Problems Implementing Problem-Based Learning by a Private Malaysian University

Chang-Tik, Chan

doi:10.5278/ojs.jpblhe.v2i1.1005

Cited by 4 publications

(4 citation statements)

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“…Hal ini didukung oleh hasil penelitian yang menyatakan bahwa pembelajaran dengan PBL dapat meningkatkan prestasi matematika siswa jauh lebih tinggi daripada yang mendapat pembelajaran lainnya (Crowley, 2015). Namun, penerapan PBL akan efektif bila didukung dengan kemampuan metakognitif siswa yang dalam hal ini siswa mampu menganalisis masalah (Tik, 2014). Karena itu sebelum dilakukan pembelajaran dengan PBL sebaiknya dilakukan tes terlebih dahulu mengenai kemampuan siswa sehingga diketahui siswa dengan kemampuan metakognitif (menganalisis) yang rendah dan yang tinggi.…”

Section: Pendahuluanunclassified

“…Kombinasi model pembelajan dengan desain masalah open-ended yang didukung dengan sikap terhadap matematis yang berdampak pada prestasi matematika yang baik pula, dimana salah satunya adalah kemampuan berpikir kritis menjadi lebih baik. Hal ini sejalan dengan yang dikatakan (Tik, 2014;Gunur, Makur, & Ramda, 2018) bahwa penerapan PBL akan efektif bila didukung dengan kemampuan metakognitif, kemampuan numerik yang baik, sikap terhadap matematika yang baik, sehingga dengan demikian kemampuan siswa dalam menganalisis masalah juga akan semakin baik. Karena itu sebelum dilakukan pembelajaran dengan model PBL sebaiknya dilakukan tes terlebih dahulu mengenai sikap siswa terhadap matematika dan variable lain yang menunjang prestasi belajar matematika itu sendiri sehingga dengan mengenal dan memahami kemampuan siswanya guru dapat menentukan model atau pendekatan yang tepat sesuai dengan karakter siswanya.…”

Section: Uji Normalitas Dataunclassified

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Pengaruh Pendekatan Problem Based Learning Berbantuan Masalah Open-Ended Terhadap Kemampuan Berpikir Kritis Ditinjau Dari Sikap Matematis Siswa [The Influence of the Problem-Based Learning Model Assisted by Open-Ended Problems Towards Mathematical Critical Thinking Skills Based on Students' Mathematical Attitude]

Gunur¹,

Ramda²,

Makur³

2019

JOHME

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This research aimed to: 1) compare the mathematical critical thinking skills of students who were taught with the Problem Based Learning model assisted by open-ended problems and students who were traditionally taught, 2) investigate the interaction between problem based learning models with mathematical attitudes towards students' mathematical critical thinking abilities. It was a quantitative study using a quasi-experimental method with a 2 x 2 factorial design and was conducted at SMA Negeri 1 Cibal, Manggarai district, East Nusa Tenggara. Two classes were experimental and two classes were control and were chosen using cluster random sampling techniques. Data were obtained through questions to measure mathematical critical thinking skills and mathematical attitude questions and then analyzed with two way ANOVA. The data analysis and interpretation showed that 1) the mathematical critical thinking skills of students who were taught with the Problem Based Learning model assisted by open-ended problems were better than those of students who have been traditionally taught 2) there was no interaction between the problem based learning model and students' mathematical critical thinking abilities. This means that both students who had high and low mathematical attitudes scores when taught with the Problem Based Learning approach assisted with open-ended problems were always better than students who are taught with conventional approaches.BAHASA INDONESIA ABSTRACT: Penelitian ini bertujuan untuk; 1) membandingkan kemampuan berpikir kritis matematika siswa yang mengikuti model problem based learning berbantuan masalah open-ended dengan kemampuan berpikir kritis matematika siswa yang mengikuti pembelajaran konvensional. 2) melihat interaksi antara model problem based learning dengan sikap matematis terhadap kemampuan berpikir kritis matematika siswa. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) dengan rancangan factorial 2 x 2. Populasi dalam penelitian ini adalah siswa kelas X SMA Negeri 1 Cibal kabupaten Manggarai, Nusa Tenggara Timur. Pengambilan sampel dilakukan dengan menggunakan teknik cluster random sampling, 2 kelas sebagai kelas eksperimen dan 2 kelas sebagai kelas kontrol. Instrumen penelitian yang digunakan berupa tes kemampuan berpikir kritis matematika dan tes sikap matematis. Data yang telah terkumpul dianalisis dengan menggunakan uji Anava Dua Jalur. Sebelum digunakan uji anava dua jalur, data tersebut terlebih dahulu dilakukan uji normalitas dan homogenitas. Hasil penelitian ini menunjukkan; 1) kemampuan berpikir kritis siswa yang mengikuti pembelajaran matematika dengan model Problem Based Learning berbantuan masalah open-ended lebih baik daripada siswa yang mengikuti pembelajaran matematika dengan pendekatan konvensional; 2) tidak terdapat interaksi antara pendekatan pembelajaran Problem Based Learning dengan sikap matematis siswa terhadap kemampuan berpikir kritis matematika siswa. Artinya baik siswa yang memiliki sikap matematis tinggi maupun yang memiliki sikap matematis rendah apabila diajarkan dengan pendekatan pembelajaran Problem Based Learning berbantuan masalah open-ended selalu lebih baik dibanding siswa yang dibelajarkan dengan pendekatan konvensional.

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Section: Pendahuluanunclassified

Section: Uji Normalitas Dataunclassified

Pengaruh Pendekatan Problem Based Learning Berbantuan Masalah Open-Ended Terhadap Kemampuan Berpikir Kritis Ditinjau Dari Sikap Matematis Siswa [The Influence of the Problem-Based Learning Model Assisted by Open-Ended Problems Towards Mathematical Critical Thinking Skills Based on Students' Mathematical Attitude]

Gunur¹,

Ramda²,

Makur³

2019

JOHME

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“…Proper problem design is critical for creating the open-ended, ill-structured experiences needed to authentically prepare students for a career in engineering. Research suggests that students will learn more and be more engaged throughout the problem-solving process when they are working on problems that they feel are authentically relevant to the engineering field [11]. When designing these problems, it is critical to carefully consider the specific objectives and type of problem that best fit each project.…”

Section: Problem-based Learningmentioning

confidence: 99%

“…Additionally, the PBL model and considerations of the facilitation process can impact decisions about problem creation [16]. In trying to develop problems that are "authentic," faculty may feel that a lack of direct field experience can limit their ability to develop appropriate problems [11]. Additionally, the "finetuning" of problems requires iteration to align with learning outcomes, adding time to the problem creation process [17].…”

Section: Problem-based Learningmentioning

confidence: 99%

An Exploration of Concept Mapping as a Reflective Approach for Instructors When Evaluating Problem Design Intent

Olewnik,

Ferguson,

Sheikh

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Introduction:The work reported here subscribes to the idea that the best way to learn -and thus, improve student educational outcomes -is through solving problems, yet recognizes that engineering students are generally provided insufficient opportunities to engage problems as they will be engaged in practice. Attempts to incorporate more open-ended, ill-structured experiences have increased but are challenging for faculty to implement because there are no systematic methods or approaches that support the educator in designing these learning experiences. Instead, faculty often start from the anchor of domain-specific concepts, an anchoring that is further reinforced by available textbook problems that are rarely open in nature. Open-ended problems are then created in ad-hoc ways, and in doing so, the problem-solving experience is often not realized as the instructor intended. Approach:The focus in this work is the development and preliminary implementation of a reflective approach to support instructors in examining the design intent of problem experiences. The reflective method combines concept mapping as developed by Joseph Novak with the work of David Jonassen and his characterization of problems and the forms of knowledge required to solve them. Results:We report on the development of a standard approacha template --for concept mapping of problems. As a demonstration, we applied the approach to a relatively simple, wellstructured problem used in an introductory aerospace engineering course. Educator-created concept maps provided a visual medium for examining the connectivity of problem elements and forms of knowledge. Educator reflection after looking at and discussing the concept map revealed ways in which the problem engagement may differ from the perceived design intent.Implications: We consider the potential for the proposed method to support design and facilitation activities in problem-based learning (PBL) environments. We explore broader implications of the approach as it relates to 1) facilitating a priori faculty insights regarding student navigation of problem solving, 2) instructor reflection on problem design and facilitation, and 3) supporting problem design and facilitation. Additionally, we highlight important issues to be further investigated toward quantifying the value and limitations of the proposed approach.

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Exploring undergraduate engineers’ accommodation of engineering problem typology to support their initial framing and scoping of open-ended problems

Olewnik,

Yerrick,

Eastman

2024

European Journal of Engineering Education

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Problems Implementing Problem-Based Learning by a Private Malaysian University

Cited by 4 publications

References 6 publications

An Exploration of Concept Mapping as a Reflective Approach for Instructors When Evaluating Problem Design Intent

Exploring undergraduate engineers’ accommodation of engineering problem typology to support their initial framing and scoping of open-ended problems

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