The Problem‐Based Learning Process

Wijnia, Lisette; Loyens, Sofie M. M.; Rikers, Remy M. J. P.

doi:10.1002/9781119173243.ch12

Cited by 33 publications

(21 citation statements)

References 48 publications

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“…Model Pembelajaran ini lebih menekankan pada proses pembelajaran jangka panjang dimana murid terlibat secara langsung dengan berbagai isu dan persoalan kehidupan sehari-hari, belajar bagaimana memahami dan menyelesaikan persoalan nyata, bersifat interdisipliner, dan melibatkan murid sebagai pelaku utama dalam merancang, melaksanakan dan melaporkan hasil kegiatan (student centered). Guru perlu bertanya pada diri sendiri, jenis pengetahuan apa yang mereka ingin nara didik pelajari dan jenis masalah dan kegiatan belajar apa yang paling cocok untuk mencapai tujuan tersebut (Wijnia et al, 2019).…”

Section: Pemilihan Model Pembelajaran Yang Tepat Menentukan Ketercapa...unclassified

Problem-Based Learning Model According to Matthew 14:13-21

Ndolu¹,

Tari²

2022

JUPAK

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The problem of mastering learning materials is a teacher's struggle. The selection of the correct method can affect good learning outcomes. However, the learning method does not affect students' mastery of the material. This paper will review the PBL method in the gospel of Matthew 14:21. That is, the reader can see the technique of Jesus in providing a learning process for the disciples. The method used is descriptive qualitative. The writer found that the students were able to identify the problem. The problem the students found was a lack of food. So the solution offered by students is to buy food in the city. However, another problem that arises is the availability of budget and food. However, Jesus asked what they had. There were only five loaves of bread and two fish. Jesus showed that even though the potential is minimal, it will achieve the desired goal if maximised. The students are studying in a problematic situation; there is still a way out. After the learning was evaluated, it was found that the students were successful in the learning process.

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Section: Pemilihan Model Pembelajaran Yang Tepat Menentukan Ketercapa...unclassified

Problem-Based Learning Model According to Matthew 14:13-21

Ndolu¹,

Tari²

2022

JUPAK

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“…Both the early, prominent as well as the later institutionwide PBL implementations demonstrate a broad variety of inter-organizational variation regarding the PBL idea and principles. The Maastricht model, which has been described as a refinement based on the original McMaster template (Servant-Miklos et al, 2019), steers the PBL process rather closely, with pre-defined cases, a short-time sequence of case work (several cases per semester), close tutorial group supervision, and the distinguished "seven steps" or "seven jumps" method to scaffold the process (Wijnia et al, 2019). Aalborg, on the contrary, runs a model in which students work on self-selected problems in semester-long projects, which challenges them to attain a high level of self-organization due to a more loosely scaffolded process (Kolmos et al, 2019).…”

Section: Variations Of Pbl Implementation -An Overviewmentioning

confidence: 99%

“…For PBL, a template could be one of the several variations of the formulation of PBL principles, such as the work on authentic cases, Scholkmann, A. the self-directed learning process, the tutorial guidance, etc. (e.g., Hung et al, 2019;Kolomos et al, 2004;Wijnia et al, 2019). Although empirical evidence is not overflowing on this topic, it seems that templates allow for a more contextualized adoption and shape a common identity among adopting institutions (Wedlin, 2006).…”

Section: Transferring An Idea-but Not the Enacted Practicementioning

confidence: 99%

“…It certainly is true that every educational change should be well-aligned with its underlying pedagogical principles. However, as also pointed out by Wijnia et al (2019), when implementing PBL "teachers need to ask themselves what type of knowledge they want their students to learn and what types of problems and learning activities are most suitable to obtain these objectives" (p. 290). A good pathway for leaders and faculty implementing PBL in their institutions, groups, or individual teaching therefore might be to develop their own program theory (e.g., Rogers et al, 2000) about the intended outcomes of the implementation.…”

Section: Practical Implications Of Translation Theory For Pbl Implemementioning

confidence: 99%

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Why Don't We All Just Do the Same? Understanding Variation in PBL Implementation from the Perspective of Translation Theory

Scholkmann¹

2020

ijpbl

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Variations in PBL implementation need to be seen as the norm rather than the exception, since local PBL practice will always diverge from the “original model”. In order to understand this phenomenon, this conceptional paper first systematizes variations in PBL implementation at the inter-institutional, intra-institutional, and individual level. Then, variation in PBL implementation is discussed through the lens of translation theory as part of the research tradition of Scandinavian Intuitionalism. Resulting insights are applied to develop guiding questions designed to help leaders and PBL researchers to reflect on PBL implementation processes. Uncharted territories in PBL implementation research are identified, and it is argued that researching PBL implementation can serve as a blueprint to understand educational change dynamics in institutions of higher education.

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“…Still, with research and study, it is possible to reach several ways to teach the language in a short Arabiyât time and with reasonable effort (Coppersmith et al, 2018). The teacher is great importance subject in the educational process (Gall et al, 2003) to help his students define and formulate their goals Procedural formulation, then identify the problems that arouse their interests (Wijnia et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teaching Aids Development for Arabic Lessons to Enhance Student’s Reading Skills

Zarkasyi

Hanina

Fauziah

2022

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This study aims to enhance students reading skills of the ninth-grade students in Madrasah I'dadiyah Muhammadiyah. This research is research and development Borg & Gall study used to obtain a specific production, know the effectiveness of its implementation, and verify its validity for scholars, using the qualitative and quantitative approach to analyze quantitative and qualitative data. The methods used in it consisted of interviews, Tests, questionnaires, and written documents. In analyzing the data, this research used the Statistical Package for the Social Sciences, version 25 SPSS 25 method T-Test, and the Wilcoxon Signed. The developed educational aids come in the Android program by choosing the appropriate material, exercises, and teaching methods. The effectiveness is obtained from the results of the pre and post-tests by implementing: descriptive statistical analysis, conditional testing, and inferential testing in the extended experiment, and the result indicates that there is progress in their language proficiency, especially in reading skills. These teaching aids are attractive and exciting and help students learn Arabic, especially reading Arabic.

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The Problem‐Based Learning Process

Cited by 33 publications

References 48 publications

Problem-Based Learning Model According to Matthew 14:13-21

Problem-Based Learning Model According to Matthew 14:13-21

Why Don't We All Just Do the Same? Understanding Variation in PBL Implementation from the Perspective of Translation Theory

Teaching Aids Development for Arabic Lessons to Enhance Student’s Reading Skills

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