Students' Perceptions and Experiences of Online Cooperative Problem-Based Learning: Developing 21st Century Skills

Towip, Towip; Widiastuti, Indah; Budiyanto, Cucuk Wawan

doi:10.20961/ijpte.v6i1.56744

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…The construction components utilized in earlier investigations provided additional evidence of the items' validity. The following items, with factor loading, make up the study questionnaire: information sharing (IS), five items were adapted from [59,[119][120][121]; resource availability (RA), four items were adapted from [122]; subjective norm (SN), five items were adapted from [123]; virtual social skills (VSS), four items from [124]; communication skills (CS), four items from [125]; and critical thinking (CT), four items were adapted from [126,127]; students' self-efficacy (SS), five items were adapted from [123]; problem-solving skills (PSS), four items were adapted from [128]; BS, five items were adapted from [129]; and academic performance (AP), five items were adapted from [130]. There was a total of 45 items (See Table 2).…”

Section: Measurement Instruments and Data Collectionmentioning

confidence: 99%

The Factors Influencing 21st Century Skills and Problem-Solving Skills: The Acceptance of Blackboard as Sustainable Education

Alturki,

Aldraiweesh

2023

Sustainability

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This study aims to investigate the mediating roles of students’ self-efficacy and problem-solving in the relationships between independent variables with the Blackboard System (BS) and performance impact in order to better understand how they relate to one another. This is carried out to fully appreciate the potential benefits of using BS in education and to provide detailed explanations of how BS usage may improve academic attainment. The purpose of this study was to discover the essential factors that determine how college students use BS. This study examined the effects of a number of parameters discovered in the literature about using Blackboard as sustainable education in higher education using the students’ self-efficacy and problem-solving abilities. In total, 396 King Saud university students completed a written questionnaire that served as the source of the data. Structural equation modeling with squares was used to examine the data (Amos-SEM). The results showed that control variables are the main factors influencing learners’ adoption of 21st century skills by using Blackboard as a sustainable education model and, consequently, the effectiveness of organizing training system integration. While students were not entirely in agreement with the rational reflection for problem-solving skills, the results of students’ self-efficacy and issue skills show a good impact on their academic performance in colleges and universities. To foster students’ self-efficacy and problem-solving skills, as well as their use of BS in higher education teaching processes, the study’s findings provide essential information on how colleges and universities may improve students’ acceptance of 21st century skills by using Blackboard Systems as a sustainable education model.

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Section: Measurement Instruments and Data Collectionmentioning

confidence: 99%

The Factors Influencing 21st Century Skills and Problem-Solving Skills: The Acceptance of Blackboard as Sustainable Education

Alturki,

Aldraiweesh

2023

Sustainability

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“…Kemampuan berpikir kritis adalah kemampuan untuk menganalisis, mengorganisasi, menilai, dan memecahkan masalah (Facione, 2015). Pembelajaran berbasis masalah kooperatif (cooperative problem-based learning) secara daring dapat meningkatkan kolaborasi, komunikasi, dan pemecahan masalah siswa abad ke-21 kini, namun terdapat permasalahan berupa kesulitan masalah koneksi internet dan kelompok yang buruk (Towip, Widiastuti, & Budiyanto, 2022).…”

Section: Hasil Dan Pembahasanunclassified

Penelitian Tindakan Kelas Sebagai Upaya Peningkatan Pengembangan Pembelajaran Mahasiswa PBI UNS

Hastuti¹

2022

JDC

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Classroom action research is carried out to overcome various learning problems experienced by lecturers and students. The importance of classroom action research is it contains relevant information related to learning. The purpose of this study was to describe the benefits of CAR as a means in improving learning and increasing student creativity by using media, methods, models or learning tools that are more interesting, creative, and innovative. Therefore, they can be used as references in learning activities. This is evidenced by the research that has been conducted by lecturers and teachers as a means to improve learning using CAR. This type of research is descriptive qualitative to obtain information related to the implementation of classroom action research. The information comes from scientific journal articles about classroom action research that have been published. The results of this study are an increase in student creativity with classroom action research (CAR). Classroom action research has useful values that can help lecturers and students because in it there are problems as well as solutions so that they can improve learning.

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“…One of the learning models that can be used to develop RPP and LKPD is the Problem Based Learning (PBL) learning model. This requires students to increase understanding and knowledge based on experience (Towip, Widiastuti, and Budiyanto 2022).…”

Section: Introductionmentioning

confidence: 99%

Development of mathematics learning devices with a problem based learning model oriented on the mathematics problem solving ability

Sabilah¹,

Yolanda

2022

Int.J.Trends.Math.Edu.Research

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The aims of this study is to produce a mathematical learning device with a Problem Based Learning model oriented to mathematical problem-solving abilities on the subject matter of the size of the concentration and distribution of valid and practical data for class VIII SMPN 1 Rengat Barat. This research on the development of mathematics learning tools uses a 4-D model, namely: 1) Define, 2) Design, 3) Develop, and 4) Disseminate. The data collection instruments used were RPP validation questionnaire sheets and LKPD validation questionnaire sheets and practicality sheets. The data collection technique used was non-test with a questionnaire validation of learning devices. The analytical technique used is descriptive statistical analysis. From the results of the study, it was obtained that the average value of RPP validation was 88.73% with a very valid category, while the validation in terms of RPP aspects obtained an average value of 89.24% with a very valid category. The results of the analysis of the average validation of LKPD are 87.5% with a very valid validation level, while the validation in terms of aspects obtained an average value of 87.98% with a very valid category. The average practicality of learning tools obtained a value of 85.4% with very practical category. Based on this study, it was found that the mathematics learning device with the Problem Based Learning model oriented to mathematical problem-solving abilities on the subject matter of the size of concentration and data distribution of class VIII students of SMPN 1 Rengat Barat has been tested for validity and practicality.

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Students' Perceptions and Experiences of Online Cooperative Problem-Based Learning: Developing 21st Century Skills

Cited by 3 publications

References 9 publications

The Factors Influencing 21st Century Skills and Problem-Solving Skills: The Acceptance of Blackboard as Sustainable Education

The Factors Influencing 21st Century Skills and Problem-Solving Skills: The Acceptance of Blackboard as Sustainable Education

Penelitian Tindakan Kelas Sebagai Upaya Peningkatan Pengembangan Pembelajaran Mahasiswa PBI UNS

Development of mathematics learning devices with a problem based learning model oriented on the mathematics problem solving ability

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