A Framework for Problem-Based Learning: Teaching Mathematics with a Relational Problem-Based Pedagogy

Schettino, Carmel

doi:10.7771/1541-5015.1602

Cited by 31 publications

(27 citation statements)

References 33 publications

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“…The use of PBL in education has been discovered and each study discusses about the relevance of this method in education (Hmelo-Silver, 2004;Pepper, 2014). This method significantly gives impacts towards education (Tarmizi & Bayat, 2012) and has been developed as an instructional method of hands-on (Ajai & Imoko, 2014;Dahl, 2018), active learning centred on the investigation (Bilgin, Şenocak, & Sözbilir, 2009;Mustaffa, Ismail, Tasir, & Said, 2016;Schettino, 2016;Tarmizi & Bayat, 2010) and resolution of real world problems. Based on this review, PBL is an established method in Mathematics education that aims to develop reasoning skills (Kazemi & Ghoraishi, 2012;Lou, Shih, Diez, & Tseng, 2011;Tarmizi & Bayat, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…43 (Wardono, Waluya, Mariani, & Candra, 2016) Improvement within mathematics literacy ability was seen as PBL models were used with A PMRI approach assisted by E-Learning platform, Edmodo. (Mustaffa et al, 2016), that allows students to acquire relevant knowledge and skills in mathematics (Schettino, 2016). Interest on PBL in mathematics has been driven by two factors which are the volume of knowledge and the impact of implementing PBL in the classroom (Tarmizi & Bayat, 2010).…”

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confidence: 99%

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A Systematic Review of Problem Based Learning in Education*

Zakaria¹,

Maat²,

Khalid³

2019

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The implementation of problem-based learning method in education within various disciplines of knowledge cannot be denied. The method is able to improve the traditional learning paradigm accommodating to the 21st century learning. The main aim of this review is to investigate the findings of studies related to the disciplines involving Problem Based Learning and its effects on education. The study uses a systematic approach analysis and synthesizes 43 articles from the year 2015 until 2018 including peer review articles and full text articles from ERIC and Google Scholar. It shows that the quantitative approach is the most used research method in investigating the disciplines applying PBL and the effects of such method towards education. This review involves various levels of education that use PBL as a method of teaching and learning. Overall, the results of this study show that Mathematics education is the discipline that uses PBL the most in teaching and learning. By and large, 95% of its users believe that PBL has positive impacts towards education and can be used as an alternative method at any level of education.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

A Systematic Review of Problem Based Learning in Education*

Zakaria¹,

Maat²,

Khalid³

2019

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“…Our focus on PBL also arises from the frequency with which inclusive STEM school leaders in this study described PBL as an important component of their schools [25] and from the recent rise in attention to K-12 implementations of PBL in the literature [42,[79][80][81]. Based on the Social Cognitive Career Theory [66] and research supporting the positive influence of PBL on students' ability beliefs, intrinsic motivation and ultimately their career interests [50,78], our main research question is: Are positive student experiences with PBL related to students' STEM ability beliefs and intrinsic motivation and in turn, their interest to pursue a career in STEM?…”

Section: The Current Studymentioning

confidence: 99%

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

2017

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Abstract:Amid growing concerns about the future of the U.S. economy and workforce, educators and policymakers alike have increasingly emphasized the need to expand the number of students interested in, qualified for and actually pursuing careers in science, technology, engineering and mathematics (STEM). The current study draws on survey responses from a sample of 3852 high school students at inclusive STEM schools across the U.S. to investigate how project-and problem-based learning (PBL) may work to address this need. Multivariate regression results indicate that student ratings of PBL are associated with interest in pursuing a career in STEM, as well as with intrinsic motivation for science and students' ability beliefs for both science and math. Further, mediation analysis using Hayes' (2014) MEDIATE macro suggests that science intrinsic motivation and ability beliefs mediate the relationship between perceived PBL experiences and student interest in a future STEM career (IFSC). Our results highlight the important potential of PBL for increasing student STEM attitudes and interest in future STEM careers. As one of the only large-scale quantitative analyses of its kind, this study provides critical information for educators, school administrators and policymakers as they continue to seek effective ways of encouraging students to pursue STEM careers.

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“…Demikian pula dalam hasil-hasil penelitian Surya et al (2013), Novferma (2016), Jupri dan Drijver (2016) menunjukkan bahwa siswa di sekolah masih kesulitan memecahkan masalah matematika. Kendala yang dihadapi terkait pengembangan kemampuan pemecahan masalah matematika berupa lemahnya kemampuan guru dalam melaksanakan pembelajaran yang menggunakan model pembelajaran untuk pemecahan masalah seperti model problem based learning (PBL) (Jaelani dan Retnawati, 2016) ternyata belum mampu menciptakan lingkungan belajar yang mendorong pembelajaran yang optimal (Chettino, 2016). Prediger (2004) menyatakan bahwa faktor latar belakang kultural siswa berpengaruh terhadap kognisi siswa dalam memahami matematika yang berasal dari budaya Barat.…”

Section: Pendahuluanunclassified

Pengembangan Model Pembelajaran Kooperatif Handep Berpasangan Berdasarkan Kaidah Quantum Teaching

Sarjoko

Demitra

2018

IJCETS

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This article describes the development of handep cooperative learning model consist of 3-4 members become pair handep cooperative learning model in the form of module and validated by experts and students who used it. The model of development used R2D2, that focused on the design and development stage. The draft of the model at the single-path prototype level validated by the learning expert and small group validation in context the of mathematics learning in secondary school, to get the model at alpha version level. The instrument is rubric and questionnaire for small group testing. The result of the research (1) the model has fulflled the principle of quantum teaching that is context orchestrations include an exciting learning atmosphere and solid foundation; (2) junior high school students rated the model interesting and fun; (3) learning steps that to be challenging on individual work steps and mutually assisting in solved the difcult problems for students individually; (4) the model has reached the alpha version level. Abstrak Artikel ini menjelaskan pengembangan model pembelajaran kooperatif handep beranggotakan 3-4 orang menjadi model kooperatif handep berpasangan dalam bentuk modul dan dinilai oleh pakar dan siswa yang menggunakannya. Model pengembangan yang digunakan adalah R2D2 (Recursive, Reﬂective, Design and Development), difokuskan pada tahap design and development. Draf model pada level single path prototype divalidasi oleh pakar pembelajaran dan uji kelompok kecil dalam pembelajaran matematika di SMP, untuk mendapatkan model pada level alpha version. Instrumen berupa koesioner dengan pertanyaan terbuka untuk validasi ahli, dan angket respon siswa untuk uji kelompok kecil. Hasil penelitian (1) model telah memenuhi kaidah Quantum teaching yaitu orkestrasi konteks meliputi suasana belajar yang menggairahkan dan landasan yang kokoh, (2) siswa SMP menilai model tersebut menarik dan menyenangkan, (3) langkah-langkah pembelajaran yang dirasakan menantang pada langkah bekerja secara individual dan saling membantu secara bergiliran dalam memecahkan masalah sulit bagi siswa secara individual, dan (4) model telah mencapai level alpha version. Keywords: Aplha version; cooperative learning; pairs handep; quantum teaching; single path prototype

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A Framework for Problem-Based Learning: Teaching Mathematics with a Relational Problem-Based Pedagogy

Cited by 31 publications

References 33 publications

A Systematic Review of Problem Based Learning in Education*

A Systematic Review of Problem Based Learning in Education*

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

Pengembangan Model Pembelajaran Kooperatif Handep Berpasangan Berdasarkan Kaidah Quantum Teaching

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