PBL Students Research Articles

Construct validity of a questionnaire for measuring student engagement in problem-based learning tutorials

BackgroundStudent engagement is student investment of time and energy in academic and non-academic experiences that include learning, teaching, research, governance, and community activities. Although previous studies provided some evidence of measuring student engagement in PBL tutorials, there are no existing quantitative studies in which cognitive, behavioral, and emotional engagement of students in PBL tutorials is measured. Therefore, this study aims to develop and examine the construct validity of a questionnaire for measuring cognitive, behavioral, and emotional engagement of students in PBL tutorials.MethodsA 15-item questionnaire was developed guided by a previously published conceptual framework of student engagement. Focus group discussion (n = 12) with medical education experts was then conducted and the questionnaire was piloted with medical students. The questionnaire was then distributed to year 2 and 3 medical students (n = 176) in problem-based tutorial groups at the end of an integrated course, where PBL is the main strategy of learning. The validity of the internal structure of the questionnaire was tested by confirmatory factor analysis using structural equation modeling assuming five different models. Predictive validity evidence of the questionnaire was studied by examining the correlations between students’ engagement and academic achievement.ResultsConfirmatory factor analysis indicates a good fit between the measurement and structural model of an 11-item questionnaire composed of a three-factor structure: behavioral engagement (3 items), emotional engagement (4 items), and cognitive engagement (4 items). Models in which the three latent factors were considered semi-independent provided the best fit. The construct reliabilities of behavioral, cognitive, and emotional factors were 0.82, 0.82, and 0.76, respectively. We failed however to find significant relationships between academic achievement and engagement.ConclusionsWe found a strong evidence to support the construct validity of a three-factor structure of student engagement in PBL tutorial questionnaire. Further studies are required to test the validity of this instrument in other educational settings. The predictive validity is another area needing further scrutiny.

Creative Thinking Skills on the Response to Problem- Based Learning in Biochemistry Courses

Students' creative thinking abilities are needed in higher education today, especially in biochemistry courses, by applying PBL learning. This research aimed to analyze the relationship between PBL learning and students' creative thinking abilities by applying PBL learning in biochemistry learning. The method used in this study is the mixed method using a sequential explanatory model. The sample used in this study was 52 students. The methods used in collecting data are questionnaires, interviews, and tests. The data collection instruments used in this study were essay sheets and questionnaires. Data analysis used for quantitative data is descriptive statistics and correlation tests. Qualitative data is analyzed using Miles & Huberman. The results of the research, namely from the data that has been obtained through correlation trials, show that there is a relationship between the two variables. In addition, from the interview results, the PBL learning model influences students' creative thinking skills. The data is reinforced by the results of interviews that students feel that their creative thinking skills increase with PBL learning. It was concluded that PBL learning relates to students' creative thinking abilities, especially in biochemistry courses.

Analisis Kebutuhan Bahan Ajar Matematika Berpendekatan Problem Based Learning (PBL)

Teaching facilities used by students so far have not provided initiative in the learning process. This study aims to analyze the need for teaching materials according to the problem based learning (PPL) method. This research is a qualitative research with descriptive qualitative research type. The research subjects were class VII junior high school students. Research data was collected through interviews and observation. The results of the study show that: (1) All curriculum contents are in accordance with KI, KD (2) Teachers and students do not understand the contents of the curriculum (3) Teachers and students are interested in teaching materials in the PBL Approach (4) Teachers and students need to learn with the PBL PBLroach because it makes students actively participate in the learning process in class. Therefore, teaching materials with a PBL PBLroach are needed.

Learning Outcomes of Civil Engineering Students in PBL Based on Building Information Modeling

Abstract—The new technology called building information modeling (BIM) derived in China’s construction industry in the general background of information era, as well as construction of intelligent buildings and smart cities, requires many university students majoring in Civil Engineering who are skilled in BIM technology. Characterized by online learning at any time, free and diversified learning modes, and ubiquitous learning, project-based BIM teaching can effectively improve the learning outcomes of Civil Engineering majors. To explore such learning outcomes of these students from engineering technological universities from project-based BIM teaching, 240 junior students majoring in Civil Engineering from 4 universities in Henan Province, China were chosen as research objects (120 each for the control and 120 experimental groups). The effect of BIM teaching in improving learning outcomes was investigated through a 16-week teaching experiment of Design Theory for Concrete Structure. The experimental and control groups used the project-based BIM teaching and traditional teaching modes, respectively. On this basis, independent and paired sample T-tests were carried out to the experimental data. Research results showed that pre-test scores of the group and control groups have a normality trait, conforming to the preconditions of the teaching experiment. Pre- and post-test scores of the experimental group had evident differences. Post-test scores of the experimental group were 15.82 higher than the pre-test scores, and the difference had statistical significance (P < 0.001). Owing to BIM teaching, post-test performances of the control and experimental groups also had significantly statistical significance. Project-based BIM teaching can improve learning outcomes of university students majoring in Civil Engineering. Research conclusions have important references to build BIM teaching resource platform, solve scattered and insufficient BIM teaching resources, facilitate active learning of university students majoring in Civil Engineering, and improve teaching effect.

PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MUATAN PELAJARAN ILMU PENGETAHUAN SOSIAL MATERI JENIS-JENIS USAHA MASYARAKAT INDONESIA KELAS V SDS EKA TJIPTA KENCANA

Learning and teaching are essentially a reciprocal relationship between teachers and learners. The use of media and learning methods chosen by teachers is one way to improve the quality of learning. Problem Based Learning is an innovation in learning because in PBL students' thinking skills are really optimized through a systematic group or team work process, so that students can empower, hone, test and develop their thinking skills on an ongoing basis. This study used Classroom Action Research. Data is obtained through data collection in the field which is carried out using observation techniques, learning outcome test techniques, and documentation. From the results of the analysis, the results were obtained that after the implementation of the Problem Based Learning learning model, there was an increase in teacher activity, an increase in student activity and an increase in student learning outcomes. From the results of the research conducted, it is suggested that SDS Eka Tjipta Kencana teachers can use the Problem Based Learning learning model as an alternative learning to improve student learning outcomes

Pravalensi dan Faktor Risiko Penyakit Tidak Menular di Desa Tanjung Selamat

Non-communicable diseases (NCDs) are chronic diseases that are not transmitted through direct contact. The occurrence of an epidemiological transition in response to changes in several factors in Indonesia today and causing changes in the pattern of disease distribution from infectious diseases to non-communicable diseases (PTM). Hypertension is a type of chronic disease whose symptoms are an increase in blood pressure in the arterial walls. Diabetes mellitus is a type of disease that is not contagious and is included in the type of metabolic disorder, this disease is characterized by chronic hyperglycemia caused by abnormalities in insulin secretion, insulin action and or both. The research method used in this study is the observation method through questionnaires distributed to the Tanjung Selamat village community, totaling 210 people with an age range of 19-84 years. In this study, PBL students of UIN Sumut (UINSU) Medan observed the people of Tanjung Selamat, and identified the level and factors that influence the risk of diabetes and PTM hypertension in Tanjung Selamat village. Based on the results of the study, respondents who were diagnosed with hypertension were 57.1% while those who did not were 42.9%, then respondents who experienced hypertension mostly had an age range above 30 years with male sex, had a smoking habit, lacked physical activity. , and eat salty foods. From observation, based on history of diabetes mellitus, the most respondents who did not have a history of DM with a percentage of 55.7% and respondents who had a history of DM with a percentage of 44.3%. From the data, it was found that when respondents were still implementing eating patterns that triggered the risk of diabetes, namely consuming sweet foods and consuming sweet drinks, as well as other behavioral factors such as smoking and lack of physical activity.
 Keywords: Prevalence, Risk Factors, Diabetes Mellitus, Hypertension, PTM.

Implementation Analysis of Problem Based Learning Modeland the Correlation of the Creative Attitude of Class X Students on Chemical Bonding Materials

Purpose of the study: This study aims to analyze the Implementation of the Problem Based Learning Model and its Correlation to the Creative Attitudes of Students in the Chemical Bonding Material for Class X SMA Negeri 5 Tanjung Jabung Timur. Methodology: This research is a correlational descriptive with a purposive sampling technique. Data were collected using an instrument in the form of an observation sheet on the implementation of PBL mode and students' creative attitudes. The data was obtained in the form of quantitative data and qualitative data. Quantitative data were tested by regression to see the significance of the effect of implementing the problem-based learning model on students' creative attitudes. While the qualitative data obtained were analyzed using the analysis of Miles and Huberman. Main Findings: The analysis results show that the implementation of the PBL model by teachers and students is included in the good category. The correlation coefficient obtained is 0.707, meaning that the relationship between the implementation of the PBL model and students' creative attitudes has a strong relationship level. The results of the t-test indicate that tcount > ttable is 5,295>2,048, which means that the implementation of the PBL model affects students' creative attitudes. Novelty/Originality of this study: Thus, it can be concluded that there is a relationship between the implementation of the PBL model and the creative attitude of class X students of SMA Negeri 5 Tanjung Jabung Timur on chemical bonding.

The Relevance of Learning Methods in Realising Student-Centred Transformative Learning

This research aims at determining the most appropriate learning method in one cluster of students enrolling in the courses of SPD and EABP. For the data analysis, a survey was performed on the STEM cluster. The sample comprised the students of SPD and EABP, two courses in bioprocess engineering. The sample was determined on the basis of the clustering groups. The next procedures were FGD, interview, and questionnaire distribution. The quantitative data were analyzed with a systematic review. The result showed that the course-learning outcomes were achieved to the maximum percentage with PBL and PrBL. Moreover, the results discussed how students experience learning in SPD and EABP courses, where the activities included collaborative learning in a cluster mode. Learning methods in the bioprocess-engineering study program have been transformed from the traditional model (educator, or supervisor-centred learning) into Student-Centred Learning (SCL). Learning conduct and the characteristics of PBL and PrBL increase students’ motivation in self-directed learning; while educators or supervisors as instructors allow students to focus on their own learning; and they are not heavily reliant on their educators to give them instructions. PBL and PrBL in SCL promote students’ role as the core of the learning, in which the students themselves investigate and explore the process and design their own learning. This research contributes to STEM-clustering application with student-centred transformative learning in bioprocess engineering.

Approach of MBBS Students receiving Modular vs Students receiving Conventional Mode of education towards Health Research: A Comparative Study

Introduction: Health research training is an important component of the medical curriculum. This study was conducted to compare the approach of medical students being taught through an integrated modular curriculum with the students receiving conventional mode of education towards health research.
 Materials and Methods: A cross-sectional study was conducted between 3rd-year MBBS students following Lecture Based Learning and Problem Based Learning (groups A and B respectively). A self-designed pretested questionnaire was filled by 153 students of each group (from group A in 2019 and group B in 2020) through a simple randomized sampling technique. Analysis was done using SPSS 21. P-value <0.05 was considered to be significant for all purposes.
 Results: Mean knowledge score of PBL students was 50% against a score of 55.5% of LBL students (p-value=0.114). However, the mean attitude score of PBL students was 79.2% against a score of 67.4% of LBL students (p-value< 0.000). Over 49.6% of LBL students and 41.8% of PBL students had satisfactory knowledge. 19.7% of LBL students and 82.3% of PBL students had a satisfactory attitude. 
 Conclusion: Significantly higher attitude of PBL students was found. However, the level of knowledge was found to be the same in both groups. PBL curriculum has a positive influence on students on their attitudes towards health research.

デザイン系学生が行うPBLにおける プロジェクト達成の意味と学生の役割に関する考察 感性的要素に着目した事例調査と分析

デザイン系学生が行うPBLにおける プロジェクト達成の意味と学生の役割に関する考察 感性的要素に着目した事例調査と分析

Pengembangan Model PBL Terintegrasi Kognitif Moral Pada Mahasiswa PGSD UNIPA Surabaya

The research aims to produce learning tools for Moral Cognitive Integrated PBL Learning Model, knowing the level of moral cognitive of PGSD Unipa Surabaya students and the influence of Moral Cognitive Integrated PBL Learning Model on Moral Cognitive of PGSD Unipa Surabaya Students. This type of research is R&D development research that has been simplified into three stages, namely preliminary studies, model development and model validation. The study population was all students of PGSD Class 2020 which consisted of seven classes, namely classes A-F. Whereas the sample of this study were students of PGSD Class 2020 Class A and Class F. The results of the study were the validation results of two validators related to the Cognitive Integrated PBL Learning Model which is very good and feasible to be applied in learning. The fourth level of cognitive morality of PGSD Unipa Surabaya students is oriented towards authority and social care. There are differences in cognitive morals between students who apply Moral Cognitive Based PBL Learning Model and students and students who do not apply Moral Cognitive Based PBL Learning

The Interaction of Gender and Pedagogy on Learning Motivations in a Secondary PBL Mathematics Classroom

The purpose of this study was to investigate the interactive effects of gender, learning motivations, and pedagogy (Project-Based Learning [PBL] and conventional) on secondary mathematics learning. In order to measure their academic achievement and learning motivations, 165 secondary students were given a state standardized mathematics test and the Motivated Strategies for Learning Questionnaire. Study results indicated that pedagogy and gender had no impact on academic achievement. Pedagogy played a stronger role in rehearsal, peer learning, and task value. Gender played a stronger role in test anxiety, organization, help seeking, and control of learning. PBL students seemed to value and actively engage in the mathematics more than did the conventional students.

Efectividad de pautas de actuación para una tutoría ABP

The acting of the tutor in tutoring sessions in groups during Problem Based Learning has been scarcely studied. In this study the interventions of three tutors and their 43 students in a first PBL tutoring session are analysed. The tutors had taken some recommendations for acting during the session, based on the results of previous research. Those guidelines included contextualizing the task, dynamizing the group, fostering learning and asking for evidence to students. The sessions have been audiotaped and videotaped and afterwards transcribed. The interventions have been categorized, making a content analysis. The categories are theoretically grounded. It is studied how three tutors act, how they implement previously recommended guidelines and which is the effectiveness in students´ participation, generation and elaboration of ideas. The results show that tutors increase the interventions of the recommended types. The participation of the students is high, they pose ideas related to the learning-outcomes, and they share and elaborate ideas. It is concluded that the recommended guidelines have been effective for the first tutoring session of PBL. It is discussed that the role of the reflection of the tutors about their own professional practice has been key for adopting or not effective guidelines.

Problem-Based Learning and Team-Based Learning: Strengths, Weakness and Assessment Reliability.

Context: Team-Based Learning like Problem-Based Learning is a student-centered learning strategy. In TBL the students have a pre-defined reading assignment for later discussion. While in PBL students learn their problem in two sessions. Both have advantages and disadvantages. One of the main important points for evaluating the effectiveness of an educational model is its ability to assess the students’ level adequately. Aims: To assess the reliability of TBL and PBL as assessment methods. In addition, to identify the weaknesses and strengths we faced during application. Settings and Design: A cross-sectional study was conducted on 29 undergraduate medical students. Methods and Material: The reliability of TBL and PBL as assessment methods were evaluated through a correlation with other assessment methods. Statistical analysis used: The collected data was analyzed using the SPSS statistical software (IBM SPSS Statistics 20). Results: TBL assessment showed a positive correlation with quizzes, final practical exam, final theory and total degrees, while PBL assessment did not show any correlation with any of the assessment methods. Conclusion: TBL is reliable method for assessment while PBL is not. The integration of the two learning modalities has a synergistic effect in order to boost the success of the educational process.

Affective Mathematics Engagement: a Comparison of STEM PBL Versus Non-STEM PBL Instruction

The integration of Science, Technology, Engineering, and Mathematics Project-Based Learning (STEM PBL) into educational curriculum has received much attention because of its strength in improving students’ affective engagement. We designed the present study to investigate the effectiveness of STEM PBL lessons on 9th grade students’ development of affective mathematics engagement. The affective mathematics engagement of two groups of participants (STEM PBL and non-STEM PBL) were compared (N = 147). The results showed group differences in STEM PBL versus non-STEM PBL lessons were statistically significant (t = 5.587, p < .001, d = .960). In particular, STEM PBL students had greater positive affective mathematics engagement in terms of mathematical self-acknowledgement and value as compared to the non-STEM PBL students. The results of the study indicate that highly situated and integrated instruction has a positive impact on students’ perceptions of their affective mathematics engagement.

Pbl-team teaching: supporting vocational students logical thinking and creative disposition

An analysis of labour demand informs that a dimension of the ability to think logically and creatively are needed. Many studies on the implementation of PBL have been carried out. However, no research has yet combined the PBL model and the team teaching method as a solution in learning for vocational schools. The collaboration involves mathematics teachers and at least one vocational teacher as a learning resource. An implementation of PBL-team teaching has been carried out in the technology & industry group of Vocational Schools in the district of Cirebon. This study is a quasi-experiment with a pretest-posttest control group design. It involves one medium-level and low-level school. Each sample was taken randomly in two classes experiment is PBL-Team Teaching and PBL, and one control class is the conventional model. Descriptive statistical analysis was used in this study. The result shows that the increase in mathematical logic and creative thinking ability of students who used PBL-team teaching was higher than students in PBL and conventional models. PBL-team teaching requires sufficient preparation for teachers. That is, to collaborate in teaching and transferring their knowledge. In addition to solving problems, it is necessary to prepare students’ initial knowledge.

CASE-BASED LEARNING MENINGKATKAN CLINICAL REASONING PADA BLOK PENYAKIT INFEKSI TROPIS MAHASISWA FAKULTAS KEDOKTERAN UNIVERSITAS ISLAM INDONESIA

Case-based learning (CBL) is a newer modality of teaching healthcare, combining medical theory and practices. Many researchs reported effectivity of CBL to improve student-centered learning. The aim of this study is to evaluate how CBL improved students’ clinical reasoning compared with other method such as problem-based learning. An interventional research involved 4th grade medical students receiving PBL and CBL methods supervised by a tutor or instructure. An alternative method combining CBL and structured role play (in an Integrated-Patient Management method) also performed using clinical scenario with medical practice setting. The result showed that student received CBL had better clinical reasoning indicated from better miniquizz result compared with PBL students (p &lt; 0,05, Mann Whitney U test. Students exposed with CBL had final MCQ and essay exam grade compared with unexposed students. Students exposed with CBL also had better clinical skill indicated from Objective Structure Clinical Examination (OSCE) result (p &lt; 0,05, independent t test). Students’ acceptance level on CBL method is 79, 4%. It is concluded that compared with PBL, CBL is more effective in improved students’ performance, learning outcomes and clinical reasoning and also had high acceptance among medical students.

Application of problem-based learning combined with case-based learning in nursing students in operating rooms

Objective To explore the effects of PBL combined with case-based learning (CBL) in the guidance and teaching of nursing students in the operating room. Methods Totally 60 nursing students in the Operating Room of Yueqing People's Hospital between April 2015 and May 2016 were selected by convenient sampling and randomized into a control group and an observation group (n=30) . Nursing students in the control group received conventional teaching, while nursing students in the observation group received PBL combined with CBL. At the end of the internship, the result of theoretical and operational examination was compared between the two groups with Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) and teaching evaluation inventory. Results At the end of the internship, nursing students in the observation group showed higher performance in theoretical and operational examination than nursing students in the control group (P<0.01) . The total CTDI-CV score and the scores in dimensions such as truth seeking, analysis ability, systematization capacity, critical thinking and confidence were higher than those in nursing students in the control group (P<0.05) . The score for teaching effect from nursing students in the observation was higher than that from nursing students in the control group (P<0.01) . Conclusions PBL combined with CBL can effectively improve the effect of clinical learning among nursing students in the operating room, enhance their critical thinking disposition, and help to improve the quality of clinical teaching, thus worthy of clinical application. Key words: Students, nursing; Operating rooms; Clinical clerkship; Problem-based learning; Case-based learning

Insight of medical students for achieving competencies

Background & Purpose It is assumed that after adopting competencies based curriculum the medical education has changed tremendously, however it needs more researches to assess the impact of this curriculum. Nevertheless, An important part of the success of a competency-based curriculum is that all stakeholders are aware of the competencies and rationale behind them. As of now there are only a few studies, which have addressed understanding of competencies among medical students especially in non-western medical schools. Therefore, we designed this survey to assess the understanding in Kingdom of Saudi Arabia. Methods A cross sectional survey was designed based on questionnaire developed by Delphi technique. The questionnaire focussed to assess the perception about understanding of competencies (mainly the CanMEDS competencies) based on a five-point Likert rating scale. The college of medicine has adopted a problem-based learning curriculum from Groningen University, Netherlands in 2012. At present the college has two parallel curriculums, with the old curriculum being followed by previous students ( 4th and 5th years having traditional subject-based learning curriculum)and the newer students following the new PBL curriculum with effect from year 2012. Results The results showed that selected competencies were similar for both males and females groups as well as PBL and SBL and didn’t find statistical significant difference (>0.05). However less number has strongly agreed that they are competent enough to portray all competencies from both gender and curricula. The reasons raised as to why there was no adequate understanding about competencies by PBL students included: no clear understandings of objectives, lack of training of staff, first year of study, high school does not produce competent students and language (English) problems. Conclusion The results showed no significant difference in students following PBL or SBL with regard to understanding of competencies. However in PBL, students are in their earlier years and understand competencies that are required from them superior from SBL students.

1306 PBLにおける学生の学びの支援 : 実企業を対象とする学生プロジェクトへのコーチング(一般セッション)

1306 PBLにおける学生の学びの支援 : 実企業を対象とする学生プロジェクトへのコーチング(一般セッション)