An Application of Context- and Problem-Based Learning (C-PBL) into Teaching Thermodynamics

Baran, Mukadder; Sözbilir, Mustafa

doi:10.1007/s11165-016-9583-1

Cited by 47 publications

(66 citation statements)

References 41 publications

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“…The different learning model is continuously being developed for more effective and permanent learning (Lestari et al, 2019). One of the social constructivism models is the Context and Problem Based Learning (C-PBL) model where teaching and learning activities are in the form of groups, hence, cooperation is needed in finding concepts and directing students to focus on addressing events systematically and planned (Baran & Sozbilir, 2018;Malik, Kurnia & Robiatus, 2016;Ultay, 2017). The C-PBL process involves students who are given scenarios to process hypotheses which in turn creates the development of individual learning needs (Harijanto, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Student needs for learning models that can actively involve them will make the learning process more meaningful, especially by using learning models that are appropriate to students' skills (Baran & Sozbilir, 2018;Ultay & Alev, 2017). Learning through context-based problems using real-life contexts (Eser & Neslihan, 2014) and problems to support students to control their learning, the Context and Problem Based Learning (C-PBL) model results in better learning (Syahrul, Murni & Siregar, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Related research that has been conducted by other researchers including Context and Problem Based Learning through integrated approaches can increase student confidence in solving problems in chemistry learning so that learning could be more efficient (Baran & Sozbilir, 2018), The Problem-Based Learning Model is proven effective in improving problem-solving skills compared to conventional learning models (Ramadhani, Umam, Abdurrahman & Syazali, 2019;Yulianti, 2018), the use of C-PBL increases communication skills, students' achievement, and students' interest in the material and skills in utilizing time effectively (Williams & Mckenzie, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Approaching Problem-Solving Skills of Momentum and Impulse Phenomena Using Context and Problem-Based Learning

Yuberti¹,

Latifah²,

Anugrah³

et al. 2019

EUROPEAN J ED RES

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The industrial revolution era 4.0 has now become a major topic in every country. Various sectors respond quickly to this problem, including education. In response to this, there are several aspects of skills that students must master. One of them is problem-solving skills. One of the aspects that influence the students' problem-solving skills is the context and problem-based learning model. The purpose of this study is to describe the effect of the model on students' skills to solve physics problems. The research method used is a quasi-experimental research design with non-equivalent control group design. The data analysis technique used Independent Sample T-Test by PASW 18 with a significance 5%. Based on the results of the Independent Sample T-Test can be concluded that there is an effect on the model that was applied with a significant gain of 0,00. The results showed that the context and problem-based learning (C-PBL) model affected the physics problem-solving skills. The C-PBL model is able to improve the students' physics problem-solving skills, communication skills, the students' confidence in learning, as well as improving students' understanding of physics lessons conceptually.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Approaching Problem-Solving Skills of Momentum and Impulse Phenomena Using Context and Problem-Based Learning

Yuberti¹,

Latifah²,

Anugrah³

et al. 2019

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…Interpersonal competence includes the ability to communicate, collaborate, behave politely, resolve conflict, cooperate, assist others, and establish relationships with other people and society. Intrapersonal competence includes an appreciation of diversity, self-reflection, discipline, high work ethic, healthy self-esteem, emotional control, diligence, independence, and motivation (Docktor & Mestre, 2014;Huang, et al, 2015;Niss, 2017;Baran & Sozbilir, 2017).…”

Section: Resultsmentioning

confidence: 99%

Learning Experience of Pre-Service Physics Teachers in Developing Simple Project Loaded by Life Skills

susilawati

Khoiri

Wijayanto

et al. 2018

JPII

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This research aims to reveal the experience profile of future Physics teachers in developing simple multi-loaded life skill project. The research method used was a descriptive method with 62 future Physics teachers as the research subject. Based on observations, interviews, and questionnaires, it was drawn descriptions of the future teachers’ experiences in developing a simple project. The future teachers were assessed based on some Physics indicators such as project design, project creation, data collection, data analysis, and creativity. The results of the project preparation descriptions obtained by the experience data of future Physics teachers indicate the highest score of 4.8 (96%) on the indicator of schedule making, while the lowest score was 2.9 (58%) on the indicators of formulating the product benefits, preparing the feasibility analysis and analyzing the environmental impact. The results show that future Physics teachers got the highest score of 4.6 (93%) on data adjustment for experimental purposes indicator, and the lowest score of 2.8 (55%) on designing tools and materials indicator. Based on the Physics props trial, it was obtained the highest score of 4.5 (89%) on the indicator of analyzing the baseline data, while the lowest score of 2.9 (58%) was on the variation test variables. Positive feedback about time-management in completing the project, the ability to identify the topic of the project, the ability to find ideas to support the completion of the project, the ability to test the tools, and the ability to make progress reports on project completion were derived from the interviews. The highest score of students’ responses to project completion was 4.8 (95%) on the second data collection indicator and the lowest was 3.2 (64%) on the instrument material design indicator.

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“…PBL can improve academic achievement, cognitive abilities, procedural skills [13], scientific argumentation abilities [14], and enable students to work in groups cooperatively and build knowledge through social negotiations compared to traditional teaching models [15]. Yew & Schmidt [4] show that three PBL phases: problem analysis, independent learning, and reporting phases, play a special role in influencing students' scientific reasoning abilities.…”

Section: Introductionmentioning

confidence: 99%

7-Step PBL: Problem Solving Ability of Students in Work and Energy

Mustajab

Bahri

Julyanto

2020

J. Ilmu. Pend. Fisika

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The purpose of this study was to determine the level of problem solving skills of students in the 7-Step PBL material work and energy materials. The method used in this research is descriptive method. The number of samples used in this study were 62 students. The data analysis technique used is descriptive analysis technique. There are three main findings in this study, the first amounted to 69.35% the average level of problem solving abilities of students is still at level 2 (moderate). Second, even after participating in learning using the 7-Step PBL method, the average problem solving ability of students has not yet reached level 4(high). Third, in indicator problem number 2 "relationship work and kinetic energy" there are no students who have problem-solving skills at level 4(high).

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An Application of Context- and Problem-Based Learning (C-PBL) into Teaching Thermodynamics

Cited by 47 publications

References 41 publications

Approaching Problem-Solving Skills of Momentum and Impulse Phenomena Using Context and Problem-Based Learning

Approaching Problem-Solving Skills of Momentum and Impulse Phenomena Using Context and Problem-Based Learning

Learning Experience of Pre-Service Physics Teachers in Developing Simple Project Loaded by Life Skills

7-Step PBL: Problem Solving Ability of Students in Work and Energy

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