Geography Education Students' Experiences with a Problem-Based Learning Fieldwork Activity

Improving the learning process is very important for every lecturer by implement innovative learning methods or media. The purpose of this study is to develop a research methodology learning instruction and module based of problem based learning for accounting education students. This research applied research and development design in the research methodology course in Economics Education (Accounting) Department, Faculty Of Economics, Semarang State University. Data analysis was used to test the products through expert opinion (lecturer) and the feedback from students. The results show have been produced and tested two products, namely units lecture event and accounting education research methodology modules that implement problem-based learning methods. Some experts and students give positive feedback about the products.Keywords: problem based learning, modul, accounting education research methodology

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Geographic Skills Measurement for Geography Education Students

1st International Conference on Educational Sciences ◽

10.5220/0007041003540360 ◽

2017 ◽

Author(s):

Ahmad Yani ◽

Enok Maryani

Keyword(s):

Geography Education ◽

Education Students

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WHICH IS THE MOST APPROPRIATE LEARNING MODEL TO IMPROVE STUDENTS’ ENTREPRENEURIAL INTEREST? A COMPARISON OF TWO KINDS OF ACTION RESEARCH

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2020.82e12 ◽

2020 ◽

Vol 8 (2) ◽

pp. 109-117

Author(s):

Inaya Sari Melati ◽

Ahmad Jenudin

Keyword(s):

Quantitative Research ◽

Problem Based Learning ◽

Learning Model ◽

Control Group ◽

Education Students ◽

Design Data ◽

Control Group Design ◽

New Learning ◽

Post Test ◽

Selection Of

Purpose of the study: This study introduced a new learning model called GEPPRAK (Grup: Group, Eksplorasi: Exploration, Pengembangan Ide: Idea Development, Penyusunan dan PresentasiRencana Usaha: Preparation and Presentation of the Business Plan, Aksi dan Kompetisi: Action and Competition)and compared higher education students' interest change in entrepreneurship through the application of the GEPPRAK learning model and the Problem Based Learning (PBL) learning model. Methodology: This research was quantitative research with an experimental research design. The design in this study was the true experimental design using pre-test and post-test control group design. Data collection used documentation, observation, and questionnaire. Data analysis techniques in this study used an independent sample t-test using IBM SPSS 22. Main Findings: The results showed that entrepreneurship learning using the GEPPRAK learning model proved to be able to improve entrepreneurial interest better than the Problem Based Learning (PBL) model in the experimental class in this study. Applications of this study: The results of this study can be used by teachers and lecturers as a reference for the selection of entrepreneurship learning models in schools and universities. Novelty/Originality of this study: The GEPPRAK learning model is a new learning model developed in Indonesia so that it still needs to be tested for its effectiveness in improving students’ entrepreneurial interest.

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Higher Education Students’ Voice in Experiencing Problem Based Learning

Pedagogy Journal of English Language Teaching ◽

10.32332/pedagogy.v7i2.1676 ◽

2019 ◽

Vol 7 (2) ◽

pp. 87

Author(s):

Intan Pradita ◽

Safira Pelita Fadila

Keyword(s):

Higher Education ◽

Critical Thinking ◽

Qualitative Analysis ◽

Group Discussion ◽

Problem Based Learning ◽

Discussion Session ◽

Education Students ◽

Materials Development ◽

Development Course

This paper is aimed at describing the students’ perception of the implementation of problem-based learning during the Materials Development course in the eve semester 2018. The participants were 58 students of English pre-service teachers. The data were collected through the 58 reflective writings at the end of the course, and the observation recording during the group discussion. Through qualitative analysis, there are five positive themes, and two negative themes found in the reflective writings. This study found that among three characteristics of Problem based learning, most of the students perceived positively in stimulating critical thinking and devoting authentic experiences. Whereas, there are also some students who perceived problem-based learning as challenging, especially in technical obstacles such as; the appearing of the lecturer’s stress during discussion session; not engaging friends in a group.

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The Effect of Metacognitive Ability on Learning Outcomes of Geography Education Students

IJOLAE Indonesian Journal on Learning and Advanced Education ◽

10.23917/ijolae.v2i2.9257 ◽

2020 ◽

Vol 2 (2) ◽

pp. 82-90

Author(s):

Faisal Arif Setiawan ◽

Deasy Arisanty ◽

Karunia Puji Hastuti ◽

Akhmad Munaya Rahman

Keyword(s):

Data Collection ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Geography Education ◽

Education Students ◽

Education Department ◽

Average Value ◽

Metacognitive Abilities ◽

Collection Methods ◽

Metacognitive Ability

The objective of this study was to analyze the effect of metacognitive ability to improve the geography learning outcomes. This research is expo facto with a quantitative approach. Data was collected from 55 students from the geography education department. Data collection methods used in this study was questionnaires and documentation. The results showed that the metacognitive abilities of students had an average value of 44.57 or that metacognitive abilities were an insufficient category. There was a significant influence of metacognitive abilities on student learning outcomes as evidenced by t count = 6.508 > t table = 1.674. The contribution of the influence of metacognitive abilities on biogeography learning outcomes was equal to 0.444 or 44.4%, while the remainder of 66.6% was influenced by other factors.

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Strengthening of Reasoning Levels in higher education students through the use of Learning Strategies (Problem-Based Learning and Collaborative Learning) Using ICT’s

Electronic Journal of Research in Educational Psychology ◽

10.25115/ejrep.v16i45.2102 ◽

2018 ◽

Vol 16 (45) ◽

pp. 477

Author(s):

Brigitte Julieth Rodriguez Mendoza ◽

Martha Melizza Ordoñez Diaz ◽

Luis Carlos Meneses Silva

Keyword(s):

Higher Education ◽

Collaborative Learning ◽

Learning Strategies ◽

Problem Based Learning ◽

Education Students ◽

Post Test ◽

Aprendizaje Colaborativo

Introducción. En el contexto educativo, las tecnologías de la información y la comunicación (TIC) implican un cambio de paradigma en los procesos de enseñanza-aprendizaje, tanto en la renovación de las prácticas y contenidos, como en la manera de evaluar la apropiación de los conocimientos. En este sentido, en la presente investigación se analiza la incidencia que tiene la implementación de las estrategias didácticas, Aprendizaje Basado en Problemas (ABP) y Aprendizaje Colaborativo (AC) en el fortalecimiento de los niveles de razonamiento, a través de la integración de la tecnología a la educación superior.Método. La investigación presenta enfoque cuantitativo, con diseño cuasiexperimental en la cual participaron 35 estudiantes de la Universidad Colegio Mayor de Cundinamarca en Bogotá - Colombia, a quienes se les aplicó un pre y un post test, usando el Lawson´s Classroom Test of Scientific ReasoningResultados. Con la información obtenida y al realizar un análisis estadístico descriptivo es posible afirmar que un 85.29% del total de estudiantes aún se encuentran en el nivel de razonamiento concreto, sin embargo aquellos estudiantes que participaron en la estrategia didáctica de ABP presentaron una mejora en su nivel de razonamiento, pasando del nivel de razonamiento concreto al nivel formal y post-formal.Conclusiones. Los resultados obtenidos permiten concluir que no existe una diferencia estadísticamente significativa en la mejora de las habilidades de razonamiento antes y después de la aplicación de las estrategias didácticas, ya que al comparar el razonamiento de los estudiantes se evidencia que en su mayoría aún se encuentran en el nivel de razonamiento concreto, es decir, que permanecen ligados a una realidad empírica con un pensamiento pre-operacional.

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Problem-Based Learning Integration in Stem Education to Improve Environmental Literation

International Journal of Multicultural and Multireligious Understanding ◽

10.18415/ijmmu.v8i7.2836 ◽

2021 ◽

Vol 8 (7) ◽

pp. 374

Author(s):

Chairunnisa Widowati ◽

Agung Purwanto ◽

Zarina Akbar

Keyword(s):

Science Education ◽

Search Engine ◽

Stem Education ◽

Scientific Literacy ◽

Problem Based Learning ◽

Environmental Literacy ◽

Environmental Problems ◽

Education Students ◽

Education Journal ◽

Google Search

This study aims to see the integration of problem-based learning in STEM education can improve the environmental literacy of elementary education students. The research is qualitative and uses the literature study method. Searching journals from the Science Direct search engine, Science Education Journal, ERIC, Google search engine, and others with the keywords Problem-Based Learning, Science, Technology, Engineering and Mathematics (STEM), environmental literacy, scientific literacy resulted in 3,298 journals. Derived from Sciencedirect 2016 journals, ERIC 873 journals, Indonesian Science Education Journal 49 journals. Through the above process, 8 journals were obtained. The appropriate journal was then analyzed and extracted. Journals that mostly show the STEM integrated Problem Based Learning learning method as one of the learning methods which is expected to be able to increase the literacy of students. This achievement is determining environmental problems, initiating ideas, mastering environmental problems, controlling environmental problems, creating products as a form of overcoming environmental problems and testing these products. This is because environment-based learning is effective in improving the attitudes and knowledge of students. Based on the results of the literature review, it can show that the application of STEM education that is integrated with the PBL learning model can improve environmental literacy in basic education students.

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