Problem-based Learning (PBL) with Reading Questioning and Answering (RQA) of Preservice Elementary School Teachers

Leasa, Marleny; Abednego, Abednego; Batlolona, John Rafafy

doi:10.26803/ijlter.22.6.14

Cited by 5 publications

(3 citation statements)

References 40 publications

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“…Other research also reveals that digital and scientific literacy on genetics topics has increased after being taught using PBL-RQA (Angraini et al, 2023). Similar research was conducted by Leasa et al (2023), which proves that PBL-RQA can improve critical thinking skills in science learning. Therefore, this research aims to determine the effect of PBL-RQA on students' information literacy and selfconfidence.…”

Section: Introductionsupporting

confidence: 60%

Does the PBL-RQA Model Improve Students' Information Literacy and Self-Confidence?

Pratiwi,

Zubaidah,

Novianti

2024

J. Prisma. Sains

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Several studies show that students' information literacy and self-confidence are still low and need to be improved. Students find the biological material on the digestive and respiratory systems particularly challenging because it explains the complex interactions between the structure, function, and symptoms of the disorders these systems cause and their uncommon scientific names. This study determined how Problem-Based Learning integrated with the Reading, Questioning, and Answering (PBL-RQA) model affects students' information literacy and self-confidence. Using a quasi-experimental with a nonrandomized control-group pretest-posttest design, 96 students from junior high school in Bangkalan Regency, East Java, Indonesia were sampled for the study. They were divided into one experimental class and two control classes. The PBL-RQA model was taught in the experimental class, while the PBL and RQA models were each taught in the control class. Information literacy was acquired through an essay test, and self-confidence was acquired through a questionnaire given using Google Forms. The analysis was conducted using the ANCOVA test with a significance level of 5% and then followed up with the least significant difference test. Students in the PBL-RQA class achieved the highest mean scores in information literacy and self-confidence, with 79.19 and 78.50, respectively. Based on the results, PBL-RQA learners significantly increased information literacy and self-confidence than PBL and RQA.

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Section: Introductionsupporting

confidence: 60%

Does the PBL-RQA Model Improve Students' Information Literacy and Self-Confidence?

Pratiwi,

Zubaidah,

Novianti

2024

J. Prisma. Sains

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“…Thus, elementary school governance is essential. This statistic is important because good school governance will increase good school performance (Leasa et al, 2023). Various empirical studies have found that the performance of schools in Indonesia could be better.…”

Section: Introductionmentioning

confidence: 99%

Performance Analysis Towards Excellent Schools

Abednego

Rahabav²,

Batlolona³

2023

IJLTER

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The elementary level is the foundation for children to continue their education to a higher level. Therefore, governance is essential. This study measures school performance and factors inhibiting elementary school performance in Ambon City. The results showed that 1) the dimension of performance action; sub-dimensions that have been achieved by the school, namely the school's physical appearance, staff cooperation, and excellent service. The sub-dimensions that have not been achieved maximally, namely the championship rankings that have not been achieved much, especially in accredited schools B and C. 2) The dimension of performance achievement; sub-dimensions that the school has achieved, namely: all schools have been accredited, the average score on the education report is 7; the average student attendance is good; the Drop-Out presentation is minimal; the average repeating classes and repeating subjects is less, and students show civilized behavior or good character. The sub-dimension that has yet to be achieved is the ranking of championships or non-academic activities. 3) The dimension of performance outcomes: The sub-dimension achieved, namely the attendance of graduates who continue their studies to junior high schools, is 100%. The sub-dimensions that have yet to be achieved, namely the level of customer satisfaction and community support for school programs, still need improvement. Therefore, it is concluded that several dimensions still need to be achieved in heading toward a superior school. It is a challenge for the school to improve and repackage the program so that it runs well.

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“…Each phase of PBL interacts with each other, inviting students to build their knowledge with their team members (Tan & Tee, 2021). Leasa et al (2023) explained that PBL had drawbacks for students who did not understand the problem and identified challenges based on the content they learned, making their CT weak. However, it can be overcome by combining PBL with other types of learning.…”

Section: Introductionmentioning

confidence: 99%

Encouraging Students’ Critical Thinking Using Problem-Based Book Integrated Daily Problems and Solutions about Environmental Pollution

Nunaki,

Lettu,

Jeni

et al. 2023

JCT

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Using learning books for students related to everyday problems and their solutions is important to support the empowerment of students' thinking. This research aims to encourage students' critical thinking (CT) using a problem-based book integrated with daily problems related to environmental pollution. Quasi-experimental-based research was used to investigate the CT of 103 junior high school students. Forty-nine students were given an intervention using a problem-based book integrated with daily problems about environmental pollution. A total of 54 students were not given intervention (control class). Students' CT was collected using tests validated by experts and empirically and met reliability. CT n-gain was calculated based on pre- and post-CT values. Students' CT priors show differences, so the calculation of the intervention effect uses n-gain data. The t-test calculates CT differences in the intervention and nonintervention classes. Data analysis shows that using a problem-based book integrated with daily problems about environmental pollution affects increasing students' CT, which is significant (Sig. n-gain < 0.05). Students in the experimental class showed a moderate increase, while students in the control class showed a low CT increase. Presenting daily problems related to the environment around students has increased critical discussion during learning. This condition causes CT students to be encouraged to be better during learning.

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Problem-based Learning (PBL) with Reading Questioning and Answering (RQA) of Preservice Elementary School Teachers

Cited by 5 publications

References 40 publications

Does the PBL-RQA Model Improve Students' Information Literacy and Self-Confidence?

Does the PBL-RQA Model Improve Students' Information Literacy and Self-Confidence?

Performance Analysis Towards Excellent Schools

Encouraging Students’ Critical Thinking Using Problem-Based Book Integrated Daily Problems and Solutions about Environmental Pollution

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