scholarly journals The Development of Problem Solving Skills through Problem-Based Learning in Economics in School Course

2020 ◽  
Vol 1 (1) ◽  
pp. 29-36
Author(s):  
Montha Chumsukon
Keyword(s):  
Knowledge Management ◽  
Problem Solving ◽  
21St Century ◽  
Rating Scales ◽  
Problem Based Learning ◽  
Behavioral Observation ◽  
Problem Solving Skills ◽  
Research Findings ◽  
High Level ◽  
Students Satisfaction

Problem-solving was necessary skill during the 21st century. According to the advanced social change, the traditional knowledge management focusing on the lecture which did not facilitate the problem thinking skill. The problem-based knowledge management was the instructional model, which could enhance the students’ problem-solving skill. The objectives of this research were: 1) to develop students’ problem-solving skill by using the Problem-Based Learning in Economics in School Course so that not less than 70% of students would have scores passing the specified criterion 70% of full score, and 2) to study the students’ satisfaction on Problem-Based Learning in Economics in School Course. The target group of this study was 32 second-year students who enrolled in Learning in Economics in School Course during the first semester of the 2017 academic year. There were 3 kinds of research instrument: 1) the instrument using for action including 9 problem-based plans, 27 hours, 2) the instrument using for reflecting research findings including the teachers’ teaching behavioral observation, the students’ learning behavioral observation, and 3 essay items of evaluation form in problem-solving skill at the end of cycle, and 3) the instrument used for evaluating the action performance including 5 multiple choice items of problem-solving skill, and 15 items of 5 level of rating scales for evaluating the students’ satisfaction. Data were 2 it is analyzed by using the statistics including percentage, mean, and standard deviation. The research findings found that: For the students’ problem-solving skill through problem-based learning in Economics in School Course, there were 25 students or 78% passing the specified criterion out of 32 students who were higher than the specified standard 70%. Also, the mean score was 42.7 9 points or 71.33% out of 60 points, passing the specified criterion 70%. For the students’ satisfaction in problem-based learning in Economics in School Couse, in overall, it was in “High” level (Very Satisfied). This research was classroom action research. It is beneficial for improving social studies teachers to develop future students. The students can continuously learn by themselves; it allows them the opportunity to achieve the goal of life-long learning and to become a person of quality for the 21st century.

scholarly journals PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH PADA MATERI POLA BILANGAN DI KELAS VII SEKOLAH MENENGAH PERTAMA

2018 ◽  
Vol 7 (1) ◽  
pp. 63-74
Author(s):  
Iyam Maryati
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Problem Based Learning ◽  
Learning Model ◽  
Problem Solving Skills ◽  
Teachers And Students ◽  
Essential Knowledge ◽  
Problem Solving Process ◽  
High Level ◽  
Phase Analyze

AbstrakArtikel ini menyajikan bagaimana model Pembelajaran Berbasih Masalah diterapkan pada materi pola bilangan di kelas VII Sekolah Menengah Pertama. Pembelajaran Berbasis Masalah (Problem Based Learning) adalah suatu pendekatan pembelajaran yang menggunakan masalah dunia nyata sebagai suatu konteks bagi siswa untuk belajar tentang cara berfikir kritis dan keterampilan pemecahan masalah, serta untuk memperoleh pengetahuan dan konsep yang esensial dari materi pelajaran. Pembelajaran berbasis masalah digunakan untuk merangsang berfikir tingkat tinggi dalam situasi berorientasi masalah, termasuk didalamnya belajar bagaimana belajar. Adapun langkah-langkah dari model pembelajaran tersebut  memiliki 5 tahapan yaitu 1) Tahap orientasi peserta didik pada masalah, 2) Tahap mengorganisasi peserta didik dalam belajar. 3) Tahap membimbing penyelidikan secara individu maupun kelompok. 4) Tahap mengembangkan dan menyajikan hasil karya. 5) Tahap  menganalisa dan mengevaluasi proses pemecahan masalah. Selanjutnya bagaimana aktifitas guru dan siswa dalam model Pembelajaran Berbasis Masalah (Problem Based Learning) dalam materi pola bilangan akan dibahas dalam artikel ini. AbstractThis article presents how the Problem-Based Learning model is applied to the numerical pattern material in Grade VII of Junior High School. Problem Based Learning is a learning approach that uses real-world problems as a context for students to learn about critical thinking and problem-solving skills, and to acquire essential knowledge and concepts from subject matter. Problem-based learning is used to stimulate high-level thinking in problem-oriented situations, including learning how to learn. The steps of the learning model have 5 stages namely 1) Stage orientation learners on the problem, 2) Stage of organizing learners in learning. 3) Stage guiding individual and group investigations. 4) Stage of developing and presenting the work. 5) Phase analyze and evaluate problem solving process. Furthermore, how the activities of teachers and students in the model of Problem Based Learning (Problem Based Learning) in the matter of number patterns will be discussed in this article.

scholarly journals The Effectiveness of Mobile Blended Problem Based Learning on Mathematical Problem Solving

2021 ◽  
Vol 15 (01) ◽  
pp. 119
Author(s):  
Ahmad Kholiqul Amin ◽  
I Nyoman Degeng Sudana ◽  
Punaji Setyosari ◽  
Ery Tri Djatmika
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Research Findings ◽  
Vocational High Schools ◽  
Qualitative Responses ◽  
Cluster Random Sampling

<p>This study aimed to examine the effectiveness of mobile blended compared to conventional problem-based learning on mathematical problem-solving skills and look for students' responses about the use of online learning. The study was conducted using a pretest-posttest quasi-experimental research design supported with descriptive qualitative responses involving 188 students taken by applying cluster random sampling as subjects of research distributed from vocational high schools in <em>Bojonegoro</em> City, East Java, Indonesia. Research findings revealed that mathematical problem-solving skills for students treated with mobile blended problem-based learning were higher than those who have been treated with purely problem-based learning. In addition, students have responded positively to the usage of mobile blended problem-based learning that was applicable and acceptable for effectively improving mathematical problem-solving skills.</p>

scholarly journals Examining of the non-routine problem-solving skills of prospective science teachers as part of the understand the problem and the solution plan

2017 ◽  
Vol 9 (4) ◽  
pp. 425-430
Author(s):  
Remziye Ergul
Keyword(s):  
Problem Solving ◽  
Best Practices ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Training Programs ◽  
Descriptive Analysis ◽  
Problem Based Learning ◽  
Problem Solving Skills ◽  
Prospective Science Teachers

Today, looking at the goals of the training programs, we are faced with a set of skills called the 21st Century skills. These skills are critically important to success in today’s world. One of these skills is to solve the problem and one of the best practices for implementing 21st Century Skills is Problem-Based Learning. However, types of problems referred to here are non-routine problem. In this study, problem-solving skills of the teachers were investigated. For this purpose, a total of 56 prospective science teachers studying in Uludag University have been included in the study. Students were given two different non-routine science problems. The first of the problems has two variables and the second has three variables. Evaluations were made according to Polya’s first two steps. Students were asked to write clearly, what they understand from the problem and what should be done in order to find the solution. The data gathered from students was coded and interpreted using descriptive analysis. The findings showed that they were partially successful to solve the two-variables problem, but they failed to solve the three-variables problem. Keywords: Non routine problem, problem-solving skills, prospective science teachers.  

Problem based learning (PBL) in Organic Chemistry

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.  

PENGEMBANGAN BAHAN AJAR PROBLEM BASED LEARNING KEMAMPUAN PEMECAHAN MASALAH MATERI SPLTV

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.

scholarly journals PENGARUH MODEL PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH GEOGRAFI SMA

2017 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Diyas Age Larasati
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Problem Based Learning ◽  
T Test ◽  
Control Group ◽  
P Value ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Gain Score ◽  
Pbl Model

Penelitian ini bertujuan menguji pengaruh model PBL terhadap kemampuan pemecahan masalah geografi SMA. Penelitian dilakukan di SMA Negeri 1 Sooko tahun ajaran 2015/2016. Subjek penelitian merupakan siswa kelas XI IPS 2 dan 3. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) dengan desain Non Equivalent Control Group Design. Berdasarkan selisih nilai pre test dan post test, rata-rata gain score kemampuan pemecahan masalah geografi SMA kelas eksperimen lebih tinggi dengan skor 27,26 dibandingkan dengan kelas kontrol dengan skor 11,88. Hasil perhitungan analisis uji t menggunakan independen sample t test diperoleh data p-level lebih kecil dari 0,05 (p<0,05) yaitu 0,00. Hasil perhitungan ini membuktikan bahwa model PBL berpengaruh terhadap kemampuan pemecahan masalah geografi SMA. Jadi, dapat disimpulkan bahwa model PBL berpengaruh terhadap kemampuan pemecahan masalah geografi SMAN 1 Sooko.Kata Kunci: Model Problem Based Learning, Kemampuan Pemecahan MasalahThe purpose of this study was to clarify the effect of the PBL model of problem-solving ability. This study do in SMA Negeri 1 Sooko 2015/2016. Study of the subject is the student of class XI IPS 2 dan 3. Form of quasi-experimental research design with non equivalent design control group. Subjects were selected based on the value of Middle Exam School (UTS) semester who have the same average (homogeneous). Control using a model class lectures and discussions, while the experimental class using PBL models. Gain score Data were analyzed using independent sample T-test Test with the help of the computer program SPSS 16.0 for Windows. Gainscore learning using PBL model of higher than conventional. The average value of the experiment gainscore class of 27, 26 and 11.88 of control. The results of the analysis of the Independent Sample T-Test Test, the difference shows a p-value of 0.000 level. The level of p-value less than 0.05 (P <0.05). The results of this study there was a significant effect PBL models to the problem-solving abilities. So the conclusion "PBL model significantly influential to the high school geography problem solving skills in SMAN 1 Sooko".Key Words: models of PBL, problem-solving abilities

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