The Effect of Problem Based Learning and Tacit Knowledge on Problem-Solving Skills of Students in Computer Network Practice Course

Abstract

This study aims to examine the effect of problem-based learning and tacit knowledge on problem-solving skills when students study in the laboratory. The method employed in this research was Quasi-Experimental Design. Data collection techniques were questionnaires and tests. Seventy-seven students were taken as the research participant and divide into two groups; 35 students in the experimental group with problem-based learning implementation and 42 students in the control group with procedural instruction. Questionnaires were used to measure tacit knowledge adopted from Insch, McIntyre, & Dawley (2008), Chilton & Bloodgood (2007), Somech & Bogler (1999). Data analysis techniques used two-way ANOVA test to determine learning outcomes. The research found that problem-based learning has a significant effect on problemsolving skills, and the use of tacit knowledge depends on the learning model. The results showed that problem-based learning could improve the ability of problemsolving while learning outcomes indicate that students use their tacit knowledge for problem-solving.

Investigating the Influence of Tacit Knowledge Transformation Approach on Students’ Learning Ability

“…Tacit knowledge is more fundamental than explicit knowledge. It was found that students with high tacit knowledge gained higher academic achievement than those with low tacit knowledge ( Chamidy et al, 2020 ). Besides, tacit knowledge as an experience and skill promote student understanding and solving problems ( Ibidunni et al, 2018 ).…”

“…Through the construction of a tacit knowledge transformation approach, researchers can design student-student interactions that promote a positive classroom climate ( Nurmi and Kiuru, 2015 ). It can also guide tacit knowledge transformation to achieve a higher level of students’ problem understanding and solving ( Chamidy et al, 2020 ).…”

“…Tacit knowledge considerably influences students’ ability to understand and solve problems in learning ( Chamidy et al, 2020 ). Tacit knowledge was regarded playing a fundamental role in triggering problem discovery, and further facilitate contextual understanding ( Collins, 2001 ).…”

“…For example, the situation may commonly happen: students remembered how teachers solve problems but fail to figure them out in a new context. Ignoring the problem of transforming tacit knowledge leads students to be confused in problem solving ( Chamidy et al, 2020 ), and may bring anxiety to students ( Larcombe et al, 2013 ). Therefore, it is urgent to explore an implementable approach capable of transforming tacit knowledge effectively in online settings.…”

A Journey from End Systems to Backbone Routers: A Virtual Lab Environment for Online Computer Networking Courses

“…As for conducting purely online laboratory for computer networking classes, there is little existing published work as of the writing of this paper. Some related discussion on delivering computer networking lectures online focuses on explaining the theory part with pedagogy methods such as flipped-classroom, but not the online laboratory [18][19][20][21][22].…”