Implementation Problem-Based Learning Model to Enhance Self-Regulated Learning on Material of Colloidal System

Tujuan penelitian ini adalah untuk meningkatkan kemandirian belajar siswa dengan menerapkan model pembelajaaran problem based learning yang dibantu dengan media edmodo. Metode penelitian yang digunakan yaitu metode eksperimen dengan desain penelitian one grup pretest posttest. Subyek penelitian adalah siswa kelas XI penjurusan MIPA SMA Negeri 1 Demak tahun ajaran 2017/2018. Aspek kemandirian yang diteliti meliputi aspek persiapan, pelaksanaan, dan evaluasi. Teknik pengumpulan data menggunakan angket kemandirian belajar, wawancara terhadap siswa dengan kemandirian rendah, sedang, dan tinggi, angket respon siswa, dan lembar keterlaksanaan pembelajaran untuk mengetahui tingkat keefektifan penerapan model problem based learning berbantuan edmodo. Berdasarkan analisis hasil penelitian tingkat keefektifan pelaksanaan pembelajaran dengan model problem based learning berbantuan edmodo adalah 94,11%. Peningkatan kemandirian belajar diketahui dengan menggunakan uji n-gain didapatkan hasil sebesar 0,32 dengan kriteria sedang. Peningkatan kemandirian yang paling optimal terjadi pada indikator evaluasi kegiatan belajar dan penarikan kesimpulan pengalaman belajar. Sehingga dapat disimpulkan bahwa penggunaan aplikasi edmodo dalam pembelajaran dapat meningkatkan kemandirian belajar siswa. Efforts to increase student self-regulated learning with problem-based learning model use Edmodo AbstractThe purpose of this study is to improve students' self-regulated learning by applying model problem based learning use edmodo. The research method is experimental method with one group pretest posttest research design. The subjects of the study were the students of science class grade XI of SMA Negeri 1 Demak academic year 2017/2018. The aspects of self-regulated learning examined include aspects of preparation, implementation, and evaluation. Data collection techniques used questionnaire of self-regulated learning, interviews of students with low, middle, and high self-regulated learning, student response questionnaires, and learning activity sheet to determine the level of effectiveness of the implementation of problem-based learning model use edmodo. Based on the analysis of research results, the effectiveness level of learning implementation with problem based learning model use edmodo is 94.11%. Increased learning independence is known by using the n-gain test results obtained by 0.32 with middle criteria. The most optimal improvement of independence occurs in indicators of evaluation of learning activities and conclusions of learning experiences. So it can be concluded that the use of edmodo applications in learning can improve student’s self-regulated learning.

Download Full-text

Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Matematis Ditinjau dari Self Regulated Learning Siswa

Jurnal Review Pembelajaran Matematika ◽

10.15642/jrpm.2021.6.1.68-82 ◽

2021 ◽

Vol 6 (1) ◽

pp. 68-82

Author(s):

Musliha Musliha ◽

Rena Revita

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Problem Based Learning ◽

Learning Model ◽

Mathematical Problem Solving ◽

Control Group ◽

Cluster Sampling ◽

Ability Test ◽

Self Regulated Learning ◽

Regulated Learning

This research aimed to know the effect of implementing the Problem Based Learning model toward students’ mathematical problem-solving ability derived from their self-regulated learning at MTs Rokan Hulu. This research using a factorial experiment design. By random cluster sampling, 8th-grade students of A-class as the experimental and C-class students as the control group. Data were collected from the mathematical problem-solving ability test and self-regulated learning questionnaire. The result of this study is: 1) there was a difference in mathematical problem-solving ability between students taught by Problem Based Learning model and those who educated by direct learning, 2) there was a difference in mathematical problem-solving ability among students having high, medium and low self-regulated learning, and 3) there was no interaction between Problem Based Learning model and student mathematical problem-solving ability.

Download Full-text

The effectiveness comparison problem based learning model with NHT and TPS type on plane solid figure

Jurnal Riset Pendidikan Matematika ◽

10.21831/jrpm.v5i2.16444 ◽

2018 ◽

Vol 5 (2) ◽

pp. 254-263

Author(s):

Diana Amirotuz Zuraida ◽

Karyati Karyati

Keyword(s):

High School ◽

Junior High School ◽

Reflective Thinking ◽

Junior High ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Self Regulated Learning ◽

Regulated Learning ◽

8Th Grade

The study was aimed to describe the learning model of problem based learning (PBL) with cooperative setting Numbered Heads Together (NHT) and Think Pair Share (TPS) type in terms of mathematics learning achievement, reflective thinking skills, and self regulated learning of junior high school 8th grade students. The study was a quasi experimental research with pretest-posttest non-equivalent group design. The sample were taken at random from five classes, consisted of VIII-A and VIII-C. Data were analyzed by using multivariate statistical using Multivariate Analysis of Variance (MANOVA). The result of the study at 5% level significance indicated that PBL with cooperative setting TPS type was effective in terms of reflective thinking skill; there was no difference of the effectiveness between PBL with cooperative setting NHT type and PBL with cooperative setting TPS type in terms of achievement, reflective thinking skills, and self-regulated learning of junior high school 8th grade students.

Download Full-text

IMPLEMENTASI MODEL PEMBELAJARAN BERDASARKAN MASALAH UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IV SDN 169 PEKANBARU

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v4i2.2942 ◽

2015 ◽

Vol 4 (2) ◽

pp. 87

Author(s):

Erlisnawati ' ◽

Hendri Marhadi

Keyword(s):

Student Achievement ◽

Action Research ◽

Social Studies ◽

Problem Based Learning ◽

Fourth Grade ◽

Learning Model ◽

Student Activities ◽

First Semester ◽

Average Value ◽

Implementation Problem

The problem in this research was social studies student achievement in fourth grade (IV) SDN 169 Pekanbaru still low with average value 63.88 (with KKM 75). The purpose of this research was to improve the student achievement of the fourth grade (IV) SDN 169 Pekanbaru with the implementation of Problem Based Learning model. This research was classroom action research with two cycles in first semester 2015. Before implementation Problem Based Learning average 63.88, after implementation of Problem Based Learning, UH I was 71.25 that improve 11.54% from before exam with average 61.62. UH II was 80.38 that improve 25.83%. Teacher’s activities with the implementation of Problem Based Learning at first meeting of first cycle was 70% (good category), and second meeting was 80% (good category) that improve 10 point. At second cycle, teacher’s activitiesat first meeting was 90% (very good category) that improve 10 point from second meeting of first cycle. Second meeting of second cycle was 95% (very good category) which improve 5 point. Students activities at first meeting of first cycle was 65% (good category), and second meeting 75% (good category) that improve 10 point. At second cycle, student activities at first meeting was 80% (good category) that improve 5 point from second meeting of first cycle. Second meeting of second cycle was 85% (very good category) which improve 5 point. Implementation of Problem Based Learning model can improvedsocial studies student achievement of fourth grade (IV) SDN 169 Pekanbaru.Keywords: problems based learning, sosial studies student’s achievement

Download Full-text

THE IMPLEMENTATION OF PROBLEM BASED LEARNING WITH MULTIPLE REPRESENTATIONS IN WORK AND ENERGY

International Journal of Learning and Instruction (IJLI) ◽

10.26418/ijli.v1i2.40164 ◽

2019 ◽

Vol 1 (2) ◽

pp. 95

Author(s):

Fitria Arifiyanti

Keyword(s):

Effect Size ◽

Research Result ◽

Test Validity ◽

Multiple Representations ◽

Problem Based Learning ◽

Learning Model ◽

Percentage Increase ◽

Implementation Problem ◽

Essay Test ◽

Reduction Percentage

The purpose of this research was to find out the effectiveness of the implementation of problem based learning model with multiple representations to reduce the percentage of students’ difficulty in XIth Science SMAN 1 Pontianak. The research design was one group pretest-posttest design, and the instrument used was an essay test. Test reliskill (0, 5) was classified as medium, and test validity (3,56) was classified as a medium. The effect size of this research (2,18) was classified high, but the reduction percentage of the student’s difficulty (41,33%) was classified as a medium. The percentage increase in the students’ skill in multiple representations (52,38%) was classified as a medium. The research doesn’t find a significant correlation between the posttest result of students’ difficulty and the posttest result of studentS’ skill in multiple representations (C = 0,935, p = 0.348). The research result was expected to the development of the implementation problem based learning model with multiple representations approach.Keywords: Implementation, Multiple representations, Problem Based Learning

Download Full-text

PENINGKATAN KEMANDIRIAN BELAJAR SISWA SMP MELALUI PEMBELAJARAN BERBASIS MASALAH

AXIOM : Jurnal Pendidikan dan Matematika ◽

10.30821/axiom.v8i2.6341 ◽

2019 ◽

Vol 8 (2) ◽

Author(s):

Tanti Jumaisyaroh Siregar

Keyword(s):

Problem Based Learning ◽

Mathematic Teacher ◽

Self Regulated Learning ◽

Regulated Learning ◽

Quasi Experimental ◽

Independent Variable ◽

Direct Learning ◽

The Difference ◽

And Control ◽

Learning Data

The purposes of this research were to know: the difference of improvement in self-regulated learning of students that given problem-based learning with students that given direct learning. The type of this research is a quasi-experimental research by taking samples from the existing population. The variable of this research consist of independent variable that is problem based learning model while the dependent variable isself regulated learning of student.The population of this research is all students of SMP Swasta Ar-rahman Percut and the sample of this research is grade eight with taken sample two classes (experiment and control) with total 60 students. The instrument of this research were: scale of self-regulated learning. Data that have been collected then analyzed and performed hypothesis testing by using T-test. Based of the results analysis, it showed that: improvment of the students’ self-regulated learning that given problem-based learning was higher than the students’ ability that given direct learning His then, suggested that problem-based learning be used as an alternative for mathematic teacher to improved students’ ability in mathematical critical thinking and self-regulated learning.

Download Full-text

How Much Can Computers and Internet Help?

International Journal of Technology and Human Interaction ◽

10.4018/jthi.2011010105 ◽

2011 ◽

Vol 7 (1) ◽

pp. 67-81 ◽

Cited By ~ 11

Author(s):

Chia-Wen Tsai

Keyword(s):

Online Learning ◽

Teaching Method ◽

Problem Based Learning ◽

Vocational Schools ◽

Long Term Effects ◽

Computing Education ◽

Self Regulated Learning ◽

Regulated Learning ◽

Computing Skills

Computing education in Taiwan is ineffective. Most teaching efforts in private vocational schools have been devoted to helping students pass tests through a “spoon-feeding” teaching method. Under such constraints, students may lose their long-term competence in practical terms. In this study, the author conducted a series of quasi-experiments to examine the long-term effects of web-mediated problem-based learning (PBL), self-regulated learning (SRL), and their combinations on students’ computing skills over three years. The author re-examined students’ long-term computing skills three years after the start of the related course. Results reveal that effects of web-mediated PBL, SRL, and their combinations on students’ long-term computing skills are significant. The implications for scholars and teachers engaged in online learning were also discussed.

Download Full-text

The effect of application of contextual teaching and learning model on mathematical problem solving ability based on self regulated learning of high school students in Pekanbaru

Journal of Physics Conference Series ◽

10.1088/1742-6596/1776/1/012038 ◽

2021 ◽

Vol 1776 (1) ◽

pp. 012038

Author(s):

MZ Zubaidah Amir ◽

Desi Puspitasari Supriyanto ◽

Lies Andriani ◽

Erdawati Nurdin

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Teaching And Learning ◽

Mathematical Problem ◽

Learning Model ◽

Mathematical Problem Solving ◽

School Students ◽

Self Regulated Learning ◽

Regulated Learning

Download Full-text

The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

SHS Web of Conferences ◽

10.1051/shsconf/20184200036 ◽

2018 ◽

Vol 42 ◽

pp. 00036

Author(s):

I Putu Suyoga Dharma ◽

Pande Agus Adiwijaya

Keyword(s):

Significant Interaction ◽

Self Regulation ◽

Problem Based Learning ◽

Teaching Model ◽

Self Assessment ◽

Significance Level ◽

Self Regulated Learning ◽

Writing Competency ◽

Regulated Learning

This experimental study aimed at investigating the effect of Problem Based Learning (PBL) and self-assessment (SA) on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency) and questionnaire (self-regulation). Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1) there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2) there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3) there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4) there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5) there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

Download Full-text