Are Wikipedia Articles Reliable Learning Resources in Problem-Based Learning Curricula?

2016 ◽  
pp. 117-136 ◽  
Author(s):  
Samy A. Azer
Keyword(s):  
Problem Based Learning ◽  
Learning Resources

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

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

Multimedia Learning Designs

2008 ◽  
pp. 398-418
Author(s):  
M. Keppell ◽  
J. Gunn ◽  
K. Hegarty ◽  
V. O’Conner ◽  
Ngaire Kerse ◽  
...  
Keyword(s):  
Multimedia Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Instructional Designers ◽  
Learning Resources ◽  
Learning Design ◽  
Context Learning ◽  
Pedagogical Design ◽  
Multimedia Resources

This chapter describes the learning design of two multimedia modules which complement a problem-based learning health sciences curriculum. The use of student-centred, authentic learning design frameworks guide academics and instructional designers in the creative pedagogical design of learning resources. The chapter describes the educational context, learning design of two multimedia modules and suggests a number of strategies for improving the design and development of multimedia resources.

PENGEMBANGAN KONTEN E-LEARNING MATAKULIAH MEDIA DAN SUMBER BELAJAR BERBASIS PROBLEM BASED LEARNING

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Muhammad Ragil Kurniawan ◽  
Nurul Hidayati Rofiah
Keyword(s):  
Problem Based Learning ◽  
Product Evaluation ◽  
Learning Resources ◽  
Learning Content ◽  
Content Development ◽  
Assessment Sheet ◽  
E Learning ◽  
Preliminary Study ◽  
Assessment Result ◽  
Study Development

This study intends to develop the potential of digital-based learning resources. This research aims to: a) Knowing the process of developing E-learning content course of Media and Learning Resources based on Problem Based Learning, b) Knowing the appropriateness of E-learning content course of Media and Learning Resources based on Problem Based Learning. This research is research and development. The object of this research is media and learning resources course based on problem based learning. The data collection method used was an assessment sheet, supported by the results of interviews with education experts and practitioners. The data in this study are the results of assessments from experts. The results of the research data were processed using descriptive statistical data. The results are: a) E-learning content development procedures through four stages: preliminary study, development of learning design, product development and product evaluation. b) Assessment results by material experts is 3,4 (good category), media expert judge by 3,5 (good category), and prospective users judge by 4,3 (very good category). Based on the assessment result E-learning quality course of Media and Learning Resources based on problem based learning for learning materials in elementary schools are considered suitable for use as learning resources. 

scholarly journals The implementation of problem-based learning in collaborative groups in a chiropractic program in Malaysia

2015 ◽  
Vol 12 ◽  
pp. 17 ◽  
Author(s):  
Ni Ni Win ◽  
Vishna Devi V Nadarajah ◽  
Daw Khin Win
Keyword(s):  
Small Group ◽  
Cognitive Skills ◽  
Problem Based Learning ◽  
Learning Resources ◽  
Group Discussions ◽  
Collaborative Groups ◽  
Additional Funding ◽  
Perceived Pressure ◽  
Medical University ◽  
Chiropractic Students

Purpose: Problem-based learning (PBL) is usually conducted in small-group learning sessions with approximately eight students per facilitator. In this study, we implemented a modified version of PBL involving collaborative groups in an undergraduate chiropractic program and assessed its pedagogical effectiveness. Methods: This study was conducted at the International Medical University, Kuala Lumpur, Malaysia, and involved the 2012 chiropractic student cohort. Six PBL cases were provided to chiropractic students, consisting of three PBL cases for which learning resources were provided and another three PBL cases for which learning resources were not provided. Group discussions were not continuously supervised, since only one facilitator was present. The students’ perceptions of PBL in collaborative groups were assessed with a questionnaire that was divided into three domains: motivation, cognitive skills, and perceived pressure to work. Results: Thirty of the 31 students (97%) participated in the study. PBL in collaborative groups was significantly associated with positive responses regarding students’ motivation, cognitive skills, and perceived pressure to work (P<0.05). The students felt that PBL with learning resources increased motivation and cognitive skills (P<0.001). Conclusion: The new PBL implementation described in this study does not require additional instructors or any additional funding. When implemented in a classroom setting, it has pedagogical benefits equivalent to those of small-group sessions. Our findings also suggest that students rely significantly on available learning resources.

scholarly journals Pengembangan Bahan Ajar Mata Kuliah Drama Dengan Pendekatan Berbasis Masalah

2018 ◽  
Vol 7 (2) ◽  
pp. 71-81
Author(s):  
Pamela Mikaresti ◽  
Yusra Dewi
Keyword(s):  
Research And Development ◽  
Key Words ◽  
Problem Based Learning ◽  
Costume Design ◽  
Learning Approach ◽  
Learning Resources ◽  
Design Development ◽  
Teaching Materials ◽  
Analysis Design ◽  
Development Evaluation

Abstrak Penelitian ini  bertujuan mengembangkan dan menyusun bahan ajar mata kuliah drama dengan pendekatan pembelajaran berbasis masalah. Hal ini dalandasi oleh perubahan kurikulum yang belum diiringi dengan tersedianya sumber belajar yang memadai dan berbagai hal lain. Untuk menggali masalah yang dialami mahasiswa, digunakan angket terbuka. Dari hasil angket ini disusun draft bahan ajar.  Hasilnya, mereka membutuhkan materi yang berkaitan dengan tata rias, tata lampu, tata busana, dan tata panggung. Materi yang memungkinkan dikembangkan adalah tata rias dan tata busana. Alasannya, kedua materi ini berkaitan dengan penampilan seorang tokoh drama pertunjukan. Pengembangan bahan ajar dimulai dengan tahap analisis kebutuhan, perancangan, pengembangan, evaluasi, dan revisi. Untuk menguji pemahaman mahasiswa terhadap bahan ajar yang telah disusun, dilakukan uji coba atau praktek mengaplikasikan materi tata rias dan tata busana. Uji coba ini memperlihatkan hasil bahwa mahasiswa memahami dengan baik bahan ajar yang telah disusun. Bahan ajar ini divalidasi oleh dua orang. Satu orang validator adalah yang dipandang ahli dalam penelitian pengembangan dan satu orang lagi dipandang ahli dalam bidang drama. Hasilnya, bahan ajar ini layak dipakai dengan hasil secara umum sudah bagus. Sarannya, penelitian selanjutnya diharapkan membuat video pembelajaran untuk materi yang dikembangkan ini.   Kata kunci: bahan ajar, drama, pendekatan berbasis masalah Abstract This research aims to develop and compile teaching materials for Drama subjects at Department of Indonesian Language and Arts Education by using Problem-Based Learning Approach. Shifts in curriculum have not been followed by availability of adequate learning resources. This research used questionaire to explore possible problems experienced by the students in Drama course. This questionaire informed the drafting of teaching materials. Findings of this research showed that students need materials related to makeup, lighting, costume design, and the stage. Materials that were selected to develop were makeup and costume design. These topics are important for preparing students’ Drama performance. The development of teaching materials comprised some stages i.e. requirements analysis, design, development, evaluation, and revision. In order to measure students’ understanding of the materials developed, students were tested on their ability to apply make-up and costum design. The teaching materials were validated by an expert in research and development and an expert in Drama. They confirmed that the teaching materials developed by the researchers are good and fit for use. This research recommends that the next research will focus on developing video from the materials.  Key words: teaching materials, drama, problem-based approach

Sign in / Sign up

Export Citation Format

Share Document