Effectiveness of Problem-Based Learning Approach to the Students’ Problem Solving Performance

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
Sylvino V. Tupas
Keyword(s):  
Real Life ◽  
Problem Based Learning ◽  
The Philippines ◽  
Mathematical Concepts ◽  
First Semester ◽  
Mathematics Problems ◽  
School Year ◽  
Problem Situations ◽  
Real Life Problem ◽  
Systematic List

The Philippines’ ranking in Trends in International Mathematics and Science Survey (TIMSS) is indicative of how mathematics is taught in the classrooms. This descriptive research determined the performance of 12 BSMT and 17 BSMarE freshmen students in solving general mathematics problems. They were preselected cadets who enrolled in a Maritime School in the Philippines first semester school year 2009-2010. Two sets of test instruments of similar context and style were used as pretest and posttest. The selected problems included routine or nonroutine and multistep problem and within the context and level of the students. Result shows a significant improvement in the performance of both BSMT and BSMarE students and as a whole at 0.05 alpha. Further, students developed various heuristics which includes Guess and Test, Working Backwards, Act it Out, Use of Diagram, Use of Algebra, Direct Counting, and Systematic List. Significant performance of students in the posttest is an indicator of the effectiveness of the problem-based learning (PBL) approach. Exposing them to various routine and non-routine problems enable students to apply mathematical concepts and understanding into real life problem situations. This makes mathematics more relevant which enhanced students’ interest and level of performance in mathematics. Keywords - TIMSS, math performance, heuristics, mathematics instruction, nonroutine problem, real life problem

The Process of Thinking among Junior High School Student in Solving HOTS Question

2015 ◽  
Vol 4 (3) ◽  
pp. 138 ◽  
Author(s):  
Bakry Bakry ◽  
Md Nor Bin Bakar
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Real Life ◽  
Thinking Skills ◽  
Mathematical Concepts ◽  
Mathematics Problems ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Thinking Process

Higher order thinking skills (HOTS) is one of the important aspect of teaching and learning mathematics. By using HOTS, student will be able to acquire a deep understand of mathematical concepts and can be applied in real life. Students ability to develop the capacity of the HOTS is closely related with thinking processes while solving mathematics problems. This research focused, at describing the thinking process of students in solving mathematical problem involving HOTS problem. The method used is a qualitative method and case study design, the data collected through mathematics tests and interviews. There are 3 students selected as participant Data analysis techniques are descriptive qualitative, analysis according to the model proposed by Miles and Huberman (1992), namely data reduction, data presentation and conclusion. The result of the study showed that the students thinking process in solving mathematics problem is by using the systematic thinking (1) creating of meaning (2) making of opinion, and 3) making conclution.

scholarly journals Developing Real-life Problem-based Learning (PBL) Activities through Partnership with Industry

2018 ◽  
Author(s):  
John Mativo ◽  
Nicola Sochacka ◽  
Kathryn Youngblood ◽  
Doug Brouillard ◽  
Joachim Walther
Keyword(s):  
Real Life ◽  
Problem Based Learning ◽  
Real Life Problem

scholarly journals PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA PADA MATERI PECAHAN SISWA KELAS VII DI SMP SWASTA ISTIQLAL DELI TUA

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Yuli Ragelia Sinaga ◽  
Nurliani . Manurung
Keyword(s):  
Action Research ◽  
Problem Based Learning ◽  
Learning Model ◽  
Study Data ◽  
Test Results ◽  
Research Subjects ◽  
Mathematical Concepts ◽  
Average Value ◽  
School Year ◽  
Classroom Action Research

ABSTRAKPenelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep siswa setelah penerapan model Pembelajaran Berbasis Masalah (PBM) pada materi pecahan  kelas VII di SMP Swasta Istiqlal Delitua Tahun Ajaran 2014/2015. Jenis penelitian ini adalah penelitian tindakan kelas (classroom action research). Subjek dalam penelitian ini adalah kelas VII di SMP Swasta Istiqlal Delitua dengan jumlah siswa 33 orang dan objek dalam penelitian ini adalah meningkatkan pemahaman konsep siswa dengan penerapan model Pembelajaran Berbasis Masalah (PBM) pada materi pecahan kelas VII di SMP Swasta Istiqlal Delitua tahun ajaran 2014/2015. Instrumen penelitian ini terdiri dari tes dan observasi. Penelitian terdiri 2 siklus dan tes diberikan pada setiap akhir siklus. Hasil tes pemahaman konsep matematika siklus I nilai rata-rata 63,85 dan klasikal kategori “baik” 57,57%. Siklus II nilai rata-rata adalah 81,69 dan secara klasikal kategori “sangat baik” 90,90%. Hasil observasi kemampuan guru menelola pembelajaran siklus I rata-rata 3,15 dengan kategori “baik”, siklus II berkategori “sangat baik” nilai rata-rata 3,5. Kesimpulan penelitian yaitu penerapan model pembelajaran berbasis masalah dapat meningkatkan pemahaman konsep matematika siswa. ABSTRACTThis study was aimed to know the students ‘increased understanding of the concept after the application of problem based learning model of class VII SMP Swasta Istiqlal Delitua of the school year 2014/2015. Research-shaped Classroom Action Research. Research subjects VII grade students in SMP Swasta Istiqlal Delitua consisted of 33 peoples and the object of research is applying measures problem-based learning model to increased understanding of the concept of class VII SMP Swasta Istiqlal Delitua of the school year 2014/2015. Study data obtained from tests and observation sheets. The study comprised two cycles and the test given at the end of each cycle. Test results understanding of math concept I cycle the average value of 63,85 and in the classical category of “good” 57,57%. Cycle II, the average value is 81,69 and in the classical category of “very good” 90,90%. Observations of teachers ability to manage the learning I cycle an average of 3,15 with the category of “good”, cycle II categorized “very good” average value of 3,5. Conclusion of the study is the application of problem-based learning model can enhance students ‘understanding of mathematical concepts. Keywords  : Model, Problem-based learning (PBL), ability to understanding, concept of Mathematics

scholarly journals Modelling Experiences And Its Factors In General Mathematics: The Case Of Grade 11 Students

2020 ◽  
Vol 3 (2) ◽  
pp. 25
Author(s):  
Leomarich F Casinillo ◽  
Emily L Casinillo
Keyword(s):  
Learning Experience ◽  
Real Life ◽  
Simple Random Sampling ◽  
State University ◽  
Religious Activities ◽  
First Semester ◽  
School Year ◽  
Learning Mathematics ◽  
Stem Students ◽  
Grade 11

Student’s experiences in learning plays an essential role in producing quality academic achievement. This study aimed to develop multiple regression models on the students’ experiences in learning mathematics in regards to its influencing factors. A simple random sampling of 112 grade 11 students in the first semester of school year 2018-2019 from Visayas State University were used as the respondents of this study. Result of the study reveals that grade 11 students’ learning experience in general mathematics is challenging and logical. However, it is found out that it is satisfying and rewarding since it develops their critical thinking and decision making in real life. The number of hours in studying and studying with internet positively influence the students’ learning experience in mathematics. It is also revealed that STEM students are more fond learning mathematics compare to non-STEM students. Furthermore, result also shows that a conducive learning environment and religious activities in the campus helps the students to have a peaceful and positive learning experience.

scholarly journals An Analysis on Eight Grade Mathematics Textbook of New Indonesian Curriculum (K-13) Based on Pisa’s Framework

2016 ◽  
Vol 1 (1) ◽  
pp. 14-27 ◽  
Author(s):  
Sarlita Murdaningsih ◽  
Budi Murtiyasa
Keyword(s):  
Research Method ◽  
International Student ◽  
Eighth Grade ◽  
Ministry Of Education ◽  
Mathematical Concepts ◽  
Mathematics Textbook ◽  
First Semester ◽  
Mathematics Problems ◽  
K 13 ◽  
Personal Context

This study aims to analyze and describe the mathematics problems in the eighth grade mathematics textbook of new Indonesian curriculum (K-13) based on The Programme for International Student Assesment (PISA) frameworks. The object of this study was the the revised version textbooks of the eighth grade mathematics student’s book published by The Ministry of Education and Culture (Kemendikbud) in 2014. The framework of the analysis in this study was the PISA components consisting of process, content, and context with its categories. The research method was descriptive quantitative. The data was collected by observing the contents of the textbook and interviewing the students and the teachers in SMP Negeri 2 Rembang. The analysis showed that the contents of the textbook were in accordance to the PISA components. The result also indicated that in both semester of the students’ book, the problems involving the process of employing mathematical concepts, facts, procedures, and reasoning were more dominant than others. Moreover, in the contexts, the problems were dominated by the personal context. Furthermore, the first semester students’ books were dominated by the change and relationships contents while the second semester books were dominated by the space and shape contents.

IMPLEMENTASI MODEL PEMBELAJARAN BERDASARKAN MASALAH UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IV SDN 169 PEKANBARU

2015 ◽  
Vol 4 (2) ◽  
pp. 87
Author(s):  
Erlisnawati ' ◽  
Hendri Marhadi
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Social Studies ◽  
Problem Based Learning ◽  
Fourth Grade ◽  
Learning Model ◽  
Student Activities ◽  
First Semester ◽  
Average Value ◽  
Implementation Problem

The problem in this research was social studies student achievement in fourth grade (IV) SDN 169 Pekanbaru still low with average value 63.88 (with KKM 75). The purpose of this research was to improve the student achievement of the fourth grade (IV) SDN 169 Pekanbaru with the implementation of Problem Based Learning model. This research was classroom action research with two cycles in first semester 2015. Before implementation Problem Based Learning average 63.88, after implementation of Problem Based Learning, UH I was 71.25 that improve 11.54% from before exam with average 61.62. UH II was 80.38 that improve 25.83%. Teacher’s activities with the implementation of Problem Based Learning at first meeting of first cycle was 70% (good category), and second meeting was 80% (good category) that improve 10 point. At second cycle, teacher’s activitiesat first meeting was 90% (very good category) that improve 10 point from second meeting of first cycle. Second meeting of second cycle was 95% (very good category) which improve 5 point. Students activities at first meeting of first cycle was 65% (good category), and second meeting 75% (good category) that improve 10 point. At second cycle, student activities at first meeting was 80% (good category) that improve 5 point from second meeting of first cycle. Second meeting of second cycle was 85% (very good category) which improve 5 point. Implementation of Problem Based Learning model can improvedsocial studies student achievement of fourth grade (IV) SDN 169 Pekanbaru.Keywords: problems based learning, sosial studies student’s achievement

RELEVANSI PEMBELAJARAN IPA DAN PAI HUMANIS

Edupedia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 13-21
Author(s):  
Subyanto ◽  
Kurniyatul Faizah
Keyword(s):  
Social Interaction ◽  
Real Life ◽  
Problem Based Learning ◽  
Role Playing ◽  
Natural Sciences ◽  
Discovery Learning ◽  
Islamic Education ◽  
Transfer Of Knowledge ◽  
The Real ◽  
Team Research

In Natural Sciences (IPA) there are three aspects of learning, they arenatural sciences as product, process, and strengthening attitudes. This natural sciences learning classification found relevance with Islamic education learning in the aspect of fiqh, theseare fiqh as a product and fiqh as a process. The types of humanistlearning arelearning other than as a product, because this learning is not just transfer of knowledge without rationality, so that the lesson is not able to take part in the real life of humanity. In the implementation, humanist learning can be carried out using several scientific approaches such as problem based learning, discovery learning, social interaction, role playing, team research, and other forms that are oriented to students involvementdirectly.

IPM—A Problem-based Learning Approach

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 509e-509
Author(s):  
Robert P. Rice
Keyword(s):  
Pest Control ◽  
Test Performance ◽  
Management Strategies ◽  
Ornamental Plants ◽  
Real Life ◽  
Problem Based Learning ◽  
Control Measures ◽  
Learning Approach ◽  
Pest Monitoring ◽  
Use Of Resources

The Cal Poly philosophy of “Learn and Understand by Doing” has been integrated with problem-based learning and the use of the latest technology to produce a class that closely simulates real-life pest control situations. Goals of the class, Disease and Pest Control Systems for Ornamental Plants, are to teach students pest monitoring, control and problem solving techniques, the use of resources including the internet and journals, and the use of the latest pest control equipment and application techniques. Students are shown pest situations and then work in groups to diagnose the problem, investigate management strategies, apply control measures, and monitor results. Weekly class presentations inform the class of the various projects and help to teach the class organization and presentation skills. Student evaluations and test performance have demonstrated that students achieve class objectives substantially better with the problem-based learning approach than with the previous lecture-based approach to the class.

A problem-based learning course in physiology for undergraduate and graduate basic science students.

1998 ◽  
Vol 275 (6) ◽  
pp. S16 ◽  
Author(s):  
S Mierson
Keyword(s):  
Small Group ◽  
Professional Education ◽  
Basic Science ◽  
Clinical Laboratory ◽  
Team Building ◽  
Real Life ◽  
Problem Based Learning ◽  
Laboratory Research ◽  
Science Students ◽  
Organ Systems

In small-group problem-based learning (PBL), students work cooperatively to solve complex, real-world problems. The problems lead the students to learn basic concepts rather than being presented as applications of concepts they have already learned. The goals are for students to learn and be able to apply the disciplinary content, develop critical thinking abilities, and acquire skills of life-long learning, communication, and team building. PBL has been widely used in recent years in medical and related areas of professional education. In those settings each small group typically has its own faculty facilitator. PBL can be successfully adapted for teaching undergraduate and graduate basic science students, in part by having multiple groups meet in one room with a roving facilitator. This report describes a two-semester PBL sequence in organ-systems physiology. To keep the interest of a diverse group of seniors and graduate students, several types of problems were used: clinical, laboratory research-based, real-life scenarios, and published research articles. The majority of students have responded enthusiastically.

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