scholarly journals WHAT IS SUSTAINABLE DESIGN ENGINEERING (SDE)? PERSPECTIVES FROM A PROBLEM-BASED LEARNING EDUCATION: M.SC. IN SDE AT AALBORG UNIVERSITY COPENHAGEN

2020 ◽  
Vol 1 ◽  
pp. 1825-1834
Author(s):  
A. F. Valderrama Pineda ◽  
M. Niero
Keyword(s):  
Sustainable Design ◽  
Problem Based Learning ◽  
Research Field ◽  
Design Engineering ◽  
Design Engineers ◽  
Master Thesis ◽  
Research Questions ◽  
Pbl Model

AbstractSustainable Design Engineering (SDE) is an emerging research field and the development of programmes aiming at educating sustainable design engineers is very limited. One example is the SDE program at the Aalborg University in Copenhagen, which is based on a Problem Based Learning (PBL) model. In this article we aim to address the following three research questions: i) why Sustainable Design Engineering? ii) what is Sustainable Design Engineering? iii) How can Sustainable Design Engineering be implemented? By means of two examples from master thesis projects in the building and food sectors.

EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL (PBL) SETTING OPEN ENDED APPROACH IN MATHEMATICS LEARNING

2017 ◽  
Vol 5 (3) ◽  
pp. 418
Author(s):  
Muhammad Nur Sabar
Keyword(s):  
Teaching And Learning ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
High Category ◽  
Class Viii ◽  
The Mean ◽  
Normalized Gain ◽  
Pbl Model

The study aims at examining (1) the effectiveness of the implementation of Problem Based Learning (PBL) model using Open Ended approach, (2) the students’ learning result in mathematics who were taught by using PBL model with Open Ended approach, (3) the students’ activities in teaching and learning process by using PBL model with Open Ended approach, and (4) the students’ response on learning. The study is pre-experiment research with One Group Pretest-Posttest Design. The populations of the study were class VIII students at SMPN 33 Makassar of academic year 2016/2017 wich consisted of 10 classes. Samples were selected by employing Cluster Random Sampling technique and obtained class VIIIE as the research sample. Data were obtained by using learning result test instrument, observation sheet of students’ activities, observation sheet of learning implementation, and questionnaire of students’ response. The results of the study reveal that the learning result score of class VIII students in mathematics I sin high category, the mean 83.22, and deviation standar 8.549, the classical completeness is 87.50%, the mean of normalized gain is in high category, the students’ activity is in very active category, and students’ response on the implementation of PBL model with Open Ended approach is positive. The result of hypothesis test indicates that PBL model with Open Ended approach is effective to implemented in Mathematics learning to class VIII students at SMPN 33 Makassar. 

scholarly journals ENGINEERING STUDENT ATTAINMENT AND ENGAGEMENT THROUGHOUT THE DESIGN PROCESS

2021 ◽  
Vol 1 ◽  
pp. 1373-1382
Author(s):  
Avril Thomson ◽  
Hilary Grierson
Keyword(s):  
Design Process ◽  
Engineering Students ◽  
Project Work ◽  
Design Engineering ◽  
Engineering Student ◽  
Online Questionnaire ◽  
Main Research ◽  
Research Questions ◽  
Design Students ◽  
Major Project

AbstractThe paper reports on a study that aims to gain an understanding of how senior engineering design students engage and attain throughout the various stages of the design process during a major design project. Following a literature review it sets out to answer 3 main research questionsQ1. Do students engage more with certain stages of the design process during major project work?;Q2. Do students attain better during certain phases of the design process during major project ?Q3. Is there a difference in this attainment between year groups of the same degree programme ?The methodology adopted employs an analysis of marks and an online questionnaire to collect data. Patterns and trends in how senior BEng and MEng Product Design Engineering students engage and attain within the design process are presented, identified and discussed and in turn used to inform reflection on the research questions set.

scholarly journals Introducing systems oriented design for complex societal contexts in design engineering education

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Jairo da Costa Junior ◽  
Ana Laura Rodrigues dos Santos ◽  
Jan Carel Diehl
Keyword(s):  
Large Scale ◽  
Resource Depletion ◽  
Point Of View ◽  
Design Engineering ◽  
Support Design ◽  
Humanitarian Emergencies ◽  
Study Approach ◽  
Design Engineers ◽  
Problem Solvers ◽  
Societal Problems

As our society faces large-scale wicked problems like global warming, resource depletion, poverty and humanitarian emergencies, problem solvers are required to apply new reasoning models more appropriate to deal with these complex societal problems. Dealing with these problems poses unfamiliar challenges in contexts with poor financial and infrastructural resources. Systems Oriented Design (SOD) has been recognized in the literature as a promising approach, capable to support design engineers to deal with these complex societal problems. This paper explores the application of SOD in the development of Product-Service System (PSS) concepts by student teams in a multidisciplinary master course. The course resulted in twelve concepts that were analysed using a case study approach with the support of protocol analysis. The analysis results in a description of advantages, context- and process-related challenges of using SOD. From an education point-of-view, the results demonstrate that even though SOD provides students with a broad knowledge base and skills to deal with problems in complex societal contexts, there is still the need to introduce the appropriate scope and depth in the design engineering curricula, making the transition from traditional product design, a challenging one.

scholarly journals PENGARUH MODEL PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH GEOGRAFI SMA

2017 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Diyas Age Larasati
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Problem Based Learning ◽  
T Test ◽  
Control Group ◽  
P Value ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Gain Score ◽  
Pbl Model

Penelitian ini bertujuan menguji pengaruh model PBL terhadap kemampuan pemecahan masalah geografi SMA. Penelitian dilakukan di SMA Negeri 1 Sooko tahun ajaran 2015/2016. Subjek penelitian merupakan siswa kelas XI IPS 2 dan 3. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) dengan desain Non Equivalent Control Group Design. Berdasarkan selisih nilai pre test dan post test, rata-rata gain score kemampuan pemecahan masalah geografi SMA kelas eksperimen lebih tinggi dengan skor 27,26 dibandingkan dengan kelas kontrol dengan skor 11,88. Hasil perhitungan analisis uji t menggunakan independen sample t test diperoleh data p-level lebih kecil dari 0,05 (p<0,05) yaitu 0,00. Hasil perhitungan ini membuktikan bahwa model PBL berpengaruh terhadap kemampuan pemecahan masalah geografi SMA. Jadi, dapat disimpulkan bahwa model PBL berpengaruh terhadap kemampuan pemecahan masalah geografi SMAN 1 Sooko.Kata Kunci: Model Problem Based Learning, Kemampuan Pemecahan MasalahThe purpose of this study was to clarify the effect of the PBL model of problem-solving ability. This study do in SMA Negeri 1 Sooko 2015/2016. Study of the subject is the student of class XI IPS 2 dan 3. Form of quasi-experimental research design with non equivalent design control group. Subjects were selected based on the value of Middle Exam School (UTS) semester who have the same average (homogeneous). Control using a model class lectures and discussions, while the experimental class using PBL models. Gain score Data were analyzed using independent sample T-test Test with the help of the computer program SPSS 16.0 for Windows. Gainscore learning using PBL model of higher than conventional. The average value of the experiment gainscore class of 27, 26 and 11.88 of control. The results of the analysis of the Independent Sample T-Test Test, the difference shows a p-value of 0.000 level. The level of p-value less than 0.05 (P <0.05). The results of this study there was a significant effect PBL models to the problem-solving abilities. So the conclusion "PBL model significantly influential to the high school geography problem solving skills in SMAN 1 Sooko".Key Words: models of PBL, problem-solving abilities

scholarly journals The Implementation of Problem-Based Learning (PBL) Model to Improve Creativity and Self-Efficacy of Field Dependent and Field Independent Students

2020 ◽  
Vol 3 (1) ◽  
pp. 13 ◽  
Author(s):  
Farrah Maulidia ◽  
Saminan Saminan ◽  
Zainal Abidin
Keyword(s):  
Self Efficacy ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Paper Test ◽  
Field Independent ◽  
Field Dependent ◽  
Conventional Methods ◽  
Pbl Model ◽  
Better Than

Students’ creativity and self-efficacy in solving mathematical problems remain low. Students with Field Dependent (FD) and Field Independent (FI) cognitive styleshave different creativity and self-efficacy. One learning model that is believed to increase students' creativity and self-efficacyis Problem Based Learning (PBL) model. This study aimed to increase the creativity and self-efficacyof FD and FI students through the application of PBLmodel. This research is an experimental study with pre-test and post-test control group design.The population of this research was grade VIII students in State Islamic School (MTsN) 1 Banda Aceh,while the sample consisted of two classes out of 11 classes. The sampling technique usedrandom samplingwith one experimental class and one control class. Data collection was carried out by using two instruments; a paper-test to measure students’ creativity and a questionnaire to measure students’self-efficacy. The grouping of FD and FI students was based on the results of the Group Embedded Figure Test (GEFT). Furthermore, a paired t-test was conducted to obtain an increase in students' creativity and self-efficacy. At the same time, a correlation test was performed to see the relationship between creativity and the self-efficacy ofstudents. The results of the study revealed that the increase of FD and FI students’ creativity who were taught by the PBL model was better than students taught by conventional methods. The results also reported that the increase of FD and FI students’ self-efficacy who were taught with the PBL model was better than the students who were taught with conventional methods. In addition, there was a significant relationship between FI and FD students' creativity and self-efficacy.

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

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.

scholarly journals EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN SCRAMBLE TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA

2019 ◽  
Vol 12 (2) ◽  
pp. 169
Author(s):  
Eka Yulia Ulfa Malasari ◽  
Rasiman Rasiman ◽  
Sutrisno Sutrisno
Keyword(s):  
Random Sampling ◽  
Problem Based Learning ◽  
Cluster Random Sampling ◽  
Pbl Model

Penggunaan model dalam pembelajaran harus disesuaikan dengan materi untuk mencapai kemampuan berpikir kreatif siswa yang memuaskan. Jenis penelitian adalah kuantitatif dan bertujuan untuk mengetahui keefektifan pembelajaran menggunakan model pembelajaran Problem Based Learning (PBL) dan model pembelajaran Scramble terhadap kemampuan berpikir kreatif siswa. Populasi penelitian ini adalah siswa kelas VIII SMP Negeri 1 Kayen Kabupaten Pati tahun pelajaran 2017/2018. Pengambilan sampel menggunakan teknik cluster random sampling sehingga didapatkan tiga kelas secara acak yaitu VIIIF, VIIIG, dan VIIII. Data diperoleh melalui hasil tes soal uraian kemudian diolah dengan uji ANAVA, Uji Sceffe’, dan uji regresi linier sederhana. Data hasil analisis menunjukkan bahwa (1) terdapat perbedaan rata-rata kemampuan berpikir kreatif siswa dalam matematika yang diajar dengan model pembelajaran Problem Based Learning (PBL), model pembelajaran Scramble, dan model pembelajaran konvensional. 2) rata-rata kemampuan berpikir kreatif siswa dalam matematika yang diajarkan dengan model pembelajaran Problem Based Learning(PBL) lebih baik dari model pembelajaran konvensional. 3) rata-rata kemampuan berpikir kreatif siswa dalam matematika yang diajarkan dengan model pembelajaran Scramblesama baiknya dengan model pembelajaran konvensional. 4) tidak terdapat perbedaan kemampuan berpikir kreatif siswa dalam pembelajaran matematika yang diajar dengan model pembelajaran Problem Based Learning(PBL) dengan siswa yang menggunakan model pembelajaran Scramble. 5) terdapat pengaruh positif antara keaktifan siswa terhadap kemampuan berpikir kreatif siswa.

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