Collaborative Problem Based Learning Integrated with Online Learning

The development of science and technology during the Covid-19 pandemic re-quires universities to prepare their students to have collaborative and problem-solving skills through appropriate learning today, namely, integrating learning with online technology. This study aimed to determine the effectiveness of im-plementing collaborative problem-based learning (CPBL) integrated with online learning on student collaborative and problem-solving skills. The research meth-od used was quantitative with a post-test quasi-experimental design involving fourth-semester students in the Early Childhood Education Study Program, Uni-versitas Muhammadiyah Sidoarjo, Indonesia. The effectiveness of implementing CPBL integrated with online learning was analyzed primarily using the t-independent sample test. The study results showed that the implementation of CPBL integrated with online learning effectively improved students’ collaborative and problem-solving skills. This effectiveness especially occurs when construct-ing knowledge, looking for resolution strategies, and evaluating solutions in breakout rooms and collaborative forums and zoom meetings. Meanwhile, the study results recommend that CPBL integrated with online learning can be used as a solution and an essential study for academics to keep familiarizing and prac-ticing collaborative and problem-solving skills that are relatively difficult to im-prove during the Covid-19 pandemic.

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Using problem-based learning as an instructional approach in enhancing problem solving skills between engineering and business

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i4.9.20645 ◽

2018 ◽

Vol 7 (4.9) ◽

pp. 174

Author(s):

Zulida Abdul Kadir ◽

Nor Hazana Abdullah ◽

Rosmahalil Azrol Abdullah ◽

Fadillah Ismail ◽

Adibah Abdul Kadir ◽

...

Keyword(s):

Problem Solving ◽

Engineering Students ◽

Business Students ◽

Problem Based Learning ◽

Interrupted Time Series ◽

Instructional Tool ◽

Student Centered ◽

Problem Solving Skills ◽

Quasi Experimental

Problem-based Learning (PBL) is one of an emerging student-centered approach in Malaysia. PBL has been proven to be one of the best approaches in helping students improve their soft skills. Complaints received from industry stating that many graduates are lacking of problem solving skills. Therefore, the objective of this study is to identify whether students’ problem solving skills could be improved using PBL as an instructional tool. A quasi-experimental interrupted time series design was used involving fifty students from business and engineering faculties in a premier Technical University in Malaysia. Students were given four treatments or problems and were assessed based on accuracy and quality of solutions of the problem given. Results show that business students enhanced their problem solving skills better than engineering students. The findings support previous findings on the effectiveness of PBL on problem solving skills. This finding substantiates the use of PBL as an effective instructional tool to improve students’ problem solving abilities.

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The influence of open-ended and STAD method on the mathematical problem-solving skills in terms of learning achievement

Jurnal Prima Edukasia ◽

10.21831/jpe.v5i2.14280 ◽

2017 ◽

Vol 5 (2) ◽

pp. 112

Author(s):

Alman Alman

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Average Score ◽

Mathematical Problem Solving ◽

Learning Achievement ◽

Problem Solving Skills ◽

Post Test ◽

Quasi Experimental ◽

Univariate Test ◽

Total Average

This study is a quasi-experimental research using factorial design. This study aimed at finding the facts that had been resulted from the different influence caused by the use of Open-Ended method and that of STAD method on the students’ mathematical problem-solving skills in terms of learning achievement. The learning achievement was categorized into two types namely the high achievement and the low achievement. The population in this study was Grade V students from SD Negeri Serayu. The data were analyzed by ANAVA univariate test. The results of the study were as follows. First, there have been differences in the mathematical problem-solving skills of the students who had been taught using Open-Ended method and those who had been taught using the STAD method. Second, there were also differences on the students’ score. For the students who had been taught using the Open-Ended method, the highest posttest average score of their learning achievement was 95.71 while the lowest post-test average score of their learning achievement was 63.92. These students’ total average score of learning achievement was 81.04. On the other hand, for the students who had been taught using STAD the highest posttest average score of their learning achievement was 95.50 while the lowest posttest average score of their learning achievement was 70.00. These students’ total average score of learning achievement was 89.13. Third, there has not been any differences between the Open-Ended method and the STAD method.

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The effectiveness of argumentation-assisted STEM practices

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v13i3.3457 ◽

2018 ◽

Vol 13 (3) ◽

pp. 259-274 ◽

Cited By ~ 2

Author(s):

Bekir Yildirim ◽

Cumhur Türk

Keyword(s):

Problem Solving ◽

Qualitative Data ◽

Attitude Scale ◽

Control Group ◽

Mixed Design ◽

Problem Solving Skills ◽

National Education ◽

Post Test ◽

Quasi Experimental ◽

Test Control

This study aimed to determine STEM practices assisted by argumentation-based learning, the attitudes and the opinions of the students towards STEM, their perception of problem-solving skills and the argumentation qualifications. In the research, the mixed design has been implemented. The quasi-experimental design with pre-test and post-test control group has been conducted in the quantitative dimension. The research group consists of 55 students—studying at a state school affiliated to Mus Provincial Directorate of National Education. In the study, the qualitative data were collected using ‘STEM attitude scale’ and ‘problem solving skill perception scale’; and the quantitative data were obtained using ‘STEM interview form’ and ‘Written Argumentation Form’. The results show STEM practices have been observed to be effective in improving the attitudes of the students towards STEM and their problem-solving skills. Also, the opinions of the students are positive and the argumentation qualities of the students are at the first level during the practices. Keywords: STEM, argumentation, problem solving, attitude

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Pengaruh Problem Based Learning Dan Motivasi Berprestasi Terhadap Kemampuan Pemecahan Masalah

Indonesian Journal of Learning Education and Counseling ◽

10.31960/ijolec.v1i2.96 ◽

2019 ◽

Vol 1 (2) ◽

Author(s):

Miftahus Surur ◽

Tartilla Tartilla

Keyword(s):

Problem Solving ◽

Achievement Motivation ◽

Univariate Analysis ◽

Problem Based Learning ◽

Control Group ◽

Final Conclusion ◽

Low Achievement ◽

Control Group Design ◽

Problem Solving Skills ◽

Quasi Experimental

This study aims to examine students' problem solving abilities in mathematics with different achievement motivation between those taught through problem based learning and discussion. The design of this study uses quasi-experimental forms of Non-equivalent Control Group Design. The experimental group from this study was given PBL treatment, while the control group was treated with the discussion method. The data of this study were analyzed by the Univariate Analysis of Variance technique. The results showed that (1) there was a significant effect between PBL models and discussion models on students 'problem solving abilities, (2) there was a significant effect between students with high and low achievement motivation on students' problem solving abilities, (3) there were interactions between PBL models, achievement motivation and student problem solving abilities. So that it can be concluded that students who learn with the PBL model have a better ability to solve problems than students who learn with a discussion model. Students with high achievement motivation have better problem solving skills than students with low achievement motivation. The final conclusion is that students' problem solving abilities can be achieved well if they pay attention to both variables at once, namely the model and achievement motivation.

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Pengaruh Model Pembelajaran Learning Cycle 5E terhadap Kemampuan Pemecahan Masalah Matematika Ditinjau dari Adversity Quotient Siswa

Jurnal Didaktik Matematika ◽

10.24815/jdm.v7i1.15390 ◽

2020 ◽

Vol 7 (1) ◽

pp. 32-44

Author(s):

Abdul Ma'arif ◽

Syaiful Syaiful ◽

Muhammad Haris Effendi Hasibuan

Keyword(s):

Problem Solving ◽

Learning Cycle ◽

Cycle Model ◽

Problem Solving Skills ◽

Mathematics Problem Solving ◽

8Th Grade ◽

Post Test ◽

Quasi Experimental ◽

And Mathematics ◽

Mathematics Problem

Problem-solving skill is required by students and a target in studying mathematics. However, the problem-solving skill of Indonesian students are lacking. One effort that can be done is applying the Model of Learning Cycle 5E. This research discussed the influence of the implementation of the learning cycle model on mathematics problem-solving skill viewed from students’ adversity quotient. This research used a quantitive approach, quasi-experimental study. The subjects were the 8th Grade students of SMP IT Ash-Shiddiiqi Jambi, consisting of two experiment classes and one control class. The instruments were post-test and adversity quotient questionnaire modified by Stoltz and had been validated by experts. Data analysis was conducted by Two-Way ANOVA. The results showed that there was no interaction between the learning cycle 5E model and mathematics problem-solving skill. This finding indicates that the model of learning cycle 5E affects problem-solving skills and can be applied to students with all types of adversity quotient.

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IMPROVING CHILDREN’S PROBLEM-SOLVING SKILLS THROUGH JAVANESE TRADITIONAL GAMES

Jurnal Cakrawala Pendidikan ◽

10.21831/cp.v38i3.25331 ◽

2019 ◽

Vol 38 (3) ◽

pp. 578-589

Author(s):

Iswinarti Iswinarti ◽

Dewi Retno Suminar

Keyword(s):

Problem Solving ◽

Primary Schools ◽

Digital Games ◽

School Age Children ◽

Control Group ◽

School Age ◽

Problem Solving Skills ◽

Post Test ◽

Quasi Experimental ◽

One Way Anova

Nowadays, most children play digital games. Digital games, despite their advantages, have gradually eroded the existence of traditional games. Although both digital and traditional games comprise the values of problem-solving learning for children, traditional games offer more benefits in terms of the embodiment of local wisdom. This study aimed at encompassing the influence of Javanese traditional games such as bekelan, congklak lidi, and selentikan on the improvement of children’s problem-solving skills. This research was done employing quasi-experimental design involving 72 school-age children ranging from 9 to 11 years old, who studied at primary schools. The subjects of this study consisted of four experimental groups. Three groups played bekelan, congklak lidi, selentikan games respectively and the other group was assigned as the control group. The treatment was done for three weeks divided into six sessions. The findings showed that there was a significant improvement between the result of the pre-test and that of the post-test for these three games. The analysis results using One Way ANOVA showed that there was a difference in the improvement of problem-solving skills among groups (F(17) = 5.032, p < .01). Due to its superiority, Javanese traditional games are potential to be an alternative media in improving children’s problem-solving skills.

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

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v15i01.17437 ◽

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

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 Bojonegoro 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.

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Perbandingan keefektifan pembelajaran berbasis proyek dan pembelajaran berbasis masalah ditinjau dari ketercapaian tujuan pembelajaran

PYTHAGORAS Jurnal Pendidikan Matematika ◽

10.21831/pg.v13i2.23595 ◽

2018 ◽

Vol 13 (2) ◽

pp. 181-188

Author(s):

Raoda Ismail

Keyword(s):

Problem Solving ◽

Problem Based Learning ◽

Project Based Learning ◽

T Test ◽

Problem Solving Skills ◽

Learning Mathematics ◽

Research Population ◽

Quasi Experimental ◽

Comparison Of Effectiveness ◽

Mathematics Problem

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran matematika dengan menggunakan model pembelajaran berbasis proyek dan model pembelajaran berbasis masalah, dan perbandingan keefektifan pembelajaran berbasis proyek dengan pembelajaran berbasis masalah ditinjau dari sikap percaya diri, pencapaian belajar matematika, dan keterampilan pemecahan masalah. Penelitian ini adalah penelitian eksperimen semu dengan desain kelompok pretes-postes beracak. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 9 Yogyakarta. Sampel penelitian sebanyak dua kelas yang dipilih secara acak. Data hasi penelitian dianalisis dengan MANOVA, dan untuk mengetahui keefektifan pembelajaran berbasis proyek dan pembelajaran berbasis masalah menggunakan uji one sample t-test. Hasil penelitian menunjukkan bahwa model pembelajaran berbasis proyek efektif ditinjau dari sikap percaya diri dan keterampilan pemecahan masalah namun tidak efektif ditinjau dari pencapaian belajar matematika; model pembelajaran berbasis masalah efektif ditinjau dari sikap percaya diri, pencapaian belajar matematika, dan keterampilan pemecahan masalah; dan pembelajaran berbasis masalah lebih efektif dari pembelajaran berbasis proyek ditinjau dari pencapaian belajar matematika. The comparison of effectiveness of project-based learning and problem-based learning in terms of achievement of student’s learning objectives AbstractThis study aims to describe: the effectiveness of teaching mathematics using project-based learning and problem-based learning; and the comparison in the effectiveness between project-based learning and problem-based learning in terms of the attitude of confidence, achievement of learning mathematics, and problem solving skills. This study is a quasi-experimental study employing the pretest-posttest nonequivalent group design. The research population comprised all year VIII students of SMPN 9 Yogyakarta. The sample consisted of two classes that were randomly established. The data were analysed by means of MANOVA, and to test the effectiveness of project-based learning and problem-based learning using one sample t-test. The result of this study shows that: project-based learning is effective in terms of the attitude of confidence and problem solving skills but not effective in learning based on achievement of learning mathematics; problem-based learning is effective in terms of the attitude of confidence, achievement of learning mathematics, and problem solving skills; and problem-based learning more effective than project-based learning based on achievement of learning mathematics.

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Does Problem-Based Learning Improve Problem Solving Skills?—A Study among Business Undergraduates at Malaysian Premier Technical University

International Education Studies ◽

10.5539/ies.v9n5p166 ◽

2016 ◽

Vol 9 (5) ◽

pp. 166 ◽

Cited By ~ 4

Author(s):

Z. Abdul Kadir ◽

N. H. Abdullah ◽

E. Anthony ◽

B. Mohd Salleh ◽

R. Kamarulzaman

Keyword(s):

Problem Solving ◽

Problem Based Learning ◽

Control Group ◽

Problem Solving Skills ◽

Quasi Experimental ◽

Technical University ◽

Conventional Classroom ◽

Management Students ◽

Business Undergraduates ◽

Experimental Group

Problem-based Learning (PBL) approach has been widely used in various disciplines since it is claimed to improve students’ soft skills. However, empirical supports on the effect of PBL on problem solving skills have been lacking and anecdotal in nature. This study aimed to determine the effect of PBL approach on students’ problem solving skills using a quasi-experimental non-equivalent group pretest–posttest design. Fifty management students from a premier Technical University in Malaysia were assigned to experimental and control groups. In the experimental group, students were given four problems to be solved and their solutions of the problems given were assessed in terms of their accuracy and quality. Students in the control group received conventional classroom instructional design. Results indicate that students in the experimental group have better problem solving skills (z: -4.220, p: 0.001 for accuracy and z: -2.594, p: 0.009 for quality) compared to those who were not exposed to the PBL approach. This finding substantiates the use of PBL as an effective instructional tool to improve students’ problem solving abilities.

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THE INFLUENCE OF PROBLEM-BASED LEARNING MODEL ON THE ABILITY OF THE PROBLEM OF MATHEMATICAL STORIES

Indonesian Journal of Applied Research (IJAR) ◽

10.30997/ijar.v1i1.33 ◽

2020 ◽

Vol 1 (1) ◽

pp. 32-39

Author(s):

Nurmalasari ◽

La Ode Amril ◽

Megan Asri Humaira

Keyword(s):

Experimental Method ◽

Problem Based Learning ◽

Learning Material ◽

Average Difference ◽

Learning Models ◽

Story Problems ◽

Average Value ◽

Post Test ◽

Sample Test ◽

Quasi Experimental

The purpose of this study was to determine the effect of problem-based learning models or problem-based learning models on the ability of students to solve mathematical story problems with learning material in space and flat in class 5 Panaragan State Elementary School 1, Bogor City. The approach used in this research is a quantitative approach with a quasi-experimental method. There are several techniques used in this study, namely observation techniques, interview techniques, and tests. Then obtained research results with the average difference in value between the control class and the experimental class, the experimental class has an average value of 73.11, and the control class has an average value of 60.86. After calculating the t-test (One-Sample Test) on the experimental class's post-test value, the Sign value is known. 0.04, because 0.04 <0.05, then Ha is accepted, and H0 is rejected, which shows the influence of PBL models on the ability to solve students' mathematical story problems.

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