A Study on a Problem-Based Learning Method Using Facebook at a Vocational School

2013 ◽  
pp. 173-187
Author(s):  
Shi-Jer Lou ◽  
Min-Yeuan Lan ◽  
Hsiu-Ling Yen
Keyword(s):  
Problem Based Learning ◽  
Attitude Scale ◽  
Nonparametric Tests ◽  
Learning Effectiveness ◽  
Learning Method ◽  
Plant Identification ◽  
Learning Attitude ◽  
Post Test ◽  
Quasi Experimental ◽  
Dependent Sample

This study used a single-group pre-test/post-test design for a quasi-experimental study to implement a 12-week teaching activity. The research tools included a learning achievement test, a learning attitude scale, a portfolio assessment scale, a response and observation record form on Facebook, and a teaching reflection log. Each tool helped to identify the effect of problem-based learning on students’ learning effectiveness and attitude. The following statistical methods were used to analyze quantitative data: descriptive statistics, one-way analysis of variance (ANOVA), nonparametric tests, single sample t-tests, dependent sample t-tests, Pearson product moment correlations, and Kendall harmony coefficients. The research results are as follows: (1) the teaching model of problem-based Facebook learning has a significant effect on the learning effectiveness of some students and has a positive effect on learning attitude; (2) there is a significant difference in the effectiveness of problem-based Facebook learning among students with different Website hosting experiences and among those who used Facebook’s message function to varying degrees; (3) the problem-based Facebook learning has a significant impact on the effectiveness of the learning portfolios for students with different Website hosting experiences and message function utilization; (4) the problem-based Facebook learning method used for plant identification has a significant effect on the learning attitude of students; and (5) there is a significant positive correlation among the problem-based Facebook teaching of plant identification, students’ learning effectiveness, and learning attitude.

Pengaruh Model Pembelajaran Problem Based Learning dan Gaya Kognitif Terhadap Hasil Belajar IPA Siswa di Kelas VII MTSN 2 Tanjung Jabung Timur

2018 ◽  
Vol 7 (1) ◽  
pp. 1-7
Author(s):  
Sartika Sepriyani ◽  
Rayandra Asyhar ◽  
Asrial Asrial
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Models ◽  
Embedded Figures Test ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The ability to solve problems is a skill that students need to have in dealing with various problems in life. This study aims to determine the effect of problem based learning models; cognitive styles and interaction between both factors on science learning outcomes of students in class VII of MTs 2 Tanjung Jabung Timur in academic year 2015/2016. This research was conducted with a quasi-experimental research method by applying a 2 × 2 factorial design. The study sample consisted of an experimental class of 30 students and a control class of 29 students. Data collection was conducted using two types of instruments, namely the Group Embedded Figures Test (GEFT) to measure students cognitive styles and students' learning outcomes test in essay forms. The Problem Based Learning model affect the learning outcomes, there is significant difference in science learning outcomes between students who have Cognitive field dependent (FD) style that is taught by the Problem Based Learning model and students who have Cognitive FD style that is taught by conventional learning models. The results show that the value of the experimental class post-test is higher than that of the control class. In short, the experimental class with the application of the Problem Based Learning model in the learning process provides higher learning outcomes than that of the conventional models.

scholarly journals Geology and Environment: A Problem-Based Learning Study in Higher Education

Geosciences ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
Tânia Pinto ◽  
António Guerner Dias ◽  
Clara Vasconcelos
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Intervention Program ◽  
Problem Based Learning ◽  
Convenience Sample ◽  
Post Test ◽  
Quasi Experimental ◽  
Within Subjects ◽  
Two Phases ◽  
Experimental Group

We aimed to contribute to a shift in higher education teaching and learning methods by considering problem-based learning (PBL) as an approach capable of positively affecting students from a geology and environment (GE) curricular unit. In a convenience sample from a Portuguese public university, two groups of students were defined: (1) an experimental group (n = 16), to which an intervention program (IP) based on PBL was applied, and (2) a comparison group (n = 17), subjected to the traditional teaching approach. For nine weeks, students subject to the IP faced four problem scenarios about different themes. A triangulation of methods was chosen. The study involved two phases: (1) qualitative (sustained on content analysis of driving questions raised by students, registered in a monitoring sheet) and (2) quantitative (quasi-experimental study, based on data from a prior and post-test knowledge assessment). The qualitative results point to the development of more complex cognitive-level questioning skills after increasing familiarity with PBL. The data obtained in the quantitative study, which included both a “within-subjects” and a “between-subjects” design, show higher benefits in the experimental group, documenting gains in terms of scientific knowledge when using the PBL methodology.

scholarly journals Nursing Students’ Perception on the Effectiveness of Emergency Competence Learning through Simulation

Healthcare ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 397
Author(s):  
Ignacio Manuel Guerrero-Martínez ◽  
Francisco Javier Portero-Prados ◽  
Rocío Cándida Romero-González ◽  
Rocío Romero-Castillo ◽  
Manuel Pabón-Carrasco ◽  
...  
Keyword(s):  
Nursing Students ◽  
Exploratory Study ◽  
Point Of View ◽  
Red Cross ◽  
Emergency Setting ◽  
Learning Method ◽  
Clinical Simulation ◽  
Large Size ◽  
Post Test ◽  
Quasi Experimental

(1) Background: Simulation is a part of the day-to-day of the learning method in health sciences. The objective is to determine if the clinical simulation is useful for learning in the emergency setting, from the point of view of the nursing students. (2) Methods: A pre- and post-test exploratory study with an analytical and quasi-experimental design was used. The population is made up of nursing students from the Seville Red Cross Nursing Centre, who conducted a simulation exercise in the form of a drill for the care of multiple victims. A specific questionnaire was employed as a tool to analyse the dimensions of satisfaction, confidence and motivation, clinical experience, and decision making and technical abilities. (3) Results: There were favourable significant differences in the set of global responses, with p < 0.0001 for the “satisfaction” dimension and d = 1.25 for the “large” size of the effect, and p < 0.0069 for the “confidence and motivation” dimension and d = 0.58 for the “moderate–large” size of the effect. (4) Conclusions: The results are similar to those obtained in other studies in the scope of the 4 dimensions studied, thus coming to the conclusion that the perception of the nursing students on learning through clinical simulation is positive and favourable.

scholarly journals IMPLEMENTATION OF PROBLEM-BASED LEARNING MODEL TO INCREASE SELF-CONFIDENCE AND UNDERGRADUATE STUDENTS UNDERSTANDING OF THE ELECTROCHEMISTRY CONCEPT IN CHEMICAL EDUCATION

2020 ◽  
Vol 17 (35) ◽  
pp. 216-226
Author(s):  
Ratu Betta RUDIBYANI
Keyword(s):  
Undergraduate Students ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Chemistry Teaching ◽  
Class A ◽  
Self Confidence ◽  
Class B ◽  
Post Test ◽  
Quasi Experimental

Chemistry is one of the scientific disciplines considered difficult for students to understand its microscopic and macroscopic concepts. Students also claim that this discipline is tedious and complicated. They are unable to connect what is shown in the visual structure to the process and phenomenon. In the context of self-motivation among university students, there is a higher chance of expanding the stimulation of learning. This study aimed to improve self-confidence and the mastery of concepts of chemistry teaching students using problem-based learning. The quasi-experimental method was used with the design of the non-equivalent pre-test-post-test control group. The population included all students in the electrochemistry class at Lampung University in 2019. The purposeful sampling technique employed divided the sample into two groups. The first group was called Class A and was considered as the experimental class - using problem-based learning -. The second group, Class B, was recognized as the control class - using the conventional model in which the teacher applied the speech method in the delivery of materials during the class -. Class A's self-confidence and mastery of concepts have a higher nGain value than class B, and the result of the effect size is that class B has a more significant effect than class A. Based on the outcome, one can conclude that problem-based learning has a significant influence on improving self-confidence and mastery of concepts on the electrochemical theme.

scholarly journals Analisis kemampuan argumentasi ilmiah siswa pada materi optik: Problem-based learning berbantuan edu-media simulation

2019 ◽  
Vol 5 (1) ◽  
pp. 45-53 ◽  
Author(s):  
Riwayani Riwayani ◽  
Riki Perdana ◽  
Ratna Sari ◽  
Jumadi Jumadi ◽  
Heru Kuswanto
Keyword(s):  
Problem Based Learning ◽  
T Test ◽  
Scientific Argumentation ◽  
Learning Models ◽  
Paired Sample ◽  
Average Value ◽  
Online Simulation ◽  
Simulation Based ◽  
Post Test ◽  
Quasi Experimental

Terdapat banyak model pembelajaran yang diterapkan untuk menganalisis kemampuan argumentasi ilmiah siswa. Namun, belum banyak model yang diintegrasikan dengan pembelajaran berbasis simulasi online untuk meningkatkan kemampuan argumentasi ilmiah siswa. Padahal, saat ini ada banyak website simulasi online yang diterbitkan oleh lembaga pendidikan atau universitas di tingkat internasional dan jarang digunakan dalam penelitian. Penelitian ini mengintegrasikan model pembelajaran inovatif dengan pembelajaran berbasis online simulation untuk meningkatkan kemampuan argumentasi ilmiah siswa. Website simulasi yang digunakan adalah Edu-media simulation. Dalam website ini ada banyak simulasi fisika yang disediakan, tetapi belum banyak penelitian yang menerapkan simulasi ini. Penelitian ini dilakukan dengan kuasi eksperimen yang terdiri dari satu kelas eksperimen dengan sampel 25 siswa kelas XI MIA 3 di SMA N 1 Prambanan Yogyakarta. Argumentasi ilmiah siswa diukur melalui instrumen tes uraian. Data argumentasi ilmiah siswa dianalisis menggunakan paired sample t-test  dan pola argumentasi Toulmin (TAP). Hasil penelitian menunjukkan bahwa PBL berbantuan edu-media simulation dapat meningkatkan kemampuan argumentasi ilmiah siswa baik secara kuantitatif maupun kualitatif. Ini ditunjukkan dengan nilai t value -11.051 < -1.711 bahwa terdapat perbedaan nilai rata-rata argumentasi pada pre-test (17) dan post-test (47). Dalam hal ini, siswa sudah mampu membuat klaim yang tegas dengan menyajikan bukti dan alasan yang mendukung klaim. Analyzing students’ scientific argumentation skill in optic: Problem-based learning assisted edu-media simulation AbstractThere are many learning models applied to analyze the ability of students' scientific argumentation. However, not many models have been integrated with online simulation-based learning to improve students' scientific argumentation skills. In fact, there are currently many online simulation websites published by educational institutions or international universities and rarely used in research. This research integrates innovative learning models with online simulation-based learning to improve students' scientific argumentation skills. The simulation website used is Edu-media simulation. In this website there are many physics simulations provided, but not many studies have applied this simulation. This research was conducted with a quasi-experimental consisting of one experimental class with a sample of 25 XI MIA 3 graders in Prambanan High School 1 Yogyakarta. Students' scientific arguments are measured through a description test instrument. Students' scientific argumentation data were analyzed using paired sample t-test and Toulmin argumentation patterns (TAP). The results showed that PBL assisted by edu-media simulation can improve students' scientific argumentation ability both quantitatively and qualitatively. This is indicated by the value of t value -11.051 <-1.711 that there are differences in the average value of argumentation in the pre-test (17) and post-test (47). In this case, students have been able to make assertive claims by presenting evidence and reasons that support the claim.

scholarly journals The Use of Four-Square Technique to Improve Students’ Writing Ability

Tamaddun ◽  
2021 ◽  
Vol 20 (1) ◽  
pp. 1-14
Author(s):  
Yulianti Yunus ◽  
Syarifuddin Dollah ◽  
Munir Munir
Keyword(s):  
Research Data ◽  
Control Group ◽  
Writing Ability ◽  
Writing Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Four Square ◽  
Score Result ◽  
Dependent Sample ◽  
Experimental Group

This research was quasi-experimental research that aimed to find out the extent of the improvement students' writing ability by using the Four Square Technique on the descriptive text at students X SMAN 3 Takalar. the researcher took 53 samples, 28 students as the experimental group and 25 students as the control group. The research data was obtained by giving a pre-test and post-test and analyzed by using the Dependent Sample T- Test. The result of the data showed that students' writing ability improved. It was proved from score result of tobs (16,673) which was higher than ttable (2.052) and sig. P (0.05) was higher than sig.score (0.000). Students' writing ability improve by 0.1% after using the Four Square Technique from pre-test mean score was 65.07 and the post-test mean score was 75.14. So, it can be concluded that using Four Square Technique can improve students' writing ability in writing a descriptive text at students X SMAN 3 Takalar. By using it, students showed that they can be motivated in writing, students more easily generate and organize their ideas into a text so that students’ writing was more organized also easy to understand.

The Impact of a Scaffolded Assessment Intervention on Students' Academic Achievement in Web-based Peer Assessment Activities

2020 ◽  
pp. 596-610
Author(s):  
Chien-I Lee ◽  
Ya-Fei Yang ◽  
Shin-Yi Mai
Keyword(s):  
Peer Assessment ◽  
Learning Effectiveness ◽  
Web Based ◽  
Constructive Feedback ◽  
Learning Attitude ◽  
Assessment Approach ◽  
Quasi Experimental ◽  
The Impact ◽  
The Web ◽  
Assessment Activities

Web-based peer assessment has been considered an important process for learning. However, students may not offer constructive feedback due to lack of expertise knowledge. Therefore, this study proposed a scaffolded assessment approach accordingly. To evaluate the effectiveness of the proposed approach, the quasi-experimental design was employed to investigate the effects of scaffolded assessment for self-critiques and peer assessment on students' learning effectiveness in the web-based assessment activities. A total of ninety 7th graders participated in the experiment, and divided into three groups with or without the scaffolding critique. The results show the use of the scaffolded assessment in the web-based peer assessment activities did not show a significant difference in the students' learning effectiveness. Even though the results show that learning effectiveness of the participants in the two experimental groups is significantly enhanced, there is no significant effect of providing the scaffolded assessment on the participants' learning effectiveness in the three groups. In addition, the participants showed a positive learning attitude toward the web-based assessment activities and agreed that the activities could enhance the participants' interactions between the peers and instructor.

The effects of problem-based learning (PBL) on the academic achievement of students studying ‘Electrochemistry’

2017 ◽  
Vol 18 (1) ◽  
pp. 78-98 ◽  
Author(s):  
Tuğçe Günter ◽  
Sibel Kılınç Alpat
Keyword(s):  
Problem Based Learning ◽  
Correlation Coefficients ◽  
Control Group ◽  
Structured Interviews ◽  
Chemistry Teaching ◽  
Academic Achievements ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study investigates the effects of problem-based learning (PBL) on students' academic achievements in studying ‘Electrochemistry’ within a course on Analytical Chemistry. The research was of a pretest–posttest control group quasi-experimental design and it was conducted with second year students in the Chemistry Teaching Program at the Faculty of Education at Dokuz Eylul University. The topic was taught with PBL in the experimental group and with expository teaching strategies in the control group. The ‘Chemistry achievement test (CAT)’ was applied as the pre-test and post-test in both groups. Post-test scores from the CAT demonstrated that there was a significant difference between the academic achievements of the two groups in favour of the experimental group (U= 8.500,p< 0.05). After using PBL for a period, eleven open-ended questions related to the topic were asked to both groups. The results of these questions were categorized and the scores obtained from the categories were evaluated using content analysis. The results of the scores obtained from the open-ended questions showed that the students in the experimental group were able to make statements containing fewer misconceptions and also had a better understanding of this topic when compared to the students in the control group (U= 2.500,p< 0.05). The correlation between the scores in the CAT post-test and the scores obtained from the open-ended questions of the experimental and control groups was also examined. The Spearman correlation coefficients were found to be 0.907 and 0.595 for the experimental and the control group, respectively. This finding indicated that there was a positive and very high level of statistically significant correlation between the scores in the CAT post-test and the scores obtained from the open-ended questions of the students in the experimental group. Therefore this finding also supports the conclusion that the students in the experimental group were better able to understand the topic and its structure compared to the students in the control group. At the end of the application, the results of semi-structured interviews carried out showed that students in the experimental group had positive opinions regarding PBL.

scholarly journals The effectiveness of argumentation-assisted STEM practices

2018 ◽  
Vol 13 (3) ◽  
pp. 259-274 ◽  
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

scholarly journals Pengaruh Penggunaan Metode Pembelajaran Inkuiri Terhadap Hasil Belajar Dan Motivasi Siswa

2018 ◽  
Vol 6 (2) ◽  
pp. 94 ◽  
Author(s):  
Maria A. F. Mbari ◽  
Marianus Yufrinalis ◽  
Theresia Nona
Keyword(s):  
Learning Outcomes ◽  
Test Score ◽  
Inquiry Learning ◽  
Fifth Grade ◽  
Average Score ◽  
Learning Method ◽  
Fifth Grade Students ◽  
Normality Test ◽  
Post Test ◽  
Quasi Experimental

This study aims to determine the effect of the use of inquiry learning methods on the learning outcomes of fifth grade students in science subjects of light traits in Catholic Elementary School Nita I. This research is a quasi-experimental study. The sample of this study was 39 students consisting of 20 VA students as the experimental class and 19 VB students as the control class. Learning outcomes tests and learning motivation questionnaire sheets were used to obtain data in this study, with a t-test performed to test hypotheses preceded by a prerequisite analysis test in the form of a normality test. The results of this study indicate that the implementation of the inquiry learning method has a positive and significant effect on the students’ learning outcomes. The group of students who took part in the learning with inquiry learning method obtained a better post test score which was equal to 76.25 compared to the group of students who followed conventional learning who obtained a post-test average score of 65.26.

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