Enhancing critical analysis and problem-solving skills in undergraduate psychology: An evaluation of a collaborative learning and problem-based learning approach

The role of chemistry in the development of any society cannot be overemphasized. Chemistry students are therefore expected to have improved learning and acquisition of problem solving skills to facilitate the expected development in modern society. Problem-based learning is a student-centered pedagogy which helps students develop problem solving skills and improved knowledge through collaborative and self-directed learning under teacher’s guide. It is supported by Cognitive and Constructive psychologists. However the learning process in Nigeria does not produce students with the required skills and knowledge, because of traditional instructions by teachers, poor learning environment and inadequate learning facilities. The purpose of this study is to investigate the roles of teachers and students in development of collaborative learning and skills in Nigerian Secondary Schools. The study used a qualitative approach with explanatory design. Fifteen (15) chemistry students and a teacher were purposefully selected from one Senior Secondary School (16 years) as participants. The participants received 6 weeks of PBL lessons using a topic purification of water. The researchers collected data during the intervention process through observations field notes and interviews after the PBL lessons were conducted. The data were transcribed, triangulated and analyzed using content analysis. The results showed that the students have improved learning and acquisition of problem solving skills including communication, teamwork and high-order thinking skills due effective collaborative learning activities among them. It is therefore recommended that collaborative learning approach be introduced in Nigerian Secondary Schools.

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PENGARUH MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIK SISWA SMK

JPMI (Jurnal Pembelajaran Matematika Inovatif) ◽

10.22460/jpmi.v2i5.p221-228 ◽

2019 ◽

Vol 2 (5) ◽

pp. 221

Author(s):

Dylla Rizka Amalia ◽

Kartika ◽

Muhammad Afrilianto

Keyword(s):

High School Students ◽

Problem Solving ◽

Cooperative Learning ◽

Problem Based Learning ◽

Learning Model ◽

Learning Approach ◽

Vocational High School ◽

School Students ◽

Problem Solving Skills ◽

Better Than

This study aims to determine the effect of the Problem Based Learning approach through the cooperative learning model of the Team Assisted Individualization (TAI) type, toward the problem solving skills of vocational high school students. The population in this study were all students of SMK Industri Mandiri Karawang, with each 20 selected samples from class X-TKJ and AKA. The instruments used were a test of problem solving skills as many as 5 items. The result of the study show the achievement of problem solving abilities of students who get learning with the Problem Based Learning approach through the cooperative learning model Team Assited Individualization type is better than the class that uses ordinary Problem Based Learning.

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IMPROVING MATHEMATICAL PROBLEM SOLVING ABILITIES OF THE STUDENT WITH THE PROBLEM-BASED LEARNING APPROACH

AKSIOMA Jurnal Program Studi Pendidikan Matematika ◽

10.24127/ajpm.v10i1.3315 ◽

2021 ◽

Vol 10 (1) ◽

pp. 457

Author(s):

Lisa Virdinarti Putra ◽

Ela Suryani ◽

Ontya Sekar Kinasih ◽

Wahyu Tyas Utami

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Problem Based Learning ◽

Learning Approach ◽

Learning Material ◽

Teaching Materials ◽

Ability Test ◽

Problem Solving Skills ◽

The Mean ◽

The Difference

This study aimed to determine the application of the problem-based learning approach to improve the mathematics problem solving skills of the fifth grade students of SDN Susukan 04. The research was conducted at SDN Susukan 04. The method used in this study was the Plomp development model which consisted of three stages: (1) Preliminary Research; (2) Prototyping Phase; (3) Assessment Phase. The subjects in this study were students of class V SDN Susukan 04. The type of data in this study was quantitative. This quantitative data was obtained from the validation result score, the score of 10 students on the observation sheet and the learning material mastery test (TPBA) score. The validation phase of teaching materials developed with the Problem-based Learning approach and validation of the problem-solving ability test. Seeing what happened to students, it was necessary to strive the development of the teaching materials to improve problem-solving abilities in learning Mathematics with the Problem-based Learning approach, as the importance of solving abilities learning problems in teaching success. The test for the difference in the problem-solving ability test of the experimental class and the control class could be seen from the mean of the experimental class = 78.70> the mean of the control class = 64.76. So it can be concluded that the average problem-solving ability of the experimental class students were higher than the problem solving ability of control class students .

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Problem based learning (PBL) in Organic Chemistry

International Journal of Medical Sciences ◽

10.32441/ijms.v1i2.79 ◽

2018 ◽

Vol 1 (2) ◽

pp. 64-69

Author(s):

Amina Alobaidi

Keyword(s):

Organic Chemistry ◽

Critical Thinking ◽

Problem Solving ◽

Concept Mapping ◽

Problem Based Learning ◽

Student Centered ◽

Student Centered Learning ◽

Problem Solving Skills ◽

Educational Methods ◽

Online Communications

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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PENGEMBANGAN BAHAN AJAR PROBLEM BASED LEARNING KEMAMPUAN PEMECAHAN MASALAH MATERI SPLTV

Al-Qalasadi : Jurnal Ilmiah Pendidikan Matematika ◽

10.32505/qalasadi.v3i1.894 ◽

2019 ◽

Vol 3 (1) ◽

pp. 70-80

Author(s):

Sri Ayu Harani Tanjung ◽

Yuli Amalia

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Problem Based Learning ◽

Student Response ◽

Design Development ◽

Research Subjects ◽

Teaching Materials ◽

Problem Solving Skills ◽

Ability Tests ◽

Analysis Design

Bahan ajar dikembangkan berdasarkan karakteristik siswa, sehingga kompetensi yang ditetapkan dapat dicapai. Secara umum kemampuan pemecahan masalah siswa masih sangat rendah, siswa belum bisa memahami soal, sehingga terkendala dalam menentukan model penyelesaian soal matematika. Penelitian ini bertujuan untuk mendeskripsikan kevalidan, keefektifan, dan respon siswa terhadap bahan ajar berbasis Problem Based Learning berkemampuan pemecahan masalah yang dikembangkan. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model ADDIE yaitu Analysis, Design, Development, Implementation, dan Evaluation. Subjek Penelitan dalam penelitian ini adalah siswa SMA Negeri 1 Meureubo kelas X Mia2 sebanyak 23 siswa. Instrumen penelitian berupa lembar validasi, angket respon siswa, dan tes. Dari hasil uji coba, pada uji coba I dan II diperoleh bahan ajar berbasis Problem Based Learning yang dikembangkan efektif ditinjau dari 70% siswa yang mengikuti tes kemampuan pemecahan masalah memperoleh nilai minimal 75 dan tercapainya ketuntasan belajar tes kemampuan pemecahan masalah 75% dan respon positif siswa terhadap bahan ajar berbasis Problem Based Learning untuk kemampuan pemecahan masalah yang dikembangkan. Teaching materials are developed based on the characteristics of students, so that the specified competencies can be achieved. In general, students' problem solving abilities are still very low, students have not been able to understand the problem, so it is constrained in determining the mathematical problem solving model. This study aims to describe the validity, effectiveness, and response of students to Problem Based Learning-based teaching materials that are problem-solving skills developed. This research is a development research using ADDIE models namely Analysis, Design, Development, Implementation, and Evaluation. The research subjects in this study were 23 students of Meureubo High School 1 in class Mia2 as many as 23 students. The research instruments were validation sheets, student response questionnaires, and tests. From the results of the trials, in the first and second trials obtained teaching materials based on Problem Based Learning that were developed effectively in terms of 70% of students taking the test of problem solving skills obtained a minimum score of 75 and achievement of learning completeness 75% problem solving ability tests and positive responses for Problem Based Learning based teaching materials for problem solving abilities developed.

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