scholarly journals LECTURER’S PERCEPTION ON THE IMPLEMENTATION OF PROBLEM-BASED LEARNING (PBL) APPROACH IN TEACHING AND LEARNING

2021 ◽  
Vol 6 (42) ◽  
pp. 492-507
Author(s):  
Nurazwa Ahmad ◽  
Noor Aslinda Abu Seman ◽  
Mohamad Ali Selimin ◽  
Juliana Abdul Halip ◽  
Wan Nurul Karimah Wan Ahmad
Keyword(s):  
Learning Outcomes ◽  
Quantitative Study ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Problem Based Learning ◽  
Survey Questionnaire ◽  
Student Centered ◽  
Active Approach ◽  
Higher Institution ◽  
Real World Problems

Problem-based learning (PBL) was known as the student-centered pedagogy where it involves the student to experience solving complex real-world problems and the teacher acts as a facilitator in crafting trigger materials to promote the learning concepts. This study aims to investigate and identify the level of usefulness and challenges as well as the level of student achievement through the perception of academic staff’ on the implementation of PBL in classrooms in Malaysia. A quantitative study was conducted, and the data was collected through a survey questionnaire on 98 lecturers all over Malaysia. The findings from the analysis indicate that lectures in Malaysia have a high perception of PBL implementation in the classroom. Overall, the findings enhance the understanding of higher institution lecturers’ perception of PBL in terms of the usefulness of PBL as one dynamic and active approach that transforms dramatically the routine lecture-based learning. Findings also suggest that sufficient training to learners is required in implementing PBL effectively, thus indirectly facilitate the focus of students that lead to the achievement of course learning outcomes.

Offline vs online problem-based learning: a case study of student engagement and learning outcomes

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hans Kristianto ◽  
Linda Gandajaya
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Content Type ◽  
Significant Difference ◽  
Health Related

Purpose Furthermore, the purpose of this study is to compare the student engagement and the learning outcomes in offline and online PBL in the aforementioned course. The COVID-19 pandemic has caused disruption in various sectors, including education. Since it was first announced in mid-March 2020 in Indonesia, teaching and learning activities have been carried out online. In this study, a comparison of the offline (Spring 2019, prior to the pandemic) and online (Spring 2021, during the pandemic) problem-based learning (PBL) method in the sustainable chemical industry course is investigated. Design/methodology/approach A quantitative analysis was conducted by measuring the students’ engagement, course-learning outcomes (CLOs) and student learning outcomes (SLOs). Difference tests of engagement score, CLOs and SLOs were investigated by using the t-test or Mann–Whitney U-test. Furthermore, the perceived students’ stressors were measured. Findings It is found that the students’ engagement in offline and online PBL gives similar scores with no significant difference. This is possible because of the PBL structure that demands students to be actively engaged in gaining knowledge, collaboratively working in teams and interacting with other students and lecturers. Although similarly engaged, the CLOs and SLOs of online PBL are significantly lower than offline PBL, except for SLO related to oral and written communication skills and affective aspect. The decrease in CLOs and SLOs could be influenced by students’ academic, psychological and health-related stressors during the COVID-19 pandemic time. Originality/value This study provides a recommendation to apply online PBL during the COVID-19 pandemic time and beyond, although some efforts to improve CLOs and SLOs are needed.

Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning

2012 ◽  
pp. 119-140 ◽  
Author(s):  
B. Divjak
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Educational Process ◽  
Social Software ◽  
First Year ◽  
Technology Enhanced Learning ◽  
Student Centered ◽  
Undergraduate Study ◽  
E Learning ◽  
The University

Learning outcomes are considered to be a key tool for student-centered teaching and learning. They can be successfully implemented in teaching and learning mathematics on higher educational level and together with appropriate level of technology enhanced learning can provide the framework for successful learning process even for students that have not been primarily interested in mathematics. The aim is to present the case study of implementation of learning outcomes and e-learning in several mathematical courses at the Faculty of Organization and Informatics of the University of Zagreb. First of all, there are examples of mathematical courses in the first year since the first study year is crucial for retaining students. Further, there are mathematical courses taught at higher years of undergraduate study and the first year of graduate study. Again, educational process is appropriately supported by ICT and executed through blended e-learning, as well as the use of social software.

scholarly journals IMPLEMENTASI METODE PROBLEM-BASED LEARNING (PBL) UNTUK OPTIMALISASI STUDENT-CENTERED LEARNING (SCL) DI PERGURUAN TINGGI

2017 ◽  
Vol 3 (1) ◽  
pp. 76
Author(s):  
Putu Santi Oktarina
Keyword(s):  
Adult Learners ◽  
Learning Styles ◽  
Learning Process ◽  
Teaching And Learning ◽  
Social Activity ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Concrete Experience ◽  
Definition Of

<p><em>Students at higher education institutions are definitely adults who should be encouraged and given motivation </em><em>to be</em><em> the 'adult' learners. Each student has diverse characteristics that will make them ultimately bring different perspectives to the class (different types of backgrounds, learning styles, experiences, and aspirations). Therefore, educators are no longer possible to use conventional methods in cultivating the values to students to get them to be adult learners. The psychological condition of adults will encourage the teaching and learning process to be more directed to the Student-Centered Learning. This method is built on the principles of active learning constructive, some social activity, mental reflection, implementation of prior knowledge, and so forth. The learning process is a reflection cycle (about what happened), the idea of a thing (or something that needs to be tested), action (trial to do something), and outcomes (concrete experience). Problem-Based Learning method is an option that can be used to support the activities of Student-Centered Learning for the use of problems in the learning process can trigger the curiosity of students that will lead them to be able to solve their own problems by giving a definition of a certain problem and specify the collected information. In this way, students will try to associate the information they have and be able to specify the topics they will learn more.</em></p>

scholarly journals MODEL PROBLEM BASED LEARNING DAN MOTIVASI TERHADAP PENINGKATAN HASIL BELAJAR BIOLOGI PESERTA DIDIK

BIOLOVA ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 95-102
Author(s):  
Hudaya Indra Bakti ◽  
Handoko Santoso
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Model Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Two Factors ◽  
The Right ◽  
Pbl Model

Abstrak : Keberhasilan suatu proses belajar mengajar dipengaruhi oleh berbagai faktor. Dalam penelitian ini terdapat dua faktor yang mendominasi yaitu model pembelajaran dan motivasi yang dimiliki siswa saat belajar. Dengan menerapkan model pembelajaran yang tepat akan membuat kegiatan belajar mengajar lebih menarik sehingga menarik rasa ingin tahu siswa untuk belajar. Rasa ingin tahu merupakan motivasi alami yang dimiliki oleh siswa, sehingga mereka tertarik untuk mengikuti proses pembelajaran. Dalam penelitian ini model yang akan digunakan adalah Problem Based Learning atau dikenal dengan Problem Based Learning (PBL). Model pembelajaran ini berorientasi pada siswa, dimana guru akan memberikan objek permasalahan yang berkaitan dengan materi dan siswa akan diminta untuk menganalisis penyelesaian masalah tersebut dengan menggali berbagai informasi baik dari buku, internet ataupun hasil siswa. Sedangkan guru hanya berperan sebagai fasilitator dan mengarahkan siswa. Tujuan dari artikel review ini adalah (1) untuk mengkaji model Problem Based Learning (2) mempelajari hasil belajar (3) untuk mengkaji model Problem Based Learning dalam meningkatkan hasil belajar. Abstract: The success of a teaching and learning process is influenced by various factors. In this study, there are two factors that dominate, namely the learning model and the motivation that students have when learning. By applying the right learning model, it will make teaching and learning activities more interesting so that it attracts students' curiosity to learn. Curiosity is a natural motivation possessed by students, so they are interested in participating in the learning process. In this study, the model to be used is Problem Based Learning or known as Problem Based Learning (PBL). This learning model is oriented towards students, where the teacher will provide an object of problems related to the material and students will be asked to analyze the resolution of the problem by exploring a variety of information both from books, the internet or students' results. Whereas the teacher only acts as a facilitator and directs students. The purpose of this review article is (1) to examine the Problem Based Learning model (2) to study the learning outcomes (3) to examine the Problem Based Learning model in improving learning outcomes.

scholarly journals PENINGKATAN AKTIVITAS DAN HASIL BELAJAR PELAJARAN SEJARAH MELALUI MODEL PEMBELAJARAN BERBASIS MASALAH PADA SISWA KELAS XI IPS 1 SMA NEGERI 11 BANJARMASIN

Jurnal Socius ◽  
2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Riatni Mustaqimah
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Research Process ◽  
Learning Model ◽  
Active Power ◽  
Learning Activities ◽  
Average Score ◽  
Active Classification ◽  
The Individual

The method used in this classroom action research is qualitative analysis methods, which essentially emphasizes the depiction of business matters related to increasing the activity and learning outcomes of didik.secara depth. The research process started in March until May 2015, the number of samples of 32 people from class XI IPS 1 SMAN 11 Banjarmasin. The results showed that: (1) Activities Teacher for teaching and learning activities using problem-based learning model is considered good and aktif.2. The individual activities rated active power. Seen from the score of the acquisition activity of students in the learning process activity both the first cycle and the second cycle by 3.28 with active classification. 3. Activities group rated active power. The first cycle of activity lasted quite active, with the acquisition of the average score for the group Peta (2.8), Seinendan (3.4), Keibodan (3.2), Heiho (3.0) and Hokokai (3.2). The second cycle there is an increase in the activity of a group of 3 groups of fairly active, namely Map (3.4), Keibodan (3.6) and Heiho (3.6) and two active groups that Seinendan (4.0), Hokokai (4,0) , 4. An increase in student learning outcomes in which the thoroughness of 53.13 increased 40.62 points to 93.75. The increase also in terms of the number of students who complete the first cycle of 17 to 30 people in the second cycle, meaning there was an additional 13 people.Keywords: learning, learning activities, results learning, problem based learning model, history

scholarly journals PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR PESERTA DIDIK

2020 ◽  
Vol 2 (2) ◽  
pp. 49-60
Author(s):  
Sukirman Sukirman ◽  
Moch. Solikin
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Fuel System ◽  
Minimum Score ◽  
Class Average ◽  
Conventional Fuel

This study implemented the Problem Based Learning learning model to increase the students’ activeness and learning outcomes in the conventional fuel system competency in class XI TKRA SMK Nasional Berbah. A Classroom Action Research (PTK) with Kurt Lewin's model was conducted, and the data were collected using observation, tests, and documentation. The indicator of the success of this study is if more than 75% of students are active and 75% of students reach the minimum score criteria (75). The participants of this study were 32 students of class XI. The results showed that the application of PBL able to increase the students’ activeness and learning outcomes on the competence to understand the conventional gasoline fuel system. This can be seen from: (1) an increase in positive activities (activities that support the implementation of the teaching and learning process) and a decrease in negative activities (activities that interfere with the implementation of the teaching and learning process) in each cycle. Positive activity in cycle I was 51% and cycle II was 76%; (2) there is an increase in the class average and students' learning completeness. The class average in cycle I was 71 and cycle II was 78. Meanwhile, students' learning completeness in cycle I was 43.75%, cycle II was 84.37%.

Teamwork Development across the Curriculum for Information Technology Students at Liepāja University: Processes, Outcomes and Lessons Learned

2015 ◽  
Vol 4 ◽  
pp. 509
Author(s):  
Dzintars Tomsons ◽  
Anita Jansone
Keyword(s):  
Information Technology ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Lessons Learned ◽  
Learning Goals ◽  
Learning Organisation ◽  
Technology Students ◽  
Information Technology Students ◽  
The University

<p><em>Teamwork skills are key feature for Information Technology (IT) specialists. The university IT curriculum contains both IT specific courses, and comprehensive courses. Due to limited amount of the learning courses and efficient achievement of learning goals, it is necessary to look for opportunities to integrate activities developing social and communication skills courses into IT specific courses. Managing the teamwork that is close to practice, it is necessary to solve the problems of teaching and learning organisation, and assessment of individual learning outcomes and competences. In Liepāja University, the student teamwork has been managed for several years as integral part of Software Engineering courses and study projects. The course management system Moodle has been used in learning process providing possibilities to evaluate both assignments submitted by students and their learning behaviour.  The current paper describes and analyses the experience of academic staff of Liepāja University.</em></p>

scholarly journals Impelementation of Problem Based Learning with Electronic Media on Student Learning Outcomes in Indonesia's - Philippines International Class

BIOEDUKASI ◽  
2019 ◽  
pp. 30
Author(s):  
Nuris Fattahillah ◽  
Slamet Hariyadi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Design Data ◽  
Average Value ◽  
Before And After ◽  
High Level

The curriculum in Philippines different with the curriculum in Indonesia. This make the learning process and the problems faced by students in Indonesia and Philippines different. One of the problems experienced by students is caused by the lack of variation in strategies in the teaching and learning process. The instructional model used by the teacher is to upgrade student learning outcomes, especially on high-level cognitive, in this research especially problem solving abilities. Instructional method used by researchers is Problem Based Learning (PBL) with a pretest posttest design. Data of this research obtained quantitatively and using the mean before and after the test. This study used control class and experimental class on material cells to organism. The results show that the experimental class has a higher average value of 88.6 compared to the control class, 81.9. These results indicate that PBL successfully increases learning activities and students can follow the learning model using PBL.

scholarly journals PERBEDAAN HASIL BELAJAR IPA BIOLOGI MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN GROUP INVESTIGATION (GI)

2020 ◽  
Vol 6 (1) ◽  
pp. 12-20
Author(s):  
Ester Stasya Lawalata ◽  
Alwi Smith ◽  
S Liline
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Measurement Data ◽  
Problem Based Learning ◽  
Learning Model ◽  
T Test ◽  
Post Test ◽  
Innovative Learning ◽  
Class Viii

Background: One of the causes of students' lack of understanding of a concept is teacher-centered learning and a lack of motivation from students in following the learning process. Then we need an innovative learning model that can help students in the learning process. To achieve learning objectives, teachers are required to be able to choose suitable learning models to be applied at an educational level. Method: This research was conducted from January 14 to February 14, 2020 using descriptive methods, student learning outcomes are seen through the final value that is seen based on cognitive aspects (LKS), affective and psychomotor and pre-post test scores. Measurement data were analyzed using the t test formula. Results: Based on the t test, obtained the results of tcount 1.573 and ttable 2.010, tcount <ttable, the hypothesis (H1) was rejected and (H0) was accepted. Conclusion: There is no difference in the learning outcomes of students taught using the Problem Based Learning model and Group Investigation on the material of the human digestive system in class VIII SMP Negeri 7 Ambon, but there is an increase in learning outcomes after teaching and learning using the Problem Based Learning and Group Investigation models so the results of the t-test show that tcount <ttable (1.573 <2.010).

scholarly journals Peningkatan Hasil Belajar Geografi Siswa Kelas XI IIS SMA 3 Enrekang dengan Menggunakan Metode Problem Based Learning

LaGeografia ◽  
2019 ◽  
Vol 17 (3) ◽  
pp. 190
Author(s):  
Amran Amran
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Analytical Techniques ◽  
Learning Activities ◽  
Model Learning ◽  
Activity Data ◽  
Student Activities ◽  
Improve Student Learning

This study aims to find out: Is problem based learning learning can improve student learning outcomes in class XI IIS 3 in the eye This research is classroom action research (PTK) by conducting analytical techniques, there are those that will be analyzed are pretest (midterm scores) as  the basic score then the final test results of the first cycle and second cycle and the activity data in the form of student activity sheets observed by the observer to find out the responses after the implementation of the problem based learming model.  Learning outcomes before using the problem based leaning learning model 72.28% experienced an increase after being applied in the first cycle of 72.57% and the second cycle 78.85% with an increase of 8.33%.  The results of observations of student activities in teaching and learning activities experienced changes in the first cycle 37.65% experienced changes in student learning activities in the second cycle 73.1% with the active category, this experienced improved attitude from the previous cycle.

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