Log in

Relevant bibliographies by topics / Problem-Based Learning (PBL) / Journal articles

To see the other types of publications on this topic, follow the link: Problem-Based Learning (PBL).

Journal articles on the topic 'Problem-Based Learning (PBL)'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Problem-Based Learning (PBL).'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

YOSHIOKA, Toshimasa. "Problem-based learning (PBL) tutorial." Igaku Toshokan 51, no. 2 (2004): 110–12. http://dx.doi.org/10.7142/igakutoshokan.51.110.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

<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 eval

APA, Harvard, Vancouver, ISO, and other styles

3

Silva, Anielson Barbosa Da, Ana Carolina Kruta de Araújo Bispo, Danilo Goncalves Rodriguez, and Francisco Ialyson Felipe Vasquez. "Problem-based learning." Revista de Gestão 25, no. 2 (2018): 160–77. http://dx.doi.org/10.1108/rege-03-2018-030.

Full text

Abstract:

Purpose The purpose of this paper is to present a proposal for structuring the use of problem-based learning (PBL) as an active teaching strategy and assess PBL’s implications for student learning in the undergraduate management degree program of a federal university in Northeastern Brazil. PBL can turn students into active subjects in their own learning and promote the development of decision-making abilities through the identification and analysis of real problems. Design/methodology/approach The study follows the assumptions of qualitative research and uses the action research approach. The

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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-Bas

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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 ad

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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. Jug

APA, Harvard, Vancouver, ISO, and other styles

8

Ioannou, Andri, Christina Vasiliou, and Panayiotis Zaphiris. "Problem-Based Learning in Multimodal Learning Environments." Journal of Educational Computing Research 54, no. 7 (2016): 1022–40. http://dx.doi.org/10.1177/0735633116636755.

Full text

Abstract:

In this study, we enhanced a problem-based learning (PBL) environment with affordable, everyday technologies that can be found in most university classrooms (e.g., projectors, tablets, students’ own smartphones, traditional paper–pencil, and Facebook). The study was conducted over a 3-year period, with 60 postgraduate learners in a human–computer interaction course, following a PBL approach to teaching and learning. First, this article contributes a detailed description of how PBL can be enacted in a multimodal, technology-rich classroom. Second, the study presents evaluation data on learners’

APA, Harvard, Vancouver, ISO, and other styles

9

Handayani, Monika, Andayani Andayani, and Jaka Warsihna. "Learning Clinic: Designing Problem Based Learning Student Worksheets." ABDIMAS: Jurnal Pengabdian Masyarakat 4, no. 2 (2022): 1054–58. http://dx.doi.org/10.35568/abdimas.v4i2.1266.

Full text

Abstract:

In line with the implementation of the 2013 curriculum and High Order Thinking Skills (HOTS), teachers are expected to be able to design teaching materials that can facilitate critical thinking learners through investigation activities. LKPD (Lembar Kerja Peserta Didik) based on Problem Based Learning (PBL) is one way that can encourage learners to think critically and creatively to complete learning activities that occur in everyday life. The purpose of this community service activity, teachers can design LKPD based on the PBL model and apply it in learning activities. The products resulting

APA, Harvard, Vancouver, ISO, and other styles

10

Malik, Alam Sher, and Rukhsana Hussain Malik. "What really is Hybrid Problem-Based Learning Curriculum? A review." QIJMHS 1, no. 1 (2018): 8–18. https://doi.org/10.5281/zenodo.6106917.

Full text

Abstract:

The elusive definition of PBL as an educational concept, dissatisfaction with variable methods of its implementation, perceived lack of depth of knowledge in basic sciences of PBL students and the ease, familiarity and economical teaching through large group teaching formats such as lectures has given birth to “Hybrid Problem-based Learning” (<em>h</em>PBL) curriculum.     The idea of <em>h</em>PBL has attracted many educationists and medical schools. The <em>h</em>PBL curriculum can be identified with various aspects of a true PBL such as the SPICES model of the ran

APA, Harvard, Vancouver, ISO, and other styles

11

Porto, Marcelo Duarte, and Marilda Marques Barbosa. "Psychoanalysis and Problem-Based Learning." International Journal for Innovation Education and Research 7, no. 7 (2019): 574–81. http://dx.doi.org/10.31686/ijier.vol7.iss7.1642.

Full text

Abstract:

This paper aims to analyze possible convergences between Problem Based Learning (PBL) and Psychoanalysis. It is intended to discuss how psychoanalysis can contribute to the efficiency of PBL. This by proposing reflections on affective and unconscious aspects that PBL may be neglecting. Such aspects may become more conscious and reflected, enhancing the results obtained by the PBL. Among these we can mention: teacher-student relationship; the role of tutor and its relation to the abstinence of narcissistic enjoyment; the positive connotation that can be given to the conflict arising from doubts

APA, Harvard, Vancouver, ISO, and other styles

12

SHKARIN, V. V., O. V. FEDOROVA, M. YU KAPITONOVA, et al. "PROBLEM-BASED LEARNING: WHAT DO WE KNOW ABOUT IT TODAY?" AVICENNA BULLETIN 27, no. 2 (2025): 317–26. https://doi.org/10.25005/2074-0581-2025-27-2-317-326.

Full text

Abstract:

Objective: To evaluate the awareness of problem-based learning (PBL) among academic staff in Russian medical universities' Basic Medical Sciences departments. This assessment was conducted using a standardized, partially modified questionnaire. Additionally, the study aimed to explore the faculty's readiness to implement PBL in their curriculum within their departments. Methods: A total of 268 faculty members from the Basic Medical Sciences departments participated in a survey designed to assess their level of awareness and engagement with PBL as a modern educational approach. The survey data

APA, Harvard, Vancouver, ISO, and other styles

13

Zhang, Weihua. "Problem Based Learning in Nursing Education." Advances in Nursing 2014 (March 18, 2014): 1–5. http://dx.doi.org/10.1155/2014/125707.

Full text

Abstract:

Background. McMaster University first introduced Problem Based Learning (PBL) in the mid 1960s. However, measuring the relationship between PBL for undergraduate nursing programs and students test performance has not yet been assessed in the USA. Purpose. The main purpose of this paper is to describe the effectiveness of PBL on senior student test performance on content related to PBL in a BSN program. Diabetes mellitus and renal insufficiency were taught by traditional lecture format in the previous years. This was the first year we taught this content by the problem based learning method. Me

APA, Harvard, Vancouver, ISO, and other styles

14

Jaganathan, Sabarinathan, Samikannu Bhuminathan, and Maya Ramesh. "Problem-Based Learning – An Overview." Journal of Pharmacy and Bioallied Sciences 16, Suppl 2 (2024): S1435—S1437. http://dx.doi.org/10.4103/jpbs.jpbs_820_23.

Full text

Abstract:

ABSTRACT The main objective of Problem-Based Learning (PBL) is to develop problem-solving skills, collaborative learning skills, self-directed learning skills, communication skills, deeper learning skills, lifelong learning skills, and better retention in the students to equip them better in their professional careers. Unlike the traditional curriculum which is mainly based on didactic lectures, PBL is based on a group of students working on a problem and solving it. PBL is a promising teaching and learning tool that can be adopted in all fields, especially in Medical and Dental curricula.

APA, Harvard, Vancouver, ISO, and other styles

15

Sudia-Robinson, Tanya, and Marlene Walden. "Problem-Based Learning in the NICU." Neonatal Network 18, no. 7 (1999): 55–56. http://dx.doi.org/10.1891/0730-0832.18.7.55.

Full text

Abstract:

PROBLEM-BASED LEARNING (PBL) is an excellent method for developing continuing-education activities for health care professionals. It provides a means of looking at a common clinical situation while examining current literature on the topic and thinking through possible courses of action and their consequences. PBL can be beneficial for new staff nurses and for nurses with years of experience in the NICU. This column examines the application of PBL in the NICU and includes a case study presented in PBL format.

APA, Harvard, Vancouver, ISO, and other styles

16

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

17

Stepien, William J., and Sharon L. Pyke. "Designing Problem-Based Learning Units." Journal for the Education of the Gifted 20, no. 4 (1997): 380–400. http://dx.doi.org/10.1177/016235329702000404.

Full text

Abstract:

Problem-based learning (PBL), initiated when learners meet an ill-structured problem, develops skills and subject-matter content needed by students to make the transition from novice to more expert problem solver. However, the construction of problem-based learning units can be a formidable task. After a brief comparison of the characteristics of well-structured and ill-structured problems, the authors outline a systematic, user-friendly process for finding potential PBL topics; constructing brainstorming maps to explore the possibility of each topic becoming the focus for a PBL unit; and, the

APA, Harvard, Vancouver, ISO, and other styles

18

Bevinakoppa, Savitri, Biplob Ray, and Fariza Sabrina. "Effectiveness of Problem-Based Learning Implementation." International Journal of Quality Assurance in Engineering and Technology Education 5, no. 3 (2016): 46–58. http://dx.doi.org/10.4018/ijqaete.2016070104.

Full text

Abstract:

Problem-Based Learning (PBL) exercises have been proven to be an effective teaching method for preparing the students as work ready graduates. Students work on a real world industry based problem of relevant discipline. It also help students to improve their capability of critical analysis. PBL has been adopted in educational practise in many disciplines. In this paper, the authors explore the various existing PBL practices, develop, implement a model and analyse the effectiveness of the implementation. This paper explains few exemplars of PBL, their implementation method and analysis of stude

APA, Harvard, Vancouver, ISO, and other styles

19

BUSTILLO, RICARDO. "Too Soon for Problem-Based Learning?: Learning Outcomes." International Journal of Pedagogy and Curriculum 32, no. 2 (2025): 59–76. https://doi.org/10.18848/2327-7963/CGP/v32i02/59-76.

Full text

Abstract:

Abstract In order to test whether a problem-based learning (PBL) intervention is less effective in the first year of a degree, a comparison between a first-year subject (Introduction to Microeconomics) and a third-year one (Fiscal and Monetary Policy) has been accomplished. I examined several factors, including student participation, learning outcomes, and acquired competencies through quantitative analysis, and students’ opinions through qualitative analysis. First, regarding the quantitative analysis, not only overall participation but also some learning outcomes seem to reach a lower

APA, Harvard, Vancouver, ISO, and other styles

20

Sethi, Ahsan. "Problem Based Learning: Learning from the Experiences of Medical Students." Proceedings of Shaikh Zayed Medical Complex Lahore 34, no. 1 (2020): 1–5. http://dx.doi.org/10.47489/p000s341z7341-5mc.

Full text

Abstract:

Introduction: Problem based learning (PBL) is student centered learning approach that has been implemented in many medical colleges. Since the literature has controversial takes on the utility of PBL, exploring student perspectives might share insights on the contextual merits and demerits of PBL approach. Aims & Objectives: To evaluate experience of medical students regarding PBL in hybrid integrated curriculum. Place and duration of study: May to June 2018 at two medical colleges of Lahore (Shalamar Medical College & University College of Medicine and Dentistry. Material & Method

APA, Harvard, Vancouver, ISO, and other styles

21

Ittycheria, Prameetha George, Anju Mathew, Saumya John, and Rene Kuriakose. "Problem-based Learning in Dental Education." Kerala Dental Journal 47, no. 1 (2024): 8–11. http://dx.doi.org/10.4103/ksdj.ksdj_10_24.

Full text

Abstract:

Abstract Problem-based learning (PBL) is a student-centred pedagogy, in which students gain knowledge through the experience of solving an open-ended problem found in trigger material. In PBL, student learning centres on a complex problem that does not have a sole correct answer. Students initiate working in collaborative groups to recognise what they require to learn to solve a problem. Teachers act as facilitators here and provide resources and intense use of such resources along with group discussions, peer support and the use of virtual technologies to help students to self-directed learni

APA, Harvard, Vancouver, ISO, and other styles

22

Pilcher, Jobeth. "Problem-Based Learning in the NICU." Neonatal Network 33, no. 4 (2014): 221–24. http://dx.doi.org/10.1891/0730-0832.33.4.221.

Full text

Abstract:

Problem-based learning (PBL) is an educational strategy that provides learners with the opportunity to investigate and solve realistic problem situations.1It is also referred to as project-based learning or work-based learning. PBL combines several learning strategies including the use of case studies coupled with collaborative, facilitated, and self-directed learning. Research has demonstrated that use of PBL can result in learners having improved problem-solving skills, increased breadth and analysis of complex data, higher-level thinking skills, and improved collaboration.2–4This article wi

APA, Harvard, Vancouver, ISO, and other styles

23

Yang, Sonam, and So-Youn Park. "Application and effectiveness of Problem-based learning(PBL): Focus on experience of students who participated in school social welfare class." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (2022): 115–30. http://dx.doi.org/10.22251/jlcci.2022.22.19.115.

Full text

Abstract:

Objectives The purpose of this study is to apply Problem-based learning (PBL) to a school social welfare class and explore its effectiveness and experience of learners’ participation. Methods To do this, PBL method was applied to 14 students who were enrolled in the school social welfare course in the second semester for about 8 weeks from October to December in 2019. The pre-post test was conducted on problem-solving ability, communication ability, and self-directed learning ability for 11 students who agreed to participated in the study and Wilcoxon signed-rank test was used to analyse the d

APA, Harvard, Vancouver, ISO, and other styles

24

Sari, Anisa Puspita, Harizon Harizon, and Muhammad Haris Effendi-Hasibuan. "The effectiveness of argumentation based learning and problem based learning models in improving student’s argumentation skills about salt hydrolysis concept." Jurnal Pendidikan Kimia 13, no. 3 (2021): 230–40. http://dx.doi.org/10.24114/jpkim.v13i3.29928.

Full text

Abstract:

Learning model that can train students in developing their argumentative skills includes the Argumentation Based Learning (ABL) and Problem Based Learning (PBL). This study aimed to see the effectiveness of the ABL and PBL models in improving students' argumentation skills about the concept of salt hydrolysis. The study was conducted in the class XI MIA SMAN 1 Tebo Jambi with a sample consisting of two classes. Some 50 students were recruited purposively to be the participants of this study. Concurrent embedded mix method using two group pretest posttest control group design was used in this s

APA, Harvard, Vancouver, ISO, and other styles

25

Visconti, Colleen F. "Problem-Based Learning: Teaching Skills for Evidence-Based Practice." Perspectives on Issues in Higher Education 13, no. 1 (2010): 27–31. http://dx.doi.org/10.1044/ihe13.1.27.

Full text

Abstract:

Problem-based learning (PBL) is a pedagogical method that requires students to learn how to locate new information, work cooperatively with others and find solutions to practical problems. PBL teaches students to critically analyze a situation or problem, determine what information is needed, seek out appropriate resources, and create a solution. These skills are the beginning skills need to incorporate evidence-based practice (EBP) into clinical experiences. This chapter will discuss PBL, how to create your own PBLs, the effect PBL has on learner outcomes, and how to link PBL to EBP.

APA, Harvard, Vancouver, ISO, and other styles

26

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.

Full text

Abstract:

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-skille

APA, Harvard, Vancouver, ISO, and other styles

27

Suresh, N. Patil, S. Zadbuke Yogesh, V. Patil Rajendrakumar, and R. Patil Shailendra. "Assessment of Student Perception Regarding Use of Problem Based Learning Tools in Clinics." International Journal of Pharmaceutical and Clinical Research 14, no. 12 (2022): 1281–86. https://doi.org/10.5281/zenodo.13882731.

Full text

Abstract:

<strong>Introduction:</strong> Multiple learning tools have been used in education during the clinical years. Problem-based learning (PBL) is one of the learning strategies that has currently been introduced into curriculums. The success of PBL in the preclinical year has been reported on globally. <strong>Objective:</strong> This study’s aim was to assess the attitudes and knowledge of the students in their clinical year of PBL. <strong>Methods:</strong> The study was conducted among 387 medical students at the ACPM Medical College and Hospital, Dhule Maharashtr

APA, Harvard, Vancouver, ISO, and other styles

28

Cordeiro, Paula A. "Problem-Based Learning in Educational Administration: Enhancing Learning Transfer." Journal of School Leadership 8, no. 3 (1998): 280–302. http://dx.doi.org/10.1177/105268469800800303.

Full text

Abstract:

This paper presents a model for learning in an educational leadership preparation program. The model depicts various types of teaching and learning strategies that should be included in preparation programs in order for students to learn declarative, procedural, and contextual knowledge. Specifically, the paper describes four types of problem-based learning (PBL). Grounded in research on group problem solving, reflective thinking, problem complexity, and feedback and assessment, PBL has considerable potential to increase the transfer of learning. The paper maintains that real and simulated PBL

APA, Harvard, Vancouver, ISO, and other styles

29

Otting, Hans, and Wichard Zwaal. "Critical Task Characteristics in Problem-Based Learning." Industry and Higher Education 20, no. 5 (2006): 347–57. http://dx.doi.org/10.5367/000000006778702283.

Full text

Abstract:

Tasks and problems in problem-based learning (PBL) are supposed to trigger and structure the learning process. The quality of problems in PBL is generally regarded as an important driver of the individual and collaborative learning processes. Although the importance of the PBL task is widely recognized, there is a lack of empirical findings and guidelines for the construction and evaluation of the tasks. The main goal of this study is to develop a valid and useful checklist for the construction and evaluation of PBL tasks. A checklist with critical characteristics of tasks will serve two purpo

APA, Harvard, Vancouver, ISO, and other styles

30

Walker, Richard. "Blended problem-based learning." Proceedings of the International Conference on Networked Learning 8 (April 2, 2012): 381–87. http://dx.doi.org/10.54337/nlc.v8.9114.

Full text

Abstract:

This paper reports on the evaluation findings for a postgraduate Law programme following a problem-based learning (PBL) curriculum, which introduced group wiki and blogging tools for students to use in support of a series of unguided group research activities. Following a face-to-face PBL session where students were presented with a new problem and brainstormed learning outcomes and tasks as a framework to solve it, the virtual tools were then employed to support discussion and sharing of research outside the classroom, leading to the production of a collaborative solution by the group. The pr

APA, Harvard, Vancouver, ISO, and other styles

31

Overton, Tina. "Context and problem-based learning." New Directions in the Teaching of Physical Sciences, no. 3 (February 23, 2016): 7–12. http://dx.doi.org/10.29311/ndtps.v0i3.409.

Full text

Abstract:

Context based learning is any learning that places content within a meaningful context. CBL has been demonstrated to enthuse and engage learners and is increasingly being used in sciences, especially at pre-University level. Problem-based learning can be viewed as a sub-set of CBL. In PBL, the context is framed as an open ended problem scenario. The problem is encountered before knowledge is in place and acts as thedriver for independent learning. PBL has been demonstrated to enhance understanding, increase motivation and develop a range of transferable skills. The use of CBL and PBL in the ph

APA, Harvard, Vancouver, ISO, and other styles

32

Malik, Khizar Ansar. "Perception of students about Team-based learning (TBL) Problem-based learning (PBL)." Health Professions Educator Journal 3, no. 1 (2020): 18–23. http://dx.doi.org/10.53708/hpej.v3i1.90.

Full text

Abstract:

Abstract Background: Medical teaching has evolved over the past few years, from traditional teaching methods such as lectures and practical classes using blackboard, slide projector to more student-centered activities such as self-directed learning, problem based learning (PBL) and team-based learning (TBL) Problem based learning is an integral part of our MBBS curriculum. We introduced TBL to 2nd year MBBS students in Pharmacology department, who are also practicing PBL in 2nd year. Aim: The aim of the study was to know student’s perception about TBL and PBL. Methods: Studen

APA, Harvard, Vancouver, ISO, and other styles

33

Rézio, Sofia, Marina Pedro Andrade, and Maria Filomena Teodoro. "Problem-Based Learning and Applied Mathematics." Mathematics 10, no. 16 (2022): 2862. http://dx.doi.org/10.3390/math10162862.

Full text

Abstract:

Problem-based learning (PBL) is a teaching method that appeared in the early 1960s and is widely applied in distinct areas nowadays. In the presented manuscript, we describe a PBL methodology use restricted to applied mathematics for problem solving among a group of engineering students in a Portuguese university. In the pandemic context, it was a huge challenge both for the students and for the teacher. Supported by the available literature, the experiment was defined. As it is well known, teachers are not only knowledge transmitters but also designers of teaching initiatives. Thus, teachers

APA, Harvard, Vancouver, ISO, and other styles

34

Samsudin, Eka Nur, Murniningsih Murniningsih, and Ali Mustadi. "Problem Based Learning in Basic Education." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (2021): 2800–2809. http://dx.doi.org/10.35445/alishlah.v13i3.749.

Full text

Abstract:

Using the Problem-Based Learning (PBL) model in elementary school classrooms has been shown to positively impact students' learning outcomes. There are numerous ways in which PBL helps students learn in the primary grades. There is still a paucity of research from reputable national journals on PBL in elementary education for this review. Articles on problem-based learning and the basics of education were pulled from the indexed national education journal Sinta Indonesia as part of the literature review method. Based on the criteria, 16 articles were chosen from the results list. The literatur

APA, Harvard, Vancouver, ISO, and other styles

35

Said, Said Elshama. "How to Apply Problem-Based Learning in Medical Education? A Critical Review." Iberoamerican Journal of Medicine 2, no. 1 (2019): 14–18. https://doi.org/10.5281/zenodo.3585108.

Full text

Abstract:

Problem-based learning (PBL) is a cornerstone of modern medical education. Principles of PBL are the construction of knowledge, prior knowledge activation, organization of knowledge, elaboration of knowledge, stepwise transfer across contexts and cooperation with other learners. It prvides the ability to identify the knowledge, generate and analyze hypotheses that lead to the differential diagnosis of the case according to the complaint of the patient by using history taking, physical exam, and investigations. Application of any innovation such as PBL faces many challenges and obstacles that a

APA, Harvard, Vancouver, ISO, and other styles

36

Romadhon, Nurul Isnaini, Mohammad Faizal Amir, and Mahardika Darmawan Kusuma Wardana. "Assessing students' mathematical reasoning in problem-based learning: a gender perspective." International Journal of Evaluation and Research in Education (IJERE) 13, no. 6 (2024): 3763–74. https://doi.org/10.11591/ijere.v13i6.29580.

Full text

Abstract:

Mathematical reasoning (MR) in problem-solving is still relatively low, but students need it. Previous studies have shown that problem-based learning (PBL) can improve MR. Meanwhile, differences in MR are also influenced by gender. This study assesses MR quantitatively and qualitatively by reviewing gender differences when given PBL intervention. The research participants involved were fifth-grade primary students. The sampling techniques used were convenience and purposive sampling. This study design uses an explanatory sequential mixed method with quantitative data collection followed by qua

APA, Harvard, Vancouver, ISO, and other styles

37

Hasibuan, Eka Khairani, Dian Armanto, and Zul Amry. "MODEL PEMBELAJARAN PROBLEM BASED LEARNING DALAM PEMBELAJARAN MATEMATIKA." Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika 5, no. 3 (2024): 2026–40. https://doi.org/10.46306/lb.v5i3.806.

Full text

Abstract:

This research examines the effectiveness of Problem-Based Learning (PBL) in mathematics education through a systematic analysis of 27 research journals. The study focuses on the implementation of PBL in enhancing critical thinking abilities, problem-solving skills, mathematical literacy, as well as student motivation and learning outcomes. Meta-analysis results indicate that PBL has significant positive effects on critical thinking abilities in mathematics learning (g=0.769) and science (g=1.122). Comparative studies suggest that PBL is more effective than conventional learning in improving cr

APA, Harvard, Vancouver, ISO, and other styles

38

OLIVEIRA-PEREIRA, Wesley de, Ricardo Eleutério dos ANJOS, and Mariana Astolpho ROMEIRO. "PROBLEM-BASED LEARNING: EMERGENCE, INTERNATIONAL DISSEMINATION AND ITS ARRIVAL IN BRAZIL." Boletim de Conjuntura (BOCA) 15, no. 44 (2023): 114–36. https://doi.org/10.5281/zenodo.8216319.

Full text

Abstract:

This paper aims to discuss the origin, international dissemination, and implementation of Problem-Based Learning (PBL) in Brazil. To achieve this objective, a comprehensive literature review was conducted, encompassing works published in both Portuguese and English literature. The study enabled an understanding of the emergence and evolution of this educational methodology. In particular, the controversy surrounding Howard Barrows' role as the creator of PBL was clarified, identifying the early pioneers behind the development of this approach, which has been widely adopted in the curricula

APA, Harvard, Vancouver, ISO, and other styles

39

Arisetiyana, Firdaus Febri, Dwi Cahyo Kartiko, Nanik Indahwati, and Bayu Budi Prakoso. "Motivation And Student Learning Outcomes In Problem Based Learning." Jp.jok (Jurnal Pendidikan Jasmani, Olahraga dan Kesehatan) 4, no. 1 (2020): 1–10. http://dx.doi.org/10.33503/jp.jok.v4i1.829.

Full text

Abstract:

Applying eclectic learning means combining two or more learning models to be applied at one time. This article aims to analyze students' motivation and learning outcomes in participating in a combination of learning from problem based learning (PBL) with cooperative learning. This research is weak-experimental using static-group pretest-posttest design. A total of 52 students (male= 35, female= 17) 8th grade junior high school were taken using the cluster random sampling method. Motivation data are collected using a questionnaire, while learning outcomes use skills tests. PBL as the main model

APA, Harvard, Vancouver, ISO, and other styles

40

Sari, Dwi Rosita. "PROBLEM BASED LEARNING." Lingual: Journal of Language and Culture 9, no. 1 (2020): 39. http://dx.doi.org/10.24843/ljlc.2020.v09.i01.p07.

Full text

Abstract:

The aims of research are (1) The implementation of Problem Based Learning strategy to teach speaking descriptive text (2) To find the problems of Problem Based Learning strategy to teach speaking descriptive text (3) To know the solutions of the Problem Based Learning strategy to teach speaking descriptive text. The type of this research is descriptive qualitative research and researcher uses case study in answering the problem of the research. This research takes the seventh grade students of SMPN 1 Bendo, Kabupaten Magetan in term 2018/2019. The results of research show that the implementati

APA, Harvard, Vancouver, ISO, and other styles

41

Nugroho, Andhik Catur, Wahyu Sakti Gunawan Irianto, and Heru Wahyu Herwanto. "Comparison of Problem Based Learning with Project Based Learning Assisted by Mobile Based Learning Media on Students’ Learning Outcomes." Letters in Information Technology Education (LITE) 1, no. 2 (2019): 29. http://dx.doi.org/10.17977/um010v1i22018p029.

Full text

Abstract:

This Study presents the utilization of mobile-based learning media in a computer and basic networks. The use of mobile-based interactive media aims to help vocational students majoring in Computer and Network Engineering in learning productive subjects in computers and basic networks. Therefore, this study has a three purposes there are: (1) to discover the influence of Problem Based Learning (PBL) model on students’ learning outcomes, (2) to discover the influence of Project Based Learning (PjBL) model on students’ learning outcomes, and (3) to compare the PBL and PjBL on students’ learning o

APA, Harvard, Vancouver, ISO, and other styles

42

Wells, Samantha, Philip Warelow, and Karen Jackson. "Problem based learning (PBL): A conundrum." Contemporary Nurse 33, no. 2 (2009): 191–201. http://dx.doi.org/10.5172/conu.2009.33.2.191.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Parlaungan, M. Dino, Irfan Firdaus, Prilia Padila, et al. "Meta Analisis: Problem Based Learning (PBL)." Jurnal Pengabdian Masyarakat dan Riset Pendidikan 1, no. 1 (2022): 27–32. http://dx.doi.org/10.31004/jerkin.v1i1.4.

Full text

Abstract:

The purpose of this study is to improve the mathematical problem solving ability of students who are taught by applying a problem based learning model that is taught by a direct learning model. Problem Based Learning (PBL) approach can be used as a solution in learning mathematics. The research method used is a quasi-experimental research in the form of a posttest and there is an experimental class and a control class. This research method is a meta-analysis with a sample of 5 articles in Sinta 3-6 accredited national journals from 2017 to 2021 with the research subject being junior high and h

APA, Harvard, Vancouver, ISO, and other styles

44

Bauer-Klebl, Annette, and José Gomez. "Qualitätsfaktoren von Problem-based Learning (PBL)." Zeitschrift für Berufs- und Wirtschaftspädagogik 106, no. 3 (2010): 399–426. http://dx.doi.org/10.25162/zbw-2010-0021.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Hesse, Dawn E., and Audrey E. Hentzen. "Reverse Problem Based Learning (R-PBL)." Laboratory Medicine 33, no. 3 (2002): 218–21. http://dx.doi.org/10.1309/kyfg-7982-bf7k-th6e.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Emiliasari, Raynesa Noor, Eka Prasetyo, and Eva Fitriani Syarifah. "Problem-based Learning: Developing Students' Critical Thinking." Linguists: Journal of Linguistics and Language Teaching 5, no. 1 (2019): 56. http://dx.doi.org/10.29300/ling.v5i1.1962.

Full text

Abstract:

The Problem-based Learning model is one of the learning models that can develop students’ critical thinking because it uses real-life problems foundation of learning activity. This research aims to describe the implementation of PBL in English language learning in developing students’ critical thinking, teacher’s role in PBL, teacher’s barriers and the impact of PBL toward students’ critical thinking. This research took place in one of the senior high school in Majalengka. The observation was conducted three times in the class of eleventh grade and then the interview was delivered to one Engli

APA, Harvard, Vancouver, ISO, and other styles

47

Eglitis, Daina S., Fran L. Buntman, and Dameon V. Alexander. "Social Issues and Problem-based Learning in Sociology." Teaching Sociology 44, no. 3 (2016): 212–20. http://dx.doi.org/10.1177/0092055x16643572.

Full text

Abstract:

This article discusses the use of problem-based learning (PBL) in the undergraduate sociology classroom. PBL shifts students from the role of passive listeners and learners to active knowledge builders and communicators through the use of concise and engaging social problem cases. PBL creates opportunities for building substantive area knowledge, research skills, and problem-solving capacities and fosters student enjoyment. This teaching note describes the key characteristics of PBL, discusses practical approaches to its use in a variety of sociology courses, and offers sample case studies. We

APA, Harvard, Vancouver, ISO, and other styles

48

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

49

Yin, Qiuju, Chenxi Guo, Chao Dong, and Tianmei Wang. "May problem-based learning get higher evaluation from student?" International Journal of Crowd Science 5, no. 1 (2021): 92–111. http://dx.doi.org/10.1108/ijcs-12-2020-0019.

Full text

Abstract:

Purpose The paper aims to explore the effect of problem-based learning (PBL) embedding degree and education level on individual perception, as well as the moderating effect of nationality. Design/methodology/approach The paper first conceptualizes PBL embedding degree which means the extent of applying PBL. It takes an empirical study on an international MBA class in one of the first-class universities in China. An investigation is taken with the designed “PBL-based Cognitive Perception Scale” and an Ordered Probit Model is constructed. Findings The findings of this study are as follows: PBL e

APA, Harvard, Vancouver, ISO, and other styles

50

Amir, Sohail, Usman Mehboob, Ahsan Sethi, and Brekhna Jamil. "PROBLEM-BASED LEARNING: AN OVERVIEW OF ITS PROCESS AND IMPACT ON LEARNING." Pakistan Journal of Physiology 18, no. 1 (2022): 68–69. http://dx.doi.org/10.69656/pjp.v18i1.1381.

Full text

Abstract:

Problem-based learning (PBL) has a long history of advocating experience-based education. Psychological research and theory suggest that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional strategy that allows students to seek solutions to unstructured, real-world situations. PBL focuses student learning on a complicated topic with no one proper answer. Students collaborate in groups to determine what they need to know in order to solve an issue. Rather than imparting knowledg

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!