of the study were discussed and various suggestions were made for future studies. Keywords: Attitude; engineering design process; problem-based STEM; STEM; water

Fostering innovation in the perspective of the independent curriculum of Boyolali regency

Innovation can be applied in every aspect of life. Similarly, innovation can support the implementation of an accountable education system and support regional competitiveness. Innovation is easy to echo, but difficult to implement. Especially with regard to the Education curriculum which is based on many teaching norms. For this reason, the independent curriculum is a bridge for students and teachers in pouring their innovative ideas through projects that link and match with the world of Education. The problem is that not all schools in Boyolali Regency dare to experiment. There are only 20 schools that seem to be making innovations from the total number of schools as many as ± 400 school units. Qualitative descriptive study method with analysis through problem trees. The result of the study is that an innovation model will be created three concepts, namely Training model, professional Development and Capability Development using problem-based learning methods, project-based learning and discovery learning.

Arduino-Based Mobile Robotics for Fostering Computational Thinking Development: An Empirical Study with Elementary School Students Using Problem-Based Learning Across Europe

The present article explores the impact of educational robotics on fostering computational thinking and problem-solving skills in elementary school students through a problem-based learning approach. This study involved the creation of a framework which includes a robot and two eBooks designed for students and teachers. The eBooks serve as a guide to the construction and programming of a small Arduino-based robot. Through integration with gamification elements, the model features a narrative with three characters to boost a student’s engagement and motivation. Through iteration of heuristic evaluations and practical tests, we refined the initial theoretical framework. An empirical study was conducted in two phases involving 350 students. The first empirical test involved a small group of 21 students, similar to end users, from five European schools. With a 100% completion rate for the tasks, 73.47% of these tasks were solved optimally. Later, we conducted a larger validation study which involved 329 students in a Portuguese school. This second phase of the study was conducted during the 2022–2023 and 2023–2024 school years with three study groups. The results led to a 91.13% success rate in problem-solving activities, and 56.99% of those students achieved optimal solutions. Advanced statistical techniques, including ANOVA, were applied to account for group differences and ensure the robustness of the findings. This study demonstrates that the proposed model which integrates educational robotics with problem-based learning effectively promotes computational thinking and problem-solving skills, which are essential for the 21st century. These findings support the inclusion of robotics into primary school curricula and provide a validated framework for educators.