The Effect of Problem-Based Learning Model in Information Technology Intervention on Communication Skills

Lufri, Lufri; Elmanazifa, Sintia; Anhar, Azwir

doi:10.31958/jt.v24i1.2456

Cited by 7 publications

(3 citation statements)

References 2 publications

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“…According to Severiens and Schmidt (2009), PBL could provide students with communication and problem-solving skills. Lufri et al (2021) introduced PBL as a learning approach that contributes to the development of communication skills in students.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

The Effect of Problem-Based Learning on Students' Entrepreneurship Level in Social Studies Course

BAYRAM

Deveci

2022

Int. J. of Cont. Edu. Res.

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This research aimed at examining the effect of problem-based learning (PBL) on students' entrepreneurship level in the Social Studies course. The research used an embedded design, which is a type of mixed-methods study. The participants were the 6th-grade students studying in a state secondary school in Ağrı during the spring semester of the 2020-2021 academic year and their Social Studies teacher. Data collect † ion tools were Entrepreneurship Scale for Secondary School Students, semi-structured interviews, unstructured observation, anecdote, research diary, and checklists. For the statistical data, t-test and mixed model ANOVA (split plot) were utilized for independent samples, and an inductive analysis technique was used when analyzing qualitative data. It was found that problem-based learning had a statistically significant impact on students' entrepreneurship level. Besides, participants saw problem-based learning as an approach that contributed to their entrepreneurship level. Based on the findings, the use of problem-based learning in the Social Studies course was suggested, which aims to provide entrepreneurship to the students.

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Section: Conclusion and Discussionmentioning

confidence: 99%

The Effect of Problem-Based Learning on Students' Entrepreneurship Level in Social Studies Course

BAYRAM

Deveci

2022

Int. J. of Cont. Edu. Res.

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“…To address the aforementioned issues, the writer aims to tackle challenges through classroom action research. One of the strategies involves implementing a differentiated Problem Based Learning model, where students actively apply concepts to hone problem-solving skills (Lufri et al, 2021;Rizqi et al, 2019). Students' progress hinges on their distinctive learning styles, and the more actively they apply concepts in line with their learning style, the higher the probability of effectively resolving issues.…”

Section: Introductionmentioning

confidence: 99%

Enhancing the Enthusiasm and Educational Achievements in Sociology Pertaining to Social Issues Arising from Social Grouping among Class XI-7 Students during the Odd Semester of the Academic Year 2022/2023

Lestari

2023

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The main aim of this classroom action research is divided into three parts: 1) Executing the Differentiated approach of Problem Based Learning to enhance the interest in studying Sociology pertaining to Social Issues arising from Social Grouping among Class XI-7 students, Odd Semester of the Academic Year 2022/2023. 2) Utilizing the Differentiated method of Problem Based Learning to elevate the academic achievements in Sociology concerning Social Issues resulting from Social Grouping among Class XI-7 students, Odd Semester of the Academic Year 2022/2023. 3) Applying the Differentiated model of Problem Based Learning to amplify both the enthusiasm and academic achievements in Sociology regarding Social Issues caused by Social Grouping among Class XI-7 students, Odd Semester of the Academic Year 2022/2023. The research subjects encompass the students of Class XI-7 at Batik 1 Surakarta High School during the academic year 2022/2023, encompassing a total of 38 students, comprising 18 males and 20 females. The research methodology involves three data collection techniques: (i) Documenting to compile data on initial interest and academic outcomes; (ii) Observing to monitor interest in learning throughout cycle 1 and cycle 2; (iii) Employing written tests to gauge academic outcomes in cycle 1 and cycle 2. Data is collected through a variety of tools, including documents, observation sheets, and written test items. Validation of interest in learning is conducted through the observations of an external observer, while validation of academic outcomes is achieved by developing a written test framework. The employed data analysis technique entails a comparative descriptive analysis, followed by a phase of introspection. The findings of this study reveal that: 1) The implementation of the Differentiated approach of Problem Based Learning effectively boosts interest in studying Sociology to 58.77%. 2) The application of the identical teaching approach similarly contributes to enhancing academic achievements in Sociology to 28.06%. 3) The fusion of applying the teaching model along with utilizing the Differentiated Problem Based Learning strategy leads to a rise in both enthusiasm and academic achievements in Sociology to 58.77%. All these outcomes serve to depict the efficiency of the intervention executed in this research.

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“…Students lack the understanding necessary to apply their knowledge to solve problems nor understand the motivation behind utilizing certain strategies in problem-solving (Alfiyah & Siswono, 2014). 21st-century learning requires students to be able to solve problems well (Lufri et al, 2021). According to this line of reasoning, students are not very aware of how to absorb, process, and analyze the challenges they encounter.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Self-Assessment to Improve Metacognitive Ability in Islamic Religious Education

Janah

Hamami

2022

Ta'dib

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The weakening of the metacognitive ability of adolescent students, especially at the junior high school level is very important to note. Because metacognition ability has implications for students' ability to solve problems in the end on their learning outcomes. Improved metacognition skills can be done through models, learning strategies, and assessments of learning PAI subjects. Increasing students' metacognitive abilities can be done through a complete self-assessment so that they can assess all aspects of competence to improve students' metacognitive abilities. This study aims to elaborate on how the effectiveness of the self-assessment model in PAI learning in junior high schools can improve students' cognitive abilities. This research was conducted at SMP Negeri 2 Ponorogo using a qualitative approach. Data collection through interviews and documentation. Data analysis was carried out interactively and continuously until it was completed using the Miles & Huberman model, including condensation data, data display, and conclusion drawing. This study revealed that the students of SMPN 2 Ponorogo who conducted an effective self-assessment showed an increase in their metacognitive ability. They succeeded in increasing their metacognition ability by conducting self-regulation through reflection during the self-assessment. In addition, students can understand the PAI material in-depth, marked by a critical attitude to ask questions, provide feedback to the teacher, and solve problems so that PAI learning leads to student-centeredness.

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The Effect of Problem-Based Learning Model in Information Technology Intervention on Communication Skills

Cited by 7 publications

References 2 publications

The Effect of Problem-Based Learning on Students' Entrepreneurship Level in Social Studies Course

The Effect of Problem-Based Learning on Students' Entrepreneurship Level in Social Studies Course

Enhancing the Enthusiasm and Educational Achievements in Sociology Pertaining to Social Issues Arising from Social Grouping among Class XI-7 Students during the Odd Semester of the Academic Year 2022/2023

The Effectiveness of Self-Assessment to Improve Metacognitive Ability in Islamic Religious Education

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