Developing Problems / Triggers

2006 ◽  
pp. 104-139
Author(s):  
Lorna Uden ◽  
Chris Beaumont
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Team Work ◽  
Problem Statement ◽  
Starting Point ◽  
Learning Issues ◽  
Effective Problem ◽  
Cognitive Learning Outcomes

The starting point for problem-based learning is a problem statement, which is also often called a trigger since it starts the PBL case and prompts the development of learning issues. It is formulated as a problem, query or puzzle that the team has to investigate and may be presented in a number of ways, for example as a video or as a simple piece of text. In many ways, the problem statement is the key to successful PBL. If it does not stimulate the students’ interest or enable students to generate learning issues that relate closely to the desired learning outcomes, then there are likely to be difficulties with both team work and achieving cognitive learning outcomes. In this chapter we will explore the issues around the development of problem statements and collect advice from a variety of experienced practitioners on what makes an effective problem statement as well as what to avoid. We will also describe a possible process for the development of problem statements (triggers) and discuss examples.

scholarly journals PENINGKATAN HASIL BELAJAR KOGNITIF MENGGUNAKAN STRATEGI PEMBELAJARAN PROBLEM BASED LEARNING (PBL) PADA PEMBELAJARAN BIOLOGI DI KABUPATEN DELI SERDANG

2018 ◽  
Vol 1 (2) ◽  
pp. 71
Author(s):  
Anggi Tias Pratama
Keyword(s):  
Learning Outcomes ◽  
21St Century ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Metacognitive Skills ◽  
Biology Learning ◽  
Cognitive Learning Outcomes

Cognitive learning results are one of the skills needed in a learning on the 21st Century in Biology learning. Empowerment of thinking and metacognitive skills needs to be done so that students become independent learners. This PBL strategy in learning is expected to help students to improve the ability of students' cognitive learning outcomes in Biology learning. This study aims to determine the improvement of cognitive learning outcomes of students taught with PBL strategies. The results showed that PBL strategies can improve students' cognitive learning outcomes in different abilities. Improvement of Cognitive Learning Outcomes of students in PBL strategies is 65.52% and conventional is 53.41%.

scholarly journals Implementasi Problem Based Learning dalam Peningkatan Aktifitas dan Kognitif Siswa SMK

2018 ◽  
Vol 3 (1) ◽  
pp. 7-11
Author(s):  
Bernardus Agus Munadi ◽  
Endri Triwiyono
Keyword(s):  
Learning Outcomes ◽  
Rating Scale ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Cognitive Outcomes ◽  
Reflection Data ◽  
Rating Scale Data ◽  
Mastery Criteria ◽  
Scale Data ◽  
Cognitive Learning Outcomes

This study aims to improve students' learning activeness and cognitive-learning outcomes using Problem-Based Learning (PBL) on the 2013 Curriculum. The research was a two-cycle action research, conducted in an oxygen-acetylene welding (OAW) practice of SMK Teknik Fabrikasi Logam. There were four stages in each cycle, namely planning, implementation, observation, and reflection. Data were collected by means of observations using checklists and rating-scale instruments and were analyzed descriptively. The result of PBL implementation show that: (1) students’ activeness is improved by 11.20%; (2) students’ cognitive-learning outcomes is improved by 5.32%. The cognitive outcomes improvement can be broken down into memorization (86.97%), comprehension (77.68%), application (78.77%), analysis (79.61%), evaluation (77.97%) and synthesis (79.16%); (3) the percentages of students who passed the minimum mastery criteria on the cognitive aspects is 91.31%; and (4) PBL is in line with the scientific approach of the 2013 CurriculumPenelitian ini bertujuan untuk meningkatkan aktivitas pembelajaran dan kemampuan hasil belajar kognitif siswa SMK Teknik Fabrikasi Logam pada pembelajaran las oksi-asetillin dengan menggunakan metode Problem-Based Learning (PBL) sesuai Kurikulum 2013. Metode penelitian menggunakan penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari empat tahapan: perencanaan, pelaksanaan, pengamatan, dan refleksi. Pengumpulan data menggunakan metode observasi dengan instrumen checklist dan rating scale. Data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa: 1) penerapan metode PBL pada pembelajaran Las Oksi Asetilin dapat meningkatkan aktivitas pembelajaran siswa sebesar 11,20%; 2) peningkatan hasil belajar aspek kognitif setelah menerapkan metode PBL adalah sebesar 5,32% dengan tingkat capaian kemampuan aspek kognitif sebagai berikut: mengingat 86,87%; memahami 77,68%; menerapkan 78,77%; menganalisa 79,61%; menilai 77,97%; dan mencipta 79,16%; 3) siswa yang mencapai Kriteria Ketuntasan Minimal pada hasil belajar aspek kognitif setelah menerapkan metode PBL sebesar 91,31%; dan 4) Metode PBL selaras dengan pendekatan saintifik pada Kurikulum 2013.

scholarly journals The Effect of Problem Based Learning Models in Online Learning Settings on Student Cognitive Learning Outcomes in History Subjects

2021 ◽  
Vol 5 (1) ◽  
pp. 148
Author(s):  
Megiridha Loppies ◽  
Aip Badrujaman ◽  
Sarkadi Sarkadi
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Learning Models ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Cognitive Learning Outcomes

This study aims to examine the effect of problem-based learning models on the achievement of student learning outcomes in History subjects. This research was conducted at Pusaka 1 Jakarta Senior High School. The method used in this research is quantitative quasi-experimental with a nonequivalent control group design model. The population in this study were all students of class XI IPS as many as four classes at SMAS Pusaka 1 Jakarta. The research sample was determined by purposive sampling technique to determine one class as an experimental class using a problem-based learning model and another class as a control class using conventional learning models. The results of hypothesis testing using the t test, obtained tcount = 9.25,> from ttable = 1.99. Thus, Ho is rejected and Ha is accepted, so it can be concluded that there is a significant influence between problem-based learning models in online learning settings on cognitive learning outcomes of class XI IPS at SMAS Pusaka 1 Jakarta on History Subjects.

scholarly journals Perbedaan kemampuan berpikir kritis dan hasil belajar kognitif dengan model pembelajaran problem based learning berbantuan media audio visual

2020 ◽  
Vol 5 (01) ◽  
Author(s):  
Meti Herlina ◽  
Jayanti Syahfitri ◽  
Ilista Ilista
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Visual Media ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Models ◽  
Cognitive Learning Outcomes

Utilization of Problem Based Learning models assisted by learning media to improve critical thinking skills and cognitive learning outcomes of students have not run optimally. This study aims to determine the differences in critical thinking skills and cognitive learning outcomes of students with Problem Based Learning (PBL) learning models assisted by audio-visual media in SMA Negeri 06 Bengkulu City. The research method used was quasi-experimental with a randomized pretest-posttest control group design. The study population was students of class XI SMA Negeri 06 Bengkulu City with two sample groups namely experiment and control with 36 people each. The instrument used, namely essay question test totaling 5 questions that measure critical thinking and multiple-choice questions totaling 10 questions to measure cognitive learning outcomes. The research data analysis technique used a t-test. The results showed that there were differences in critical thinking skills and student cognitive learning outcomes. This is evident from the t-count value of critical thinking skills of 6.414 (> t-table) and cognitive learning outcomes of 5.826 (> t-table). This research concludes that there are differences in critical thinking skills and cognitive learning outcomes of students with PBL models assisted by audio-visual media.

scholarly journals THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES

2015 ◽  
Vol 14 (4) ◽  
pp. 487-500
Author(s):  
Arsad Bahri ◽  
Aloysius Duran Corebima
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Learning Outcome ◽  
Learning Motivation ◽  
Cognitive Test ◽  
Metacognitive Skills ◽  
Metacognitive Skill ◽  
Cognitive Learning Outcomes

The study of the correlation between learning motivation and metacognitive skill on students’ cognitive learning outcome simultaneously in classes taught by different learning strategies is still lacking. A correlational research was conducted to investigate the contribution of learning motivation and metacognitive skill simultaneously on cognitive learning outcome of 142 students studying biology in classes experiencing different learning strategies at Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia. The learning motivation was measured by using motivation questionnaire adapted from Keller (1983), and metacognitive skill was measured integrated with cognitive test. The findings showed that contribution of learning motivation and metacognitive skills simultaneously on cognitive learning outcomes in PBL-RQA, PBL, RQA, and conventional learning strategies was very high. The contribution of metacognitive skills on cognitive learning outcome was much greater than the contribution of learning motivation. This finding research was contrary with the previous studies. Based on the facts related to metacognitive skills, learning should consider seriously the empowerment of metacognitive skills by implementing appropriate learning strategies. Further researches are needed to reveal the correlation between learning motivation on cognitive learning outcomes in different populations and measuring instruments. Key words: biology cognitive learning outcome, learning motivation, metacognitive skill, problem-based learning, problem-based learning-reading questioning and answering.

scholarly journals Implementasi Metode Problem Based Learning Pada Mata Pelajaran Al-Quran dan Hadist Untuk Meningkatkan Hasil Belajar Kognitif dan Penanaman Sikap Peduli Sosial Pada siswa MTs Negeri 1 Sidoarjo

2018 ◽  
Vol 7 (1) ◽  
pp. 61
Author(s):  
Robiatul Adawiyah
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Research Method ◽  
Social Care ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Learning Method ◽  
Problem Base Learning ◽  
Class Viii ◽  
Cognitive Learning Outcomes

This study aims to find out the application of learning methods of problem base learning to improve learning outcomes and social care attitudes of VIII-D students of MTs Negeri Siodarjo in the Koran and subjects. The research method uses classroom action research (CAR) which is carried out through the stages of cycle I and cycle II. Data collection techniques in research through observation, tests of cognitive learning outcomes and giving questionnaires. The results of the implementation of the problem based learning method for the first cycle were carried out with good criteria and for the second cycle it was carried out with very good criteria. The cognitive learning outcomes of Al-Quran subjects and Hadith for VIII D students in the first cycle reached 88.20% who achieved a score above KKM (minimum completeness criteria) that is set, and in the second cycle reaches 100% that reaches a score above the KKM (minimum completeness criteria). Whereas the students' social care attitude after applying problem based learning learning method in the Al-Qurana and Hadith subjects has a social caring attitude with the category for students of class VIII-D MTS Negeri 1 Sidoarjo.

scholarly journals Eksplorasi Kebutuhan Bahan Ajar pada Matakuliah Bioprospeksi

2020 ◽  
Vol 5 (4) ◽  
pp. 472
Author(s):  
Nelda Anasthasia Serena ◽  
Endang Suarsini ◽  
Betty Lukiati
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Preliminary Test ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Easy Access ◽  
Teaching Materials ◽  
Cognitive Learning Outcomes

<p><strong>Abstract:</strong> This study aims to determine the necessity of teaching materials in Bioprospection subject. This type of descriptive qualitative research with observation, questionnaire and test data collection techniques. Necessity analysis results 92% students had difficulty understanding Bioprospect material because the concept is difficult to apply (48%), complex material (24%), lack of teaching materials (20%). Students need teaching materials that are flexible, easy to understand, reliable, practical, and easy access. Preliminary test show cognitive learning outcomes score is 52, 4 (low) and critical thinking skills score is 48.2% (low). The conclusion is needed a module by research based on Problem-Based Learning that can improve critical thinking and cognitive learning outcomes of students in the Bioprospection subject.</p><strong>Abstrak:</strong> Penelitian bertujuan mengetahui kebutuhan bahan ajar pada matakuliah Bioprospeksi. Jenis penelitian deskriptif kualitatif dengan teknik pengambilan data observasi, angket, dan tes. Hasil analisis kebutuhan, 92% mahasiswa kesulitan memahami Bioprospeksi karena sulit mengaplikasikan konsep (48%), materi kompleks (24%), kurangnya bahan ajar (20%). Mahasiswa membutuhkan bahan ajar yang fleksibel, mudah dipahami, terpercaya, praktis, dan akses informasinya mudah. Hasil tes awal menunjukkan hasil belajar kognitif dengan rerata 52, 4 (rendah) dan keterampilan berpikir kritis mahasiswa sebesar 48,2% (rendah). Simpulan penelitian dibutuhkan modul <em>Problem Based Learning</em> berdasarkan hasil penelitian untuk meningkatkan keterampilan berpikir kritis dan hasil belajar kognitif mahasiswa pada matakuliah Bioprospeksi.

scholarly journals Eksplorasi Kebutuhan Bahan Ajar pada Matakuliah Bioprospeksi

2020 ◽  
Vol 5 (5) ◽  
pp. 700
Author(s):  
Nelda Anasthasia Serena ◽  
Endang Suarsini ◽  
Betty Lukiati
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Preliminary Test ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Easy Access ◽  
Teaching Materials ◽  
Cognitive Learning Outcomes

<p><strong>Abstract:</strong> This study aims to determine the necessity of teaching materials in Bioprospection subject. This type of descriptive qualitative research with observation, questionnaire and test data collection techniques. Necessity analysis results 92% students had difficulty understanding Bioprospect material because the concept is difficult to apply (48%), complex material (24%), lack of teaching materials (20%). Students need teaching materials that are flexible, easy to understand, reliable, practical, and easy access. Preliminary test show cognitive learning outcomes score is 52, 4 (low) and critical thinking skills score is 48.2% (low). The conclusion is needed a module by research based on Problem-Based Learning that can improve critical thinking and cognitive learning outcomes of students in the Bioprospection subject.</p><strong>Abstrak:</strong> Penelitian ini bertujuan mengetahui kebutuhan bahan ajar pada matakuliah Bioprospeksi. Jenis penelitian deskriptif kualitatif dengan teknik pengambilan data observasi, angket, dan tes. Hasil analisis kebutuhan 92% mahasiswa kesulitan memahami Bioprospeksi karena sulit mengaplikasikan konsep (48%), materi kompleks (24%), kurangnya bahan ajar (20%). Mahasiswa membutuhkan bahan ajar yang fleksibel, mudah dipahami, terpercaya, praktis, dan akses informasinya mudah. Hasil tes awal menunjukkan hasil belajar kognitif dengan rerata 52, 4 (rendah) dan keterampilan berpikir kritis mahasiswa sebesar 48,2% (rendah). Simpulan penelitian dibutuhkan modul <em>Problem Based Learning</em> berdasarkan hasil penelitian untuk meningkatkan keterampilan berpikir kritis dan hasil belajar kognitif mahasiswa pada matakuliah Bioprospeksi.

scholarly journals IMPROVING CREATIVITY AND LEARNING OUTCOMES OF HIGH SCHOOL STUDENTS BY IMPLEMENTING PROBLEM BASED LEARNING AND YOUTUBE

2021 ◽  
Vol 6 (4) ◽  
pp. 273
Author(s):  
Noviana Rohmatin ◽  
Suwarto Suwarto ◽  
Anwari Adi Nugroho
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Affective Learning ◽  
Student Learning Outcomes ◽  
Mind Mapping ◽  
Psychomotor Learning ◽  
Cognitive Learning Outcomes

This study aims to increase creativity and learning outcomes of biology in class X MIPA State Senior High School with problem-based learning model in biology learning. This research is classroom action research carried out in 3 cycles, each cycle consisting of 4 stages; planning, implementing actions, observing, and reflecting. The subjects of this research were 36 students. The data in this study are creativity and student learning outcomes. Creativity data is measured by Mind Mapping observation sheets and cognitive learning outcomes data is measured by test questions at the end of each cycle, affective learning outcomes are measured by attitude assessment observation sheets, psychomotor learning outcomes are measured by skills observation sheets. Data on creativity and cognitive, affective and psychomotor learning outcomes were analyzed using the percentage technique and then described comparatively for each cycle. The results showed that there was an increase in creativity in the first cycle of 42%, the second cycle 55% and the third cycle 78%. While cognitive learning outcomes in cycle I 66%, cycle II 72% and cycle III 88%, affective learning outcomes in cycle I 41%, cycle II 63% and cycle III 74%, psychomotor learning outcomes in cycle I 36%, cycle II 50 %, cycle III 69%. The research data shows that the application of the Problem Based Learning model with YouTube can improve creativity and student learning outcomes. The increase in creativity occurred in cycle I to cycle II 13%, cycle II to cycle III 23%. Cognitive learning outcomes from cycle I to cycle II 6%, cycle II to cycle III 16%, affective learning outcomes from cycle I to cycle II 22%, cycle II to cycle III 11%, psychomotor learning outcomes from cycle I to cycle II 14 %, cycle II to cycle III 19%. PBL activities such as dealing with problems, analyzing and solving problems so as to make students creative in compiling works in the form of Mind Mapping and increasing cognitive, affective and psychomotor learning outcomes.

Sign in / Sign up

Export Citation Format

Share Document