The Implementation of Problem Based Learning Model in Improving the Generic Science Skill of Organic Chemistry on Teacher Candidates

Abstract

The Implementation of Problem Based Learning Models in Improving the Generic Science Skills of Organic Chemistry On Teacher Candidates. This study was aimed at investigating the improvement of teacher candidate students generic skill through problem based learning model on organic chemistry reactions subject. It was conducted by using quasiexperimental design with the non-equivalent pretest post-test control group. The subject of this study was done to teacher candidate students who took organic chemistry reactions subject, which consist of experimental class was taught by using problem based learning and control class was taught by direct instruction. The data was collected by using generic science skill test in the form of multiple choice tests and was treated by using SPSS version 20. The result of the study shows the implementation of problem based learning can improve students' generic skills with indicator: logic consistency, abstraction, symbolic language, modelling, logical inference, cause-effect and scale understanding.

Effectiveness of STEM problem-based learning on the achievement of biology among secondary school students in Nigeria

“…Both assimilation and accommodation occur throughout the elaboration phase as the students arrange or connect the newly generated notion to earlier concepts. In order to help students, develop their higher-level thinking skills, teachers, in accordance with Dibyantini et al, (2018), should include both activities that call for precise, factual answers and those that have no right or wrong answers but demand that students think abstractly and create their own concepts using data-based reasoning.…”

“…STEM-PBL uses problem-based learning procedures to implement STEM education so as to improve student's comprehension (Erdogan, et al, 2016). It has the ability for hands-on activities (Aidoo, et al, 2016), and improves students' knowledge retention (Dibyantini et al, 2018;Fitriani et al, 2020). As an interdisciplinary approach, STEM PBL enables learners to solve ill-structured, unclear and real-life problems (Dervic et al, 2018).…”

“…İt was found that when students are taught utilizing STEM-PBL, they retained information and perform better in their examinations (Ameen et al, 2022;Bicer et al, 2015;Laforce & Noble, 2017). STEM PBL is widely recognized as an effective learning strategy of teaching and learning in which students are presented with an ill-structured problem, be allowed to define the problem and brainstorm ideas based on prior knowledge, engage in independent study, share information and engage in peer teaching and work toward a solution, present their solution and review what they have learned and finally engage into self, peer and tutor review of the process (Dibyantini et al, 2018;Funa & Prudente, 2021;Snijders, et al, 2019). They are to be familiar with the problem presented, form groups, organizing the work, conduct research and negotiate to answer the problems.…”

The difference of students’ learning outcomes with project based learning using handout and sway Microsoft 365

“…Projects given to students are effective to improve students' thinking skills (Anazifa & Djukri, 2017). Thinking ability that is formed from the projects that are done by students can improve students' generic science skills (Dibyantini et al 2018). Generic science skills of student's will influence learning outcomes, students with high generic science skills generally obtain high learning outcomes.…”