scholarly journals PROBLEM-BASED LEARNING: ITS EFFECTS ON STUDENTS’ ABILITY IN WRITING EXPOSITORY ESSAYS

2021 ◽  
Vol 3 (1) ◽  
pp. 22-27
Author(s):  
Ms Jumariati ◽  
◽  
Rizky Amelia ◽  
Eka Puteri Elyani ◽  
Tofan Mahendra ◽  
...  
Keyword(s):  
Problem Solving ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Control Group ◽  
Problem Solution ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Expository Essays

Having the ability to think critically is prominent to aid students in dealing with academic life, filtering any information, and solving problems. This study investigates the effects of Problem-Based Learning on students’ ability in writing expository essays. It employed a quantitative approach with a quasi-experimental design by utilizing intact classes of advanced writing. The study utilized a writing test and a scoring rubric as the instruments to collect the data. The experimental group was taught by using PBL with group works whereas the control group was taught by using individual guided problem-solving. The findings on the t-test conveyed that the null hypothesis is rejected. Hence, there is a significant difference in the mean score of the students in the experimental group and those in the control group. Moreover, the analysis of each component of writing revealed that the implementation of PBL gives a significant effect on the components of content and organization. Hence, small group discussion for problem-solving tasks is recommended to develop students’ critical thinking skills, social skills, and writing skills particularly in writing expository essays of problem-solution.

Jigsaw Approach in Cooperative Learning: Its Effect in Problem Solving Skills for Physics

10.17158/222 ◽  
2012 ◽  
Vol 18 (1) ◽  
Author(s):  
Renan P. Limjuco ◽  
Ma. Teresa M. Gravino
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Group Discussion ◽  
Pharmacy Students ◽  
Control Group ◽  
Problem Solving Skills ◽  
School Year ◽  
Quasi Experimental ◽  
Experimental Group

This study was conducted to determine whether or not the jigsaw approach as a cooperative learning strategy can significantly improve the problem solving skills in physics of the First Year Pharmacy students of the University of the Immaculate Conception for School Year 2011-2012. The researchers used the quasi-experimental design and purposively chose one class with forty students to compose the experimental group and another class of the same size to form the control group. The students from the experimental group were supervised through the jigsaw approach for three weeks as they studied Newton’s 2nd Law of Motion. The test scores from the 50-multiple choice-item Physics Questionnaire (α = 0.90) were the data used in the study. Frequency count, percentage, mean, standard deviation, and t-test were the statistical tools employed in the analyses of the data. Findings of the study revealed that the problem solving skills in physics of the Pharmacy students were significantly improved by the jigsaw approach. The researchers also employed a focus group discussion for the triangulation of the method which validated that students who were subjected to jigsaw approach became more proficient, responsible, facilitative, and approachable as learners. The students felt that they needed to study not only for themselves but also for their group mates.

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 EFEKTIVITAS PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS SISWA SD

2020 ◽  
Vol 3 (1) ◽  
pp. 51-56
Author(s):  
Retno Triningsih ◽  
Mawardi Mawardi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Quasi Experimental

The purpose of conducting this research is to compare the effectiveness of the Problem Based Learning learning model and the Project Based Learning learning model in terms of the critical thinking skills of elementary students. This type of research used in this research is Quasi Experimental with experimental design of Post test-Only Control Group Design. The population in the study were 164 five grade students in Diponegoro Salatiga Cluster, while the sample is 111 students of five grade students in SDN Mangunsari 01, SDN Mangunsari 03, and SDN Mangunsari 05. The results obtained from this study are based on descriptive statistics where the average implementation of the Problem Based Learning learning model is 92.46, while the average implementation of the Project Based Learning learning model is 85.15. the results of critical thinking skills in the Problem Based Learning model are higher than the Project Based Learning learning model reinforced by the T test results obtained by the Sig. (2-tailed) of 0, 047 0.05 thus there is a significant difference between the two groups.

scholarly journals Tinjauan Kemampuan Awal Matematis dalam Kemampuan Pemecahan Masalah pada Pembelajaran Berbasis Masalah melalui Menulis Matematika

2020 ◽  
Vol 4 (2) ◽  
pp. 285
Author(s):  
Riki Andriatna
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Control Group ◽  
Learning Models ◽  
Mathematical Writing ◽  
Mathematics Problem Solving ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Better Than

ABSTRAK Penelitian ini bertujuan untuk melihat pengaruh model pembelajaran berbasis masalah yang dikombinasikan dengan menulis matematika terhadap kemampuan pemecahan masalah dengan tinjauan kemampuan awal matematis siswa dengan kategori tinggi, sedang, dan rendah. Penelitian ini merupakan penelitian kuasi eksperimen dengan menggunakan satu kelompok eksperimen dengan perlakukan model pembelajarann berbasis masalah yang dikombinasikan dengan menulis matematika dan satu kelompok kontrol yang hanya diberikan perlakukan model pembelajaran berbasis masalah. Metode pengumpulan data terdiri dari tes kemampuan pemecahan masalah matematis. Teknik analisis data menggunakan analisis variansi dua jalan sel tidak sama. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah siswa yang menggunakan model pembelajaran berbasis masalah yang dikombinasikan dengan menulis matematika lebih baik daripada kemampuan pemecahan masalah siswa yang hanya menggunakan model pembelajaran berbasis masalah secara umum maupun berdasarkan kategori kemampuan awal matematis. Ditinjau dari kategori kemampuan awal matematis, siswa kategori tinggi dan sedang menunjukkan tidak adanya perbedaan kemampuan pemecahan masalah yang signifikan, sedangkan kemampuan pemecahan masalah siswa kategori tinggi dan sedang lebih baik jika dibandingkan dengan kemampuan pemecahan masalah siswa kategori rendah. Kata kunci: pembelajaran berbasis masalah, menulis matematika, kemampuan pemecahan masalah, kemampuan awal matematis.   ABSTRACT This study aims to look at the effect of problem-based learning models combined with mathematical writing on problem solving abilities with a review of students' mathematical early capabilities in high, medium, and low categories. This research is a quasi-experimental study using one experimental group with the treatment of problem-based learning models combined with writing mathematics and a control group that is only given the treatment of problem-based learning models. Data collection methods consist of tests of mathematical problem solving abilities. Data analysis techniques using two path analysis of variance are not the sam cell. The results showed that the problem-solving ability of students who use problem-based learning models combined with writing mathematics is better than the problem-solving abilities of students who only use problem-based learning models in general or by the category of mathematical early ability. Judging from the early mathematical ability category, high and medium category students showed no significant difference in problem solving abilities while the problem solving ability of high and medium category students was better when compared to the problem solving ability of low category students. Keywords: problem based learning, writing mathematics, problem solving ability, mathematics early ability.

scholarly journals The Effect of Flipped Classroom Model on Students’ Achievement in the New 2016 Scholastic Assessment Test Mathematics Skills

2019 ◽  
pp. 769-777
Author(s):  
Adeeb M. Jarrah ◽  
Khaled Mohammed Abdel Baki Mohammed Diab
Keyword(s):  
United Arab Emirates ◽  
Flipped Classroom ◽  
Standardized Test ◽  
Thinking Skills ◽  
Control Group ◽  
Mathematics Skills ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Student Achievements ◽  
Experimental Group

The flipped classroom model has become more popular and one of the focus of many researchers and teachers in the recent years. The aim of current study is to explore the effect of flipped classroom model on students’ achievements in the new SAT 2016 mathematics skills (Heart of Algebra, Problem solving and data analysis, and Passport to Advanced Math) for the eleventh grade Emirati female students in Al Ain, United Arab Emirates. Specifically, this study aims at determining whether there was a statistically significant difference in student achievements in the new SAT mathematics skills between two groups of grade 11 students. Thus, pretest/posttest quasi-experimental design was applied. The experimental group was taught by flipped classroom model, and the control group was taught by traditional instruction methods. The results revealed that there is a statistically significant difference between the pretest and posttest of the experimental group over the control group the new SAT mathematics skills. Furthermore, the findings suggest that teachers who teach mathematics standardized test skills like SAT can use flipped classroom model to enhance students’ readiness and to improve their thinking skills to simulate the 21st-century skills.

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

2016 ◽  
Vol 9 (5) ◽  
pp. 166 ◽  
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

<p class="apa">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 (<em>z</em>: -4.220, <em>p</em>: 0.001 for accuracy and <em>z</em>: -2.594, <em>p</em>: 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.</p>

scholarly journals Pengaruh Pembelajaran Berbasis Masalah (Problem Based Learning) Terhadap Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran PKn Kelas VI di SDN Kota Sumenep

2019 ◽  
Vol 3 (2) ◽  
pp. 98
Author(s):  
Tri Sutrisno
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Model Problem ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Experimental Group

Abstrak: Penelitian ini bertujuan untuk menilai pengaruh penggunaan model problem based learning untuk keterampilan berpikir kritis dalam kewarganegaraan tentang sistem pemerintahan. Objek penelitian ini adalah kelas VI SDN Kolor II Sumenep. Termasuk 2 kelas yang digunakan dalam penelitian ini meliputi, kelas VIA SDN Pajagalan sebagai percobaan kelas I, VI A sebagai kelompok eksperimen dan kelompok kontrol VIB SDN Kolor II. Tes kelas yang dimaksudkan adalah kelas yang digunakan untuk menguji instrumen yang akan digunakan untuk mengambil data keterampilan berpikir kritis siswa. Pendekatan penelitian kuantitatif ini, syarat-syarat nilai perolehan kemampuan tes untuk skor keterampilan berpikir kritis atau nilai-nilai dijumlahkan dan dianalisis menggunakan t-test dua sampel independen. Pada validitas tes diperoleh hitungan ≥ r r - kritis (0,349), instrumen tersebut valid dan dapat digunakan. Dalam pengujian andal hitung r> r kritis (0,60), yaitu nilai Alpha 0,966 yang berarti lebih besar dari 0,60. Dengan demikian seluruh instrumen barang bisa diandalkan. Hasil pengujian hipotesis dapat dilihat dari data yang telah dianalisis dengan t 3,730> t-tabel 2,00 (α = 0,05). Dapat disimpulkan bahwa probabilitas kesalahan dalam penelitian ini masih di bawah 0,05. Pengujian hipotesis dapat diputuskan, bahwa dengan harga tinggi 3,730 t-test memiliki tingkat signifikansi 0,000, yang ternyata posisinya masih jauh di bawah nilai α = 0,05. Oleh karena itu penelitian ini berhasil menolak H0 pada tingkat signifikansi 5%. Lebih lanjut, dapat disimpulkan bahwa H1 terbukti benar. Berarti dalam kelompok eksperimen pretest posttest kelompok eksperimen adalah 54,38 adalah 74,38. Sedangkan rata-rata kelompok kontrol pretest adalah 51,94. Grup postes adalah 66,94. Ini adalah bukti bahwa terjadi peningkatan pada kelas eksperimen yang telah diberi perlakuan dengan model problem based learning. Dengan demikian kita dapat menyimpulkan kemampuan keterampilan berpikir kritis siswa dalam kelompok eksperimen lebih tinggi daripada kelompok kontrol. Model problem based learning berpengaruh positif terhadap kemampuan siswa untuk keterampilan berpikir kritis.Kata kunci: Model Problem Based Learning, Kemampuan Berpikir KritisAbstract: This study aims to assess the effect of the use of problem solving based learning model for critical thinking skills  in civics about the system of goverment. Object of this research is a class VI  SDN Kolor II Sumenep. Includes 2 classes used in this study include , VIA SDN Pajagalan class as a class I trial, VI A as an experimental group and a control group VIB SDN Kolor II . Class tests are intended class is used to test the instruments to be used to retrieve data critical thinking skills of students. This quantitative research approaches , the terms of the acquisition value of the test 's ability to critical thinking skills scores or values are summed and analyzed using t-test two independent samples. On the validity of the test obtained count ≥ r r - critical ( 0.349 ), the instrument as valid and can be used. In the test reliably count r > r critical ( 0.60 ) , namely Alpha value of 0.966 which means greater than 0.60. Thus the entire item instrument is reliable. Results of hypothesis testing can be seen from the data that has been analyzed by t 3.730 > t-table 2.00 (α = 0.05). It can be concluded that the probability of error in this study still below 0.05. Hypothesis testing can be decided, that with the high price of 3.730 t-test has significance level of 0.000, which turned out to be his position is still far below the value of α = 0.05. This study therefore managed to reject H0 at significance level of 5 % . Furthermore, it can be concluded that the H1 was proved right. Mean in the experimental group pretest posttest experimental group is 54.38 is 74.38. While the control group mean pretest is 51.94. Postes group is 66.94. This is evidence that an increase in the experimental class that has been given treatment with problem solving-based learning model. Thus we can conclude critical thinking skills  abilities of students in the experimental group was higher than the control group. Problem solving-based learning model a positive effect on students' ability tocritical  thinking skills.Keywords: Problem Based Learning Model, Critical Thinking Skills

scholarly journals The Influence of Problem Solving Model Toward Students’ Critical Thinking Skills

2019 ◽  
Vol 3 (2) ◽  
pp. 113-120
Author(s):  
Nindya Ananda Latifa ◽  
Heffi Alberida
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Group Problem Solving ◽  
Significant Difference ◽  
Problem Solving Model ◽  
Post Test ◽  
Experimental Group

The aims of this study was to find whether there was an influence of the Problem Solving Model towards critical thinking skills of students of grade XI in SMAN 9 Padang. A Quasi Experiment method with The Post-test Control Group Only Design was used in this study. Students were grouped in an experimental group (Problem Solving model) and a control group (Direct intruction). The data from a test were analyzed using t-test with a=0,05. The findings showed that there was a significant difference of critical thinking skills enhancement in experimental group than the control group.

scholarly journals PERBANDINGAN MODEL PEMBELAJARAN PROBLEM SOLVING DAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS XI MIA MAN 2 KOTA BENGKULU

Alotrop ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 107-116
Author(s):  
Ida Nurjelita Sani ◽  
Amrul Bahar ◽  
Elvinawati Elvinawati
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Homogeneity Test ◽  
Significant Difference ◽  
Class 1

The aim of this study to determine the comparison of Problem Solving (PS) and Problem Based Learning (PBL) models to critical thinking skills of student on buffer solution material. This type of research is quasi experimental research with posttest only control group design research design. The population of this study is all class XI IPA of MAN 2 Bengkulu City academic year 2018/2019 as many 133 students. The analysis of the data was used the normality test,  homogeneity test, and hypothesis test.  The research sample was taken by purposive sampling technique. Data on the results of students' critical thinking skills are obtained from the value of the posttest or final test. Posttest is done by using test instruments in the form of descriptive tests as many as 6 items, each of which has a different critical thinking indicator. Previous test instruments were tested and analyzed to see the level of validity, reliability, differentiation and the level of difficulty of the questions. The results of the study showed that the average value of students' critical thinking ability achievement in the experimental class 1 was higher than that of the experimental class 2 students which were 74.09 and 70.22. Based on these results, the experimental class 1 which applied the problem solving learning model was better at improving students' thinking skills than the experimental class 2 which applied a problem-based learning model. Hypothesis testing with the T-test at the 0.05 significance level yields a sig value. (2-tailed)> level of signicant which is 0.147> 0.05 so that Ho is accepted. Thus, it can be concluded that there is no significant difference between the critical thinking skills of the experimental class 1 students who apply PS models and experimental class 2 students who apply the PBL model.

scholarly journals The Effectiveness of Problem-Based Learning in Improving Students’ Writing Descriptive Text in Vocational School

2020 ◽  
Vol 10 (1) ◽  
pp. 1-11
Author(s):  
Rindi Dwi Amalia ◽  
Rusfandi Rusfandi
Keyword(s):  
Teaching Method ◽  
Problem Based Learning ◽  
Teaching Writing ◽  
Vocational School ◽  
Control Group ◽  
Alternative Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

One of the problems in teaching English to students in vocational high schools is how to make the students more active, creative, and critical. An alternative teaching method that can be used by teachers is Problem-Based Learning (PBL). The objective of this study is to investigate whether the use of PBL provides a significant effect on the students’ writing descriptive text. This study used a quasi-experimental design which was conducted at a vocational school in Malang. The participants of this study were class X Office Administration 1 as the experimental group consisting of 23 students and class X Office Administration 3 as the control group consisting of 23 students. The researcher gave pre-test and post-test and compared the participants’ writing scores in the control and experimental groups by using an independent sample t-test. The result of the post-test indicates that the students in the experimental group achieved a higher mean score than those in the control group on writing descriptive text. The statistical analysis reports that there was a significant difference in scores between the two groups (t = 6.99, p < 0.05). This finding indicates that PBL can be an effective method for teachers in teaching writing descriptive text.

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