Design of PBL-Based Differential Calculus Module to Stimulate Students' Critical Thinking Skills

Hidayah, Kurnia Fermani; Suparman, _; Hairun, Yahya; Sari, Diah Prawitha

doi:10.13189/ujer.2020.080705

Cited by 4 publications

(2 citation statements)

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“…These outcomes include improved learning results and problem-solving abilitie, enhanced critical thinking skills, and increased computational thinking skills. According to Hidayah [51], critical thinking abilities can be indicated by students who have various different strategies for solving problems, while computational thinking abilities can be indicated by students' coherent solutions. Ismail et al [52] presented a learning media that incorporates PBL activities and encourages students to engage in problem interpretation, analysis, evaluation, drawing conclusions, and reflection activities.…”

Section: Discussionmentioning

confidence: 99%

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

Yuliana,

Abadi,

Hendrowibowo

et al. 2024

P Sci Edu

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The problem and the aim of the study. The mPBLFC model combines elements of problem-based learning (PBL) and the flipped classroom, incorporating the use of mobile devices. Problems arise in developing the mPBLFC model, including the combination of PBL steps into a flipped classroom and the integration of mobile technology. This research aims to provide relevant references to serve as a guide for developing the mPBLFC model, specifically designed for mathematics learning. The objective of this study is to scrutinize the attributes of the mPBLFC learning model through a comprehensive literature review. Research methods. This research, conducted through a comprehensive literature review using the PRISMA method, investigates 46 selected articles that have passed through identification (1,000 papers), screening (247 papers), eligibility (90 papers), and inclusion stages (46 papers). These 46 articles provide a general description of the year of publication, research geography, research object, research subject, and the developed model. After obtaining a general overview of the articles, a more in-depth review is conducted regarding the various components of the learning models they have developed. Subsequently, the mPBLFC model is synthesized and can be implemented in mathematics learning. Results. An overview of articles reviewed from 2017–2023 based on geography reveals the following distribution: Southeast Asia (37.14% of the reviewed articles), East Asia (25.71%), the United States (2.86%), West Asia (11.43%), Australia (5.71%), and Europe (5.71%). The distribution of articles based on research objects indicates a focus on mathematics (26%), science (17%), social (7%), and other (50%). Furthermore, articles are distributed based on research subjects across elementary school/SD (6%), middle school/SMP (15%), high school (SMA)/vocational school (SMK) (33%), and higher education/PT (46%).The mPBLFC model is an innovative blend of mobile PBL techniques, incorporating learning activities both before, during, and after classes, all facilitated through mobile devices. The integral components of the learning model encompass (a) learning syntax, (b) support systems, (c) social systems, (d) the reaction principle, and (e) learning effects. Conclusion. These characteristics encompass (a) a targeted focus on mathematics education with the aim of enhancing high school students' critical, computational, and creative thinking skills; (b) a structured approach involving preclass, in-class, and out-of-class learning activities; (c) a fundamental principle emphasizing students' ability to gather, share, and explore various problem-solving strategies while comprehending the steps to solve problems; (d) preclass activities that encompass problem orientation, understanding key concepts, and exploring a variety of problem-solving resources, allowing students to engage independently with diverse learning materials; (e) classroom activities that include discussions, experiments, problem-solving sessions, collaborative information sharing, and presentations, with the teacher transitioning from facilitator and mentor preclass to guide and support students' activities in class; and (f) a positive impact on students, fostering their drive to seek, share, and apply various information while enhancing their problem-solving skills.

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Section: Discussionmentioning

confidence: 99%

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

Yuliana,

Abadi,

Hendrowibowo

et al. 2024

P Sci Edu

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“…PBL is seen as an efficient method, especially in practical, realistic demonstration of concepts that often lie in an abstract domain. In fact, according to Fatokun and Fatokun (2013) the feature that sets PBL apart from the rest as teaching technique, education strategy or even philosophy, is the change in the whole learning For Hidayah et al (2020) the PBL methodology focuses on the students and its advantage is to motivate them to expand their knowledge and abilities. With this method, students learn in a small group or individually, becoming partners in the teaching learning process, capable of facing new situations and developing skills that will serve them for the rest of their lives.…”

Section: Introductionmentioning

confidence: 99%

Mathematical Modelling with Engineering Students PBL Methodology and Proposal of a Quantitative Evaluation Rubric

Rézio

Pires

Pinheiro

2022

IJSES

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The implementation of a PBL pedagogical experiment intended to understand how 2nd year students of engineering programs of Aeronautics and Materials Sciences applied mathematical contents to problem solving, specifically as regards geometrical modelling of an object and calculating its volume and centre of mass resorting to triple integrals. A qualitative methodology was used, this being a study whose importance consisted in a pedagogical experiment, which drove students to problematization, research and interdisciplinarity. At the end, we can conclude that this experiment has contributed to fostering the motivation and efficiency of significant learning of calculus contents. Students considered they were stimulated to use contents taught in class, deeming it an excellent initiative, which led them to escape the usual format of teaching and proved to be quite effective in grasping and applying knowledge, an initiative that should be maintained. They also stated they had acquired tools that could help them to overcome future difficulties and that their awareness level regarding application of theory to practice increased. The construction of a quantitative evaluation rubric, which is applied, is also presented, and resulted in an 81% grade for the undertaken activity.

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Implementation of digital books on student’s critical thinking skill in biology learning evaluation course

Hasruddin¹,

Aryeni²,

Arwita³

2022

The 8th Annual International Seminar on Trends in Science and Science Education (Aistsse) 2021

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Design of PBL-Based Differential Calculus Module to Stimulate Students' Critical Thinking Skills

Cited by 4 publications

References 0 publications

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

Mathematical Modelling with Engineering Students PBL Methodology and Proposal of a Quantitative Evaluation Rubric

Implementation of digital books on student’s critical thinking skill in biology learning evaluation course

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