Motivation in Problem-based Learning Implementation

Harun, Nor Farida; Mohd‐Yusof, Khairiyah; Jamaludin, Mohammad Zamry; Hassan, Syed Ahmad Helmi Syed

doi:10.1016/j.sbspro.2012.09.650

Cited by 67 publications

(38 citation statements)

References 2 publications

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“…In economics course, many studies provided that Problem-Based Learning is an effective method in improving students' achievement and motivation (Supandi, 2016;Ibrahim, Suyuti, & Nadjamuddin, 2017;Sari, 2017;Narmaditya, Winarning, & Wulandari, 2017a). In the other subject, studies investigated the implementation of Problem-Based showed varied results (Morales-Mann & Kaitell, 2001;Galant, Frenay & Raucent, 2012;Harun et al, 2012;Marzuki & Basariah, 2017;Retnowati, Fathoni, & Chen, 2018). Harun, Yusof, Jamaludin & Hasan (2012) applied Problem-Based Learning in the classroom and it affected to students' motivation in teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

Does Problem-Based Learning Improve Critical Thinking Skill?

Narmaditya

Wulandari

Sakarji

2018

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The study aims to understand the implementation of Problem-Based Learning and its impact on critical thinking skills for senior high school students. The study used the lesson study approach that was conducted in four cycles. Each learning activity consisted of identifying topic, presenting the report, and evaluating the Problem-Based Learning. The subject of the study was in a Senior High School in Malang, Indonesia. The level of critical thinking refers to Structure Observed Learning Outcome (SOLO) Taxonomy, consisting of Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract thinking levels. The findings in the learning process show that the students’ critical thinking skills has increased. It is revealed by improving the ability to solve problems and making conclusions through critical thinking processes. The implementation of Problem-Based Learning also encourages students to think critically in the form of questioning, discussing problems and making solutions related to the employment issues, national income and economic growth in Indonesia. Keywords: Problem-Based Learning, Critical Thinking Skills, Lesson Study APAKAH PROBLEM-BASED LEARNING DAPAT MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS? Abstrak: Penelitian ini bertujuan untuk mengetahui penerapan Problem-Based Learning dan pengaruhnya terhadap kemampuan berpikir kritis pada siswa sekolah menengah atas. Penelitian ini menggunakan pendekatan lesson study yang dilakukan melalui empat siklus. Setiap aktivitas pembelajaran terdiri dari mengindentifikasi permasalahan, mempresentasikan laporan kegiatan, dan mengevaluasi pelaksanaan Problem-Based Learning. Subject penelitian ini dilakukan pada sebuah Sekolah Menengah Atas di Malang, Indonesia. Tingkat kemampuan berpikir kritis siswa dalam penelitian ini mengacu pada taksonomi SOLO (Structure Observed Learning Outcome) yang meliputi prastruktural, Unistruktural, Multistruktural, Relasional, and Extended Abstract. Hasil penelitian ini menunjukkan bahwa selama proses pembelajaran, kemampuan siswa dalam berpikir kritis telah meningkat. Hal ini ditunjukkan dari peningkatan kemampuan menyelesaikan masalah dan membuat kesimpulan melalui proses berpikir kritis. Penerapan Problem-Based Learning juga mendorong siswa memiliki kemampuan berpikir kritis dalam berbagai aktivitas seperti mengajukan pertanyaan, mendiskusikan permasalahan, dan membuat solusi terkait permasalahan pengangguran, pendapatan nasional, pertumbuhan ekonomi di Indonesia. Kata Kunci: Problem-Based Learning, Kemampuan Berpikir Kritis, Lesson Study

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Section: Introductionmentioning

confidence: 99%

Does Problem-Based Learning Improve Critical Thinking Skill?

Narmaditya

Wulandari

Sakarji

2018

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“…The PBL characteristics according to Graff and Kolmos [34] divided into three parts; PBL as theory, model, and practice. PBL as theory is built on three knowledge frameworks and truth justification, as stated by several studies, that PBL is built on beliefs in the learning experience, reflective constructivism, and social learning [35]- [37]. The knowledge framework in the learning experience is formed through the existence of fact modalities in learner itself.…”

Section: Conceptual Definitionmentioning

confidence: 99%

Analysis of Problem-Based Learning Models by Typology of Knowledge Pollock and Cruz (1999)

Imandala

Ru-mi

Supriyadi

2019

IJELE

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Problem-based learning (PBL) is learning where students build knowledge based on learning experiences to solve problems. This model generally is known by teachers around the world and successfully attracted many researchers. However, very limited study has been conducted to analyze this learning model using the typology of knowledge by Pollock and Cruz (1999). This paper analyzed the PBL model using Pollock and Cruz instrument. This study discovered that learning knowledge and facilities contributed to the success of the learning process. However, the internalism typology instrument recommends for the teacher to select and choose appropriate knowledge. Particularly in specific student experience and scaffolding in constructivism through identification and screening system. Another instrument is externalism typology, found that the absorbs of knowledge depends on the developmental age and group compositions, primarily, in first-third grade students. This instrument suggested that a teacher must be more active to be facilitator and mediator in the absorption of knowledge through the assimilation and accommodations mechanism.

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“…Selain itu PBM juga merupakan model pembelajaran yang dapat membangkitkan motivasi peserta didik sehingga dapat menumbuhkan rasa ingin tahu yang tinggi tentang masalah-masalah yang disajikan dalam proses pembelajaran maupun masalah yang ada dalam kehidupan sehari-hari. Temuan dalam penelitian ini dipertegas oleh hasil penelitian yang dilakukan oleh Harun [11] dan Gayatri [12]. Penggunaan LKPD 5E yang teritegrasi dengan model PBM juga merupakan penyebab terjadinya peningkatan keterampilan proses sains karena LKPD 5E merupakan LKPD yang disusun berdasarkan tahapan-tahapan yang dapat memfasilitasi peserta didik secara aktif dalam menciptakan pengetahuan baru untuk mengembangkan struktur kognitif yang dimiliki, mampu menjelaskan konsep yang telah diperoleh dan dapat merangsang rasa ingin tahu peserta didik.…”

Section: Pengaruh Model Pembelajaran Berbasis Masalah Dipadukan Lkpd unclassified

Pengaruh Pembelajaran Berbasis Masalah Dipadukan LKPD 5E Terhadap Keterampilan Proses Sains Peserta Didik

2019

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Pembelajaran berbasis masalah dipadukan LKPD 5E merupakan inovasi pembelajaran yang berfokus pada peserta didik (student center).Tujuan penelitian adalah untuk mengetahui pengaruh dan interaksi pembelajaran berbasis masalah dipadukan LKPD 5E dengan kemampuan akademik terhadap keterampilan proses sains peserta didik. Jenis penelitian ini adalah eksperimen semu (quasy experiment) dengan desain penelitain non equivalent pretest-posttest control group design. Populasi penelitian adalah semua peserta didik kelas VII SMP Negeri 3 Mataram berjumlah 262. Sampel penelitian terdiri dari 4 (empat) kelas berjumlah 114, diambil dengan menggunakan tehnik sampling purposive. Instrumen yang digunakan untuk mengukur keterampilan proses sains adalah lembar observasi keterlaksanaan RPP dan tes uraian. Data dianalisis menggunakan uji Anakova. Hasil penelitian menunjukkan bahwa: (1) Model pembelajaran berbasis masalah dipadukan LKPD 5E berpengaruh secara signifikan terhadap keterampilan proses sains peserta didik; (2) Kemampuan akademik berpengaruh terhadap keterampilan proses sains peserta didik; (3) Ada interaksi antara model pembelajaran berbasis masalah dipadukan LKPD 5E dengan kemampuan akademik terhadap keterampilan proses sains.

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Motivation in Problem-based Learning Implementation

Cited by 67 publications

References 2 publications

Does Problem-Based Learning Improve Critical Thinking Skill?

Does Problem-Based Learning Improve Critical Thinking Skill?

Analysis of Problem-Based Learning Models by Typology of Knowledge Pollock and Cruz (1999)

Pengaruh Pembelajaran Berbasis Masalah Dipadukan LKPD 5E Terhadap Keterampilan Proses Sains Peserta Didik

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