Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time

Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten J.; Molen, Henk T. van der

doi:10.1007/s10212-016-0296-7

Cited by 34 publications

(18 citation statements)

References 41 publications

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“…Based on these factors, it can be concluded that most of the learning process is still teacher-centered it is inversely proportional to the characteristics of the problem-based learning models. The learning process in the PBL is more focused on the students as people learn (Wijnen et. Al., 2017).…”

Section: Secondary Datamentioning

confidence: 99%

The Effectiveness of Problem Based Learning Model Aided with Concept Mapping on the Analysis of Senior High School Students' Ability in Learning Material of Immune System

Saraswati¹,

Saptono²,

Susanti³

2018

JBE

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Problem based learning is learning model suitable for 21st Century’s educational purpose. Concepts of learning material can be built using concept mapping. The objective of this research is to analyse the effectiveness of problem based learning model aided with concept mapping on the analysis of Senior High School students' ability (differentiating, organizing, and attributing aspect) in learning material of Immune System. The subject of this research is eleven grade students of SMA Negeri 12 Semarang and SMA Kesatrian 1 Semarang, each of these senior high schools provided two experimental classes. The design of this research is pre-experimental, with one group pretest-posttest design. The method of gathering data was used in this research is test and observation. Instruments that were analyzed in this research are multiple choice, students discussion’s worksheet, product of learning outcomes, and learning implementation. The snalysis ability of students from SMA Negeri 12 Semarang showed average of 80% with classical content mastering for XI-MIPA 4 and XI-MIPA 5 are 84,2% and 76,4% respectively. Average of N-gain is 0,4706 which categorized in medium criteria. The analysis ability of students from SMA Kesatrian 1 Semarang showed average of 73% with classical content mastering for XI-MIPA 1 and XI-MIPA 2 are 76,4% and 81% respectively. Average of N-gain is 0,4426 which categorized in medium criteria. Based on the research result can be drawn a conclusion that implementation of problem based learning aided with concept mapping is effective for increasing students’ analysis ability in SMA Negeri 12 Semarang and SMA Kesatrian 1 Semarang.

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Section: Secondary Datamentioning

confidence: 99%

The Effectiveness of Problem Based Learning Model Aided with Concept Mapping on the Analysis of Senior High School Students' Ability in Learning Material of Immune System

Saraswati¹,

Saptono²,

Susanti³

2018

JBE

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“…Furthermore, he stated that the application of problem-based learning (PBL) is very useful in improving student performance in the classroom. They also found that through the application of PBL, students learn a new experience, namely real resolve issues close to the everyday lives of these students (Bahri, Putriana, & Idris, 2018), Students can analyze the problem and apply deductive and inductive processes to understand the problem and find a solution (Tarmizi & Bayat, 2010), PBL is also a significant learning model, practical and relevant in everyday problems of students (Albanese & Mitchell, 1993), Through the application of PBM, students feel the sensation of learning enjoyable, stimulating, and easily applied in solving real problems (De Vries, Schmidt, & de Graaff, 1989;Wijnen, Loyens, Smeets, Kroeze, & van der Molen, 2017),…”

Section: Figure 2 Interaction Between Students' Creative Thinking Abmentioning

confidence: 99%

Improvement of Creative Thinking Ability through Problem-Based Learning with Local Culture Based on Students’ Gender and Prior Mathematics Ability

Ramadhani¹,

Farid²,

Lestari

et al. 2020

ajpm

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The purpose of this study was to determine the increase of students' creative thinking, which taught using problem-based learning with local culture (PBL-Local Culture). In this study also saw the interaction between students' gender and students' prior mathematics ability. This type of research is quasi-experiment research, using pre-test post-test control group design. Data were analyzed using SPSS 25 through Two-Way ANOVA. The result shows that increasing the creative thinking abilities of students taught using problem-based learning with local culture is significantly higher than the creative thinking abilities of students taught using classical learning. Based on the result, we found that the use of problem-based learning local culture (PBL-Local Culture) offered the opportunity to give student new experience to solving real problems in their daily life, primarily related in their local culture. Students can describe how to solve the daily life problem with mathematically modelling. This learning model has given the facility to students at the end to improve their creative thinking ability. Students make the new model of problem-solving and finally they can solve that problem with their model. This study also found that the factor of students' gender and students' prior mathematics ability has not given the effect of students' creative thinking ability. It means that there is no gap in gender and the contribution of students' prior mathematics ability in students' academic skills. Based on this study, we recommendation of this model to using in other subjects in the learning class and to improving other learning ability, not limited in creative thinking ability.

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“…The lecture format works because teachers are typically the primary transmitters of knowledge, while students are the knowledge receivers. However, although lecture-based instruction can be effective, it tends to create less engagement in learning [3][4][5].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the effectiveness of student learning and teacher instruction on team-based learning during quality control of diagnostic imaging

Tsai

Jao

2020

Medical Education Online

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Background: Team-Based Learning (TBL), which is a student-centered instructional approach, has been applied in various health-related courses, but research on the effectiveness of TBL in radiologic technology is limited. More research is needed to examine the effectiveness of TBL within the field of radiologic technology as well as to study teachers' reflective practices for instructional development in TBL. Objectives: This study examines the effectiveness of TBL on students' learning and course instructors' instructional development during quality control activities in diagnostic imaging. Design: This study employed an action research approach with mixed-methods. The study was categorized using four TBL modules as the topics: film/screen receptors and processors, radiography, mammography, and computed tomography. Quantitative data included pre-test scores on individual readiness assurance tests (IRAT-pre), group readiness assurance tests (GRAT), and post-test scores on individual readiness assurance tests (IRAT-post). Qualitative data included students' responses to open-ended questions about their experience with TBL and transcripts of instructors' interviews. Results: Forty junior college students participated in the study. A non-parametric test was conducted to compare the scores. The results showed that the GRAT score was significantly higher than the IRAT-pre-score, and the IRAT-post score was significantly higher than the IRAT-pre-score. The IRAT-post score was significantly higher than the GRAT score for the first and fourth modules, but IRAT-post score was significantly lower than the GRAT score on the second and third modules. Using direct content analysis, five themes were coded around instructional development, while 15 themes were coded to understand students' experiences with TBL. Conclusions: TBL can be an effective instructional approach to improve students' understanding of radiologic technology content. The results of this research can help instructors decide what action plan to implement to increase the effectiveness of TBL when further employing it for radiologic technology courses.

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Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time

Cited by 34 publications

References 41 publications

The Effectiveness of Problem Based Learning Model Aided with Concept Mapping on the Analysis of Senior High School Students' Ability in Learning Material of Immune System

The Effectiveness of Problem Based Learning Model Aided with Concept Mapping on the Analysis of Senior High School Students' Ability in Learning Material of Immune System

Improvement of Creative Thinking Ability through Problem-Based Learning with Local Culture Based on Students’ Gender and Prior Mathematics Ability

Evaluation of the effectiveness of student learning and teacher instruction on team-based learning during quality control of diagnostic imaging

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