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Relevant bibliographies by topics / Problem Based Learning Model

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Academic literature on the topic 'Problem Based Learning Model'

Author: Grafiati

Published: 4 June 2025

Last updated: 7 July 2025

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Journal articles on the topic "Problem Based Learning Model"

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Murtomo, Heri, Dafik Dafik, and Tri Diah Prastiti. "Problem-Based Learning Model Learning Framework for Solving Integer Addition Problems Based on Multi-Technique and Assisted by Digital Worksheets." International Journal of Research Publication and Reviews 4, no. 6 (2023): 405–19. http://dx.doi.org/10.55248/gengpi.4.623.44289.

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Hermawan, Edy, I. Putu Eka Indrawan, and Ni Luh Lianjayani. "Pengaruh Model Pembelajaran Problem Based Learning Berbantuan E-Learning terhadap Kreativitas dan Hasil Belajar Matematika." Emasains 7, no. 2 (2018): 170–77. https://doi.org/10.5281/zenodo.2548093.

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This study aimed to assess the effect of Problem Based Learning model with e-learning to creativity and learning result of mathematics on tenth grade student of SMK Negeri 4 Denpasar on academic year 2017/2018. This type of research was quasi experiment, using non equivalent posttest-only control group design. The population in this study were the student of tenth grade PH of SMK Negeri 4 Denpasar with 4 classes (144 students). Using multistage random sampling technique, 2 classes were obtained as sample, wich is tenth grade PH 3 (36 students) as control group and tenth grade PH 1 (36 students) as experiment group.  The data obtained of learning creativity score using questionnaire and mathematics learning result score using test method. Data analysis using MANOVA with SPSS 24.0 for windows.Based on the obtained result of hypothesis testing: 1) there were significant difference in creativity of student who joined the problem based learning model with e-learning with the student who joined the conventional learning model, by value (sig.) ≤ α (0,001 ≤ 0,05), 2) there were significant difference in mathematics learning result of student who joined the problem based learning model with e-learning with the student who joined the conventional learning model, by value (sig.) ≤ α (0,001 ≤ 0,05), and 3) there were simultaneous difference in creativity and mathematics learning result of student who joined the problem based learning model with e-learning with the student who joined the conventional learning model, by value (sig.) ≤ α (0,001 ≤ 0,05). So, there are an effect of problem based learning model with e-learning to students's mathematics learning creativity and result.

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Mardhiah Zural, Mimin. "Pengaruh Penerapan Model Pembelajaran Problem-Based Learning Terhadap Aktifitas Siswa." Bioconcetta 4, no. 1 (2018): 19–30. http://dx.doi.org/10.22202/bc.2018.v4i1.2801.

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Muhrin, Lisna. "Meningkatkan Hasil Belajar Peserta Didik Kelas VIII SMP Negeri 3 Satap Maba Menggunakan Model Pembelajaran Problem Based Learning (PBL) Pada Konsep Bahasan Cahaya." KUANTUM; Jurnal Pembelajaran dan Sains Fisika 4, no. 1 (2023): 103–29. https://doi.org/10.5281/zenodo.8401228.

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This research is a classroom action research that aims to find out whether the application of the problem based learning (PBL) learning model can improve the learning outcomes of physics students in class VIII students of SMP Negeri 3 Satap Maba. The subject of this study was class VIII SMP Negeri 3 Satap Maba, which consisted of 25 students. This research was conducted in 2 cycles consisting of 4 components, namely: planning, implementation, observation and reflection. Collecting data by means of observation, evaluation and tests at the end of each teaching cycle; analyze the data through the results of qualitative analysis. Based on the results of class VIII action research at SMP Negeri 3 Satap Maba which was carried out and produced, namely the results obtained by students in cycle I showed an increase compared to before being given learning by applying the Problem Based Learning learning model to Light material. After learning by using the learning model the results increased from 24% to 75%. In cycle II, the learning outcomes of students using the problem-based learning model also showed an increase of 100% with an average value of 72.12%.

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Yusfiani, Marnida, Ahyani Ridhayani Lubis, Fuadaturrahmah Fuadaturrahmah, and Mei Salwa Siregar. "The effectiveness of analytical chemistry problem based learning model on student learning outcomes." Jurnal Pendidikan Kimia 14, no. 3 (2022): 174–79. http://dx.doi.org/10.24114/jpkim.v14i3.39935.

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This study aims to get a value of the effectiveness of students in learning analytical chemistry. The subjects carried out in this study were 30 Tanjungbalai Polytechnic students. The method used is to analyze the pre-test and post-test as well as data on the frequency distribution of the G factor. From the results of the study it can be concluded as follows 1). The value of the pre-test results showed that out of 30 students there was 1 person (3.33%) with the highest score with a score of 74. For 29 people (97.67%) were declared not to have passed because the score was below 74. 2). The standard deviation value is 6.33 with a variance of 40.110. 3). the posttest score of 5 people with the highest score of 90 with a percentage of 16.67%, and 83.33% showed a score below 90 and passed the PBL Chemistry Analysis lesson. The conclusion from the results of the increased learning outcomes in the analytical chemistry course was obtained that the g factor value was 0.56 in the moderate category and a percentage of 56.16% in the quite effective category.

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Nurasyah, Dewi Napitupulu. "The urgency of the multi-model approach in learning environmental physics to achieve learning goals." World Journal of Advanced Research and Reviews 13, no. 3 (2022): 431–37. https://doi.org/10.5281/zenodo.6414073.

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Some learning models that can improve creative thinking skills are CPS (Creative Problem Solving), IBL (Inquiry-Based Learning), JUCAMA (Problem Submission and Solving), PBL (Problem Based Learning), SSCS (Search, Solve, Create, Share), Quantum Learning, PjBL (Project Based Learning) and PQ4R (Preview, Question, Read, Reflect, Recite, Review). However, the combination of IBL, PBL, and PjBL models in one teaching activity is essential to create exciting and dynamic learning conditions. These three models have a more structured learning syntax than the other models. The IBL learning model has advantages in cognitive aspects, helping students develop advanced cognitive abilities such as creative thinking, problem-solving, and communication skills. The PBL model has advantages in the affective part, namely, making students active in learning. The PBL learning model has advantages in the psychomotor aspect, namely being able to assist students in improving the skills of the questioning process and communicating their knowledge. By applying these three models in learning, it is hoped that a model can be realized to improve students' creative thinking skills more optimally in order to achieve learning goals.

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Naviri, Sinta, Sumaryanti Sumaryanti, and Paryadi Paryadi. "Explanatory Learning Research: Problem-Based Learning or Project-Based Learning?" Acta Facultatis Educationis Physicae Universitatis Comenianae 61, no. 1 (2021): 107–21. http://dx.doi.org/10.2478/afepuc-2021-0010.

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Summary Problems in learning are one of the obstacles to student’s success in understanding and achieving success. Learning problems also occur in physical education learning, the problems that have occurred in the last decade are caused by the individual students. To minimize and even overcome these learning problems an appropriate learning approach model is needed. In the last 5-10 years, the learning approach models that are often used are problem-based learning and project-based learning. This study aims to review and examine problem-based learning approaches and project-based learning approaches in designing and improving physical education learning. The literature review that will be discussed is about the characteristics, advantages, and disadvantages of each learning approach model. The results of the literature review are expected to be able to be used as a study or information that can be used as a theoretical basis for further research in the use of a learning approach model to complete or improve physical education learning including problem-based learning and project-based learning.

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Samosir, Katrina. "Implementation of STAD Type Cooperative Learning Model Oriented on Problem Based Learning in Discrete Mathematics." PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA 16, no. 1 (2023): 57–63. http://dx.doi.org/10.24114/paradikma.v16i1.43160.

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The objective of study are reveal to : 1) Determine that the implementation-oriented models of cooperative learning on problem based learning can improve student learning outcomes in discrete mathematics, 2) Knowing that application of cooperative learning model which is based on problem-oriented learning can improve students’ understanding of concept of discrete mathematics, 3)Knowing that application of cooperative learning model which is based on problem-oriented learning can improve students’ understanding of proof or solving problems on discrete mathematics.The method of research used a classroom action research and that becomes the subject of research is the sixth semester students who follow a discrete mathematics 2 course.After using this strategy in cycle 1, of the achievement test showed levels mastery learning class is 81.2% with an average value of 83.9.It shows that the implementation of the Model Application Oriented Learning Cooperative Learning Problem Based on Discrete Mathematics 2 successful. It means that the learning model to improve learning outcomes of students.Application of Cooperative Learning Model Oriented Problem based Learning can improve students’ understanding of concepts and improve student’s ability to prove or solving problems on Discrete Mathematics 2. Acquired 84.9% of the students understand the concepts with an average value of 85.6% on Discrete Mathematics 2. The percentage of students understand the concept at a competent level of ability (B) or very competent (A) is only 41.36%.This is due to the performance of the student group discussion is d not optimal, because there are three aspect that the average score of more than two an less than three,namely (1) the focus and meaning of the question, (2) ability to respond to questions other groups, and (3) clarity in argued the question or comments of other groups. Required to mitigate increased frequency of exercise solve problems on the discussion group.

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Golden, Richard M. "Model-based learning problem taxonomies." Behavioral and Brain Sciences 20, no. 1 (1997): 73–74. http://dx.doi.org/10.1017/s0140525x97300028.

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A fundamental problem with the Clark & Thornton definition of a type-1 problem (requirement 2) is identified. An alternative classical statistical formulation is proposed where a type-1 (learnable) problem corresponds to the case where the learning machine is capable of representing its statistical environment.

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Desak, Putu Kartiwi. "UPAYA MENINGKATKAN AKTIVITAS DAN PRESTASI BELAJAR MELALUI PENERAPAN MODEL PROBLEM BASED LEARNING PADA SISWA KELAS XI MIPA 8 SMA NEGERI 7 DENPASAR TAHUN PELAJARAN 2020/2021." WIDYADARI 22, no. 1 (2021): 371–81. https://doi.org/10.5281/zenodo.4661880.

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<em>The purpose of this study was to determine the increase in activity, learning achievement, and student responses of class XI MIPA 8 to the application of problem-based learning models in mathematics learning. This type of research is a classroom action research conducted online via Zoom and Google Classroom. The research subjects were all students of class XI MIPA 8 at SMA Negeri 7 Denpasar in the academic year 2020/2021 even semester, totaling 40 people. This study uses two cycles to improve students' mathematics learning outcomes through four stages of the activity process which includes: planning, action, observation, evaluation and reflection. Data collection techniques in this study are using test and observation methods. The results showed (1) The application of the problem based learning model can increase students' mathematics learning activities. (2) The application of the problem based learning model can improve students' mathematics learning achievement. (3) There is a very positive response from class XI MIPA 8 students to the application of the problem based learning model in mathematics learning. </em>

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Dissertations / Theses on the topic "Problem Based Learning Model"

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Björck, Ulric. "Distributed problem-based learning : studies of a pedagogical model in practice /." Göteborg : Acta Universitatis Gothoburgensis, 2004. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=012950198&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Mattheos, Nikos. "Developing a Problem Based Learning model for Internet-based teaching in academic oral health education." Licentiate thesis, Malmö högskola, Odontologiska fakulteten (OD), 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7752.

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Problem Based Learning (PBL) has been fully or partly adopted by several medical and dental schools throughout the world, but only few attempts have been made to adjust this method to Distance Learning (DL) environments. It appears that the interaction demands of PBL could not be easily facilitated by the technologies used for DL in the past. The recent introduction of Virtual Learning Environments or Virtual Classrooms, is suggested by many as the development that could allow Distance Learning to utilise highly structured collaborative learning methods such as PBL. A literature review and two pilot studies were undertaken, in an attempt to investigate the possibility of adjusting an existing in-classroom PBL model to Internet-based environments for distance learning. There is a strong need of a conceptual theoretical framework and research results to support the function and effectiveness of distance learning in health education. Drop-out rates are still high in all kinds of distance education. Accreditation, team-work and personal contact, appear to be factors of importance for increasing motivation and minimising drop-out rates in distance learning. During the pilot studies it was evident that both postgraduate and undergraduate students were very positive towards the PBL method, as they experienced it while working over the network. However, it is very difficult to introduce inexperienced students to PBL through distance. Students? competence with computers seems to be an important factor for the success of a virtual classroom and their computer literacy has to be objectively assessed prior to any course. Significant differences were identified between in-classroom and over the Internet communication. These differences, although measured in the quantity of interaction, appear to influence the quality and depth of discussion as well. Tutor involvement was higher in the Internet discussions than the in-classroom ones. It was concluded that an entirely Internet-based PBL course is possible, if properly organised. However, such a model might constitute a compromise over the quality standards of in-classroom PBL, at least with the currently available Internet technology. A hybrid approach, which will combine personal contact with network-based interaction, might be the safest and most beneficial option right now.

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Schneider, Chelsey Charl. "Comprehensive evaluation of a data-based problem solving reading model." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1216938559.

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Blackwell, Mary Alice. "An Undergraduate Theatre History Course Design Utilizing Problem-Based Learning." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1188.

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This thesis was written to provide an alternative teaching model for an undergraduate theatre history class. The course design, utilizing the Problem-Based Learning educational model, aims to create a student-centered, experiential theatre history class. The first section explores the history and evolution of the theatre discipline in academia. These chapters examine the expansion and transformation of the theatre curriculum within the discipline and higher education. The second part examines the history and the methodologies of Problem-Based Learning. Based on the philosophy of educator John Dewey, PBL is considered to be a non-traditional method of teaching and learning that encourages the development of self-directed learning and the acquisition of knowledge through experiential education. The final section describes the actual course design. Included in this section are the educational objectives of the class, examples of problems, assessment methods, and an examination of potential challenges in the design.

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Nivens, Ryan Andrew, and Renée Rice Moran. "Beyond Problem-Based Learning: How a Residency Model Improves the Education of Pre-Service Teachers." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/221.

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Nivens, Ryan Andrew, and Renée Rice Moran. "Beyond Problem-based Learning: How a Residency Model Improves the Education of Pre-service Teachers." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/289.

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In 2010, the state of Tennessee embraced the call to overhaul teacher education and required programs to adopt a residency model within K-12 schools. How exactly this would affect the various methods courses in a teacher education program? This paper provides a description of how two elementary education methods courses have shifted from simulation-style projects to projects that involve working with actual elementary students throughout the semester. This article presents an overview of the new residency style methods courses, along with how major assignments shifted to utilize the extensive time pre-service teachers would spend in the elementary school classroom.

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Richards, Karen A. "Development of an Instructional Design Model for Problem-Based Online Learning Environments in Continuing Medical Education." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/802.

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Traditional methods that emphasize didactics and rote learning seem deficient to some medical educators. These approaches typically emphasize knowledge acquisition and retention of little relevance to practice. To improve problem solving, knowledge retention, and transfer, the educational strategy and philosophy of problem-based learning (PBL) is being used in medical education on-ground, face-to-face settings. The information age and advances in information technology now provide exciting new online education alternatives for physicians wanting to use this method to meet lifelong learning needs. The challenge for the instructional designer is how to migrate established face-to-face instructional methods to the online environment. The goal of this dissertation was to provide a unique instructional design model that details criteria to guide the development of online PBL environments in continuing medical education (CME). The work addresses the following research questions: What influence should learning theory have on the instructional architecture of online PBL used to educate professionals in medical practice? How can computer technologies used in online instruction delivery incorporate relevant learning theories and cognitive principles to deliver effective online learning environments (OLEs) using the PBL method? What are the necessary elements in the development and implementation of a validated instructional design model for delivering online PBL in CME? This developmental research project also described how an OLE could be developed for physician continuing education in pain management along framework guidelines in order to illustrate concepts in the model and how it could be adapted to accommodate the course content of a particular medical specialty. Lessons learned in the process and implications for instructional design practice were discussed.

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Shuey, Sharon. "Development and Implementation of a Problem-Based Learning Model in a Finance Course: A Case Study." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/836.

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Problem-based learning is playing an increasingly significant role in higher education. Introduced in medical schools in the 1960s as a learning technique to facilitate learning in context, this approach has been implemented in more than 19 college disciplines around the world. Characterized by its problem-solving process, the problem-based learning approach uses complex ill-structured problems to motivate students to identify, research, analyze, and arrive at workable solutions that are applicable in real-world situations beyond the academic setting. Problem solving is conducted using team collaboration and iterative processes. This study investigated the application of problem-based learning in an introductory junior-level online finance course, part of the core curriculum for a Bachelor of Science in Technology and Management at a community college. The primary question the study addressed was how an online problem-based learning experience can enhance the motivation and mastery of undergraduate students in this course. The model for designing, developing and implementing problem-based learning into an existing course was explored, and the suitability of its application analyzed against the overall college objectives of providing education to prepare graduates to lead and manage technical processes, operations and personnel through the 21st century. Working within the constructs of a qualitative paradigm, a multiple-case study was conducted using three course offerings, two Internet-based offerings and one in blended learning format. Under both formats, the problem-based learning collaboration was conducted online through the use of WebCT tools: the recorded chat room and the discussion forums. The course concluded with formal student presentations that included a team consensus of the problem solution, validated with the support students used to arrive at their solution. Data collected for the study consisted of recorded chats, discussions forums, and student reflection papers, terminating presentations, interviews and surveys. At the interpretive level of the study, emerging patterns were described for each team, across stages of the study and across the courses. A model used for designing, developing and implementing problem-based learning in an online environment was explored. The findings were supported using pattern matching and triangulation, and validated by a panel of experts from corporate and academic environments.

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Wang, Disi [Verfasser], and Heinz Ulrich [Akademischer Betreuer] Hoppe. "A Model-driven Approach to Developing a Web-based Environment to Support Problem-based Learning / Disi Wang ; Betreuer: Heinz Ulrich Hoppe." Duisburg, 2019. http://d-nb.info/1191694283/34.

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Lynch, Linda L. "Technology value-beliefs and technology skill self-efficacy of preservice teachers : a measurement and structural model /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052237.

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Books on the topic "Problem Based Learning Model"

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Björck, Ulric. Distributed problem-based learning: Studies of a pedagogical model in practice. Acta Universitatis Gothoburgensis, 2004.

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Sally, Glen, and Wilkie Kay, eds. Problem-based learning in nursing: A new model for a new context? Macmillan, 2000.

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Fogarty, Robin. Problem-based learning and other curriculum models for the multiple intelligences classroom. IRI/Skylight Training and Publishing, 1997.

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Xin, Yan Ping, ed. Conceptual Model-Based Problem Solving. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-104-7.

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Hsu, Yayun. Partition-based Model Representation Learning. [publisher not identified], 2020.

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Glen, Sally, and Kay Wilkie, eds. Problem-based Learning in Nursing. Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-333-98240-2.

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1955-, Beaumont Chris, ed. Technology and problem-based learning. Information Science Pub., 2006.

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Eng, Chen Swee, and Australian Problem Based Learning Network., eds. Reflections on problem based learning. Australian Problem Based Learning Network, 1994.

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1946-, Rankin Jocelyn Anne, and Medical Library Association, eds. Handbook on problem-based learning. Forbes Custom Pub., 1999.

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S, Relvas Monica, Shanley Thomas P. 1963-, and Society of Critical Care Medicine., eds. Pediatric problem-based learning discussions. Society of Critical Care Medicine, 2007.

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Book chapters on the topic "Problem Based Learning Model"

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Winn, John Michael, Christopher M. Bishop, Thomas Diethe, John Guiver, and Yordan Zaykov. "How can machine learning solve my problem?" In Model-Based Machine Learning. Chapman and Hall/CRC, 2023. http://dx.doi.org/10.1201/9780429192685-1.

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Burns, Iain, and Sally Glen. "A New Model for a New Context?" In Problem-based Learning in Nursing. Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-333-98240-2_1.

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Burns, Iain, and Sally Glen. "An Educational Model for Preparation for Practice?" In Problem-based Learning in Nursing. Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-333-98240-2_9.

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Gallagher, Shelagh A. "Problem-Based Learning." In Systems and Models for Developing Programs for the Gifted and Talented, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003419426-8.

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Whitcombe, Steven W., and Teena J. Clouston. "A Reflexive Model for Problem-Based Learning." In Problem-Based Learning in Health and Social Care. Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320541.ch9.

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Sockalingam, Nachamma. "A Design Model for Problem-Based Learning." In Education Innovation Series. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-521-1_3.

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Condos, Spyros G. "Problem-Based Learning: The Live Animal Model." In Laparoscopic Surgery. Springer New York, 1999. http://dx.doi.org/10.1007/978-1-4612-1408-3_22.

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Ansarian, Loghman, and Mei Lin Teoh. "Models in Problem-Based Learning." In Problem-based Language Learning and Teaching. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0941-0_3.

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Schwarz, Baruch B., and Lauren B. Resnick. "The Use of an Intermediate Model for Solving Word Problems." In Technology-Based Learning Environments. Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-79149-9_25.

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Makrakis, Vassilios, and Nelly Kostoulas-Makrakis. "An Instructional-Learning Model Applying Problem-Based Learning Enabled by ICTs." In Research on e-Learning and ICT in Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34127-9_1.

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Conference papers on the topic "Problem Based Learning Model"

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Ma, Waner, Wansheng Shao, and Kexin Liu. "Reinforcement Learning for Solving the Job Shop Scheduling Problem Based on Traveling Salesman Problem Model." In 2024 43rd Chinese Control Conference (CCC). IEEE, 2024. http://dx.doi.org/10.23919/ccc63176.2024.10662001.

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Safitri, Ria Rochmi, and Jumadi Jumadi. "Game-Based Learning Media with Problem-Based Learning Model in Science: Effort to Enhance Critical Thinking Skills." In 2024 6th International Workshop on Artificial Intelligence and Education (WAIE). IEEE, 2024. https://doi.org/10.1109/waie63876.2024.00046.

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Aineto, Diego, and Enrico Scala. "Action Model Learning with Guarantees." In 21st International Conference on Principles of Knowledge Representation and Reasoning {KR-2023}. International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/kr.2024/75.

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This paper studies the problem of action model learning with full observability. Following the learning by search paradigm by Mitchell, we develop a theory for action model learning based on version spaces that interprets the task as search for hypotheses that are consistent with the learning samples. Our theoretical findings are instantiated in an online algorithm that maintains a compact representation of all solutions of the problem. Among this range of solutions, we bring attention to action models approximating the actual transition system from below (sound models) and from above (complete models). We show how to manipulate the output of our learning algorithm to build deterministic and non-deterministic formulations of the sound and complete models and prove that, given enough examples, both formulations converge into the very same true model. Our experiments reveal their usefulness over a range of planning domains.

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Gonzalez, Leonardo. "The Problem-Based Learning Model." In 2019 Eighth International Conference of Educational Innovation through Technology (EITT). IEEE, 2019. http://dx.doi.org/10.1109/eitt.2019.00042.

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Setyowati, Dana, Mr Nasution, and Ismet Basuki. "Problem based learning model assisted edmodo." In 1st International Conference on Education Innovation (ICEI 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.20.

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Sari, Fitriana, Mr Supana, and Sarwiji Suwandi. "Problem based learning model assisted edmodo." In 1st International Conference on Education Innovation (ICEI 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.30.

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Ratumanan, Tanwey Gerson, and Carolina S. Ayal. "Introduction to Problem Solving Based Learning Model." In 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.111.

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Khoiri, Nur, Iliya Emiliya, and Saifullah Hidayat. "The effectiveness of reasoning and problem solving learning model and problem-based learning model to improve problem solving skills." In THE 3RD INTERNATIONAL CONFERENCE ON NATURAL SCIENCES, MATHEMATICS, APPLICATIONS, RESEARCH, AND TECHNOLOGY (ICON-SMART2022): Mathematical Physics and Biotechnology for Education, Energy Efficiency, and Marine Industries. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0211952.

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Alatas, Fathiah, and Mia Oktaviani. "Problem Based Learning Model using Exe-Learning for Mechanical Waves." In Proceedings of the 2nd International Conference on Quran and Hadith Studies Information Technology and Media in Conjunction with the 1st International Conference on Islam, Science and Technology, ICONQUHAS & ICONIST, Bandung, October 2-4, 2018, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.2-10-2018.2295282.

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Siregar, Nurkhairunnisa, Dr Asmin, and K. M. Amin Fauzi. "The Effect of Problem Based Learning Model on Problem Solving Ability Student." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.100.

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Reports on the topic "Problem Based Learning Model"

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Rochimah, Heni, M. Japar, and Etin Solihatin. Implementasi Model Problem Based Learning di Sekolah. Minhaj Pustaka, 2024. https://doi.org/10.71457/591059.

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Osadchyi, Viacheslav V., Hanna Y. Chemerys, Kateryna P. Osadcha, Vladyslav S. Kruhlyk, Serhii L. Koniukhov, and Arnold E. Kiv. Conceptual model of learning based on the combined capabilities of augmented and virtual reality technologies with adaptive learning systems. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4417.

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The article is devoted to actual problem of using modern ICT tools to increase the level of efficiency of the educational process. The current state and relevance of the use of augmented reality (AR) and virtual reality (VR) technologies as an appropriate means of improving the educational process are considered. In particular, attention is paid to the potential of the combined capabilities of AR and VR technologies with adaptive learning systems. Insufficient elaboration of cross-use opportunities for achieving of efficiency of the educational process in state-of-the-art research has been identified. Based on analysis of latest publications and experience of using of augmented and virtual reality technologies, as well as the concept of adaptive learning, conceptual model of learning based on the combined capabilities of AR and VR technologies with adaptive learning systems has been designed. The use of VR and AR technologies as a special information environment is justified, which is applied in accordance with the identified dominant type of students' thinking. The prospects of using the proposed model in training process at educational institutions for the implementation and support of new teaching and learning strategies, as well as improving learning outcomes are determined by the example of such courses as “Algorithms and data structures”, “Computer graphics and three-dimensional modeling”, “Circuit Engineering”, “Computer Architecture”.

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Shyshkina, Mariya P. The Problems of Personnel Training for STEM Education in the Modern Innovative Learning and Research Environment. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2664.

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The aim of the article is to describe the problems of personnel training that arise in view of extension of the STEM approach to education, development of innovative technologies, in particular, virtualization, augmented reality, the use of ICT outsourcing in educational systems design. The object of research is the process of formation and development of the educational and scientific environment of educational institution. The subject of the study is the formation and development of the cloud-based learning and research environment for STEM education. The methods of research are: the analysis of publications on the problem; generalization of domestic and foreign experience; theoretical analysis, system analysis, systematization and generalization of research facts and laws for the development and design of the model of the cloud-based learning environment, substantiation of the main conclusions. The results of the research are the next: the concepts and the model of the cloud-based environment of STEM education is substantiated, the problems of personnel training at the present stage are outlined.

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Huang, Lei, Meng Song, Hui Shen, et al. Deep learning methods for omics data imputation. Engineer Research and Development Center (U.S.), 2024. http://dx.doi.org/10.21079/11681/48221.

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One common problem in omics data analysis is missing values, which can arise due to various reasons, such as poor tissue quality and insufficient sample volumes. Instead of discarding missing values and related data, imputation approaches offer an alternative means of handling missing data. However, the imputation of missing omics data is a non-trivial task. Difficulties mainly come from high dimensionality, non-linear or nonmonotonic relationships within features, technical variations introduced by sampling methods, sample heterogeneity, and the non-random missingness mechanism. Several advanced imputation methods, including deep learning-based methods, have been proposed to address these challenges. Due to its capability of modeling complex patterns and relationships in large and high-dimensional datasets, many researchers have adopted deep learning models to impute missing omics data. This review provides a comprehensive overview of the currently available deep learning-based methods for omics imputation from the perspective of deep generative model architectures such as autoencoder, variational autoencoder, generative adversarial networks, and Transformer, with an emphasis on multi-omics data imputation. In addition, this review also discusses the opportunities that deep learning brings and the challenges that it might face in this field.

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Kondratenko, Larysa O., Hanna T. Samoylenko, Arnold E. Kiv, et al. Computer simulation of processes that influence adolescent learning motivation. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4452.

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In order for the learning process to always retain personal value for the learner, it is necessary that his or her motivation be maintained through an awareness of his or her purpose and goals. This article presents a local model (at the individual object level) of enhancing external motivation, which give to determine students’ efforts to get rewards. The concept of this model based on describing the behavior of agents (in our case students). The characteristics of the phenomenon in the motivation of learning at different stages of adolescent development are analyzed. The problem of computer modeling of educational processes with the help of agent modeling on the example of studying student motivation is considered. Internal and external factors that may strengthen or weaken the adolescent’s motivation to study have been studied. The expediency of using information technologies of agent modeling to study the dynamics of strengthening or weakening student motivation is substantiated. Using the AnyLogic Cloud computing environment the change of dynamics of strengthening of motivation of teenagers on an example of model of strengthening of external motivation is defined.

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Hlushak, Oksana M., Svetlana O. Semenyaka, Volodymyr V. Proshkin, Stanislav V. Sapozhnykov, and Oksana S. Lytvyn. The usage of digital technologies in the university training of future bachelors (having been based on the data of mathematical subjects). [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3860.

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This article demonstrates that mathematics in the system of higher education has outgrown the status of the general education subject and should become an integral part of the professional training of future bachelors, including economists, on the basis of intersubject connection with special subjects. Such aspects as the importance of improving the scientific and methodological support of mathematical training of students by means of digital technologies are revealed. It is specified that in order to implement the task of qualified training of students learning econometrics and economic and mathematical modeling, it is necessary to use digital technologies in two directions: for the organization of electronic educational space and in the process of solving applied problems at the junction of the branches of economics and mathematics. The advantages of using e-learning courses in the educational process are presented (such as providing individualization of the educational process in accordance with the needs, characteristics and capabilities of students; improving the quality and efficiency of the educational process; ensuring systematic monitoring of the educational quality). The unified structures of “Econometrics”, “Economic and mathematical modeling” based on the Moodle platform are the following ones. The article presents the results of the pedagogical experiment on the attitude of students to the use of e-learning course (ELC) in the educational process of Borys Grinchenko Kyiv University and Alfred Nobel University (Dnipro city). We found that the following metrics need improvement: availability of time-appropriate mathematical materials; individual approach in training; students’ self-expression and the development of their creativity in the e-learning process. The following opportunities are brought to light the possibilities of digital technologies for the construction and research of econometric models (based on the problem of dependence of the level of the Ukrainian population employment). Various stages of building and testing of the econometric model are characterized: identification of variables, specification of the model, parameterization and verification of the statistical significance of the obtained results.

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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.

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Sikora, Yaroslava B., Olena Yu Usata, Oleksandr O. Mosiiuk, Dmytrii S. Verbivskyi, and Ekaterina O. Shmeltser. Approaches to the choice of tools for adaptive learning based on highlighted selection criteria. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4447.

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The article substantiates the relevance of adaptive learning of students in the modern information society, reveals the essence of such concepts as “adaptability” and “adaptive learning system”. It is determined that a necessary condition for adaptive education is the criterion of an adaptive learning environment that provides opportunities for advanced education, development of key competencies, formation of a flexible personality that is able to respond to different changes, effectively solve different problems and achieve results. The authors focus on the technical aspect of adaptive learning. Different classifications of adaptability are analyzed. The approach to the choice of adaptive learning tools based on the characteristics of the product quality model stated by the standard ISO / IEC 25010 is described. The following criteria for the selecting adaptive learning tools are functional compliance, compatibility, practicality, and support. By means of expert assessment method there were identified and selected the most important tools of adaptive learning, namely: Acrobatiq, Fishtree, Knewton (now Wiliy), Lumen, Realize it, Smart Sparrow (now Pearson). Comparative tables for each of the selected tools of adaptive learning according to the indicators of certain criteria are given.

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Forsythe, Frank. Problem-Based Learning. The Economics Network, 2010. http://dx.doi.org/10.53593/n1164a.

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Pasupuleti, Murali Krishna. Mathematical Modeling for Machine Learning: Theory, Simulation, and Scientific Computing. National Education Services, 2025. https://doi.org/10.62311/nesx/rriv125.

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Abstract Mathematical modeling serves as a fundamental framework for advancing machine learning (ML) and artificial intelligence (AI) by integrating theoretical, computational, and simulation-based approaches. This research explores how numerical optimization, differential equations, variational inference, and scientific computing contribute to the development of scalable, interpretable, and efficient AI systems. Key topics include convex and non-convex optimization, physics-informed machine learning (PIML), partial differential equation (PDE)-constrained AI, and Bayesian modeling for uncertainty quantification. By leveraging finite element methods (FEM), computational fluid dynamics (CFD), and reinforcement learning (RL), this study demonstrates how mathematical modeling enhances AI-driven scientific discovery, engineering simulations, climate modeling, and drug discovery. The findings highlight the importance of high-performance computing (HPC), parallelized ML training, and hybrid AI approaches that integrate data-driven and model-based learning for solving complex real-world problems. Keywords Mathematical modeling, machine learning, scientific computing, numerical optimization, differential equations, PDE-constrained AI, variational inference, Bayesian modeling, convex optimization, non-convex optimization, reinforcement learning, high-performance computing, hybrid AI, physics-informed machine learning, finite element methods, computational fluid dynamics, uncertainty quantification, simulation-based AI, interpretable AI, scalable AI.

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