DESIGN INQUIRY LEARNING - USING DESIGN THINKING METHODS AS SCAFFOLDING IN PROBLEM-BASED LEARNING

Tujuan dari penelitian ini adalah untuk mendeskripsikan pelaksanaan dan model pembelajaran tematik di Sekolah Dasar dalam pandangan teori Konstruktivisme Vygotsky. Jenis Penelitian yang digunakan dalam penelitian ini yakni penelitian kualitatif, dengan metode deskriptif. Penelitian ini juga merujuk pada model studi kepustakaan (library research) yang mana objek yang di kaji pada penelitian ini berasal dari buku, catatan, Jurnal, transkrip, laporan penelitian dan dokumen lain yang dapat ditemukan dan terkait dengan teori belajar Konstruktivisme Vygotsky dan pembelajaran tematik. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran tematik di Sekolah Dasar dalam pandangan teori Konstruktivisme Vygotsky adalah melalui pendekatan scientific yang dilakukan melalui proses mengamati, menanya, mencoba, menalar, dan mengkomunikasikan. Model yang digunakan adalah model Pembelajaran Berbasis Masalah (Problem Based Learning), model Pembelajaran Berbasis Projek (Project Based Learning), dan model Pembelajaran Melalui Penyingkapan/Penemuan (Discovery/Inquiry Learning). Pembelajaran tematik lebih menghendaki peserta didik untuk bertukar fikiran atau diskusi dengan teman sebaya maupun orang yang lebih mampu untuk berkonsultasi, hal ini sesuai dengan implikasi teori belajar Konstruktivisme Vygotsky yang menghendaki pembelajaran yang menempatkan pembelajaran berorientasi pada student center.

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The Influence of the Application of Inquiry and Problem Based Learning Models on the Critical Thinking Ability of Students in 5th Grade Elementary School

JOURNAL OF EDUCATIONAL SCIENCES ◽

10.31258/jes.4.2.p.414-425 ◽

2020 ◽

Vol 4 (2) ◽

pp. 414

Author(s):

Mufti Arifandi ◽

Firosalia Kristin

Keyword(s):

Critical Thinking ◽

Hypothesis Test ◽

Inquiry Learning ◽

Problem Based Learning ◽

Thinking Skills ◽

Control Group ◽

Learning Models ◽

Observation Instrument ◽

Significant Difference ◽

5Th Grade

The research aimed to find out the influence of the application of inquiry learning and problem-based learning and model toward students’ critical thinking skills on the content of 5th-grade science lessons in elementary schools. Types of the research are a quasi-experiment with a nonequivalent control group design. The population of this research is the 5th-grade students of SDN 02 Salatiga as the experiment class and the 5th-grade students of SDN Ledok 07 Salatiga as the control class. The instrument used was an observation instrument and an instrument test. Research hypothesis test using independent sample t-test with a significance level of 5% (α - 0,05). The results showed that the observation instrument obtained a significance value of 0,002 which means 0,002 < 0,05 and the instrument test obtained a significance value of 0,000 which means 0,000 < 0,05, then both of these data are Ho=rejected and Ha=accepted. Thus, it can be concluded there is a significant difference between the critical thinking abilities of students who are given Inquiry learning models and students who are given a Problem-Based Learning model.

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Problem-Based Learning (PBL) in Undergraduate Education: Design Thinking to Redesign Courses

Design for Tomorrow—Volume 2 - Smart Innovation, Systems and Technologies ◽

10.1007/978-981-16-0119-4_28 ◽

2021 ◽

pp. 349-360

Author(s):

Shakuntala Acharya ◽

Apoorv Naresh Bhatt ◽

Amaresh Chakrabarti ◽

Venkata S. K. Delhi ◽

Jan Carel Diehl ◽

...

Keyword(s):

Undergraduate Education ◽

Design Thinking ◽

Problem Based Learning ◽

Education Design

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485 Opportunities Produced and Learning Outcomes Achieved Through a Design Thinking Approach to Problem Based Learning in an Animal Science Capstone

Journal of Animal Science ◽

10.1093/jas/skab235.392 ◽

2021 ◽

Vol 99 (Supplement_3) ◽

pp. 215-216

Author(s):

Jeffrey G Wiegert ◽

Leslie Frenzel ◽

Jonan Donaldson ◽

Kathrin Dunlap ◽

Sushil Paudyal

Keyword(s):

Lifelong Learning ◽

Design Thinking ◽

Course Design ◽

Team Building ◽

Management Strategies ◽

Problem Based Learning ◽

Complex Problem ◽

Animal Science ◽

Commodity Group ◽

Critical Reasoning

Abstract Incorporation of a design thinking approach to problem-based learning in an animal science capstone maximizes intellectual growth and critical reasoning while exposing students to relevant, current industry challenges. Briefly, students working within groups formulate a complex problem statement following facilitated interaction with statewide livestock commodity group stakeholders, then develop implementable solutions via utilization of a design thinking model. This course design structure allows students to demonstrate proficiency in multiple departmental learning objectives: implementation of effective animal management strategies, utilization of animal production systems to sustain economic resources, demonstration of critical thinking, effective communication across multiple mediums, preparation to engage in lifelong learning, and evaluation of socially responsible techniques to produce animal products. Pandemic based restrictions provided students the ability to attend face-to-face classes or work remotely. The capstone was simultaneously delivered on both platforms, but all assessments and feedback were provided online. Student experiences were evaluated weekly through group feedback prompts. Principal student-reported experiences include emergent themes of effective team building and collaboration, a deeper understanding of the value of quality scientific literature, a requirement to pursue in-depth thought to generate actionable solutions, and a desire to independently reach outside of the classroom to learn from other industry professionals. Student assessments prioritized the learning and revision process, with multiple opportunities to improve the synthesis, synopsis, formatting and mechanics of their work throughout the semester. The course concludes with student presentation of their complex problem solutions to a panel of industry stakeholders and department administration, faculty and graduate students. In conclusion, a capstone course utilizing a design thinking approach to problem-based learning effectively provides real-world learning opportunities for students to apply their content knowledge while expanding their universal skills of teamwork, communication, social responsibility and lifelong learning. This course also provides increased opportunity for student-stakeholder engagement.

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Perbedaan Peningkatan Hasil Belajar Biologi Siswa antara Model Problem Based Learning dengan Model Inquiry Learning

BIOEDUSAINS Jurnal Pendidikan Biologi dan Sains ◽

10.31539/bioedusains.v2i1.674 ◽

2019 ◽

Vol 2 (1) ◽

pp. 33-39

Author(s):

Yunita Wardianti ◽

Linna Fitriani ◽

Wayan Ema Astuti

Keyword(s):

High School ◽

Learning Outcomes ◽

Inquiry Learning ◽

Problem Based Learning ◽

Learning Model ◽

T Test ◽

Cluster Sampling ◽

Public High School ◽

Test Technique ◽

Biology Learning

This study aims to determine the improvement of student biology learning outcomes using the Problem Based Learning (PBL) model and Inquiry Learning model in Class X of Lubuklinggau 2 Public High School. This research is a quantitative descriptive research using quasi-experimental methods. The population in this study were all students of Class X Lubuklinggau 2 State Senior High School, amounting to 391 students, while the research samples were class X.7 amounting to 39 students as experimental class I and class X.10 totaling 40 students as experimental class II obtained using techniques cluster sampling. The research data was obtained by the test technique in the form of essay questions. Data analysis techniques with t test. The results of the study, based on the results of the analysis with the t test on the final value, can be concluded that Ho is rejected and Ha is accepted because of the value of Sig. (2-tailed) of 0.513 greater than α = 0.05. Conclusion, the increase in biology learning outcomes of students with Problem Based Learning learning models is higher than the increase in student biology learning outcomes with the Inquiry Learning model Keywords: problem based learning, inquiry learning, improving learning outcomes

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IMPLEMENTASI MODEL PEMBELAJARAN INKUIRI DAN PROBLEM BASED LEARNING (PBL) TERHADAP KETERAMPILAN GENERIK SAINS BIOLOGI DITINJAU DARI KEMAMPUAN AKADEMIK SISWA

Jurnal Penelitian Pendidikan IPA ◽

10.29303/jppipa.v4i2.114 ◽

2018 ◽

Vol 4 (2) ◽

Author(s):

Muhamad Taofiq ◽

Dadi Setiadi ◽

Gito Hadiprayitno

Keyword(s):

Hypothesis Test ◽

Inquiry Learning ◽

Problem Based Learning ◽

Sampling Technique ◽

Learning Model ◽

Academic Ability ◽

Generic Skills ◽

Significance Level ◽

Analysis Technique ◽

Skills Learning

This study aims to analyze the differences of generic skills through the application of inquiry learning model and Problem Based Learning (PBL) in review of the students' different academic ability in SMAN 1 Kayangan. The type of research is quassi experiment with 2x2 factorial design. The population in this study are all students of science class X1, X2 and X3 in SMAN 1 Kayangan with sampling using purposive sampling technique, so that the samples taken are class X science 1 and class X science 2 by implementing different learning model. Data analysis technique using anakova test. Hypothesis test results obtained Fcount = 20,441 with significance level 0,000 (p <0,05) indicate there are difference of generic science skill significant between class X science 1 with mnggunakan inquiry model and kels X science 2 by using PBL learning model. Result of hypothesis test of generic science skill with applying of inquiry learning model to academic ability obtained Fhitung = 34.448 with significance level 0,000 (p <0,05) indicates the interaction of inquiry learning model and PBL toward generic science skill. Keywods: Generic skills, learning models

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An Observational Study of Team-Based Learning (TBL) and Problem-Based Learning (PBL) in the Teaching of Neuromuscular Disease

10.21203/rs.3.rs-835583/v1 ◽

2021 ◽

Author(s):

Jingwen Niu ◽

Jun Zhao ◽

Ying Tan ◽

Yangyu Huang ◽

Yan Xu ◽

...

Keyword(s):

Oral Presentation ◽

Neuromuscular Disease ◽

Inquiry Learning ◽

Problem Based Learning ◽

Teacher Assessment ◽

Learning Ability ◽

Basic Knowledge ◽

Teaching Process ◽

Significant Difference ◽

Team Based Learning

Abstract Background To explore the practicability of team-based learning (TBL) and problem-based learning (PBL) in the teaching of neuromuscular disease in the Department of Neurology.Methods During 2012 and 2015, eighty-eight interns from Peking Union Medical College were randomly assigned to the TBL and PBL groups. In the TBL group of 6~8 interns, the teaching process included case preparation, group discussion, oral presentation and teacher assessment. In the PBL group of 24~34 interns, the process included case preparation, oral presentation and teacher assessment. After the teaching process, students were evaluated for basic knowledge, clinical thinking ability, document search numbers and a course experience questionnaire (CEQ); teachers were evaluated based on the effect of class teaching.Results There was no significant difference in the scores of neuroanatomy, neurology, diagnostics, neuromuscular disease or case writing between the TBL and PBL groups before the internship. After the learning process, there was no significant difference in the scores of neuroanatomy, neurology and neuromuscular disease. However, the TBL group performed better than the PBL group in clinical localization diagnosis, literature retrieval ability and inquiry learning ability. Evaluation by teachers showed that there was no significant difference between the 2 groups in teaching objectives, preclass preparation, basic knowledge, integration of basic knowledge and clinical practice, and overall teaching effect; however, the TBL group was superior to the PBL group in class atmosphere, initiative thinking, teamwork and communication between teachers and students.Conclusions Both TBL and PBL could help medical students improve their knowledge of neurology and neuromuscular disease. TBL could better improve students' communication, cooperation, literature searching and inquiry learning abilities.

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