Journal articles on the topic 'Problem-Based Learning (PBL)'
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YOSHIOKA, Toshimasa. "Problem-based learning (PBL) tutorial." Igaku Toshokan 51, no. 2 (2004): 110–12. http://dx.doi.org/10.7142/igakutoshokan.51.110.
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Esema, David, Evi Susari, and Daniel Kurniawan. "PROBLEM-BASED LEARNING." Satya Widya 28, no. 2 (December 5, 2012): 167. http://dx.doi.org/10.24246/j.sw.2012.v28.i2.p167-174.
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<p>Problem-Based Learning (PBL), adalah model pembelajaran yang awalnya dikembangkan di dunia pendidikan medis, namun kini telah digunakan secara luas di berbagai jenjang dan bidang pendidikan. Basis teortits dari PBL adalah kolaborativisme dan konstruktivisme. Kemitraan, keterbukaan dan kejujuran, rasa hormat, dan kepercayaan menjadi nilai-nilai yang mendasari dan sekaligus menjadi prasyarat bagi keberhasilan PBL Sintaks PBL meliputi: pengenalan dan pemahaman konsep dasar, eksplorasi fakta dan informasi relevan secara mandiri, bertukar pemahaman dalam kelompok/kelas, kesimpulan dan evaluasi. Beberapa riset mengenai PBL baik di luar maupun di dalam negeri yang dipaparkan dan dibandingkan dalam tulisan ini menunjukkan data tentang efektifitas PBL dalam kegiatan pembelajaran.</p>
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Silva, Anielson Barbosa Da, Ana Carolina Kruta de Araújo Bispo, Danilo Goncalves Rodriguez, and Francisco Ialyson Felipe Vasquez. "Problem-based learning." Revista de Gestão 25, no. 2 (April 16, 2018): 160–77. http://dx.doi.org/10.1108/rege-03-2018-030.
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Purpose The purpose of this paper is to present a proposal for structuring the use of problem-based learning (PBL) as an active teaching strategy and assess PBL’s implications for student learning in the undergraduate management degree program of a federal university in Northeastern Brazil. PBL can turn students into active subjects in their own learning and promote the development of decision-making abilities through the identification and analysis of real problems. Design/methodology/approach The study follows the assumptions of qualitative research and uses the action research approach. The data were collected through reflective reports (texts freely written by students describing their experiences in a course) and through interviews. The collected material formed the basis for analysis and discussion of the results using content analysis. Findings The results indicate that the PBL teaching strategy has positive implications for student learning in that it promotes the integration of theory and practice, which enhances the motivation to learn. The students perceived the practical aspect, teamwork and presence of an entrepreneur/manager in the PBL classes as factors facilitating learning. By contrast, teamwork and the time involved were seen as factors limiting learning. Practical implications The use of PBL demonstrates its potential for learning through the integration of students’ cognitive, behavioral and social dimensions, fostering closer integration with the context of professional activity. The presence of entrepreneurs/managers who present real problems to be analyzed by the students in the classroom can contribute significantly to the promotion of learning and reflection by undergraduate management students. Originality/value The results of this study reveals its originality and value to management education in Brazil because it defines a framework for the implementation of PBL as an active learning strategy in a management program, it indicates the potential of PBL for the development of students’ competencies, it increases the potential for integrating theory with professional practice and it can aid the process of training teachers as they assess the implications of PBL for student learning.
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Ardianti, Resti, Eko Sujarwanto, and Endang Surahman. "Problem-based Learning: Apa dan Bagaimana." DIFFRACTION 3, no. 1 (January 11, 2022): 27–35. http://dx.doi.org/10.37058/diffraction.v3i1.4416.
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Problem-based learning (PBL) merupakan model pembelajaran berpusat pada peserta didik yang telah banyak dikenal. Meskipun telah banyak dikenal, guru dan calon guru perlu mengetahui landasan teori PBL, karakteristik PBL, dan hal-hal yang perlu dilakukan sebelum dan saat melaksanaan model PBL. Artikel ini bertujuan untuk memaparkan landasan teori Problem-Based Learning, karakter model Problem-Based Learning, dan pelaksanaan model Problem-Based Learning. Metode yang digunakan dalam penulisan adalah kajian pustaka. Fokus kajian pada landasan teori Problem-Based Learning, karakter model Problem-Based Learning, dan pelaksanaan model Problem-Based Learning. Hasil kajian menunjukkan bahwa selain teori konstruktivisme, landasan teori bagi PBL adalah Teori Perkembangan Kognitif Piaget, Teori Dewey, Teori Bruner tentang Discovery Learningi. Sebelum melaksanakan PBL, guru perlu melatih peserta didik untuk belajar secara kooperatif.
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Ioannou, Andri, Christina Vasiliou, and Panayiotis Zaphiris. "Problem-Based Learning in Multimodal Learning Environments." Journal of Educational Computing Research 54, no. 7 (July 26, 2016): 1022–40. http://dx.doi.org/10.1177/0735633116636755.
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In this study, we enhanced a problem-based learning (PBL) environment with affordable, everyday technologies that can be found in most university classrooms (e.g., projectors, tablets, students’ own smartphones, traditional paper–pencil, and Facebook). The study was conducted over a 3-year period, with 60 postgraduate learners in a human–computer interaction course, following a PBL approach to teaching and learning. First, this article contributes a detailed description of how PBL can be enacted in a multimodal, technology-rich classroom. Second, the study presents evaluation data on learners’ technology adoption experience while engaging in PBL. Overall, the participants positively endorsed the learning environment, rating their experience highly on scales of communication and interaction, reflection, perceived learning, and satisfaction. In addition, quantitative content analysis of Facebook use documented how the physical and digital tools in the environment, coupled with the capability of Facebook as a recordkeeping and communication tool, were integral part of the PBL process.
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Handayani, Monika, Andayani Andayani, and Jaka Warsihna. "Learning Clinic: Designing Problem Based Learning Student Worksheets." ABDIMAS: Jurnal Pengabdian Masyarakat 4, no. 2 (January 3, 2022): 1054–58. http://dx.doi.org/10.35568/abdimas.v4i2.1266.
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In line with the implementation of the 2013 curriculum and High Order Thinking Skills (HOTS), teachers are expected to be able to design teaching materials that can facilitate critical thinking learners through investigation activities. LKPD (Lembar Kerja Peserta Didik) based on Problem Based Learning (PBL) is one way that can encourage learners to think critically and creatively to complete learning activities that occur in everyday life. The purpose of this community service activity, teachers can design LKPD based on the PBL model and apply it in learning activities. The products resulting from activities to this community are LKPD based on the PBL model. The materials used are examples of LKPD based on the PBL model and materials on steps in PBL activities that can be aligned with the material in the 2013 curriculum. The method used is the socialization of community service and implementation activities in their respective teacher classes. The result of community service activities is LKPD based on the PBL model products made by teachers and the ease of teachers in construct LKPD based on the PBL model with learning activities to be carried out. In the conclusion of this community service activity, teachers need socialization and assistance in making teaching materials such as LKPD based on the PBL model to facilitate teachers in conducting learning activities.
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Porto, Marcelo Duarte, and Marilda Marques Barbosa. "Psychoanalysis and Problem-Based Learning." International Journal for Innovation Education and Research 7, no. 7 (July 31, 2019): 574–81. http://dx.doi.org/10.31686/ijier.vol7.iss7.1642.
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This paper aims to analyze possible convergences between Problem Based Learning (PBL) and Psychoanalysis. It is intended to discuss how psychoanalysis can contribute to the efficiency of PBL. This by proposing reflections on affective and unconscious aspects that PBL may be neglecting. Such aspects may become more conscious and reflected, enhancing the results obtained by the PBL. Among these we can mention: teacher-student relationship; the role of tutor and its relation to the abstinence of narcissistic enjoyment; the positive connotation that can be given to the conflict arising from doubts about the problem, among others; how to deal with always partial knowledge; how to deal with the autonomy to learn and the consequent responsibility.
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Zhang, Weihua. "Problem Based Learning in Nursing Education." Advances in Nursing 2014 (March 18, 2014): 1–5. http://dx.doi.org/10.1155/2014/125707.
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Background. McMaster University first introduced Problem Based Learning (PBL) in the mid 1960s. However, measuring the relationship between PBL for undergraduate nursing programs and students test performance has not yet been assessed in the USA. Purpose. The main purpose of this paper is to describe the effectiveness of PBL on senior student test performance on content related to PBL in a BSN program. Diabetes mellitus and renal insufficiency were taught by traditional lecture format in the previous years. This was the first year we taught this content by the problem based learning method. Method. Historical control group was used to compare the test performances between the PBL groups and the traditional group using Student’s t-test. Result. The mean of diabetes mellitus related questions missed by the PBL group was less than the traditional group (t = 4.51, and P=.00). The mean of renal insufficiency related questions missed by the PBL group was more than the traditional group (t=-6.44, and P=.00). Discussion. This study produced inconclusive findings. Factors that could be attributed to their performance will be discussed.
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Sari, Anisa Puspita, Harizon Harizon, and Muhammad Haris Effendi-Hasibuan. "The effectiveness of argumentation based learning and problem based learning models in improving student’s argumentation skills about salt hydrolysis concept." Jurnal Pendidikan Kimia 13, no. 3 (December 8, 2021): 230–40. http://dx.doi.org/10.24114/jpkim.v13i3.29928.
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Learning model that can train students in developing their argumentative skills includes the Argumentation Based Learning (ABL) and Problem Based Learning (PBL). This study aimed to see the effectiveness of the ABL and PBL models in improving students' argumentation skills about the concept of salt hydrolysis. The study was conducted in the class XI MIA SMAN 1 Tebo Jambi with a sample consisting of two classes. Some 50 students were recruited purposively to be the participants of this study. Concurrent embedded mix method using two group pretest posttest control group design was used in this study. The results of independent t-test showed that ABL was more effective than PBL (t= 4.864; p-value=0.00 < 0.05) in improving the students' argumentation skills. This was supported by the N-gain test of ABL which was 0.82 and the N -Gain test of PBL was 0.68. The results of observations revealed that the ABL students had more intensive opportunities to debate their argumentation than those in the PBL class. This was believed as the major factor influencing the difference in the students’ argumentation skills.
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Sudia-Robinson, Tanya, and Marlene Walden. "Problem-Based Learning in the NICU." Neonatal Network 18, no. 7 (October 1999): 55–56. http://dx.doi.org/10.1891/0730-0832.18.7.55.
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PROBLEM-BASED LEARNING (PBL) is an excellent method for developing continuing-education activities for health care professionals. It provides a means of looking at a common clinical situation while examining current literature on the topic and thinking through possible courses of action and their consequences. PBL can be beneficial for new staff nurses and for nurses with years of experience in the NICU. This column examines the application of PBL in the NICU and includes a case study presented in PBL format.
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Stepien, William J., and Sharon L. Pyke. "Designing Problem-Based Learning Units." Journal for the Education of the Gifted 20, no. 4 (June 1997): 380–400. http://dx.doi.org/10.1177/016235329702000404.
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Problem-based learning (PBL), initiated when learners meet an ill-structured problem, develops skills and subject-matter content needed by students to make the transition from novice to more expert problem solver. However, the construction of problem-based learning units can be a formidable task. After a brief comparison of the characteristics of well-structured and ill-structured problems, the authors outline a systematic, user-friendly process for finding potential PBL topics; constructing brainstorming maps to explore the possibility of each topic becoming the focus for a PBL unit; and, then, designing the student's role, the situation he or she meets at the opening of the unit, and the unit's assessments.
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Bevinakoppa, Savitri, Biplob Ray, and Fariza Sabrina. "Effectiveness of Problem-Based Learning Implementation." International Journal of Quality Assurance in Engineering and Technology Education 5, no. 3 (July 2016): 46–58. http://dx.doi.org/10.4018/ijqaete.2016070104.
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Problem-Based Learning (PBL) exercises have been proven to be an effective teaching method for preparing the students as work ready graduates. Students work on a real world industry based problem of relevant discipline. It also help students to improve their capability of critical analysis. PBL has been adopted in educational practise in many disciplines. In this paper, the authors explore the various existing PBL practices, develop, implement a model and analyse the effectiveness of the implementation. This paper explains few exemplars of PBL, their implementation method and analysis of students' feedback. Paper concludes with the direction of the authors' future work.
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Sethi, Ahsan. "Problem Based Learning: Learning from the Experiences of Medical Students." Proceedings of Shaikh Zayed Medical Complex Lahore 34, no. 1 (March 2, 2020): 1–5. http://dx.doi.org/10.47489/p000s341z7341-5mc.
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Introduction: Problem based learning (PBL) is student centered learning approach that has been implemented in many medical colleges. Since the literature has controversial takes on the utility of PBL, exploring student perspectives might share insights on the contextual merits and demerits of PBL approach. Aims & Objectives: To evaluate experience of medical students regarding PBL in hybrid integrated curriculum. Place and duration of study: May to June 2018 at two medical colleges of Lahore (Shalamar Medical College & University College of Medicine and Dentistry. Material & Methods: Descriptive cross sectional study conducted in May to June 2018 at two medical colleges. Sample size was 188 students of 1st and 2nd year MBBS of Institute 1 and 110 students of 1st and 2nd year MBBS of Institute 2. Pre validated questionnaire was distributed and students were asked to record their experience about PBL using a 5-point’s Likert scale. Data was analyzed by using non-parametric statistics. Results: Institute 1 (188 participants), Institute 2 (110 participants), females being 205 (68.79%). Mean score <3 indicates bad experience while >3 indicates good experience about PBL. Results showed that students of both institutes found several key benefits of PBL acquiring critical thinking, problem solving, communication skills and team work. PBL was perceived as better learning approach than lectures. Moreover students of Institute 1 mean score <3.0 showed dissatisfaction regarding tutor performance in PBL facilitation which was statistically significant (0.048). Conclusion: It is recommended that tutor and student training should be mandatory before introducing PBL. PBL session marks can be included in internal assessment. Only senior faculty and volunteering to facilitate should conduct PBL sessions.
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Pilcher, Jobeth. "Problem-Based Learning in the NICU." Neonatal Network 33, no. 4 (2014): 221–24. http://dx.doi.org/10.1891/0730-0832.33.4.221.
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Problem-based learning (PBL) is an educational strategy that provides learners with the opportunity to investigate and solve realistic problem situations.1It is also referred to as project-based learning or work-based learning. PBL combines several learning strategies including the use of case studies coupled with collaborative, facilitated, and self-directed learning. Research has demonstrated that use of PBL can result in learners having improved problem-solving skills, increased breadth and analysis of complex data, higher-level thinking skills, and improved collaboration.2–4This article will include background information and a description of PBL, followed by examples of how this strategy can be used for learning in neonatal settings.
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Yang, Sonam, and So-Youn Park. "Application and effectiveness of Problem-based learning(PBL): Focus on experience of students who participated in school social welfare class." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (October 15, 2022): 115–30. http://dx.doi.org/10.22251/jlcci.2022.22.19.115.
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Objectives The purpose of this study is to apply Problem-based learning (PBL) to a school social welfare class and explore its effectiveness and experience of learners’ participation. Methods To do this, PBL method was applied to 14 students who were enrolled in the school social welfare course in the second semester for about 8 weeks from October to December in 2019. The pre-post test was conducted on problem-solving ability, communication ability, and self-directed learning ability for 11 students who agreed to participated in the study and Wilcoxon signed-rank test was used to analyse the data. In addition, a group interview was conducted at one time on seven of the 11 students who agreed to participate in a group interview and the analysis was conducted using topic analysis method. Results As a result of pre-post test, PBL improved learners' problem-solving ability. As a result of the thematic of group interviews, four key themes were found: “thinking about problem solving without answers,” “being a self-directed learner,” “working together to find a solution,” and “getting to understand the role of professors in promoting the learning process. Conclusions Based on these results, implications for effective PBL in social welfare classes were suggested.
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Visconti, Colleen F. "Problem-Based Learning: Teaching Skills for Evidence-Based Practice." Perspectives on Issues in Higher Education 13, no. 1 (June 2010): 27–31. http://dx.doi.org/10.1044/ihe13.1.27.
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Problem-based learning (PBL) is a pedagogical method that requires students to learn how to locate new information, work cooperatively with others and find solutions to practical problems. PBL teaches students to critically analyze a situation or problem, determine what information is needed, seek out appropriate resources, and create a solution. These skills are the beginning skills need to incorporate evidence-based practice (EBP) into clinical experiences. This chapter will discuss PBL, how to create your own PBLs, the effect PBL has on learner outcomes, and how to link PBL to EBP.
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Cordeiro, Paula A. "Problem-Based Learning in Educational Administration: Enhancing Learning Transfer." Journal of School Leadership 8, no. 3 (May 1998): 280–302. http://dx.doi.org/10.1177/105268469800800303.
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This paper presents a model for learning in an educational leadership preparation program. The model depicts various types of teaching and learning strategies that should be included in preparation programs in order for students to learn declarative, procedural, and contextual knowledge. Specifically, the paper describes four types of problem-based learning (PBL). Grounded in research on group problem solving, reflective thinking, problem complexity, and feedback and assessment, PBL has considerable potential to increase the transfer of learning. The paper maintains that real and simulated PBL afford students opportunities to learn all three types of knowledge. Two examples capturing the process of how PBL can be used are offered.
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Otting, Hans, and Wichard Zwaal. "Critical Task Characteristics in Problem-Based Learning." Industry and Higher Education 20, no. 5 (October 2006): 347–57. http://dx.doi.org/10.5367/000000006778702283.
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Tasks and problems in problem-based learning (PBL) are supposed to trigger and structure the learning process. The quality of problems in PBL is generally regarded as an important driver of the individual and collaborative learning processes. Although the importance of the PBL task is widely recognized, there is a lack of empirical findings and guidelines for the construction and evaluation of the tasks. The main goal of this study is to develop a valid and useful checklist for the construction and evaluation of PBL tasks. A checklist with critical characteristics of tasks will serve two purposes: it will support instructional designers in creating and constructing appropriate tasks, and it will provide a tool that can be applied to the evaluation of PBL tasks. Data for the study were gathered from a sample of undergraduate students and instructors on a hospitality management programme. Participants filled out a questionnaire with 94 importance and performance statements covering nine characteristics of PBL tasks. The results show that an instrument with 44 items and six factors seems to cover the key characteristics of PBL tasks.
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Overton, Tina. "Context and problem-based learning." New Directions in the Teaching of Physical Sciences, no. 3 (February 23, 2016): 7–12. http://dx.doi.org/10.29311/ndtps.v0i3.409.
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Context based learning is any learning that places content within a meaningful context. CBL has been demonstrated to enthuse and engage learners and is increasingly being used in sciences, especially at pre-University level. Problem-based learning can be viewed as a sub-set of CBL. In PBL, the context is framed as an open ended problem scenario. The problem is encountered before knowledge is in place and acts as thedriver for independent learning. PBL has been demonstrated to enhance understanding, increase motivation and develop a range of transferable skills. The use of CBL and PBL in the physical sciences will be reviewed.Context and problem-based learning are approaches that are becoming increasingly popular in Higher Education. The aim of this article is to introduce the two approaches and provide some exemplars from within the physical sciences.
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Malik, Khizar Ansar. "Perception of students about Team-based learning (TBL) Problem-based learning (PBL)." Health Professions Educator Journal 3, no. 1 (January 4, 2020): 18–23. http://dx.doi.org/10.53708/hpej.v3i1.90.
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Background: Medical teaching has evolved over the past few years, from traditional teaching methods such as lectures and practical classes using blackboard, slide projector to more student-centered activities such as self-directed learning, problem based learning (PBL) and team-based learning (TBL) Problem based learning is an integral part of our MBBS curriculum. We introduced TBL to 2nd year MBBS students in Pharmacology department, who are also practicing PBL in 2nd year.
Aim: The aim of the study was to know student’s perception about TBL and PBL.
Methods: Students were asked to fill the questionnaire regarding each teaching strategy anonymously using both, open and closed ended questions. The data was analyzed by using SPSS version 21.
Results: A total of 120 students filled the questionnaire regarding their perception about TBL, and 94 students filled the questionnaire regarding PBL. Students found the readiness assurance tests and immediate feedback effective for their learning in TBL. While for PBL, students found that different point of views were respected by group members and there is better integration among different disciplines in PBL.
Conclusion: It is the need of the hour to include new strategies in our curriculum which promotes team work and effective communication skills. Both PBL and TBL have advantages of their own and can provide better student learning if incorporated in a medical curriculum, keeping in view the students responses in our study.
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Rézio, Sofia, Marina Pedro Andrade, and Maria Filomena Teodoro. "Problem-Based Learning and Applied Mathematics." Mathematics 10, no. 16 (August 11, 2022): 2862. http://dx.doi.org/10.3390/math10162862.
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Problem-based learning (PBL) is a teaching method that appeared in the early 1960s and is widely applied in distinct areas nowadays. In the presented manuscript, we describe a PBL methodology use restricted to applied mathematics for problem solving among a group of engineering students in a Portuguese university. In the pandemic context, it was a huge challenge both for the students and for the teacher. Supported by the available literature, the experiment was defined. As it is well known, teachers are not only knowledge transmitters but also designers of teaching initiatives. Thus, teachers and students both have a large role in PBL methodologies, where collaboration, reflection and concepts discussion are essential. In the presented pedagogical challenge, students were devoted to integrating the previous knowledge acquired and the one acquired during the project. This process improved their new competences—both personal and team work. Despite being a recent pedagogical method, PBL is revealed to be an important teaching tool.
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Samsudin, Eka Nur, Murniningsih Murniningsih, and Ali Mustadi. "Problem Based Learning in Basic Education." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (December 31, 2021): 2800–2809. http://dx.doi.org/10.35445/alishlah.v13i3.749.
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Using the Problem-Based Learning (PBL) model in elementary school classrooms has been shown to positively impact students' learning outcomes. There are numerous ways in which PBL helps students learn in the primary grades. There is still a paucity of research from reputable national journals on PBL in elementary education for this review. Articles on problem-based learning and the basics of education were pulled from the indexed national education journal Sinta Indonesia as part of the literature review method. Based on the criteria, 16 articles were chosen from the results list. The literature review results show that the PBL model can have a positive impact in general. The research that has been done has improved and had an effect. Elementary school students have made significant strides in a variety of areas, including behavior, attitude, academic performance, and character traits such as initiative, responsibility, cooperation, and critical thinking. Because of PBL's similarities to early childhood education, it should be considered for inclusion there.
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N.Ye., Dmitrenko, and Dolia I.V. "PROBLEM-BASED LEARNING: IMPLEMENTATION OF PBL IN TEACHING FOREIGN LANGUAGE." Modern Information Technologies and Innovation Methodologies of Education in Professional Training: Methodology, Theory, Experience, Problems 465, no. 52 (2018): 137–41. http://dx.doi.org/10.31652/2412-1142-2018-52-137-141.
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Sari, Dwi Rosita. "PROBLEM BASED LEARNING." Lingual: Journal of Language and Culture 9, no. 1 (May 31, 2020): 39. http://dx.doi.org/10.24843/ljlc.2020.v09.i01.p07.
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The aims of research are (1) The implementation of Problem Based Learning strategy to teach speaking descriptive text (2) To find the problems of Problem Based Learning strategy to teach speaking descriptive text (3) To know the solutions of the Problem Based Learning strategy to teach speaking descriptive text. The type of this research is descriptive qualitative research and researcher uses case study in answering the problem of the research. This research takes the seventh grade students of SMPN 1 Bendo, Kabupaten Magetan in term 2018/2019. The results of research show that the implementation Problem Based Learning strategy to teach speaking descriptive text are (1) by explaining the materials while the students do the task in pair and (2) by giving steps in teaching learning process (pre-activities,whislt-activities and post-activities). The problem of Implementation of PBL strategy are (1) some students are difficult to translate from Indonesian into English and (2) some students need more time to do the task. Meanwhile, solution of the implementation of PBL strategy to teach speaking are (1) The teacher gives more time to the students doing the task; (2) Students cooperate each other with friends; (3) The students use the real thing.
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Arisetiyana, Firdaus Febri, Dwi Cahyo Kartiko, Nanik Indahwati, and Bayu Budi Prakoso. "Motivation And Student Learning Outcomes In Problem Based Learning." Jp.jok (Jurnal Pendidikan Jasmani, Olahraga dan Kesehatan) 4, no. 1 (November 12, 2020): 1–10. http://dx.doi.org/10.33503/jp.jok.v4i1.829.
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Applying eclectic learning means combining two or more learning models to be applied at one time. This article aims to analyze students' motivation and learning outcomes in participating in a combination of learning from problem based learning (PBL) with cooperative learning. This research is weak-experimental using static-group pretest-posttest design. A total of 52 students (male= 35, female= 17) 8th grade junior high school were taken using the cluster random sampling method. Motivation data are collected using a questionnaire, while learning outcomes use skills tests. PBL as the main model combined with cooperative type team game tournament (TGT) and jigsaw is applied as a treatment. Data analysis using descriptive statistics and t-test. The results showed that motivation [t(25)= 51.97, p= 0.000] and learning outcomes [t(25)= 13.41, p= 0.000] increased significantly in the PBL-TGT group. Likewise with motivation [t(25)= 48.88, p= 0.000] and learning outcomes [t(25)= 11.74, p= 0.000] in the PBL-Jigsaw group. There was no difference in increased motivation (t(50)= 0.963, p= 0.34) and learning outcomes (t(50)= 0.000, p= 1.000) in the two groups. It can be concluded that PBL is compatible combined with TGT and Jigsaw in increasing motivation and learning outcomes.
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Choi, Mi Hwa. "Problem－Based Learning as a Teaching Method in Accounting Education." Journal of Finance and Accounting Information 17, no. 2 (June 30, 2017): 47–78. http://dx.doi.org/10.29189/kaiajfai.17.2.3.
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Nugroho, Andhik Catur, Wahyu Sakti Gunawan Irianto, and Heru Wahyu Herwanto. "Comparison of Problem Based Learning with Project Based Learning Assisted by Mobile Based Learning Media on Students’ Learning Outcomes." Letters in Information Technology Education (LITE) 1, no. 2 (November 9, 2019): 29. http://dx.doi.org/10.17977/um010v1i22018p029.
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This Study presents the utilization of mobile-based learning media in a computer and basic networks. The use of mobile-based interactive media aims to help vocational students majoring in Computer and Network Engineering in learning productive subjects in computers and basic networks. Therefore, this study has a three purposes there are: (1) to discover the influence of Problem Based Learning (PBL) model on students’ learning outcomes, (2) to discover the influence of Project Based Learning (PjBL) model on students’ learning outcomes, and (3) to compare the PBL and PjBL on students’ learning outcomes. The quasi experiment method is used in this research including control and experiment group with different treatment. The subject consists of 108 10th grade students of SMKN 1 Bagor. Data analysis using quantitative technique in this study. Result shows that there is good impact from PBL and PjBL model implementation assisted with mobile-based learning media on the students’ learning outcome. In addition, there is a difference between PBL and PjBL implementation that the PBL give a more significant effect on students’ learning outcomes.
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Emiliasari, Raynesa Noor, Eka Prasetyo, and Eva Fitriani Syarifah. "Problem-based Learning: Developing Students' Critical Thinking." Linguists: Journal of Linguistics and Language Teaching 5, no. 1 (July 22, 2019): 56. http://dx.doi.org/10.29300/ling.v5i1.1962.
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The Problem-based Learning model is one of the learning models that can develop students’ critical thinking because it uses real-life problems foundation of learning activity. This research aims to describe the implementation of PBL in English language learning in developing students’ critical thinking, teacher’s role in PBL, teacher’s barriers and the impact of PBL toward students’ critical thinking. This research took place in one of the senior high school in Majalengka. The observation was conducted three times in the class of eleventh grade and then the interview was delivered to one English teacher. The result of the research reveals 1) PBL in English language learning begins with the teacher delivered the problem to the students as the foundation of learning activity and the problem was ill-structured and need deep analysis to formulate the solution; 2) teacher’s role is only as facilitator and co-investigator by providing situation to the students and help them in analysis; 3) time allocation, teacher’s capability and students’ speaking ability are the barriers in implementing PBL in English language learning; and 4) PBL develops students’ critical thinking skill, it can be seen through students characteristic which are elementary clarification, basic support, inference, advanced clarification and strategy and tactic.
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Eglitis, Daina S., Fran L. Buntman, and Dameon V. Alexander. "Social Issues and Problem-based Learning in Sociology." Teaching Sociology 44, no. 3 (June 22, 2016): 212–20. http://dx.doi.org/10.1177/0092055x16643572.
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This article discusses the use of problem-based learning (PBL) in the undergraduate sociology classroom. PBL shifts students from the role of passive listeners and learners to active knowledge builders and communicators through the use of concise and engaging social problem cases. PBL creates opportunities for building substantive area knowledge, research skills, and problem-solving capacities and fosters student enjoyment. This teaching note describes the key characteristics of PBL, discusses practical approaches to its use in a variety of sociology courses, and offers sample case studies. We evaluate student experiences with PBL and consider its broader applicability.
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Nasar, Adrianus, and Klaudensia Kurniati. "Comparing Students’ Learning Outcomes Using Problem Based Learning Model and Inquiry Based Learning Model." Jurnal Pendidikan Fisika 8, no. 1 (February 8, 2020): 43–55. http://dx.doi.org/10.26618/jpf.v8i1.2127.
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This study aims to compare science learning outcomes between students who take problem based learning (PBL) with students who take part in inquiry based learning (IBL). The method used in this study is a quasi-experimental research method with a pretest-posttest control group design. The population of this study were students of class VIII SMP Negeri 1 Kuwus 2018/2019 school year which numbered 97 students and consisted of 4 classes. Students who followed the PBL learning model numbered 24 people and those who participated in the IBL learning model were 24 people. Data collection research was carried out using test techniques. The data was processed into normalized gain (N_gain) between posttest and pretest. Furthermore, the data is calculated using the t-test to compare the mean gain of learning outcomes between students who take part in learning using the PBL model and students who take part in learning using the IBL model. The results showed that there t value (tcount) = 2.566 with a significance (Sig. (2-tailed)) of 0.014 so it can be concluded that were differences in learning outcomes between students who took part in learning using the PBL model and students who took part in learning using the IBL model.Keywords: Problem Based Learning, Inquiry Based Learning, Learning OutcomesPenelitian ini bertujuan membandingkan hasil belajar antara siswa yang mengikuti pembelajaran model PBL dengan siswa yang mengikuti pembelajaran model IBL. Metode yang digunakan dalam penelitian ini yaitu metode penelitian kuasi eksperimen dengan desain Control Group, Pretest–Posttest Design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 1 Kuwus tahun pelajaran 2018/2019 yang berjumlah siswa 97 orang dan terdiri dari 4 kelas. Siswa yang mengikuti model pembelajaran PBL berjumlah 24 orang dan yang mengikuti model pembelajaran IBL berjumlah 24 orang. Pengumpulan data penelitian dilakukan dengan teknik tes. Data diolah menjadi gain ternormalisasi (N_gain) antara postest dan pretest. Selanjutnya data dihitung dengan menggunakan perbedaan rerata (uji-t) untuk membandingan rerata gain (Compare Mean-Independent Sampel T Test) antara PBL dan IBL. Hasil Penelitian menunjukkan nilai t hitung (thitung) = 2,566 dengan signifikansi (Sig. (2-tailed)) sebesar 0,014 dengan demikian dapat disimpulkan bahwa ada perbedaan peningkatan hasil belajar antara siswa-siswa yang mengikuti pembelajaran menggunakan model PBL dengan siswa-siswa yang mengikuti pembelajaran menggunakan model IBL.Kata kunci: Pembelajaran Berbasis Masalah, Pembelajaran Berbasis Inkuiri, Hasil Belajar
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Wells, Samantha, Philip Warelow, and Karen Jackson. "Problem based learning (PBL): A conundrum." Contemporary Nurse 33, no. 2 (October 2009): 191–201. http://dx.doi.org/10.5172/conu.2009.33.2.191.
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Parlaungan, M. Dino, Irfan Firdaus, Prilia Padila, Nazaruddin Nazaruddin, Cahaya Amergus, Sair Sodikin, and Zulfah Zulfah. "Meta Analisis: Problem Based Learning (PBL)." Jurnal Pengabdian Masyarakat dan Riset Pendidikan 1, no. 1 (September 2, 2022): 27–32. http://dx.doi.org/10.31004/jerkin.v1i1.4.
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The purpose of this study is to improve the mathematical problem solving ability of students who are taught by applying a problem based learning model that is taught by a direct learning model. Problem Based Learning (PBL) approach can be used as a solution in learning mathematics. The research method used is a quasi-experimental research in the form of a posttest and there is an experimental class and a control class. This research method is a meta-analysis with a sample of 5 articles in Sinta 3-6 accredited national journals from 2017 to 2021 with the research subject being junior high and high school education levels. Meta-analysis research shows that the effect of Problem Based Learning (PBL) learning approach is effective on problem solving abilities. The research data were collected through the provision of instruments in the form of a mathematical problem solving ability test in the form of description questions and observation sheets. The data analysis technique used descriptive statistics and inferential statistics. Based on the results of the study, it was concluded that there was a significant effect of the Problem Based Learning model on mathematical problem solving abilities.
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Bauer-Klebl, Annette, and José Gomez. "Qualitätsfaktoren von Problem-based Learning (PBL)." Zeitschrift für Berufs- und Wirtschaftspädagogik 106, no. 3 (2010): 399–426. http://dx.doi.org/10.25162/zbw-2010-0021.
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Hesse, Dawn E., and Audrey E. Hentzen. "Reverse Problem Based Learning (R-PBL)." Laboratory Medicine 33, no. 3 (March 1, 2002): 218–21. http://dx.doi.org/10.1309/kyfg-7982-bf7k-th6e.
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Yin, Qiuju, Chenxi Guo, Chao Dong, and Tianmei Wang. "May problem-based learning get higher evaluation from student?" International Journal of Crowd Science 5, no. 1 (March 18, 2021): 92–111. http://dx.doi.org/10.1108/ijcs-12-2020-0019.
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Purpose The paper aims to explore the effect of problem-based learning (PBL) embedding degree and education level on individual perception, as well as the moderating effect of nationality. Design/methodology/approach The paper first conceptualizes PBL embedding degree which means the extent of applying PBL. It takes an empirical study on an international MBA class in one of the first-class universities in China. An investigation is taken with the designed “PBL-based Cognitive Perception Scale” and an Ordered Probit Model is constructed. Findings The findings of this study are as follows: PBL embedding degree has a significant effect on the cognitive perception of student, which varies in different dimensions; the educational level of international student positively affects the cognitive perception toward PBL; and nationality may moderate the relationship between the PBL embedding degree and individual perception. Originality/value The paper replenishes the investigation and application of Bloom’s Taxonomy of Learning. By conceptualizing PBL embedding degree, the paper extends the research perspectives of PBL and proposes a subjective method on the evaluation of PBL. The paper also may provide a guidance for PBL curriculum design with sustainable development of education.
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Pratiwi, Tyass Bella, Abdul Hakim, and Zulkarnaen Zulkarnaen. "PROBLEM BASED LEARNING DAN KETERAMPILAN BERPIKIR KRITIS." Vidya Karya 35, no. 1 (October 30, 2021): 36. http://dx.doi.org/10.20527/jvk.v35i1.10582.
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Abstract. This research was conducted to improve critical thinking skills students through the application of the Project Based Learning (PBL) model on the material of simple harmonic motion. The research design was a quasi-experimental study with a control group pretest posttest design. The research was conducted at a high school in Samarinda with the number of research subjects consisting of 34 students. The instruments of the research were in the form of an integrated test description with skills critical thinking and a questionnaire of the student responses to the application of the PBL model. The result of the research showed that the of the PBL model (experimental class) improved students' critical thinking skills with N-Gain means of 0.61, while the conventional model (control class) improved students' critical thinking skills with N-Gain means of 0.38. There is a significant difference in critical thinking skills between classes using the PBL model compared to those applying the conventional model on the topic of simple harmonic motion.Keywords: problem based learning, critical thinking, simple harmonic motion.Abstrak. Penelitian ini dilakukan untuk meningkatkan keterampilan berpikir kritis siswa melalui penerapan model Project Based Learning (PBL) pada materi gerak harmonik sederhana. Desain penelitian ini adalah kuasi eksperimen dengan control group pretest posttest design. Penelitian dilakukan pada salah satu SMA di Samarinda dengan jumlah subjek penelitian terdiri dari 34 siswa orang siswa. Instrumen penelitian berupa tes uraian yang terintegrasi dengan keterampilan berpikir kritis dan angket tanggapan siswa terhadap penerapan model PBL. Hasil penelitian menunjukkan bahwa penerapan model PBL (kelas eksperimen) meningkatkan keterampilan berpikir kritis siswa dengan rerata N-Gain sebesar 0,61, sedangkan untuk model konvensional (kelas control) meningkatkan keterampilan berpikir kritis siswa dengan rerata N-Gain sebesar 0,38. Terdapat perbedaan kterampilan berpikir kritis yang signifikan antara kelas dengan menerapkan model PBL dibandingkan dengan yang menerapkan model konvensional pada topik gerak harmonik sederhana.Kata kunci: problem based learning, berpikir kritis, gerak harmonik sederhana.
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Hasman, A., and H. P. A. Boshuizen. "Medical Informatics and Problem-based Learning." Methods of Information in Medicine 40, no. 02 (2001): 78–82. http://dx.doi.org/10.1055/s-0038-1634468.
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AbstractProblem-based learning (PBL) is an educational method that can be considered as an alternative to the traditional, discipline-based, approach to teaching. In this paper the characteristics of both approaches are discussed and compared. Some background knowledge concerning the principles that determine the success of instructional methods is presented. Finally, it is discussed how medical informatics can be taught in a PBL environment.
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El-Khalili, Nuha H. "Teaching Agile Software Engineering Using Problem-Based Learning." International Journal of Information and Communication Technology Education 9, no. 3 (July 2013): 1–12. http://dx.doi.org/10.4018/jicte.2013070101.
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Many studies have reported the utilization of Problem-Based Learning (PBL) in teaching Software Engineering courses. However, these studies have different views of the effectiveness of PBL. This paper presents the design of an Advanced Software Engineering course for undergraduate Software Engineering students that uses PBL to teach them Agile software development methods- particularly Scrum. The course also aims to develop entrepreneurial skills needed for software engineering graduates to better prepare them for the software industry. The assessment process designed for this course is illustrated. The paper shows that Scrum practices correlate with the characteristics of the PBL approach, which has resulted in a successful experience of PBL as reported by students in an end of a semester survey.
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Marina Vargas-Rodríguez, Yolanda, Adolfo Eduardo Obaya Valdivia, and Guadalupe Ivteh Vargas Rodríguez. "Problem Based Learning: Barrow and Bloom Taxonomy." International Journal of Education (IJE) 9, no. 4 (December 31, 2021): 19–29. http://dx.doi.org/10.5121/ije.2021.9402.
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This paper explains what the PBL consists of, exposes the role of the teacher and the student in this methodology, and discusses the convenience of using pictograms to determine the convenience of raising in the PBL, problems, or cases. Based on our teaching experience, a taxonomy is proposed to facilitate an awareness of these differences and help teachers choose a problem-based learning method more appropriate for their students. Also, a PBL planning process is presented for an experimental activity and its process evaluation.
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Komariah, Kokom, Herminarto Sofyan, and Wagiran Wagiran. "PROBLEM-BASED LEARNING: THE IMPLEMENTATION AND THE URGENCY FOR IMPROVING LEARNING QUALITY." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 3, no. 2 (November 27, 2019): 207–19. http://dx.doi.org/10.21831/jk.v3i2.20792.
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PROBLEM-BASED LEARNING: IMPLEMENTASI DAN URGENSINYA BAGI PENINGKATAN KUALITAS PEMBELAJARANAbstrakPenelitian ini bertujuan untuk menggambarkan implementasi model Problem-based Learning (PBL) dan urgensinya bagi peningkatan kualitas pembelajaran di SMK. Penelitian dilakukan di 9 SMK program revitalisasi di Daerah Istimewa Yogyakarta, subjek penelitian adalah guru dan siswa. Objek penelitian adalah model PBL. Data dikumpulkan melalui angket dan observasi yang dilakukan oleh guru. Hasil penelitian menunjukkan: Model PBL dapat diimplementasikan melalui 6 tahap, yaitu tahap pendahuluan, mengorganisasikan, melakukan penyelidikan, membangun hasil penyelidikan dan menyajikan hasil karya, menganalisis dan mengevaluasi proses pemecahan masalah. Model PBL dapat meningkatkan hasil belajar, kreativitas, berfikir kritis, minat dan motivasi belajar siswa. Model PBL dapat merubah paradigma belajar, dari kegiatan pembelajaran yang berorientasi pada guru menjadi pembelajaran yang berorientasi pada siswa. Penerapan Model PBL berdampak pada peningkatan kemampuan siswa, pada aspek kognitif, afektif dan psikomotor. Hambatan pelaksanaan model PBL disebabkan kurangnya mind set guru terhadap proses belajar mengajar yang berorientasi pada siswa, kesulitan membuat trigger, kekhawatiran tidak tercapainya tujuan pembelajaran, dan kekurangberanian siswa untuk menyampaikan hal-hal baru yang berbeda dalam upaya memecahkan masalah. AbstractThis study was aimed at describing the implementation of the Problem-based Learning (PBL) model and its urgency for improving the quality of learning in vocational high school. The study was conducted in 9 vocational revitalization programs in Yogyakarta. The research subjects were teachers and students. The object of research was the PBL model. The data were collected through questionnaires and observations made by the teacher. The results show that PBL model can be implemented through 6 stages, namely the preliminary, organization, investigation, investion report analysis and presentation, and problem solving analysis and evaluation stages. PBL model is able to improve learning outcomes, creativity, critical thinking, interest and motivation of the students. The PBL model is also able to change the learning paradigm, from teacher-oriented to student-oriented learning activity. The application of the PBL model has an impact on improving students' abilities on cognitive, affective and psychomotor aspects. The obstacles in implementing PBL model are due to the lack of teacher's mind set towards student-oriented teaching and learning processes, difficulties in triggering, fears of not achieving learning objectives, and students' lack of courage to convey different new things in an effort to solve problems.Keywords: problem based learning, vocational school, learning quality
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Vargas, Adriana, and Evelise Maria Labatut Portilho. "Metacognição em Grupos de Problem-based Learning (PBL)." Educação (UFSM) 42, no. 2 (August 31, 2017): 421. http://dx.doi.org/10.5902/1984644424497.
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Aprendizagem em grupo é um processo que envolve a mobilização de funções cognitivas e desenvolve competências necessárias no decorrer da vida. A Problem-based Learning (PBL), uma proposta de aprendizagem em grupo, enfatiza o desenvolvimento cognitivo e pode potencializar a metacognição. Objetivou-se responder as questões: 1) a PBL é uma metodologia que envolve o desenvolvimento da metacognição? 2) pode-se relacionar os estudos da metacognição no contexto grupal à PBL? Realizou-se o estado do conhecimento do tema, entre 2010 a 2015, contendo os termos metacognition e Problem-based Learning, no portal de periódicos da CAPES. Oito pesquisas foram selecionadas por descreverem evidências empíricas da metacognição em grupos de PBL. A PBL pode ser aplicada aos estudos de aprendizagem em grupo e metacognição, por mobilizar conhecimentos, a tomada de consciência e o autocontrole.
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Johnson, Liaquat R., Narayanan S. Nair, Catherine Simon, and Jeffy Binu. "Students’ perceptions regarding problem-based learning in community medicine." International Journal Of Community Medicine And Public Health 5, no. 9 (August 24, 2018): 4086. http://dx.doi.org/10.18203/2394-6040.ijcmph20183599.
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Background: Although a problem based learning (PBL) program in community medicine was introduced over a year ago, student perceptions about the same had not been elicited. This study was conducted to ascertain the perceptions regarding the PBL program from a representative sample of students completing the same.Methods: This cross-sectional study was conducted among 32 semester 7 medical students in a private medical college in south India. Data were collected anonymously after obtaining written informed consent. Students rated their own involvement in the PBL program; confidence across broad PBL areas before and after the program; usefulness of the broad PBL areas; and how likely they were to use the broad PBL areas, using a 10-point rating scale. Statistical analyses were performed using EZR (version 1.36). Descriptive statistics, Mann-Whitney U test, Wilcoxon signed-rank test, Cronbach’s alpha were employed.Results: Of the participants, 20(62.5%) were female. There was a statistically significant difference in perceived confidence across all broad PBL areas following the program, compared to ratings before the program. The median overall rating for the program was 8/10. Greater student involvement was significantly associated with higher ratings for confidence following the program; usefulness in most broad PBL areas. Male gender was significantly associated with high ratings in some broad PBL areas.Conclusions: A PBL approach can improve student perceptions of confidence in generic skills. High student involvement is key to good student perceptions regarding a PBL program.
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Dhumale, Supriya. "Physiotherapy student’s perception of problem based learning." International Journal of Research in Medical Sciences 8, no. 7 (June 26, 2020): 2448. http://dx.doi.org/10.18203/2320-6012.ijrms20202877.
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Background: Problem based learning ensures that students are actively engaged in their learning- they set their own objectives and they reinforce what they have learned through discussion with their colleagues. This approach is known to promote deep learning, in contrast to much of the superficial learning happens in traditional methods. To support their learning through engaging them in learning activities and providing feedback. Student’s ability to perform in a professional context, to recognize their need to acquire new knowledge and skills and to view learning holistically. Objective of the study was to assess the third year physiotherapy students’ perception of problem based learning sessions in musculoskeletal condition.Methods: The study was conducted on 22 students of III-year physiotherapy graduate course. Sequential arrangement of PBL sessions was implemented by triple jump assessment on osteoarthritis of knee. Post project feedback questionnaire from students obtained from self-assessment, peer assessment. The responses obtained were analyzed.Results: All the student strongly agreed that The PBL scenarios motivated them to use additional learning resources, The PBL scenarios stimulated their interest in musculoskeletal. The students also agreed that the content of the PBL scenarios fitted their level of knowledge; The PBL scenarios effectively illustrated medical concepts. All the students totally agreed that PBL sessions appeared able to assess their own strengths and weaknesses within PBL, accepted and responded to criticism gracefully. Their peers gave input which was focused and relevant to the case, they were able to communicate well with each other. Students agreed that everyone among group completed tasks on time, they were actively participated in session, they shared new relevant information with group hence they felt their peers were responsible and respected.Conclusions: Students felt that the cases effectively illustrated medical concepts and fitted and reinforced the student musculoskeletal knowledge. They were convinced that scenarios motivated them to use additional resources and stimulated their interest and they enjoyed the process.
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Ali, Sheeba Sardar. "Problem Based Learning: A Student-Centered Approach." English Language Teaching 12, no. 5 (April 11, 2019): 73. http://dx.doi.org/10.5539/elt.v12n5p73.
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Problem-based learning is a teaching method in which students’ learn through the complex and open ended problems. These problems are real world problems and are used to encourage students’ learning through principles and concept. PBL is both a teaching method and approach to the curriculum. It can develop critical thinking skill, problem solving abilities, communication skills and lifelong learning. The purpose of this study is to give the general idea of PBL in the context of language learning, as PBL has expanded in the areas of law, education, economics, business, social studies, and engineering. It encourages students to develop skills that can be useful for their future and in practical life within a team environment. For the language classroom in Arab countries, where English is spoken as a foreign language PBL can be very useful. Trained teachers can design problems to meet the needs of the learners, that can be useful to improve English practically in social context.
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van der Vleuten, Cees P. M., and Lambert W. T. Schuwirth. "Assessment in the context of problem-based learning." Advances in Health Sciences Education 24, no. 5 (October 2, 2019): 903–14. http://dx.doi.org/10.1007/s10459-019-09909-1.
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Abstract Arguably, constructive alignment has been the major challenge for assessment in the context of problem-based learning (PBL). PBL focuses on promoting abilities such as clinical reasoning, team skills and metacognition. PBL also aims to foster self-directed learning and deep learning as opposed to rote learning. This has incentivized researchers in assessment to find possible solutions. Originally, these solutions were sought in developing the right instruments to measure these PBL-related skills. The search for these instruments has been accelerated by the emergence of competency-based education. With competency-based education assessment moved away from purely standardized testing, relying more heavily on professional judgment of complex skills. Valuable lessons have been learned that are directly relevant for assessment in PBL. Later, solutions were sought in the development of new assessment strategies, initially again with individual instruments such as progress testing, but later through a more holistic approach to the assessment program as a whole. Programmatic assessment is such an integral approach to assessment. It focuses on optimizing learning through assessment, while at the same gathering rich information that can be used for rigorous decision-making about learner progression. Programmatic assessment comes very close to achieving the desired constructive alignment with PBL, but its wide adoption—just like PBL—will take many years ahead of us.
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Sabaryati, Johri, Linda Sekar Utami, and Zulkarnain Zulkarnain. "PENGEMBANGAN MOTION SENSOR EKSPERIMENT DALAM PROBLEM BASED LEARNING." ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika 7, no. 1 (May 30, 2021): 225. http://dx.doi.org/10.31764/orbita.v7i1.4791.
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ABSTRAKPenelitian ini bertujuan untuk : (1) Mengembangkan media motion sensor eksperimen (MSE) dalam problem based learning (PBL) yang layak digunakan.(2) Mengetahui kualitas motion sensor eksperimen (MSE) dalam problem based learning (PBL). Secara umum peneltian ini melalui 3 tahap utama, yaitu: (1)studi pendahuluan, (2) pembuatan dan pengembangan produk, (3) dan evaluasi. Tahapan pertama dan kedua telah dilakukan,sedangkan tahap ketiga sudah dilakukan kegiatan validasi ahli. Kemudian juga telah dilakukan uji coba pada siswa kelas X MA NW Narmada. Berdasarkan hasil penelitian yang telah dilakukan,maka dapat disimpulkan sebagai berikut:(1) Berdasarkan hasil validasi ahli dapat disimpulkan bahwa produk motion sensor eksperimen (MSE) dalam problem based learning (PBL) yang telah dikembangkan telah layak untuk digunakan.(2) Berdasarkan hasil validasi ahli dapat disimpulkan bahwa modul motion sensor eksperimen (MSE) dalam problem based learning (PBL) yang telah dikembangkan telah layak untuk digunakan. Berdasarkan hasi luji coba diketahui bahwa produk hasil pengembangan dapat menumbuhkan karakter siswa dalam kategori baik. Kata Kunci: motion sensor eksperiment; PBL; karakter siswa ABSTRACTThis study aims to: (1) Develop experimental motion sensor media (MSE) in problem based learning (PBL) that is feasible to use. (2) Determine the quality of experimental motion sensor (MSE) in problem based learning (PBL). In general, this research goes through 3 main stages, namely: (1) preliminary study, (2) product manufacture and development, (3) and evaluation. The first and second stages have been carried out, while the third stage has carried out expert validation activities. Then a trial has also been carried out on class X MA NW Narmada students. Based on the results of the research that has been done, it can be concluded as follows: (1) Based on the results of expert validation, it can be concluded that the experimental motion sensor (MSE) product in problem based learning (PBL) that has been developed is feasible to use. (2) Based on the results Expert validation can be concluded that the experimental motion sensor module (MSE) in problem based learning (PBL) that has been developed is feasible to use. Based on the test results, it is known that the product developed can grow the character of students in the good category. Keywords: motion sensor experiment; PBL; student character
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Wahyuningsih, Wahyuningsih. "PROBLEM/KASUS FAKTOR KUNCI DALAM PROBLEM BASED LEARNING." Media Riset Bisnis & Manajemen 1, no. 1 (October 22, 2020): 21–38. http://dx.doi.org/10.25105/mrbm.v1i1.8054.
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Problem Based Leaming (PBL) is an approach in leaming systems which confront students against problems of practices orreal-life situations. This method of leaming will or motivate students to study, to ask, to search, and to discover more and more information / knowledge for problem solving. Furthermore, the method students will improe their social, communicative and management skills. There are six types of task / problem in PBL, these are Problem Task, Activity Task, Strategy Task, Application Task, Study Task, and Discussion Task. The tasks as the learning center should be ill-structured 'messy', often changes with the addition of new information, not solved easily, and does not always result in a 'right answer (open-ended problems).
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Alobaidi, Amina. "Problem based learning (PBL) in Organic Chemistry." International Journal of Medical Sciences 1, no. 2 (May 1, 2018): 64–69. http://dx.doi.org/10.32441/ijms.v1i2.79.
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Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities
Objective: To develop a PBL modules for teaching of organic chemistry.
Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.
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Lin, Lu-Fang. "Integrating the Problem-Based Learning Approach Into a Web-Based English Reading Course." Journal of Educational Computing Research 56, no. 1 (May 3, 2017): 105–33. http://dx.doi.org/10.1177/0735633117705960.
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This study incorporated the problem-based learning (PBL) approach into a web-based English reading course. The purpose of the study was to examine the impact of PBL on the participants’ English reading comprehension (RC) and to explore the participants’ perceptions of PBL. The present study conducted a comparison of two teaching methods. Two classes of university students were randomly assigned to PBL and non-PBL groups. The PBL group was directed by the problem and surveyed the Internet to identify solutions. The non-PBL group was instructed using the teacher-lecture method. The two groups completed RC pre- and posttests, an instructional questionnaire, and self-reports. The statistic results showed that the PBL group achieved significantly higher mean scores than the non-PBL group in English RC. Additionally, the questionnaire results demonstrated that PBL significantly enhanced the participants’ active learning and synthesized their cognitive processing. Instructional recommendations for PBL web-based English curricula are presented.
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Yulianti, Deviana. "Problem Based Learning Learning Model improve Critical Thinking Ability." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (July 17, 2021): 46. http://dx.doi.org/10.20961/shes.v3i4.53250.
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<p><em>The demands of the 2013 curriculum ideally are that learning is able to develop 4C skills, one of which is critical thinking and problem-solving skills (Critical-Thinking and Problem-Solving Skills), namely being able to think critically, laterally, and systematically, especially in the context of problem solving. In fact, students' critical thinking skills have not been maximally developed, especially in elementary schools. The learning process in elementary schools currently requires problem-based learning that requires students to actively carry out investigations in solving problems and the teacher acting as a facilitator or learning guide will be able to shape the ability of students to think critically. The purpose of this research is to describe the concept of Problem Based Learning (PBL), the concept of critical thinking ability, and the relationship between Problem Based Learning (PBL) and critical thinking ability. The results of the Problem Based Learning (PBL) model improve critical thinking ability.</em></p>