scholarly journals Perbandingan Desain Pembelajaran ASSURE dan PPSI untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis dan Kemandirian Belajar

2019 ◽  
Vol 8 (1) ◽  
pp. 143-154
Author(s):  
Rostina Sundayana
Keyword(s):  
High School Students ◽  
Instructional Design ◽  
Problem Solving ◽  
Junior High ◽  
Problem Based Learning ◽  
Discovery Learning ◽  
Control Group ◽  
Self Directed Learning ◽  
Mathematics Skills ◽  
Directed Learning

AbstrakPenelitian ini bertujuan untuk mengkaji peningkatan kemampuan pemecahan masalah dan kemandirian belajar matematika siswa kelas VII dengan menggunakan desain pembelajaran ASSURE. Penelitian ini menggunakan metode kuasi eksperimen, dengan desain kelompok kontrol pretes-postes. Pada kelompok kontrol, digunakan desain pembelajaran yang sedang berjalan yaitu desain Prosedur Pengembangan Sistem Instruksional (PPSI).Populasi dalam penelitian ini adalah siswa kelas VII SMP Negeri di Kabupaten Garut yang mencakup sekolah level bawah, tengah, dan atas.Dari masing-masing level tersebut, diambil sampel sebanyak tiga kelompok yaitu kelompok eksperimen 1 (siswa yang mendapat desain pembelajaran ASSURE dengan model Problem Based Learning/A-PBL); kelompok eksperimen 2 (siswa yang mendapat desain pembelajaran ASSURE dengan model Discovery Learning/A-DL) dan kelompok kontrol (siswa yang mendapat desain PPSI dengan model pembelajaran PBL dan DL). Dengan menggunakan teknik analisis data ANOVA, Kruskal-Wallis, Uji Tukey HSD, dan uji Perbandingan Berganda diperoleh  kesimpulan dari hasil penelitian ini, secara umum bahwa: peningkatan kemampuan pemecahan masalah dan kemandirian belajar matematika  siswa yang mendapat desain pembelajaran ASSURE lebih baik dari siswa yang mendapat PPSI. The Comparison of ASSURE and PPSI Model as Instructional Design to Increase Mathematics Skills in Problem Solving and Self-Directed LearningAbstractThis study is aimed at reviewing the increase of Junior High School Students’ Mathematics skills in problem solving and Self-directed learning by using ASSURE design (Analyze learner characteristics; State standards and objectives; Select methods, media and materials; Utilize media and materials; Require learner participation; and Evaluate and revise). This study used experimental method with pretest-posttest control group design. The population in this study was grade VII students of State Junior High Schools located in Garut Regency consisting of schools with lower level, middle level, and top level. From the schools which had been randomly selected, three classes were also randomly selected to take as sample. The first two classes used ASSURE model as instructional design by applying Problem Based Learning (A-PBL) and Discovery Learning (A-DL) respectively. Meanwhile, the third class used conventional instructional design by applying Problem Based Learning and Discovery Learning (K-PBL/DL). By using ANOVA data analysis techniques, Kruskal-Wallis, Tukey HSD Test, and Multiple Comparison tests are concluded in general, the conclusion drawn based on the results of this study is that the increase of students' Mathematics skills in problem solving and Self-directed learning who were taught by using ASSURE model showed better results than those who were taught by using conventional model.

scholarly journals Online Problem-Based Learning Intervention on Self-Directed Learning and Problem-Solving through Group Work: A Waitlist Controlled Trial

2022 ◽  
Vol 19 (2) ◽  
pp. 720
Author(s):  
Florence M. F. Wong ◽  
Crystal W. Y. Kan
Keyword(s):  
Problem Solving ◽  
Small Group ◽  
Group Work ◽  
Problem Based Learning ◽  
Control Group ◽  
Self Directed Learning ◽  
Small Group Work ◽  
Waitlist Control ◽  
Significant Difference ◽  
Directed Learning

Background: Small group work embraces independent study and interactive learning, which enhance knowledge acquisition and skills. Self-directed learning (SDL) and problem-solving (PS) are essential skills in the development of the nursing profession. During the coronavirus pandemic, virtual learning was indispensable. However, little is known about how students develop SDL and PS abilities through online learning through group work. Objective: To evaluate the effects of the online intervention on SDL and PS abilities through interactive group work. Methods: A randomised waitlist-control trial was carried out. A structured intervention using problem-based learning (PBL) as a guideline was used to direct student learning in small group work. Assessments were scheduled at Time 0 (baseline), Time 1 (8th week), Time 2 (16th week), and Time 3 (28th week). Results: The mean student age was 21.45 (SD = 0.86). About 78% of students were female. There was no significant difference in demographic characteristics and analysis at the baseline. Students in the intervention group reported greater improvement in the SDLRS and PSI at the 8th week, whereas those in the waitlist control group reported greater improvement in the SDLRS and PSI at the 16th week. Sustained effects in the SDLRS and PSI were observed in both the intervention and waitlist control groups at the 16th and 28th weeks, respectively. A repeated-measure analysis was performed to compare the SDLRS and PSI in different periods and revealed statistically significant results (p < 0.001) in all subscales of SDLRS and PSI in the four study periods. Conclusions: The guidelines appear to be an effective treatment for SDL and PS ability enhancement with sustainable effects through interactive group work. The guidelines with explicit instructions and learning objectives provide directions and guidance to students to learn more effectively. The educator plays a vital role in facilitating the students’ SDL and PS ability improvement.

scholarly journals Perbedaan Model Problem Based Learning dengan Discovery Learning terhadap Higher Order Thingking Skills dan Self Directed Learning di Sekolah Dasar

2020 ◽  
Vol 5 (1) ◽  
pp. 301-309
Author(s):  
Friska Efendi ◽  
Yanti Fitria ◽  
Farida F ◽  
Hadiyanto Hadiyanto
Keyword(s):  
Model Problem ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
Self Directed Learning ◽  
Control Group Design ◽  
Equivalent Control ◽  
Directed Learning ◽  
High Order Thinking

Penelitian ini bertujuan untuk mengetahui adanya perbedaan yang signifikan terhadap hasil belajar siswa menggunakan model Problem Based Learning (PBL) dan yang menggunakan model Discovery Learning (DL) pada pembelajaran tematik terpadu Kelas V di SD Negeri 03 Sintuak Toboh Gadang. Jenis penelitian ini adalah penelitian eksperimen dengan desain Quasi Exsperimental dengan bentuk non equivalent control group design. Teknik sampel yang digunakan yaitu teknik purposive sampling dengan berdasarkan hasil normalitas dan homogenitas maka terrpilihlah SDN 03 Sintuak Toboh Gadang dengan sampel yang terdiri dari dua kelas, yaitu kelas eksperimen I kelas V.A menggunakan model Problem Based Learning yang berjumlah 24 siswa dan kelas eksperimen II kelas V.B menggunakan model Discovery Learning yang berjumlah 24 siswa. Hasil penelitian terlihat bahwa hasil uji-t diperoleh thitung -3,6 < ttabel 1,7 maka Ho diterima. Dengan demikian dapat disimpulkan bahwa terdapat perbedaan yang signifikan penggunaan model Problem Based Learning dengan Discovery Learning terhadap High Order Thinking Skills dan Self Directed Learning di kelas V Sekolah Dasar.

Introduction of Problem Based Learning (PBL) as a Supplementary Tool to Enhance Active Learning in Physiology – A Study in a Medical College of Southern Kolkata

2021 ◽  
Vol 8 (40) ◽  
pp. 3483-3488
Author(s):  
Pandurang Narhare ◽  
Padmakar Sasane ◽  
Revathi Mohanan ◽  
Mriganka Baruah
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Subjective Evaluation ◽  
Problem Based Learning ◽  
Basic Knowledge ◽  
Control Group ◽  
Study Group ◽  
Self Directed Learning ◽  
Clinical Scenarios ◽  
Directed Learning

BACKGROUND The motivation to learn begins with a problem. The ideology of problem-based learning (PBL) is to encourage the students to think beyond the books and apply the basic knowledge to various clinical scenarios. Problem based learning has been a concept in existence for decades, yet its implementation in medical education is limited. So the study on PBL was taken up to know analytical skills, comprehensive understanding of disease process and inculcate the practice of self-directed learning in physiology. METHODS This was an educational interventional study carried out on 60 first MBBS students chosen by simple random sampling. Students were further randomly divided into two groups containing 30 students in the control group and 30 students in the study group. Control group was taught by didactic lectures. 10 clinical scenarios were given to study group and discussions were conducted under the moderation of faculties. Objective evaluation was performed using pre-test and post-test examination for both groups. Subjective evaluation of attitude in study group towards PBL was recorded using self-developed questionnaire using Likert’s scale. Data was analysed by using paired students t test. RESULTS The mean pre-PBL (9.83±4.88) and post-PBL scores (15.61 ± 2.99) in study group were significant (p < 0.00001). The comparison of mean scores of postdidactic lectures (12.88 ± 3.13) in control group and post-PBL (15.61 ± 2.99) in study group were significant (p < 0.001). Subjective evaluation using Likert’s scale revealed increased interest in active learning, better confidence, communication, comprehension, and motivation amongst the PBL group. CONCLUSIONS From the results of this study, it can be concluded that problem-based learning is a good supplementary tool in teaching physiology, and it can be included in the regular medical teaching programmes so that the students have a better understanding of the various challenges in the field of medical education and research so that newer strategies for better health care provision can be planned. KEYWORDS Active Learning, Medical Education, Problem Solving, Self-Directed Learning

scholarly journals The Reconstruction Model of Science Learning based PhET-Problem Solving

2020 ◽  
Vol 3 (1) ◽  
pp. 37-47
Author(s):  
Florida Emmy Doloksaribu ◽  
Triwiyono Triwiyono
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Conceptual Understanding ◽  
Junior High School ◽  
Physics Education ◽  
Science Learning ◽  
Junior High ◽  
Learning Model ◽  
Control Group

This study investigates the effects of science learning model reconstruction based on student needs, in order to generate more operational standards and teaching materials. The conceptual understanding through virtual laboratory appears minimal, based on the analysis addressing the demands of junior high school students in several locations in Papua. Hence, there is a necessity to reform the learning structure through the utilization of physics education technology (PhET). Furthermore, the model was reconstructed by the Model Education of Reconstruction with fundamental principles, including an analysis of the education needs based on PhET-Problem solving, to compose context describing energy materials and its changes. Expert validation on the accuracy of illustrations, drawings, tasks, exercises, and questions, indicates the model is eligible. The participants are 60 students control and experiment group for junior high school public 11 Jayapura. The results showed the science learning model has demonstrated increased virtual experiment abilities and conceptual understanding trought pretest and postest based N-Gain. Analysis of data based normality test and independent test (T-test), meanwhile, there is a significant differences between experimental and control group. Outcome of students' responses for a separate learning model reflected positive.

scholarly journals INCREASING STUDENT’S UNDERSTANDING ABILITY AND MATHEMATICAL REASONING AND LEARNING MOTIVATION OF JUNIOR HIGH SCHOOL STUDENTS USING DISCOVERY LEARNING METHOD

2018 ◽  
Vol 1 (2) ◽  
pp. 143
Author(s):  
Ida Juhanah ◽  
Jozua Sabandar
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Reasoning ◽  
Discovery Learning ◽  
Junior High School Students ◽  
Control Group ◽  
Learning Method ◽  
School Students

This research aims to examine the improvement of understanding ability and mathematical reasoning as well as the motivation of learning of junior high school students by discovery learning method conventional method. In addition, it aims to check the improvement of understanding ability and mathematical reasoning as well as the motivation of learning though junior high school students. This research was quasi experiment which was designed to nonequivalent control group. The study The population on this research was all the junior high school students of Cipeundeuy 2 Junior High School West Bandung Regency. The Sample was two classes of 7th grade students. The data was attained by understanding thinking and mathematical test which using material of algebraic form and questionnaire motivation to learn

scholarly journals The Effect of Using Problem Based Learning Student Worksheet Model to Build Mathematical Problem Solving Ability for Class VIII Junior High School Students

2021 ◽  
Vol 5 (2) ◽  
pp. 354
Author(s):  
Nurfadilla Nurfadilla ◽  
Putri Yuanita ◽  
Zulkarnain Zulkarnain
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Posttest Score ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Average Value ◽  
Class Viii

This study aims to determine the effect of using student worksheet (LKPD) based on the Problem Based Learning model on the mathematical problem solving abilities of students of class VIII SMP Negeri 2 Pangean. This type of research was a quasi-experimental study with a pretest – posttest control group design. The population was all students of SMP Negeri 2 Pangean Indonesia in the 2019/2020 school year. Sampling method was using random sampling technique. Based on the results of data analysis, the posttest mean score in the experimental class was 85.45 and the average value in the control class was 54.5, meaning that the average value of the experimental class was higher than the control class. The two-mean difference test using the t test was significant (2-tailed) 0.000 <α = 0.05, which means that the posttest score of students 'mathematical problem solving abilities was different from the average posttest score of students' mathematical problem solving abilities. which uses scientific learning. So it can be concluded that there is an effect of the Problem Based Learning model on students' mathematical problem solving abilities.

scholarly journals Problem-based learning and action learning in Ugandan universities

2019 ◽  
Vol 6 (2) ◽  
pp. 7-28
Author(s):  
Jacinta Bwegyeme ◽  
John .C. Munene ◽  
James Kagaari ◽  
Geoffrey Bakunda
Keyword(s):  
Reflective Practice ◽  
Action Learning ◽  
Problem Based Learning ◽  
Control Group ◽  
Self Directed Learning ◽  
Traditional Group ◽  
Learning Group ◽  
Directed Learning ◽  
Training Programmes ◽  
Quasi Experiment

The purpose of the study was to compare the action learning approach with the traditional didactic learning and establish the relationship between problem-based learning and action learning. We employed a quasi experiment where the Marquardt Action Learning model was combined with the constructivist theories of learning. The quasi experiment was composed of three groups, namely the treatment group (action learning group), the traditional group and the control group. To stimulate participant thought and reflection, a community of practice environment was created and just-in-time classes were conducted, based on the constructive theories of learning. Although the study involved various constructivist theories, the article concentrates on problem-based learning; hence, it is quiet about other constructivist theories. The results indicate significant differences between the action learning and traditional didactic learning. Furthermore, a significant relationship between problem-based learning and action learning was established. The robust strength of reflective practice and self-directed learning in the prediction of action learning is also highlighted. The findings can be utilised to design future training programmes in universities and other workplaces in order to equip workers with reflective practice and self-directed learning skills that are vital in solving workplace problems.

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