A Critical Review of Problem Based Learning in Architectural Education

Bridges, Alan

doi:10.52842/conf.ecaade.2006.182

Cited by 18 publications

(6 citation statements)

References 6 publications

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“…Problem-Based Learning (PBL): This strategy focuses on giving students real-world issues and challenges to solve similar to PBL. It promotes critical thinking and problem-solving skills (Bridges, 2006).…”

Section: Flipped Classroommentioning

confidence: 99%

An instructional model text mapping with poetry text description

Novelti,

Syandri,

Kristiawan

2024

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The Indonesian language learning method at Junior High School (SMP) Negeri Padangpanjang was generally boring and traditional. A solution is required to create products that are successful, efficient and enjoyable to use in classroom learning activities. A solution is required to make goods that are effective, efficient and entertaining to use in classroom learning activities. The product trial took place at SMP Negeri 3 Padangpanjang. The 4-D development phase was done in this study. During the conceptualization and development phases of this study, junior high school teachers and students were involved. In addition, experts participate in the process of evaluating products. A variety of methods are used including tests, questionnaires, observations and interviews. The main syntax of OMEMPAT is created by the descriptive text mapping learning model with the help of poetry text such as (1) orientation (2) reading and listening to poetry (3) mapping the contents of the descriptive text (4) presenting the results of the descriptive text mapping and (5) reflecting on the learning process. The three criteria of validity, practicability and efficacy were used to assess the quality of the learning model. The descriptive text mapping learning model which is supported by poetry texts needs to be put into practice. Teachers must create learning models that enable students to engage in educational activities while enjoying.

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Section: Flipped Classroommentioning

confidence: 99%

An instructional model text mapping with poetry text description

Novelti,

Syandri,

Kristiawan

2024

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“…Proses pembelajaran PBL mempunyai bagian utama pembelajaran berbasis aktivitas. Di dalamnya berisi kegiatan penelitian, pengambilan keputusan, dan pelaporan yang dapat memotivasi dan memberikan kesempatan siswa untuk memperoleh pembelajaran yang lebih mendalam [18].…”

Section:  Issn: 2746-7813unclassified

Model Problem Based Learning Berbantuan Media Sway untuk Meningkatkan Keaktifan Belajar Siswa pada Mata Pelajaran Dasar-Dasar Desain Komunikasi Visual Materi Desainer yang Kreatif di SMKN 1 Dukuhturi

Herawati,

Basori,

Wulansari

2023

JOIVE

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<p>Keaktifan siswa yang rendah menjadi penghambat lancarnya kegiatan pembelajaran, selain itu rendahnya keaktifan siswa menjadi penghalang tercapainya tujuan pembelajaran. Penelitian ini bertujuan untuk meningkatkan keaktifan siswa dalam mengikuti pembelajaran mata pelajaran Dasar-Dasar Desain Komunikasi Visual materi Desainer yang Kreatif yang dapat diamati dari aktivitas siswa dalam melakukan diskusi dalam kelompok, penyampaian pendapat, penyajian hasil pekerjaan kelompok, dan perhatiannya dalam pembelajaran. Subjek penelitian ini dilakukan kepada peserta didik kelas X DKV 2 di SMKN 1 Dukuhturi. Dalam penelitian ini metode yang digunakan adalah penelitian tindakan kelas, dengan teknik pengumpulan datanya menggunakan rubrik dan observasi. Hasil penelitian ini pada setiap siklusnya menunjukkan siswa mengalami peningkatan keaktifan dalam pembelajaran yaitu, pada siklus I memperoleh rata-rata keaktifan sebesar 65,54 dan pada siklus II memperoleh rata-rata keaktifan sebesar 75,00.</p><strong>Kata kunci: </strong>Keaktifan Siswa, Problem Based Learning, Desain Komunikasi Visual, Desainer yang Kreatif.

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“…During this process, tutors or experienced practitioners guide the students by inquiring upon their design concepts through face-to-face communication and critique to foster creative thought process. This method has been categorically formalized as "problem-based" or "project-based" learning, and it is also used in many other disciplines (Bridges, 2007).…”

Section: The Origin Of the Design Studio And Its Evolutionmentioning

confidence: 99%

Collaborative architectural design studio environment

Qureshi

2019

ARCH

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Purpose The purpose of this paper is to test a studio pedagogy that originates from an experiment of a collaborative design studio held between two departments of Architecture, as a useful way for students to learn mutually. Meanwhile, it aims to capture the effectiveness, efficiency and impacts of this collaboration. Design/methodology/approach This paper presents a qualitative research study to observe the role of collaborative design studio in the pedagogical structure of architectural education. It combines the conventional studio with live projects as a unique pedagogy within the studio of Architectural Design-I (AD-I). Primary data collected using open-ended questionnaires from students and focal studio tutors at both architecture departments generated results. Findings Built on the analyses of the questionnaires, this paper answers the research questions based on the collaborative studio pedagogy for the course of AD-I and reports on lessons learnt from this collaborative experience. It proves that students can successfully work collaboratively and build confidence in their own abilities to solve a challenge and achieve a common goal through practical experience as well. Research limitations/implications This research used a qualitative approach to evaluate the perspectives of 81 students and 6 tutors within a specific pedagogical approach. Given the small sample size and delimitation of the one-course approach, findings from this study are not generalizable to a broader population. Furthermore, a longer duration is needed to address collaborative learning challenges. Nevertheless, it provides valuable data for future studies and also offers pedagogical options for other schools to consider implementing and studying. Originality/value The collaborative pedagogical approach experimented in this study was the first initiative of its kind in Karachi, between a younger institution, AED-SSUET and a more established one which was DAP-NED. A four-week collaborative design studio exercise of AD-I engaging third-semester students of AED-SSUET[1] and DAP-NED[2] was a hybrid approach that combined conventional design studio with live project to promote a novel and effective collaborative learning method. In the process, students were encouraged to interact competitively with peers, facilitated by rigorous engagement of focal design tutors from both Architecture departments. It also influenced the active participation of experts from the industry and Architecture community and was exclusively designed to eliminate the pairing up of a single tutor with one student each. The students at AED-SSUET were also able to build a 1:1 scale project with an allocated budget and time-frame constraints.

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A Critical Review of Problem Based Learning in Architectural Education

Cited by 18 publications

References 6 publications

An instructional model text mapping with poetry text description

An instructional model text mapping with poetry text description

Model Problem Based Learning Berbantuan Media Sway untuk Meningkatkan Keaktifan Belajar Siswa pada Mata Pelajaran Dasar-Dasar Desain Komunikasi Visual Materi Desainer yang Kreatif di SMKN 1 Dukuhturi

Collaborative architectural design studio environment

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