The Effect of Problem-Based Learning in Science Education on Academic Achievement: A Meta-Analytical Study

Uluçınar, Ufuk

doi:10.33828/sei.v34.i2.1

“…Melalui motivasi yang tinggi membantu siswa untuk meraih prestasi yang optimal dalam belajar (Amin, 2023;Arruzza, 2023;Ayerbe-López, 2023;Connolly, 2023;Salvador, 2023). Sedangkan motivasi belajar yang rendah dapat menghambat siswa dalam mencapai hasil belajar yang memuaskan (Das, 2023;Peng, 2023;Puranik, 2023;Sharma, 2023;Uluçinar, 2023). Hasil belajar merupakan ukuran keberhasilan proses pembelajaran (Čubela, 2023;Zheng, 2023).…”

Section: Pendahuluanunclassified

Peningkatan Motivasi Belajar Peserta Didik SMKS Bina Maritim Maumere melalui Penerapan Model Pembelajaran Problem Based Learning

Viandivon

2024

jtp

0

View full text Add to dashboard Cite

Adapun tujuan penelitian ini yaitu untuk meningkatkan pembelajaran berbasis TPACK dan untuk mengetahui bagaimana penerapan model pembelajaran Problem Based Learning pada SMKS Bina Maritim Maumere. Adapun tahapan proses pembelajaran diantaranya guru menyampaikan tujuan, siswa melaksanakan diskusi kelompok, pengerjaan latihan soal, presentasi dan refleksi serta memberikan kesimpulan pada mata pelajaran matematika siswa kelas X SMKS Bina Maritim Maumere. Penelitian ini dilaksanakan dalam 2 siklus. Setiap siklus dilakukan dua kali pertemuan dimulai dengan tahapan perencanaan pembelajaran, pelaksanaan model Problem Based Learning (PBL) dan refleksi proses pembelajaran. Metode pengumpulan data dilakukan dengan cara pengamatan dan wawancara. Analisis data dilakukan dengan perbandingan antara hasil tes pada setiap siklus dengan teknik deskriptif. Sedangkan untuk mengukur motivasi belajar siswa menggunakan rata-rata kelas pada hasil evaluasi. Hasil penelitian menunjukkan bahwa aktivitas dan motivasi belajar siswa kelas X SMKS Bina Maritim Maumere dalam pembelajaran matematika mengalami peningkatan.

show abstract

“…Melalui motivasi yang tinggi membantu siswa untuk meraih prestasi yang optimal dalam belajar (Amin, 2023;Arruzza, 2023;Ayerbe-López, 2023;Connolly, 2023;Salvador, 2023). Sedangkan motivasi belajar yang rendah dapat menghambat siswa dalam mencapai hasil belajar yang memuaskan (Das, 2023;Peng, 2023;Puranik, 2023;Sharma, 2023;Uluçinar, 2023). Hasil belajar merupakan ukuran keberhasilan proses pembelajaran (Čubela, 2023;Zheng, 2023).…”

Section: Pendahuluanunclassified

Peningkatan Motivasi Belajar Peserta Didik SMKS Bina Maritim Maumere melalui Penerapan Model Pembelajaran Problem Based Learning

Viandivon

2024

jtp

0

View full text Add to dashboard Cite

Adapun tujuan penelitian ini yaitu untuk meningkatkan pembelajaran berbasis TPACK dan untuk mengetahui bagaimana penerapan model pembelajaran Problem Based Learning pada SMKS Bina Maritim Maumere. Adapun tahapan proses pembelajaran diantaranya guru menyampaikan tujuan, siswa melaksanakan diskusi kelompok, pengerjaan latihan soal, presentasi dan refleksi serta memberikan kesimpulan pada mata pelajaran matematika siswa kelas X SMKS Bina Maritim Maumere. Penelitian ini dilaksanakan dalam 2 siklus. Setiap siklus dilakukan dua kali pertemuan dimulai dengan tahapan perencanaan pembelajaran, pelaksanaan model Problem Based Learning (PBL) dan refleksi proses pembelajaran. Metode pengumpulan data dilakukan dengan cara pengamatan dan wawancara. Analisis data dilakukan dengan perbandingan antara hasil tes pada setiap siklus dengan teknik deskriptif. Sedangkan untuk mengukur motivasi belajar siswa menggunakan rata-rata kelas pada hasil evaluasi. Hasil penelitian menunjukkan bahwa aktivitas dan motivasi belajar siswa kelas X SMKS Bina Maritim Maumere dalam pembelajaran matematika mengalami peningkatan.

show abstract

“…Current school trends designed to respond to the call for problemsolvers has led to the successful application of pedagogical approaches, such as problem-based learning (e.g., Uluçınar, 2023), inquiry-based practice (e.g., Öztürk et al, 2022), and personalized learning through technology (e.g., Wang et al, 2022). While such interventions tend to have a positive result on problem-solving skills, they are not organized, structured, nor presented as a single curriculum.…”

Section: Introductionmentioning

confidence: 99%

A Theory of Mental Frameworks

Tokuhama-Espinosa,

Simmers,

Batchelor

et al. 2023

Front. Psychol.

5

0

View full text Add to dashboard Cite

Problem-solving skills are highly valued in modern society and are often touted as core elements of school mission statements, desirable traits for job applicants, and as some of the most complex thinking that the brain is capable of executing. While learning to problem-solve is a goal of education, and many strategies, methodologies, and activities exist to help teachers guide the development of these skills, there are few formal curriculum structures or broader frameworks that guide teachers toward the achievement of this educational objective. Problem-solving skills have been called “higher order cognitive functions” in cognitive neuroscience as they involve multiple complex networks in the brain, rely on constant rehearsal, and often take years to form. Children of all ages employ problem solving, from a newborn seeking out food to children learning in school settings, or adults tackling real-world conflicts. These skills are usually considered the end product of a good education when in fact, in order to be developed they comprise an ongoing process of learning. “Ways of thinking” have been studied by philosophers and neuroscientists alike, to pinpoint cognitive preferences for problem solving approaches that develop from exposure to distinct models, derived from and resulting in certain heuristics used by learners. This new theory paper suggests a novel understanding of the brain’s approach to problem solving that structures existing problem-solving frameworks into an organized design. The authors surveyed problem-solving frameworks from business administration, design, engineering, philosophy, psychology, education, neuroscience and other learning sciences to assess their differences and similarities. This review lead to an appreciation that different problem-solving frameworks from different fields respond more or less accurately and efficiently depending on the kinds of problems being tackled, leading to our conclusion that a wider range of frameworks may help individuals approach more varied problems across fields, and that such frameworks can be organized in school curriculum. This paper proposes that explicit instruction of “mental frameworks” may help organize and formalize the instruction of thinking skills that underpin problem-solving–and by extension–that the more such models a person learns, the more tools they will have for future complex problem-solving. To begin, this paper explains the theoretical underpinnings of the mental frameworks concept, then explores some existing mental frameworks which are applicable to all age groups and subject areas. The paper concludes with a list of five limitations to this proposal and pairs them with counter-balancing benefits.

show abstract

The Effect of Problem-Based Learning in Science Education on Academic Achievement: A Meta-Analytical Study

Cited by 6 publications

References 48 publications

Peningkatan Motivasi Belajar Peserta Didik SMKS Bina Maritim Maumere melalui Penerapan Model Pembelajaran Problem Based Learning

Peningkatan Motivasi Belajar Peserta Didik SMKS Bina Maritim Maumere melalui Penerapan Model Pembelajaran Problem Based Learning

Peningkatan Motivasi Belajar Peserta Didik SMKS Bina Maritim Maumere melalui Penerapan Model Pembelajaran Problem Based Learning

A Theory of Mental Frameworks

Contact Info

Product

Resources

About