Evaluation of the Problem-Based Learning Effectiveness in the Course of Physics Curriculum Analysis

The study was conducted at SMP Negeri 2 Salahutu. The purpose of this study is to develop a science learning tool using the Problem Based Learning learning model, through lesson study. The research design uses the 4 D Research and Development research method (Define Phase, design, develop, Disseminate). The application of products in the form of PBL-based integrated science-oriented learning modules through LS results in the following findings: 1). The Global warming theme module is based on curriculum analysis, student and teacher needs and field observations; 2). The Global warming theme module is able to get students actively involved in the learning process. 3). PBL-based Global warming theme modules through Lesson Study train students' creativity; 4). The teacher's knowledge about the systematic writing of the modules is still lacking so that the writer at the time of dissemination gave a presentation on the systematic module. The results of this study found that 1). Development of Integrated Science Learning Using Models of Problem Based Learning through Lesson Study can improve the student learning outcomes; 2). Development of Integrated Science Learning based on Problem Base Learning through Lesson study using the Global warming theme module is based on curriculum analysis, student and teacher needs and field observations. This module is able to make students actively involved directly in the learning process and train students' creativity

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Peningkatan Kreativitas, Efektivitas, dan Minat Siswa dalam Pembelajaran Menulis Naskah Drama dengan Model Pembelajaran Berbasis Masalah

Alinea: Jurnal Bahasa, Sastra, dan Pengajaran ◽

10.35194/alinea.v1i1.100 ◽

2017 ◽

Vol 1 (1) ◽

Author(s):

Nina Fatmawati

Keyword(s):

Action Research ◽

Research Method ◽

Problem Based Learning ◽

Activity Cycle ◽

Learning Model ◽

Average Score ◽

Learning Effectiveness ◽

Student Interest ◽

Student Activity ◽

Average Value

This article describes the improvement of students' creativity in learning to write drama script with Problem-Based Learning model (PBM). The research method used is Classroom Action Research. The results showed that students 'creativity, learning effectiveness, and students' interest experienced improvement in each cycle. The average value of student creativity cycle I 75,95, cycle II 86,59, and at cycle III 95,45. Based on the KKM determined that 75, cycles I, 19 students (43.18%) is not complete and 25 students (56.82%) thorough, cycle II, 36 students (81.82%) complete and 8 students (18.18%) is incomplete, and cycle III of all students is complete. Then, the effectiveness of learning also increases. The average value of teacher activity cycle I 2.05 (enough), cycle II 3.27 (good), and in cycle III 3.82 (very good). The average value of student activity in cycle I 2.05 (enough), on cycle II 3 (good), and on cycle III 3.68 (very good). In addition, student interest in learning also increased. The average score of student interest in cycle I 78.92 began to grow (MB), the average value of student interest questionnaire in cycle II 85.91 MB, and the average value of student interest questionnaire in cycle III 92.39 with the information already entrust (SM). Keywords: Writing drama script, creativity, effectiveness, interest.

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Problem-based learning effectiveness on micro-blog and blog for students: a case study

Interactive Learning Environments ◽

10.1080/10494820.2015.1004353 ◽

2015 ◽

Vol 24 (6) ◽

pp. 1334-1354 ◽

Cited By ~ 4

Author(s):

Shu-Hsien Huang ◽

Yueh-Min Huang ◽

Ting-Ting Wu ◽

Hong-Ren Chen ◽

Shih-Ming Chang

Keyword(s):

Problem Based Learning ◽

Learning Effectiveness

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The Relationships between Student's Characteristics and Learning Effectiveness in Problem-Based Learning

Rigakuryoho Kagaku ◽

10.1589/rika.25.203 ◽

2010 ◽

Vol 25 (2) ◽

pp. 203-208 ◽

Cited By ~ 2

Author(s):

Rie KASAI ◽

Hitoshi MARUYAMA

Keyword(s):

Problem Based Learning ◽

Learning Effectiveness

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A Study on a Problem-Based Learning Method Using Facebook at a Vocational School

ePedagogy in Online Learning ◽

10.4018/978-1-4666-3649-1.ch011 ◽

2013 ◽

pp. 173-187

Author(s):

Shi-Jer Lou ◽

Min-Yeuan Lan ◽

Hsiu-Ling Yen

Keyword(s):

Problem Based Learning ◽

Attitude Scale ◽

Nonparametric Tests ◽

Learning Effectiveness ◽

Learning Method ◽

Plant Identification ◽

Learning Attitude ◽

Post Test ◽

Quasi Experimental ◽

Dependent Sample

This study used a single-group pre-test/post-test design for a quasi-experimental study to implement a 12-week teaching activity. The research tools included a learning achievement test, a learning attitude scale, a portfolio assessment scale, a response and observation record form on Facebook, and a teaching reflection log. Each tool helped to identify the effect of problem-based learning on students’ learning effectiveness and attitude. The following statistical methods were used to analyze quantitative data: descriptive statistics, one-way analysis of variance (ANOVA), nonparametric tests, single sample t-tests, dependent sample t-tests, Pearson product moment correlations, and Kendall harmony coefficients. The research results are as follows: (1) the teaching model of problem-based Facebook learning has a significant effect on the learning effectiveness of some students and has a positive effect on learning attitude; (2) there is a significant difference in the effectiveness of problem-based Facebook learning among students with different Website hosting experiences and among those who used Facebook’s message function to varying degrees; (3) the problem-based Facebook learning has a significant impact on the effectiveness of the learning portfolios for students with different Website hosting experiences and message function utilization; (4) the problem-based Facebook learning method used for plant identification has a significant effect on the learning attitude of students; and (5) there is a significant positive correlation among the problem-based Facebook teaching of plant identification, students’ learning effectiveness, and learning attitude.

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