Cooperative Problem-Based Learning to Develop 21st Century Skills among Secondary School Students through STEM Education

Phang, Fatin Aliah; Mohd‐Yusof, Khairiyah; Aziz, Azmahani Abd.; Nawi, Nina Diana; Musa, Aerma Nurazalina

doi:10.1109/weef.2017.8467122

Cited by 11 publications

(18 citation statements)

References 5 publications

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“…The progress was reported from students' reflection that they wrote after completing each phase. The students were asked to reflect and write about what they have learnt and feel at the end of every phase [2]. The acquired data was analysed using thematic analysis [12] to identify the skills and self-development that students gained through CPBL class.…”

Section: Methodsmentioning

confidence: 99%

“…Cooperative Problem-Based Learning (CPBL) has been gaining interest among educators [1] because previous studies show the ability of CPBL approach in developing students' characteristics that leads to self-development. For instance, CPBL is able to develop 21 st century skills needed by students to obtain future jobs such as problem solving skills, critical thinking and creativity [2][3][4]. However, this learning approach is opposite to the conventional teacher-centred learning approach where students highly depend on the teacher [5].…”

Section: Introductionmentioning

confidence: 99%

“…However, this learning approach is opposite to the conventional teacher-centred learning approach where students highly depend on the teacher [5]. CPBL requires the learning process to be designed in the student-centred manner by integrating two learning methods which are Cooperative Learning (CL) and Problem-Based Learning (PBL) [1][2]. Highly student-centred approach requires students to take the initiative to make notes and information, involve in peer-to-peer learning, understand the issues and decide what to learn and how to learn [2].…”

Section: Introductionmentioning

confidence: 99%

“…CPBL requires the learning process to be designed in the student-centred manner by integrating two learning methods which are Cooperative Learning (CL) and Problem-Based Learning (PBL) [1][2]. Highly student-centred approach requires students to take the initiative to make notes and information, involve in peer-to-peer learning, understand the issues and decide what to learn and how to learn [2]. According to Phang et al [2], CPBL is able to develop student's knowledge, awareness, thinking skills and attitude specifically on learning, team working, stress management, aspire to make the world a better place to live.…”

Section: Introductionmentioning

confidence: 99%

“…Highly student-centred approach requires students to take the initiative to make notes and information, involve in peer-to-peer learning, understand the issues and decide what to learn and how to learn [2]. According to Phang et al [2], CPBL is able to develop student's knowledge, awareness, thinking skills and attitude specifically on learning, team working, stress management, aspire to make the world a better place to live. Thus through CPBL approach, students are can achieve self-development.…”

Section: Introductionmentioning

confidence: 99%

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Student Self-Development through Cooperative Problem Based Learning (CPBL)

2019

IJRTE

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Cooperative Problem Based Learning (CPBL) is a highly student-centred approach of learning specifically suited to cater the millennial students. In this study, CPBL was conducted at 12 selected class in Johor secondary schools for the students at the age of 14 years old. Low Carbon Society (LCS) was used as the core theme by integrating STEM subjects where the students were exposed to technology, teamwork, peer-to-peer learning, presentation and critical thinking processes. Three phases of CPBL were executed to shift the teachers and students from highly teacher-centred paradigm to student-centred paradigm. The reflections of the students were collected to analyse the development of the students on their cognitive, psychological and self-development. During the first phase, the students encountered the trauma cycle before they moved to the next phase that developed their cognitive, psychological and self-development. It was found that upon entering the third phase of CPBL, the students have improved self development and skills specifically on interpersonal skills, self-esteem, skills development. The study revealed that through the designated environment learning process of CPBL, the students involved actively in grasping the low carbon concepts. Most importantly, the external motivation and pressure given enabled them to embrace the concept and awareness which ultimately gave significant impact for the student’s self development and skills.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%