scholarly journals English Language Problem-based Learning via user-generated 3D world Roblox Module: Need Analysis

2020 ◽  
Vol 1 ◽  
pp. 1-8
Author(s):  
Nor Hanim Mustaf ◽  
Nur Hafezah Hussein ◽  
Suria Baba
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Language Learning ◽  
English Language ◽  
Real Life ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Language Problem ◽  
Life Issues

This study aimed to explore the need of a user generated 3D world (Roblox) online game module in English Language Problem-based Learning for Malaysian university students. The researchers used observations, interview, and questionnaire distribution that were implemented to 60 university students studying English Language at Universiti Malaysia Kelantan, Malaysia as well as 4 English Language teachers in the university. The results indicated that the students agreed that learning English language by using Roblox online games was interactive, challenging, exciting and fun. The students also recommended that the activities in the English Language Roblox Module should be easily done and accessed in all platforms including mobile phone, table and computer. Teachers also pointed out that the narrative elements that involve critical thinking skills were needed in the module to help them fostering the students to imply their problem-solving skills related to real-life issues in the learning process. The implications of this study will be significant for the English Language Roblox module developer as the technique for promoting problem solving skills in English Language Learning and to enhance students’ awareness on real-life issues.

Integrating Computational Thinking Concept Into Digital Storytelling to Improve Learners’ Motivation and Performance

2020 ◽  
pp. 073563312096731
Author(s):  
Nadia Parsazadeh ◽  
Pei-Yu Cheng ◽  
Ting-Ting Wu ◽  
Yueh-Min Huang
Keyword(s):  
Problem Solving ◽  
Language Learning ◽  
English Language ◽  
Digital Storytelling ◽  
Computational Thinking ◽  
Two Dimensions ◽  
Learning Activity ◽  
English Language Learning ◽  
Problem Solving Skills ◽  
And Performance

This paper examines a method which can be used by instructors pursuing innovative methods for language teaching, which expands learners’ motivation in second language learning. Computational thinking (CT) is a problem-solving skill which can motivate students’ English language learning. Designing a learning activity which integrates CT into English language learning has been considered in only a few academic studies. This study aimed to explore whether integrating CT into English language learning can be useful for improving learners’ motivation and performance. The method of “present, practice, and produce” was applied as a method of presenting computational thinking in the English language learning classroom. Fifty-two elementary school students (52) participated in the experimental study. Following an experimental design, data were collected and analyzed from a combination of knowledge test scores, storytelling, motivation, and anxiety surveys. The experimental results indicate that the CT strategy improves students’ language learning and raises their motivation in the two dimensions of extrinsic and intrinsic goal orientation. These results imply the positive effect of CT strategy on strengthening problem-solving skills of students participating in digital storytelling and increases their motivation and performance in English language learning.

scholarly journals Problem Based Learning Learning Model improve Critical Thinking Ability

2021 ◽  
Vol 3 (4) ◽  
pp. 46
Author(s):  
Deviana Yulianti
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Learning Guide

<p><em>The demands of the 2013 curriculum ideally are that learning is able to develop 4C skills, one of which is critical thinking and problem-solving skills (Critical-Thinking and Problem-Solving Skills), namely being able to think critically, laterally, and systematically, especially in the context of problem solving. In fact, students' critical thinking skills have not been maximally developed, especially in elementary schools. The learning process in elementary schools currently requires problem-based learning that requires students to actively carry out investigations in solving problems and the teacher acting as a facilitator or learning guide will be able to shape the ability of students to think critically. The purpose of this research is to describe the concept of Problem Based Learning (PBL), the concept of critical thinking ability, and the relationship between Problem Based Learning (PBL) and critical thinking ability. The results of the Problem Based Learning (PBL) model improve critical thinking ability.</em></p>

scholarly journals Collaborative Learning and Skills of Problem-based Learning: A Case of Nigerian Secondary Schools Chemistry Students

2015 ◽  
Vol 11 (27) ◽  
pp. 53
Author(s):  
Abbas Babayi ◽  
Mohammad Yusof Arshad
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Secondary Schools ◽  
Problem Based Learning ◽  
Modern Society ◽  
Thinking Skills ◽  
Self Directed Learning ◽  
Problem Solving Skills ◽  
Chemistry Students ◽  
Improved Learning

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.

scholarly journals Problem-based learning and 21st-century skills: Are they compatible?

2021 ◽  
Vol 6 (2) ◽  
pp. 326
Author(s):  
Ni Komang Arie Suwastini ◽  
Ni Wayan Nilam Puspawati ◽  
Ni Luh Putu Sri Adnyani ◽  
Gede Rasben Dantes ◽  
Zulidyana Dwi Rusnalasari
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Real Life ◽  
Problem Based Learning ◽  
Good Alternative ◽  
Thinking Skills ◽  
Communicative Skills ◽  
Problem Solving Skills ◽  
Library Research ◽  
Teachers And Students

Rapid changes in the 21st century require students to have not only theoretical knowledge but also high order thinking skills and communicative skills. Arguing that problem-based learning can be a good alternative for improving 21st-century skills, the present study will elaborate on the characteristics, syntax, strengths, and challenges faced in implementing problem-based learning in the classroom. Library research was employed to choose the references for supporting the arguments. Relevant articles were chosen from reputable international journals through Google Scholar, limiting the publication's date from 2015 � 2020, with keywords related to problem-based learning and developing 21st -Century skills. The results reveal that the problems proposed in problem-based learning must be real-life-based and require problem-solving skills. The syntax of the implementation can be adjusted based on the needs of teachers and students. Although problem-based learning might be intricate, suitable strategies can be employed to obtain maximum benefits from this approach. In short, problem-based learning is an appropriate teaching approach to be implemented to meet the needs of the 21st century.

scholarly journals Efforts to Improve Problem Solving Skills and Critical Thinking Skills Through Problem-Based Integrated Computer Assisted Instruction (CAI) in Vocational Education

2021 ◽  
Vol 4 (4) ◽  
pp. 111-117
Author(s):  
Rizky Ema Wulansari ◽  
Rahmat Azis Nabawi
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Problem Solving Skills ◽  
Research Hypothesis ◽  
Assisted Instruction

Based on research conducted by PISA, the ability to solve problems and think critically of Indonesian students is still below the average score set by PISA. Problem based learning is one of the learning models recommended by the Ministry of Education and Culture to be applied in improving these abilities. However, the lack of problem-based learning that has been applied so far is the lack of use of media that can be used as support in learning activities, resulting in inconsistencies in the impact of problem-based learning in improving student skills. The importance of these skills for students to have in this era of the industrial revolution 4.0, makes educators have to be more creative and innovative in implementing learning. Therefore, this study aims at seeing efforts to improve problem solving skills and critical thinking skills through problem based integrated computer assisted instruction (CAI). This study used a quasi-experimental pre-test and post-test control group design. The population in this study were undergraduate students of Mechanical Engineering Education, Padang State University. The instrument used in this research is a questionnaire which is used to see students' problem solving and critical thinking skills. The data analysis technique in this study is in accordance with the research hypothesis, where research hypotheses 1 and 2 use independent sample t-test and research hypothesis 3 uses MANCOVA. The research covered by his study is in line with higher education's continuing search for effective SCL approaches

scholarly journals Problem-based Learning: Developing Students' Critical Thinking

2019 ◽  
Vol 5 (1) ◽  
pp. 56
Author(s):  
Raynesa Noor Emiliasari ◽  
Eka Prasetyo ◽  
Eva Fitriani Syarifah
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
English Language ◽  
Real Life ◽  
Problem Based Learning ◽  
Learning Activity ◽  
English Language Learning ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
The Impact

The Problem-based Learning model is one of the learning models that can develop students’ critical thinking because it uses real-life problems foundation of learning activity. This research aims to describe the implementation of PBL in English language learning in developing students’ critical thinking, teacher’s role in PBL, teacher’s barriers and the impact of PBL toward students’ critical thinking. This research took place in one of the senior high school in Majalengka. The observation was conducted three times in the class of eleventh grade and then the interview was delivered to one English teacher. The result of the research reveals 1) PBL in English language learning begins with the teacher delivered the problem to the students as the foundation of learning activity and the problem was ill-structured and need deep analysis to formulate the solution; 2) teacher’s role is only as facilitator and co-investigator by providing situation to the students and help them in analysis; 3) time allocation, teacher’s capability and students’ speaking ability are the barriers in implementing PBL in English language learning; and 4) PBL develops students’ critical thinking skill, it can be seen through students characteristic which are elementary clarification, basic support, inference, advanced clarification and strategy and tactic.

scholarly journals Constructing mental diagrams during problem-solving in mathematics

Pythagoras ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Vimolan Mudaly
Keyword(s):  
Problem Solving ◽  
A Priori ◽  
Real Life ◽  
First Year ◽  
Mental Images ◽  
Problem Solving Skills ◽  
Mathematics Problem Solving ◽  
Life Issues ◽  
Problem Solving Process ◽  
The Given

In mathematics, problem-solving can be considered to be one of the most important skills students need to develop, because it allows them to deal with increasingly intricate mathematical and real-life issues. Often, teachers attempt to try to link a problem with a drawn diagram or picture. Despite these diagrams, whether given or constructed, the student still individually engages in a private discourse about the problem and its solution. These discourses are strongly influenced by their a priori knowledge and the given information in the problem itself. This article explores first-year pre-service teachers’ mental problem-solving skills. The emphasis was not on whether they solved the problems, but rather on their natural instincts during the problem-solving process. The research shows that some students were naturally drawn to construct mental images during the problem-solving process while others were content to simply leave the question blank. The data were collected from 35 first-year volunteer students attending a second semester geometry module. The data were collected using task sheets on Google Forms and interviews, which were based on responses to the questions. An interpretive qualitative analysis was conducted in order to produce deeper meaning (insight). The findings point to the fact that teachers could try to influence how students think during the problem-solving process by encouraging them to engage with mental images.

scholarly journals MEMBERDAYAKAN BERPIKIR TINGKAT TINGGI (HIGHER ORDER THINKING) SISWA SMA DALAM PEMBELAJARAN BIOLOGI

2013 ◽  
Vol 1 (1) ◽  
pp. 56 ◽  
Author(s):  
I Wayan Karmana
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Metacognitive Awareness ◽  
Problem Solving Skills

The purpose of education in high school biology emphasizes the development of potential students to become independent learners, so that students have the critical thinking skills, creative, innovative, and able to solve the problems of life (higher order thinking). But in reality it is still relatively low ability, so it needs ditingkatkan.Terkait with this, the objective of this study is to clarify the effectiveness of Problem Based Learning (PBL) and potential interaction in the academic as well as empowering high order thinking (critical thinking skills, problem solving, and metacognitive awareness). This is a type of quasi-experimental study that implements two different strategies with pretest-posttest non equivalent control group design 2x2 factorial conducted in academic year 2012/2013. The study population was a tenth grade student at SMAN 8 Mataram, while the study sample were students of class X by 2 classes. The research instrument is a test of critical thinking skills, and problem solving skills, and metacognitive awareness questionnaire. Data were analyzed by descriptive analysis and to test the hypothesis that continued Anacova test further test of Least Significant Difference (LSD). Tally assisted with SPSS 14 for Windows. The results showed that the effect on the Problem Based Learning problem-solving skills, and critical thinking, but do not affect the metacognitive awareness. While the ability (potential) academic has no effect on the ability of problem solving, critical thinking and metacognitive awareness of high school students.

scholarly journals Problem-based learning: Creative thinking skills, problem-solving skills, and learning outcome of seventh grade students

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Anna Jarrotul Khoiriyah ◽  
Husamah Husamah
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Junior High School ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Class Action ◽  
Completion Rate ◽  
Seventh Grade ◽  
Problem Solving Skills

Creative thinking skills and problem-solving skills were among the competencies that must be possessed by students in the 21st-century, which need to be developed through the learning process, and are still teacher challenge to date. This study aims to improve creative thinking skills, problem-solving skills, and learning outcomes of seventh-grade students by problem-based learning (PBL). This class action research was conducted at State Junior High School 18 of Malang. The subjects was students’ class VIIE. The study was conducted two cycles (repeated seven times). Each cycle referring to Spiral Model by Kemmis, McTaggart, and Nixon. The problem-solving skills data were obtained from student worksheet assessment, the creative thinking skills data were obtained from performance grading rubric and learning outcomes data were obtained from end-of-cycle essay test. The results shows that PBL improves (1) the average of problem solving skills of 27% with the completion rate of 47%,(2) the average of creative thinking skills of 11% with the completion rate of 17.5%, and  (3) the average learning outcomes of 13% with the completion rate of 15%. It can concluded that teachers can implement PBL to improve students’ creative thinking skills, problem-solving skills, and learning outcomes.

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