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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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Panggabean, Yosephin Elisabeth, Mulyono Mulyono, and Humuntal Banjarnahor. "Differences in Improving Student's Problem Solving Mathematics Ability Using Problem Based Learning and Discovery Learning." PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA 16, no. 1 (2023): 32–39. http://dx.doi.org/10.24114/paradikma.v16i1.42689.
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This study was carried out with the aim of determining whether the improvement in mathematical problem solving ability of students taught by the PBL learning model was higher than students that taught using the DL learning model. In this study, the population was all class XI science students at Markus High School Medan. The type of research used is quasi experimental research. The research samples were selected using purposive sampling techniques (selection of samples based on certain characteristics). Furthermore, randomization was carried out on the two classes selected to be designated as experimental class I and experimental class II. Class XI IPA 1 was selected as a PBL experiment class with 30 students and class XI IPA 2 was selected as a DL experimental class with 30 students. This study used the Anakova test. Based on the results of the study, it can be said that: Students who are taught using the PBL models are higher than students who are taught using the DL model with F_count > F_table shows that in student’s mathematical problem solving ability there are differences, is 5.936 > 4.01.
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Wolf Wauran, Garry, Philoteus E A Tuerah, and Anekke Pesik. "Development of Mathematics Learning Devices on Sequence-Arithmetic Topic with Problem Based Learning Model." International Journal of Science and Research (IJSR) 11, no. 6 (2022): 1708–12. http://dx.doi.org/10.21275/sr22623040237.
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Femmy Rompis, Fice, Santje M Salajang, and Victor R Sulangi. "Development of Problem Based Learning Model Learning Devices to Teach Tube and Cone Topics." International Journal of Science and Research (IJSR) 11, no. 6 (2022): 909–15. http://dx.doi.org/10.21275/sr22612102700.
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Sri, Lestari Ni Nyoman. "THE INFLUENCE OF PROBLEM-BASED LEARNING AND LEARNING MOTIVATION ON THE ACHIEVEMENT OF PHYSICS LEARNING FOR VII GRADE OF SMP." Jurnal Ilmiah Disdikpora 3, no. 1 (2015) (2015): 39–53. https://doi.org/10.5281/zenodo.4312666.
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<em>The study aimed at describing (1) the differences of physics learning achievement of the students learnt by problem-based learning model and those learnt by conventional model, (2) differences of physics learning achievement of the students having higher learning motivation from those having lower learning motivation, (3) interactive effect between instructional model and learning motivation towards physics learning achievement, (4) differences of physics learning achievement of the students having higher learning motivation joining problem-based instructional model and those joining a conventional model, (5) differences of physics learning achievement of the students having lower learning motivation joining problem-based instructional model and those joining a conventional model.</em> <em> The study was conducted at SMP Negeri 2 Nusa Penida in 2011/2012, by utilizing experimental method, with 2x2 factorial and post-test only control group design , involving the population of the students class VII. The samples were determined by using simple random sampling. Problem-based learning model was an independent variable, while learning motivation was considered as moderator independent variable or psychological variable, learning achievement was considered as dependent variable. The data were analysed by using two-tailed ANAVA supported by SPSS 13.00 for windows.</em> <em> The results indicated that (1) there was a different physics learning achievement of the students learnt by problem-based learning model and those learnt by conventional model with F=45.372 with signification figure of 0.001 (p<0.05), (2) there was a different physics learning achievement of the students having higher learning motivation from those having lower learning motivation with F=5.382 with significant figure 0.023 (p<0.05) (3) there was an interactive effect between instructional model and learning motivation towards physics learning achievementwith F=12.206 with significant figure 0.001 (p<0.05), (4) there was a different physics learning achievement of the students having higher learning motivation joining problem-based instructional model and those joining a conventional modelwith F=56.211 with significant figure 0.001 (p<0.05), (5) there was a different physics learning achievement of the students having lower learning motivation joining problem-based instructional model and those joining a conventional modelwith F=4.916 with significant figure 0.033 (p<0.05).</em> <em> Based on the findings, problem-based learning model was one of the models available which provided a positive effect towards the improvement of physics learning achievement, particularly for the students with higher learning motivation. Their creativity was improving because of the way how to pose with the problems, and they should be able to take responsibility towards their own problems solving through discovery and axperiment.</em>
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Miftakhul, Arif Prasetya S.Pd. "Meningkatkan Hasil Belajar PPKn Siswa Kelas VIII SMP IT Tahfidzil Qur'an Tulungagung pada Materi Upaya Pemberantasan Korupsi Melalui Model Problem Based Learning." Jurnal Edu Aksara 2, no. 2 (2023): 15–28. https://doi.org/10.5281/zenodo.10161864.
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Mata Pelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn) dinilai siswa kelas VIII SMP IT Tahfidzil Qur'an Tulungagung pelajaran membosankan, membuat jenuh, karena mata pelajaran ini terkesan hafalan dan teoritik, apalagi dalam penyampaianya kurang varisasi sehingga siswa kurang paham dan hasil belajar siswa menurun rata-rata di bawah kreteria Ketuntasan Minimal (KKM). Oleh karena itu diperlukan metode pembelajaran yang mampu mengubah stigma buruk yang dianggap siswa. Penelitian ini merupakan Penelitian Tindakan Kelas dengan tujuan untuk meningkatkan hasil belajar siswa dalam materi upaya pemberantasan korupsi pada mata pelajaran PPKn kelas VIII SMP IT Tahfidzil Qur'an Tulungagung. Berdasarkan hasil penelitian dan analisa di atas, ada beberapa temuan dalam penelitian tindakan kelas ini yaitu: skor rata- rata aktivitas siswa yang relevan dengan pembelajaran PPKn sebesar 85,24%; Skor rata- rata aktivitas siswa yang kurang relevan dengan pembelajaran PPKn hanya sebesar 12,35%. Skor rerata pemahaman siswa tentang masalah korupsi sebesar 92,59% dan ketuntasan belajar sebesar 92,59%. Dari temuan hasil penelitian ini dapat disimpulkan bahwa penggunaan metode pembelajaran berbasis masalah dapat meningkatkan hasil belajar siswa mata pelajaran PPKn pada materi pemberantasan Korupsi Siswa kelas VIII SMP IT Tahfidzil Qur'an Tulungagung dan menjadikan siswa aktif dalam kegiatan belajar mengajar.
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Febriani, Muhammad Tawil, and Salamang Salmiah Sari. "Pengaruh Model Pembelajaran Berbasis Masalah terhadap Keterampilan Pemecahan Masalah Peserta Didik dalam Pembelajaran Fisika Ditinjau dari Gender." Al-Musannif 3, no. 2 (2021): 67–82. https://doi.org/10.5281/zenodo.6187626.
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The study aims at analyzing the difference of problem solving skills between: (1) the students taught by using problem-based learning model and the ones taught by using guided inquiry learning model, (2) the students taught by using problem-based learning model and the ones taught by using guided inquiry learning model with male gender, (3) the students taught by using problem-based learning model and the ones taught by using guided inquiry learning model with female gender, and (4) the interaction between problem-based and quided inquiry learning model and gender on problem solving skills of students. The study is quasi-experiment research with treatment by level 2x2 design. The research population was all students of grade XI MIA at SMAN 9 Makassar. The technique used in talking the sample was simple random sampling and obtained grade X MIA<sub>5</sub> and X MIA<sub>7</sub> as the experiment classes and grade X MIA<sub>8</sub> and X MIA<sub>9</sub> as the control classes. The results of the study reveal that (1) there is a difference of problem solving skills between students taught by using problem-based learning model and the ones taught by using guided inquiry learning model, (2) for male gender students, there is a difference between the ones taught by using problem-based skills and ones taught by using quided inquiry learning model, (3) for female gender students, there is a difference between the ones taught by using problem-based skills and the ones taught by using quided inquiry learning model, and (4) there is no interaction between learning model and gender on problem solving skills of students. This study is expected to be a reference in determining the strategy and innovative learning model to improve learning quality so the students are active in learning process, thus it can improve problem solving skills of students.
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Nurhamidah, Ririn. "USE OF PROBLEM BASED LEARNING MODELS TO IMPROVE STUDENT LEARNING OUTCOMES AT SD NEGERI 1 BUMIRATU." Journal of Learning on History and Social Sciences 1, no. 6 (2024): 69–77. https://doi.org/10.61796/ejlhss.v1i6.664.
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This research activity is based on low mathematics learning outcomes. There were only 8 students who completed the KKM score, namely 65 out of 20 students. The aim of this research is to see the increase in students' grades at SD Negeri 1 Bumiratu. The type of research used is Classroom Action Research, in this research there are 2 cycles, each cycle has four stages, namely planning, action, observation and reflection. The model applied to improve student learning outcomes in this research is the Problem Based Learning model. The Problem Based Learning model is a learning model that encourages students to know how to learn and work together in groups to find solutions to problems in the real world. Data collection techniques used are quantitative and qualitative in the form of observations and tests. From the results of this research it can be said that the use of the Problem Based Learning model can improve student learning outcomes. This can be seen from the results of the student's learning completion percentage, which was initially only 40% in cycle 1, which rose to 80% and in cycle 2 it rose again to 100%. The percentage of student learning completion increased from pre-cycle to cycle 1, namely 9.5%, then from cycle 1 to cycle 2, namely 4.5%.
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Roys, Cahyono Edy, and Isdaryanti Barokah. "The Effectiveness of Learning with the Problem Based Learning Model of Guided Inquiry Based on Local Wisdom in Class V Science Learning Content at SD Negeri Siotapin, Buton Regency." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 2, no. 06 (2023): 314–19. https://doi.org/10.5281/zenodo.8032926.
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The purpose of this study was to determine the effectiveness of learning with the guided inquiry problem-based learning model based on local wisdom in the fifth grade science learning content at SD Negeri Siotapina, Buton Regency. This research is a quantitative research factorial design. The sample in this study were fifth grade students at SD Negeri 24 Buton and fifth grade students at SD Negeri 38 Buton with a total of 78 students. The results showed 1) Learning with the guided inquiry problem-based learning model based on local wisdom in effective learning content was carried out in the Science experiment class of Class V SD Negeri Siotapina, Buton Regency. 2) Learning with the problem based learning model based on guided inquiry based on local wisdom on effective content is carried out in experimental class 2 with auditory learning style, 3) Learning with the problem based learning model based on guided inquiry on local wisdom in science learning content Class V elementary school using problem based guided inquiry learning is better than the Problem Based learning model assisted by audio media.
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Yulianti, Deviana. "Problem Based Learning Learning Model improve Critical Thinking Ability." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (2021): 46. http://dx.doi.org/10.20961/shes.v3i4.53250.
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<p><em>The demands of the 2013 curriculum ideally are that learning is able to develop 4C skills, one of which is critical thinking and problem-solving skills (Critical-Thinking and Problem-Solving Skills), namely being able to think critically, laterally, and systematically, especially in the context of problem solving. In fact, students' critical thinking skills have not been maximally developed, especially in elementary schools. The learning process in elementary schools currently requires problem-based learning that requires students to actively carry out investigations in solving problems and the teacher acting as a facilitator or learning guide will be able to shape the ability of students to think critically. The purpose of this research is to describe the concept of Problem Based Learning (PBL), the concept of critical thinking ability, and the relationship between Problem Based Learning (PBL) and critical thinking ability. The results of the Problem Based Learning (PBL) model improve critical thinking ability.</em></p>
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Rumiwiharsih. "Implementation of Problem Based Learning in Dance Education." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 07 (2024): 3459–65. https://doi.org/10.5281/zenodo.12803779.
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Implementation of problem-based-learning in dance education have not simple. Provide an overview of the lesson problem-based-learning and describe the specific features that define this teaching model. Describe the theoretical basis of the model problem-based-learning and summarizes the research supporting its use. Explains how to plan and use the problem based learning model, including how to adapt its use to students with different abilities and backgrounds (Arends: 2008). Describe how to implement a learning environment that is conducive to use problem-based-learning. Describe appropriate ways to address student learning in accordance with objectives problem-based-learning. Specify regarding usage restrictions problem-based-learning and make predictions about its future use. Several aspects in the art of dance can be used as a problem, which students seek to find a solution to, namely: movement, accompaniment/music, floor patterns, make-up, fashion, property. Students are given the task in groups to discuss and explain selected aspects of a regional dance. Another example, students discuss making floor patterns in regional dance, with a predetermined number of dancers. Problems of movement, accompaniment, floor patterns, make-up and clothing can be used as problematic topics in the art of dance.
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Afza, Aulia. "VALIDITAS PERANGKAT PEMBELAJARAN BIOLOGI BERORIENTASI MODEL PROBLEM BASED LEARNING (PBL) BERMUATAN KARAKTER." Bioconcetta 2, no. 1 (2016): 128–41. http://dx.doi.org/10.22202/bc.2016.v2i1.1492.
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Novita Ida S, Agnes. "Innovation Model of Problem Based Learning for Banking and Financial Information Systems." International Journal of Scientific Engineering and Research 7, no. 10 (2019): 1–4. https://doi.org/10.70729/1081801.
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Fadilah, Ifa Fitriyatul, and Albrian Fiky Prakoso. "PERBANDINGAN PROBLEM BASED CONVENTIONAL LEARNING DENGAN CREATIVE PROBLEM BASED LEARNING TERHADAP SELF REGULATED LEARNING." Edunomic Jurnal Pendidikan Ekonomi 12, no. 2 (2024): 169–82. https://doi.org/10.33603/ejpe.v12i2.9007.
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This study aims to compare Problem Based Conventional Learning (PBCL) and Creative Problem Based Learning (CPBL) learning models on self-regulated learning in economics. PBCL is a conventional teaching model combined with problem-based learning, which emphasises problem solving with a conventional approach while CPBL is a learning model in which there is an element of creativity that emphasises the use of creativity in solving problems. This research is a type of Quasi Experimental research with Non Equivalent Control Group design. The subjects of this study were students of class XI 5 as the control class and XI 7 as the experimental class at SMA Khadijah Surabaya. The instruments used in this research include economic pre-test post-test questionnaire and self-regulated learning questionnaire. The data in this study was tested using SPSS software. The results showed that there was a significant difference in the economics understanding and SRL skills of students who used the PBCL and CPBL learning models. The experimental class that used CPBL learning model had higher economics understanding and self-regulated learning skills than the control class. This indicates that the CPBL learning model has an influence in improving students' understanding of economic material and students' self-regulated learning skills. Keywords: Creative problem based learning (CPBL), economics, experimental, problem based conventional learning (PBCL), self regulated learning.
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Ardianti, Resti, Eko Sujarwanto, and Endang Surahman. "Problem-based Learning: Apa dan Bagaimana." DIFFRACTION 3, no. 1 (2022): 27–35. http://dx.doi.org/10.37058/diffraction.v3i1.4416.
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Problem-based learning (PBL) merupakan model pembelajaran berpusat pada peserta didik yang telah banyak dikenal. Meskipun telah banyak dikenal, guru dan calon guru perlu mengetahui landasan teori PBL, karakteristik PBL, dan hal-hal yang perlu dilakukan sebelum dan saat melaksanaan model PBL. Artikel ini bertujuan untuk memaparkan landasan teori Problem-Based Learning, karakter model Problem-Based Learning, dan pelaksanaan model Problem-Based Learning. Metode yang digunakan dalam penulisan adalah kajian pustaka. Fokus kajian pada landasan teori Problem-Based Learning, karakter model Problem-Based Learning, dan pelaksanaan model Problem-Based Learning. Hasil kajian menunjukkan bahwa selain teori konstruktivisme, landasan teori bagi PBL adalah Teori Perkembangan Kognitif Piaget, Teori Dewey, Teori Bruner tentang Discovery Learningi. Sebelum melaksanakan PBL, guru perlu melatih peserta didik untuk belajar secara kooperatif.
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Djidu, Hasan, and Jailani Jailani. "Developing problem based calculus learning model." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 2, no. 1 (2018): 68–84. http://dx.doi.org/10.21831/jk.v2i1.12689.
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PENGEMBANGAN MODEL PEMBELAJARAN KALKULUS BERBASIS MASALAHAbstrakPenelitian ini bertujuan untuk menghasilkan model pembelajaran kalkulus berbasis masalah (MPK-BM) yang layak. Pengembangan MPK-BM menggunakan model pengembangan Plomp dengan prosedur pengembangan terdiri atas: studi pendahuluan, tahap pengembangan atau pembuatan prototipe, dan tahap penilaian. Kelayakan MPK-BM mengacu pada kriteria kualitas produk pengembangan yang dikemukakan oleh Nieveen yakni valid, praktis, dan efektif. Pengembangan MPK-BM melibatkan empat orang ahli dan dua orang praktisi. Uji coba MPK-BM melibatkan 71 orang siswa Kelas XI IPA di SMA Negeri 2 Baubau dan dua orang guru matematika. Instrumen yang digunakan terdiri atas: instrumen untuk menilai kevalidan yang meliputi lembar validasi MPK-BM dan perangkat pendukung pelaksanaan pembelajaran, instrumen untuk menilai kepraktisan yang meliputi lembar penilaian kepraktisan dari guru dan siswa, dan lembar observasi keterlaksanaan pembelajaran, serta lembar penilaian keefektifan yaitu tes prestasi belajar. Hasil penelitian menunjukkan bahwa MPK-BM yang mencakup sintaks, sistem sosial, prinsip reaksi, sistem pendukung, dan dampak pembelajaran, serta perangkat pendukung pelaksanaan pembelajaran (RPP dan LKS) telah memenuhi kriteria valid, praktis, dan efektif.AbstractThis study was aimed at generating a problem-based calculus learning (PBCL) model. This study used Plomp development model consisting of a preliminary study, development or prototyping phase, and assessment phase. The feasibility of PBCL refers to the criteria of product development qualities, proposed by Nieveen, namely validity, practicality, and effectiveness. The study involved 4 experts and 2 practitioners. The try-out involved 71 students of grade XI of the natural science class and 2 math teachers in State Senior High School 2, Baubau. The instruments for assessing product validity were validation sheets and supplementary learning media; for assessing practicality were assessment sheets for teachers and students and observation sheets of learning implementation; and for effectiveness were test sheets of the learning achievement test. The results show that the PBCL model which includes syntax, social system, reaction principle, support system, and impact of learning, along with supporting learning media (RPP and LKS) have fulfilled the validity, practicality, and effectiveness criteria.
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Nasar, Adrianus, and Klaudensia Kurniati. "Comparing Students’ Learning Outcomes Using Problem Based Learning Model and Inquiry Based Learning Model." Jurnal Pendidikan Fisika 8, no. 1 (2020): 43–55. http://dx.doi.org/10.26618/jpf.v8i1.2127.
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This study aims to compare science learning outcomes between students who take problem based learning (PBL) with students who take part in inquiry based learning (IBL). The method used in this study is a quasi-experimental research method with a pretest-posttest control group design. The population of this study were students of class VIII SMP Negeri 1 Kuwus 2018/2019 school year which numbered 97 students and consisted of 4 classes. Students who followed the PBL learning model numbered 24 people and those who participated in the IBL learning model were 24 people. Data collection research was carried out using test techniques. The data was processed into normalized gain (N_gain) between posttest and pretest. Furthermore, the data is calculated using the t-test to compare the mean gain of learning outcomes between students who take part in learning using the PBL model and students who take part in learning using the IBL model. The results showed that there t value (tcount) = 2.566 with a significance (Sig. (2-tailed)) of 0.014 so it can be concluded that were differences in learning outcomes between students who took part in learning using the PBL model and students who took part in learning using the IBL model.Keywords: Problem Based Learning, Inquiry Based Learning, Learning OutcomesPenelitian ini bertujuan membandingkan hasil belajar antara siswa yang mengikuti pembelajaran model PBL dengan siswa yang mengikuti pembelajaran model IBL. Metode yang digunakan dalam penelitian ini yaitu metode penelitian kuasi eksperimen dengan desain Control Group, Pretest–Posttest Design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 1 Kuwus tahun pelajaran 2018/2019 yang berjumlah siswa 97 orang dan terdiri dari 4 kelas. Siswa yang mengikuti model pembelajaran PBL berjumlah 24 orang dan yang mengikuti model pembelajaran IBL berjumlah 24 orang. Pengumpulan data penelitian dilakukan dengan teknik tes. Data diolah menjadi gain ternormalisasi (N_gain) antara postest dan pretest. Selanjutnya data dihitung dengan menggunakan perbedaan rerata (uji-t) untuk membandingan rerata gain (Compare Mean-Independent Sampel T Test) antara PBL dan IBL. Hasil Penelitian menunjukkan nilai t hitung (thitung) = 2,566 dengan signifikansi (Sig. (2-tailed)) sebesar 0,014 dengan demikian dapat disimpulkan bahwa ada perbedaan peningkatan hasil belajar antara siswa-siswa yang mengikuti pembelajaran menggunakan model PBL dengan siswa-siswa yang mengikuti pembelajaran menggunakan model IBL.Kata kunci: Pembelajaran Berbasis Masalah, Pembelajaran Berbasis Inkuiri, Hasil Belajar
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Esema, David, Evi Susari, and Daniel Kurniawan. "PROBLEM-BASED LEARNING." Satya Widya 28, no. 2 (2012): 167. http://dx.doi.org/10.24246/j.sw.2012.v28.i2.p167-174.
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<p>Problem-Based Learning (PBL), adalah model pembelajaran yang awalnya dikembangkan di dunia pendidikan medis, namun kini telah digunakan secara luas di berbagai jenjang dan bidang pendidikan. Basis teortits dari PBL adalah kolaborativisme dan konstruktivisme. Kemitraan, keterbukaan dan kejujuran, rasa hormat, dan kepercayaan menjadi nilai-nilai yang mendasari dan sekaligus menjadi prasyarat bagi keberhasilan PBL Sintaks PBL meliputi: pengenalan dan pemahaman konsep dasar, eksplorasi fakta dan informasi relevan secara mandiri, bertukar pemahaman dalam kelompok/kelas, kesimpulan dan evaluasi. Beberapa riset mengenai PBL baik di luar maupun di dalam negeri yang dipaparkan dan dibandingkan dalam tulisan ini menunjukkan data tentang efektifitas PBL dalam kegiatan pembelajaran.</p>
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Nasution, Rizka Hasmi, Sahyar ., and Ridwan A. Sani. "ANALYSIS OF PHYSICS LEARNING INSTRUMENTS BASED PROBLEM BASED LEARNING MODEL." Jurnal Pendidikan Fisika 5, no. 2 (2016): 92. http://dx.doi.org/10.22611/jpf.v5i2.4405.
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This study aims to produce a device design appropriate learning with problem-based learning model and analyze whether learning instrument developed can improve student learning outcomes. This development research done on a limited test by using a class by using research methods 4D development. 4D method is used as a method for designing a learning device to the stages define, design, and develope, while disseminate not done for a limited test. The development of learning instrument assessed by a team of experts, small group, and then the field test. Improved learning outcomes using the NGain. The result of the design of the learning device developed by researchers in accordance with input from a team of experts, small groups and field testing of the categories eligible to use. There is an increase in student learning outcomes after using problem-based learning instrument with the N-Gain in the medium category.
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Mohamad, Salam, Ndia La, Misu La, Jafar Jafar, Suhar Suhar, and Hasnawati Hasnawati. "Applying scaffolding technique in Problem Based Learning (PBL) model on students' mathematics problem solving ability." World Journal of Advanced Research and Reviews 21, no. 3 (2024): 1372–79. https://doi.org/10.5281/zenodo.14075636.
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This research aims to: (1) describe the factors that influence low mathematical problem solving abilities and the average increase in each indicator of mathematical problem solving abilities; (2) determine the effect of applying scaffolding techniques in the PBL model on mathematical problem solving abilities. The subjects of this research were class VIII students at SMPN 5 Kendari. Qualitative and quantitative methods were used in this research. The results of this research are: (1) Factors that influence students' low mathematical problem-solving abilities are the rare practice of questions related to problem solving and the learning model used by teachers is not suitable for learning mathematical problem solving. The average increase in each indicator of mathematical problem solving ability using the PBL model and DI model is: (a) understanding the problem 57.2 to 76.9 and 56.8 to 59.3; (b) solve questions 52.4 to 75.8 and 51.6 to 57.3; (c) answer questions 40.4 to 65.8 and 41.2 to 47.5; (2) students taught using the PBL model have higher scores than students taught using the DI model, so there is an influence of implementing the PBL model in improving the mathematical problem solving abilities of students at SMP 5 Kendari.
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Sinurat, Swandi Wiranata, E. Elvis Napitupulu, and Mulyono Mulyono. "METAANALISIS PENGARUH MODEL PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN SELF-EFFICACY." Paradikma: Jurnal Pendidikan Matematika 14, no. 2 (2021): 30–37. http://dx.doi.org/10.24114/paradikma.v14i2.31645.
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Penelitian ini bertujuan untuk mengetahui: (1) Menganalisis besar pengaruh (effect size) model Problem-based Learning terhadap kemampuan pemecahan masalah matematis siswa; (2) Menganalisis besar pengaruh (effect size) model Problem-based Learning terhadap self-efficacy siswa; (3) Untuk mengetahui metaanalisis pengaruh model Problem-based Learning terhadap kemampuan pemecahan masalah matematis dan self-efficacy siswa. Peneliti memetaanalisis jurnal-jurnal tentang pengaruh model problem-based learning terhadap kemampuan pemecahan masalah matematis dan self-efficacy dengan metode deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa: (1) Dari 14 studi yang memenuhi kriteria untuk dilakukan metaanalisis model pembelajaran problem-based learning dalam meningkatkan kemampuan pemecahan masalah matematis siswa SMP yang memiliki effect size tertinggi adalah dengan nilai 0,92; (2) Dari 9 studi yang memenuhi kriteria untuk dilakukan metaanalisis model pembelajaran problem-based learning dalam meningkatkan self-efficacy siswa SMP yang memiliki effect size tertinggi dengan nilai 0,88; (3) Hasil metaanalisis model pembelajaran terhadap kemampuan pemecahan masalah matematis termasuk pada kategori besar dengan rRE= 0.511 dan hasil metaanalisis model pembeajaran terhadap self-efficacy siswa termasuk pada kategori sedang dengan rRE= 0.382.
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Kim, Dong, and JingTao Yao. "A Treasure Hunt Model for Inquiry-Based Learning in the Development of a Web-based Learning Support System." JUCS - Journal of Universal Computer Science 16, no. (14) (2010): 1853–81. https://doi.org/10.3217/jucs-016-14-1853.
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One of the main problems of web-based learning is staying motivated at a sufficientlevel. Learning games offering challenges and entertainment may stimulate student motivation for learning and mitigate this problem. Web-based learning support systems combined with learninggames may efficiently promote learning by encouraging student participation in learning. This study introduces a treasure hunt model, which represents the idea of inquiry-based learning usingset theory. We demonstrate this via a prototype of a web-based learning support system called OTHI, which employs an online treasure hunt game as the learning game. We integrate the soundlearning strategies of inquiry-based learning with the Web and online game technologies in this system. We expect that our learning support system will motivate students, and furnish an inter-active student-centered learning environment.
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Devie Adam, Defnie, Anetha L F Tilaar, and Ichdar Domu. "Development of Mathematics Learning Devices Integrated Problem-Based Learning Model Character Education on Social Arithmetic Materials." International Journal of Science and Research (IJSR) 11, no. 7 (2022): 51–56. http://dx.doi.org/10.21275/sr22628130128.
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John, Rafafy Batlolona, and Franky Souisa Haryo. "Problem based learning: Students' mental models on water conductivity concept." International Journal of Evaluation and Research in Education (IJERE) 9, no. 2 (2020): 269–77. https://doi.org/10.11591/ijere.v9i2.20468.
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This paper tells about the mental model of prospective scholars on the topic of temperature and heat. The purpose of this research is to improve students’ mental model by using problem based learning (PBL) model. The number of samples in the study amounted to 72 students with two different classes. The results of the study showed that, (1) the improvement of mental model that studied with PBL was higher than that studied with conventional learning. (2) high-skilled student mental models that are learning with PBL are higher than those studied by conventional learning. (3) low-skilled student mental models that study with PBL are higher than students learning with conventional learning. The conclusion of this study is the improvement of students' mental models using PBL models on the topic of conductivity in water. Thus the PBL model can be recommended in improving students' mental models on temperature and heat topics. The implication in this research is to improve the students' mental model as the agent of science education change.
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Putri, Suci Rahma. "Mathematical Problem Solving Ability: Comparison of Guided Discovery Learning Model and Problem Based Learning Model." Journal of Vocational Education and Information Technology (JVEIT) 2, no. 1 (2021): 10–18. http://dx.doi.org/10.56667/jveit.v2i1.93.
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The purpose of this study was to examine the achievement of mathematical problems solving ability between students who acquired learning with Problem Based Learning model with students who acquired learning with Guided Discovery Learning model. This research was a mixed method research with concurrent embedded method. This research consists of experimental group that obtained learning with Guided Discovery Learning method and Problem Based Learning method. The population of this research was a junior high school students in Tanah Datar regency, West Sumatera with sample of grade VIII. Data analysis was done quantitatively and qualitatively. Quantitative analysis was used to calculate the difference in the achievement of mathematical problem solving ability, while qualitative data analysis was used to strengthen the result of quantitative analysis. The results showed that the percentage of the achievement of mathematical problem solving ability of students who obtained learning with Guided Discovery Learning method and Problem Based Learning method is moderate, whereas there is no difference in the achievement of significant mathematical problem solving ability between the two experimental classes.
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Zevender, Poy Saefullah, Disman Disman, Hari Mulyadi, Edutivia Mardetini, Deni Adriani, and Lazuardi Imani Hakam. "Learning model development moodle-based problem-based learning to improve critical thinking ability." JPPI (Jurnal Penelitian Pendidikan Indonesia) 10, no. 3 (2024): 693. http://dx.doi.org/10.29210/020242982.
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Ability thinks critically is ability to make conclusions and judge authenticity as well as truth something based on prior knowledge-owned. Think critically as a complex process that requires cognitive level in process information. In study literature this will discuss development ability and critical participant education with the MOODLE -Based Blended Problem Based Learning Model to support alternative recovery learning during the endemic period of COVID-19. The MOODLE -Based Blended Problem Based Learning Model is considered suitable for develop ability think critical because Blended Problem Based Learning related learning with real world problems as context for participant educate for study think critical and skills solve problem , the MOODLE -based Learning Management System helps participant educate enter into the room digital class and can access materials learning in blended learning as effort restore educational conditions during the COVID-19 endemic. With thereby study this as solution description learning distance far for development ability think critical during the COVID-19 endemic.
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Ahmar, Hamdiah, Prastawa Budi, Mardiana Ahmad, Musliha Mustary, and Iin Octaviana Hutagaol. "The Influence of Problem Based Learning Model Based on Midwifery First Stage of Childbirth Care Module in Improving Learning Quality." International Journal of Psychosocial Rehabilitation 24, no. 02 (2020): 1403–15. http://dx.doi.org/10.37200/ijpr/v24i2/pr200440.
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I, Gusti Ngurah Agung Indrayana. "PENGGUNAAN LANGKAH LANGKAH MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS XI IPA 2 SEMESTER 1 SMA NEGERI 8 DENPASAR TAHUN PELAJARAN 2018/2019." Widyadari 23, no. 1 (2022): 48–58. https://doi.org/10.5281/zenodo.6390907.
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<em>The learning model is a conceptual framework that describes a systematic procedure in organizing the learning experience to achieve a certain level of learning. Problem based learning learning model is problem based learning. The purpose of this study was to determine how high the increase in students' learning achievement in mathematics was after using the steps of the Problem Based Learning model in learning. The research flow begins with planning, action, observation and finally reflection. The research subjects were all students of class XI IPA 2 SMA Negeri 8 Denpsar in semester 1 of the 2018/2019 academic year. The object of this research is the improvement of student achievement. The method used is descriptive method. For quantitative data, it is analyzed by finding the mean, median, mode, making class intervals and presenting it in the form of tables and graphs. From the results of the study (1) From the initial data there were 23 students who scored below the KKM and in the first cycle it decreased to 11 students and in the second cycle only 5 students scored below the KKM. (2) From the initial average of 70.77, it rose to 76.83 in the first cycle and in the second cycle it rose to 81.06. (3) From the initial data, the percentage of learning completeness was 51.06%, while in the first cycle it increased to 76.59% and in the second cycle it increased again to 89.36%.</em>
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Yanto, Febri, Festiyed Festiyed, and Enjoni Enjoni. "Problem Based Learning Model For Increasing Problem Solving Skills In Physics Learning." JIPF (Jurnal Ilmu Pendidikan Fisika) 6, no. 1 (2021): 53. http://dx.doi.org/10.26737/jipf.v6i1.1870.
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The role of creativity in learning is more associated with problem-solving activities, meaning that creativity is measured through the ability of students to approach and solve problems. However, the PBL model has not been implemented optimally by the teacher, so that the problem solving ability and learning achievement of students have not been optimally stimulated. This research study is proposed to develop a model of Problem-Based Learning to stimulate the improvement of the skill of problem solving in physics learning for students of Senior High School. The development of Problem-Based Learning model for physics learning applied the ADDIE model. The form of observation sheets, questionnaires and question sheets were used as the instrument of data collection. The product was validated by the experts and tested on the eleventh grade students of SMA 9 Padang with a value of 3.85 very valid categories.The practicality of the learning model was determined by the implementation of learning, teacher’s response and students’ response with a value of 3.73 with category done. The effectiveness of the learning model was determined by student activities, problem solving skills and knowledge aspect. show that Asymp.C. 001 &lt;0.05 means that Ho is rejected. The research has found a Problem-Based Learning model for physics learning which is abbreviated with the problem based learning model to physics learning (PBL-PL) . The findings indicated that the Problem-Based Learning model can stimulate the improvement of students' problem solving skills for Physics learning in Senior High School. For this reason, it is recommended for the teachers and prospective teachers to apply the Problem-Based Learning model for Physics learning in Senior High School.
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Ariyanto, Ariyanto. "Improve Learning Results Using The Problem Based Learning Model." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (2020): 489. http://dx.doi.org/10.20961/shes.v3i3.45899.
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<p><em>The purpose of this study was to improve learning outcomes in theme 4 using the Problem Based Learning Model. The research cond</em><em> </em><em>ucted was a Classroom Action Research (PTK) consisting of three cycles, with each cycle consisting of a pre-test meeting. The stages of each cycle are planning, implementing, observing and reflecting. Each meeting was conducted with a post test to determine the development of students. In the first cycle the students who completed after carrying out the post test were 66.66%. In the second cycle students who completed after carrying out the post test were 92%. In cycle III the students who completed after carrying out the post test were 100%. These results indicate that the Project Based Learning (PjBL) learning model can improve student learning outcomes, especially the theme 4 Class V at SDIT Nurul Islam Butuh.</em></p>
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Vat, Kam Hou. "Developing a Learning Organization Model for Problem-Based Learning." Journal of Cases on Information Technology 8, no. 2 (2006): 82–109. http://dx.doi.org/10.4018/jcit.2006040105.
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Hamzah Alias. "Problem-Based Learning Model to Improve English Learning Achievement." ETDC: Indonesian Journal of Research and Educational Review 2, no. 4 (2023): 102–10. http://dx.doi.org/10.51574/ijrer.v2i4.1020.
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Examining the language components, textual organization, and social function of statements that provide services and answers based on usage context is one of the most challenging assignments for students. It is necessary to find a remedy because student achievement data from recent years indicates that they are quite poor when it comes to studying this content. Thus, 32 students from class XI MA As'diyah Putri Sengkang served as subjects for a classroom action study that was conducted. English learning achievement is the subject of the study. Determining and assessing the PBL model's efficacy in raising English learning outcomes is the goal of this study. Utilizing learning accomplishment exams, data was gathered and subjected to both qualitative and descriptive analysis. If this action research attains a minimum average score of 75 and a minimum of 82% for classical learning completeness, it is considered effective. According to the study findings, cycle I had an average score of 72.21 and 75.64% for classical completeness. In cycle II, on the other hand, classical completeness reached 92.48%, and the average score was 74.32. In the second semester of the 2022-2023 academic year, the class XI MA As'adiyah Putri Sengkang students can attain better learning outcomes by implementing the PBL learning model in two cycles.
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Ramadhan, Syahrul, Atmazaki Atmazaki, Vivi Indriyani, and Elfia Sukma. "Cooperative-Problem Based Learning Model Design in Online Learning." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 24, no. 2 (2023): 102. http://dx.doi.org/10.24036/komposisi.v24i2.123466.
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At this time, online learning is commonplace, although there are still limitations. Needs analysis reveals that individual learning predominates and that cooperative learning is difficult to implement, despite its significance. Based on this, the purpose of this research is to develop a Cooperative-Problem Based Learning model to be used as a distance learning model in learning Indonesian for high school students. This type of research uses the Plomp Model for development (preliminary research; prototype stage; and assessment stage). This study uses a descriptive data analysis approach. The data was obtained based on the validation results that have been carried out in 2 ways, namely self-evaluation and expert validation. Validation was carried out using instruments in the form of a questionnaire and the results of the questionnaire analysis were analyzed using descriptive statistics. The results showed that the teaching materials produced were classified as very valid and could be tested on students. The results of the study show that a language learning model is needed that allows students to learn cooperatively in groups even when distance or online learning is used. In addition, the learning model must adapt to the demands of students and develop following the progress of science and technology. A possible alternative is the Cooperative-Problem-Based Learning approach.
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Listiadi, Agung. "Accounting learning outcomes from problem-based learning." International Journal of Education and Practice 12, no. 3 (2024): 654–66. http://dx.doi.org/10.18488/61.v12i3.3746.
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The main objective of this study is to examine and compare the educational achievements between problem-based learning and discovery learning approaches in the field of accounting. Understanding the concept is an important part of the process of learning and solving problems, both in the learning process itself and in day-to-day environments. Research using a quantitative method with an experimental approach is a true experimental design. The model of the experiment is the pretest-posttest control group design. According to earlier studies have shown that student’s learn better through discovery learning (DL). It is evident that both methods contribute to the improvement of student outcomes. Being active, thinking critically, and increasing learner achievement are essential factors in the process of learning. In this study, it was discovered that the learning outcomes of problem-based learning models and discovery learning have notable disparities, with problem-based learning producing better learning outcomes. The conclusions from the study offer suggestions or input that can be conveyed and considered for future research. Schools should consider applying a problem-based learning (PBL) model. Students using PBL are required to find their own answers to problems by using their own thinking abilities to form a concept about the material being studied, so during learning activities, students will use their thinking abilities to the maximum.
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Karmila, Suryani, Fitri Rahmadani Ade, and Gautama Andi. "PENINGKATAN KEMAMPUAN BERPIKIR PESERTA DIDIK MENGGUNAKAN PROBLEM-BASED LEARNING." Edukasi: Jurnal Pendidikan 17, no. 2 (2019): 238–49. https://doi.org/10.31571/edukasi.v17i2.1475.
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<strong>Abstrak</strong> Revolusi industri 4.0 secara tidak langsung mengharuskan kemampuan berpikir kritis tingkat tinggi. Penelitian bertujuan untuk meningkatkan kemampuan berpikir kritis peserta didik dengan penerapan model <em>Problem-Based Learning </em>(PBL). Metode penelitain yang digunakan adalah Penelitian Tindakan Kelas (PTK) melalui 2 siklus pembelajaran. Penelitian merupakan penelitian populasi dengan jumlah 16 orang siswa Teknik Komputer dan jaringan (TKJ) SMK Muhammadiyah 1 Padang. Teknik pengumpulan data menggunakan tes hasil belajar dan eknik analisis data menggunakan deskriptif. Hasil penelitian yang diperoleh pada siklus 1 adalah kemampuan berpikir kritis peserta didik memperoleh nilai sebesar 62% pada kategori tuntas dengan nilai rata-rata yaitu 74, nilai tertinggi 88 dan nilai terendah 50. Sementara pada siklus 2 terjadi peningkatan dengan ketuntasan nilainya sebesar 100%, nilai rata-rata yaitu 79, nilai tertinggi 85, dan nilai terendah 75. Berdasakan hasil penelitian, maka dapat disimpulkan bahwa terjadi peningkatan kemampuan berpikir kritis peserta didik dengan menggunakan model PBL. <strong><em>Abstract</em></strong> <em>The industrial revolution 4.0 indirectly requires high-level critical thinking skills. The research aims to improve students' critical thinking skills by applying the Problem-Based Learning (PBL) model. The research method used was Classroom Action Research (CAR) through 2 learning cycles. The research is a population study with a total of 16 students of Computer and Network Engineering </em>(TKJ)<em> </em>SMK Muhammadiyah 1 Padang<em>. Data collection technique using test and data analysis technique using descriptive. The results obtained in cycle 1 are the students' critical thinking skills scored 62% in the complete category with an average value of 74, the highest value of 88 and the lowest value of 50. While in cycle 2 an increase with 100% completeness is a value, the average value is 79, the highest value is 85, and the lowest value is 75. Based on the results of the research, it can be concluded that an increase in students' critical thin</em><em>king skills using the PBL model.</em> Link artikel https://journal.ikippgriptk.ac.id/index.php/edukasi/article/view/1475
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Al Aziiz, Muhammad Shidiq, and Daris Kurnia. "Model Pembelajaran PBL (Problem Based Learning) dan PBJL (Project Based Learning)." Rayah Al-Islam 8, no. 4 (2024): 2386–400. https://doi.org/10.37274/rais.v8i4.1213.
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Abstrak berisi: Metode Pembelajaran PBL (Problem-Based Learning) dan PJBL (Project-Based Learning) adalah dua pendekatan pembelajaran yang berfokus pada keterlibatan aktif siswa dalam proses belajar. Penelitian ini mengeksprolasi penggunaan metode PBL dan PJBL dalam pemelajaran Pendidikan Agama Islam. Tujuan Penelitian ini adalah untuk memahami Pengertian, Karakteristik, Sintak model dan Penerapan pada pembelajaran PAI. Penelitian ini melibatkan analisis literature. Hasil penelitian ini menunjukan bahwa penerapan metrode PBL dan PJBL dalam pembelajaran PAI memiliki manfaat yang signifikan. Juga termasuk meningkatkan pemahaman siswa tentang konsep-konsep agama, mempromosikan keterlibatan aktif siswa dalam pembelajaran, dan mengembangkan keterampilan pemecahan masalah mereka. Ini termasuk meningkatkan pemahaman peserta didik tentang konsep agama, mendorong mereka untuk berpartisipasi aktif dalam proses belajar, dan meningkatkan kemampuan pemecahan masalah mereka. Namun, menajadi tantangan juga terkait dengan penggunaan metode ini. seperti persiapan materi yang rumit. efesiensi waktu yang lebih lama dan eavaluasi yang mandalam. Pendidikan mendesain suatu masalah yang sesuai dengan konteks Agama Islam, memfasilitasi diskusi kelompok dan membimbing peserta didik. Kesimpulanya, penerapan metode Problem-Based Learning dan Project-Based Learning dalam pembelajaran pendidikan agama islam dapat memberikan manfaat signifikan dalam hal pemahaman konsep agama dan penembangan keterampilan pemecahan masalah peserta didik.
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Vita, Wijayanti, Prasetyo Yudik, and Afnindar Fakhrurozi Zaza. "Development of a Simple Game-Based PJOK Learning Model to Improve Locomotor Basic Movements and Cooperation of Lower Grade Elementary School Students." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 02 (2024): 694–704. https://doi.org/10.5281/zenodo.10673771.
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This study aims to determine the correlation between the Problem-Based Learning learning model and the Discovery Learning model with students' creativity and learning motivation. This research uses a quantitative approach of correlation type. The sample in this study used purposive sampling, namely grade 6 with a total of 40 students, consisting of 19 students at SD Negeri Awu Awu and 21 students at SD Negeri Wingkoharjo. Data collection using observation sheets and questionnaire statements. Data analysis in this study used Product moment Correlation Test and t-Independent Test. The results of this study indicate that there is a significant correlation between the application of the Problem-Based Learning learning model and the learning creativity of students at SD Negeri Awu Awu with a pearson correlation value = 0.660 and a p-value (sig-2tailed) of 0.002. There is a significant correlation between the application of the Problem-Based Learning learning model and student learning motivation at SD Negeri Awu Awu with a pearson correlation value = 0.834 and a p-value (sig-2tailed) of 0.000. There is a significant correlation between the application of the Discovery Learning learning model and students' learning creativity at SD Negeri Wingkoharjo with a pearson correlation value = 0.660 and a p-value (sig-2tailed) of 0.001. There is a significant correlation between the application of the Discovery Learning learning model and student learning motivation at SD Negeri Wingkoharjo with a pearson correlation value = 0.501 and a p-value (sig-2tailed) of 0.021. There is no significant difference between creativity and motivation of students in the application of both learning models with a significance value of 0.064 for learning creativity and with a significance value of 0.477 for learning motivation.
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Remantoro, Rizal. "THE INFLUENCE OF THE PBL LEARNING MODEL ON PROBLEM-SOLVING SKILLS IS REVIEWED FROM THE LEARNING STYLE OF STUDENTS ON THE EARTH STRUCTURE MATERIAL IN GRADE VIII JUNIOR HIGH SCHOOL." Journal of Higher Education and Academic Advancement 1, no. 7 (2024): 96–102. https://doi.org/10.61796/ejheaa.v1i7.761.
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This study aims to determine the differences in the influence of problem-based learning (PBL) models on problem-solving skills in terms of students' learning styles carried out in class VIII of SMPN 1 Geneng. The method used in this study is quantitative. The sampling technique in this study is random sampling which will later be taken two classes as experimental classes and control classes. The sample of this study was class VIIIG and class VIIIH with 32 students in class VIIIG as experimental samples and 33 students in class VIIIH as control classes with a population of 268 class VIII students. The study used several instruments collected through problem-solving skills questionnaires, learning style questionnaire sheets, observation sheets, teacher interview sheets, and problem-solving skills test instruments before and after the test. In this study the data collection technique used was ANOVA with the results of this study indicate that the problem-based learning (PBL) model affects students' problem-solving abilities. Students' problem-solving skills are influenced by their learning styles. The test results showed a Sig value level of 0.80> 0.05, this indicates that H0 is rejected and Ha is accepted. So it can be concluded that the learning model (PBL) has a different influence on problem-solving skills in terms of students' learning styles on the material on earth structure in class VIII of SMPN 1 Geneng.
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Suarlin, Surabhi Negi, Muhammad Ichsan Ali, Bilal Ahmad Bhat, and Elpisah. "The Impact of Implication Problem Posing Learning Model on Students in High Schools." International Journal of Environment, Engineering & Education 3, no. 2 (2021): 69–74. https://doi.org/10.5281/zenodo.5340339.
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Problem posing is a learning model that requires students to compose their questions or solve a problem into more straightforward questions that refer to solving the problem based on the initial situation. The study aimed to determine the increase of students in mastering the learning material through the Problem Prosing Learning Model. The type of research used in this study is quasi-experimental research. The sample used was 64 high school students with mathematics as the learning subject. There are two class groups: the experimental class with 31 students and the control class with 33 students. The research data obtained were processed by analysis of the paired sample t-test. The research results found that learning with the problem-posing approach made students active and creative, as seen from the ability of students to develop their questions based on the information provided. Students can process and explore existing information and ask problems or questions that can be resolved. Learning with the problem-posing approach can also increase student activity in the learning process, especially in interacting and sharing ideas with other students and with the teacher. Learning activities are meaningful, and student understanding of the concept becomes better.
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Hendarwati, Endah, Luthfiyah Nurlaela, and Bachtiar Syaiful Bachri. "The Collaborative Problem Based Learning Model Innovation." Journal of Educational and Social Research 11, no. 4 (2021): 102. http://dx.doi.org/10.36941/jesr-2021-0080.
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Learning models that can specifically support 21st-century skills which are fundamentals and global in nature, especially in higher education, are still not available. The Problem Based Learning (PBL) model and the Collaborative Learning (CL) model have characteristics that have the potential to support these skills. The purpose of the study is to develop a collaborative problem-based learning (CPBL) model. The study's results are five model syntaxes consisting of problem orientation, organization, collaborative problem solving, presentation and discussion, and evaluation. Besides, a model matrix was produced to guide lecturer and student learning activities to achieve fundamental and global 21st-century skills, namely problem solving, critical thinking, and collaboration. The syntaxes and matrix of the model produced are feasible, valid, and practically implemented to produce graduates who have ready and competitive skills. Thus, the developed CPBL model can become an innovative initial role model for learning to support learning at various levels, especially higher education, to produce graduates who have skills that are ready and competitive in the current era, maybe even in the future. Received: 18 March 2021 / Accepted: 21 May 2021 / Published: 8 July 2021
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Roja Saputra, Dewi Purnama Sari, and Aida Rahmi Nasution. "Model Pembelajaran Berbasis Neurosains Problem Based Learning." Journal of International Multidisciplinary Research 2, no. 5 (2024): 499–503. http://dx.doi.org/10.62504/jimr513.
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Model Pembelajaran Berbasis Neurosains dalam konteks Problem-Based Learning (PBL) telah menjadi fokus penelitian yang berkembang dalam upaya untuk meningkatkan efektivitas pembelajaran. Studi ini mengeksplorasi integrasi prinsip-prinsip neurosains ke dalam pendekatan PBL sebagai cara untuk meningkatkan keterlibatan siswa dan hasil pembelajaran. Dengan memadukan pengetahuan tentang bagaimana otak belajar dan merespons informasi dengan pendekatan pembelajaran yang menekankan pada pemecahan masalah, penelitian ini menunjukkan potensi besar dalam menciptakan lingkungan pembelajaran yang lebih bermakna dan efektif. Melalui tinjauan literatur yang komprehensif dan studi kasus implementasi PBL berbasis neurosains, jurnal ini mengidentifikasi strategi dan praktik terbaik untuk mengintegrasikan konsep neurosains ke dalam desain pembelajaran PBL. Hasil penelitian menunjukkan bahwa pendekatan ini dapat meningkatkan retensi informasi, keterlibatan siswa, dan penerapan keterampilan dalam konteks dunia nyata. Penelitian ini memberikan kontribusi yang berharga bagi pengembangan pendidikan yang inovatif dan berbasis bukti, serta memberikan panduan praktis bagi pendidik dalam merancang pengalaman pembelajaran yang lebih efektif dan berkelanjutan.