Problem-based learning: using cases to drive the learning process

Innovation is needed in learning to make meaningful learning, so the student constructs their ownknowledge from the learning experience of learning process. One of the innovations is to integrate Problem Based Learning model. Problem Based Learning involves students to be active in every problem. Eleven problems type in Problem Based Learning that have different solving steps, due to every student different metacognition character potential and can change by given treatment. This research is a pre-experimental design: the pretest-posttest control and experimental group design with embedded experimental design. The metacognition character data were analyzed qualitaively, whereas the average grade data were analyzed quantitatively. The analysis of metacognition character shows the different metacognition characters and on learning process there is improvement of student achievement from 14% to 84.4%.

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PENGEMBANGAN MULTIMEDIA PREZI BERBASIS PROBLEM BASED LEARNING (PBL) PADA MATERI HUKUM-HUKUM DASAR KIMIA KELAS X IPA DI SMAN 1 BUKITTINGGI

10.31227/osf.io/yqpcm ◽

2018 ◽

Author(s):

Dewi Putri Handayani ◽

Rahadian Zainul ◽

Fajriah Azra

Keyword(s):

Data Analysis ◽

Data Collection ◽

Learning Process ◽

Problem Based Learning ◽

Development Stage ◽

Chemistry Teacher ◽

Basic Law ◽

Chemistry Learning ◽

High Level ◽

Very High

Abstract— This research is aimed to produce a prezi multimedia based on Problem Based Learning (PBL) in Basic Law of Chemistry material and to determine the level ov validaty and practicality based on media’s function. This research is Researc and Development (R&D) which applies 4-D madel: define, design, develop, and disseminate. The research is done until development stage. Determining the level of validity and practicality are done by Chemistry lecturer, Chemistry teacher,and students of class XI IPA SMAN 1 Bukittinggi. The research instrument is questionnaire which consists of validity questionnaire and practicality questionnaire. The technic of data collection is done by distributing questionnaire. The data is analyzed by using moment kappa. From the data analysis,it is found that Prezi Multimedia based on Problem Based Learning (PBL) in Basic Law of Chemistry material has moment kappa validity about 0,85 with very high level of validity, moment kappa practicality from teacher’s evaluation about 0,86 with very high level of practicality, and moment kappa practicality from student’s evaluation about 0,80 with high level of practicality. The learning media that have been developed is proved valid and practical, so it can be used on Chemistry learning process in class X IPA at SMAN 1 Bukittinggi.

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Analysis of Problem-Based Learning Models by Typology of Knowledge Pollock and Cruz (1999)

International Journal of Education and Learning ◽

10.31763/ijele.v1i1.12 ◽

2019 ◽

Vol 1 (1) ◽

pp. 1-11

Author(s):

Iim Imandala ◽

Rumi Li ◽

Agus Supriyadi

Keyword(s):

Learning Process ◽

Problem Based Learning ◽

Screening System ◽

Learning Models ◽

Knowledge Based ◽

Third Grade Students ◽

Developmental Age ◽

The World ◽

Group Compositions ◽

Pbl Model

Problem-based learning (PBL) is learning where students build knowledge based on learning experiences to solve problems. This model generally is known by teachers around the world and successfully attracted many researchers. However, very limited study has been conducted to analyze this learning model using the typology of knowledge by Pollock and Cruz (1999). This paper analyzed the PBL model using Pollock and Cruz instrument. This study discovered that learning knowledge and facilities contributed to the success of the learning process. However, the internalism typology instrument recommends for the teacher to select and choose appropriate knowledge. Particularly in specific student experience and scaffolding in constructivism through identification and screening system. Another instrument is externalism typology, found that the absorbs of knowledge depends on the developmental age and group compositions, primarily, in first-third grade students. This instrument suggested that a teacher must be more active to be facilitator and mediator in the absorption of knowledge through the assimilation and accommodations mechanism.

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Development of Student Worksheets (LKPD) Based on Problem Based Learning to Improve Learning Outcomes in Business Economics Subjects

EDUTEC : Journal of Education And Technology ◽

10.29062/edu.v5i1.273 ◽

2021 ◽

Vol 5 (1) ◽

pp. 65-77

Author(s):

Monika Karolina Sianturi ◽

Arwansyah Arwansyah ◽

Muhammad Yusuf

Keyword(s):

Active Learning ◽

Learning Outcomes ◽

Learning Process ◽

Problem Based Learning ◽

Learning Resources ◽

Development Study ◽

Business Economics ◽

Passive Learning ◽

Basic Framework ◽

Vocational Curriculum

The curriculum in Indonesia is currently curriculum 2013, especially on the basic framework and structure of the vocational curriculum that states that the 2013 curriculum was developed with the improvement of mindset, among others: educationthat focuses on teachers so focused on students, as well as passive learning so active learning. Therefore, as a teacher can develop the learning process, especially learning resources that are able to explore the ideas of students into an innovative and critical so that they can produce and solve theirown problems,through problem-based LKPD learning. This method and type of research is a development study with a 4-Dmodelby Thiagarajan and Semmel. The findings in this study are the use of problem-based learning-based LKPD and the response of students who were found to be positive or good

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Problem-Based Learning

Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3949-0.ch015 ◽

2018 ◽

pp. 280-293

Author(s):

Ernest Ampadu ◽

Emmanuel Adjei-Boateng

Keyword(s):

Learning Environments ◽

Learning Process ◽

Teaching And Learning ◽

Authentic Learning ◽

Problem Based Learning ◽

Pedagogical Practices ◽

Teacher Education Programs ◽

Education Programs ◽

Strategic Approach ◽

Supporting Teachers

Students learning and understanding is enhanced if the teaching and learning process is authentic. Authentic learning process leads to understanding and meaningful application of concepts learned. One way by which teachers can to provide authentic learning environment is through Problem-Based Learning (PBL). PBL offers opportunity for students to learn about something that is real and beneficial. Teacher education programs, pre-service or in-service, should help teachers to understand how to use PBL to provide students with authentic learning environments. The chapter aims at supporting teachers' understanding and application of PBL so that they can provide students with meaningful learning experiences. Specifically, this chapter is intended to assist teachers have a better understanding of PBL as a strategic approach to meaningful teaching and learning as well as identify effective ways to incorporate this approach into their pedagogical practices.

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HOW DO LEARNING ISSUES RELATE WITH CONTENT IN A PROBLEM-BASED LEARNING PATHOPHYSIOLOGY COURSE?

AJP Advances in Physiology Education ◽

10.1152/advan.00021.2002 ◽

2003 ◽

Vol 27 (2) ◽

pp. 62-69 ◽

Cited By ~ 7

Author(s):

B. Barahona Corrêa ◽

P. Rosado Pinto ◽

A. B. Rendas

Keyword(s):

Internal Medicine ◽

Learning Process ◽

Problem Based Learning ◽

Independent Study ◽

Educational Strategy ◽

Individual Study ◽

Single Discipline ◽

Content Coverage ◽

The Individual ◽

Learning Issues

The relation between learning process and content coverage is becoming increasingly important for the understanding of the effects of problem-based learning (PBL) on students’ learning. In our medical school, PBL is used as a major educational strategy in the discipline of pathophysiology. A computer program was developed allowing students to register learning issues identified as needed during tutorial sessions and learning issues stated as covered during the individual study periods. In our study, we compared “planned” (learning issues identified during PBL sessions) and “accomplished” learning issues (covered after the independent study periods) identified by pathophysiology students from three consecutive years. We found that the planned learning issues raised during tutorial sessions related to the issues effectively accomplished during the independent study and that their number grew stepwise from basic to preclinical to clinical sciences. Pathophysiology was, globally, the most mentioned discipline. Moreover, the most mentioned disciplines from the basic, preclinical, and clinical areas were physiology, histopathology, and internal medicine, respectively. The single-discipline approach did not limit the student’s capacity to identify and cover learning issues beyond the objectives of pathophysiology.

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