The Problem-Based Learning Process with A Cloud Learning Environment to Enhance Analysis Thinking

Abstract

This study, is aimed at 1) synthesizing the conceptual framework of the problem-based learning process with a cloud learning environment (PBL-CLE process), 2) developing the PBL-CLE process, and 3) studying the result of the development of the PBL-CLE process. The research instruments include 1) the conceptual framework, 2) the PBL-CLE process to enhance analysis thinking, 3) learning achievement, and 4) analysis thinking assessment form. The statistics used in this research are 1) mean, 2) standard deviation, and 3) t-test. The findings reveal that 1) the PBL-CLE process consists of four components: (1) Input includes learning objectives, content, learners, teacher and cloud learning, (2) PBL-CLE process includes problem posing, problem analysis, problem understanding, research procedure, knowledge synthesis, conclusion and evaluation, presentation, and assignment assessment, (3) Output includes analysis thinking, learning achievement, and satisfaction, and (4) Feedback includes analysis thinking and learning achievement; 2) The result of suitability assessment of the PBL-CLE process to enhance analysis thinking is at the highest level; 3) The students’ learning achievement after the implementation of the PBL-CLE process to enhance analysis thinking is significantly higher than that before the implementation at a .01 level of statistical significance; and 4) The result of analysis thinking assessment after the learning process through the PBL-CLE process to enhance analysis thinking is at the very good level.

Identifying struggling teams in online challenge-based learning

“…, 2015). However, it is challenging to engage students in meaningful learning experiences to maximize the potentials of challenge-based learning (Chang and Brickman, 2018; Phunaploy et al. , 2021; Suryanti and Supeni, 2019).…”

“…Challenge-based learning offers students opportunities to work together on real-life problems and gain additional knowledge and skills (Malmqvist et al, 2015). However, it is challenging to engage students in meaningful learning experiences to maximize the potentials of challenge-based learning (Chang and Brickman, 2018;Phunaploy et al, 2021;Suryanti and Supeni, 2019). The challenges increase even more in online settings and mixed students' feelings over groupwork (Chang and Brickman, 2018;Simon and Stauber, 2011).…”

“…In challenge-based learning, students can learn from the dynamic and reciprocal interaction among people, environment, and behavior (Bandura, 1989; Phunaploy et al. , 2021; Suryanti and Supeni, 2019; Requies et al.…”

“…In challenge-based learning, students can learn from the dynamic and reciprocal interaction among people, environment, and behavior (Bandura, 1989;Phunaploy et al, 2021;Suryanti and Supeni, 2019;Requies et al, 2018). Because challenge-based learning addresses Identifying struggling online teams 233 real-life problems, students could consult industry experts in devising solutions for the problems (Malmqvist et al, 2015).…”

The Problem-based Learning Model: PBL Model via Cloud Technology to Promote Programming Skills

“…Problem-based learning is a teaching method that is widely employed in education field (Phonnong, 2019;Suryanti & Supeni, 2019) because this style of learning encourages students to see problems that will arise. Teachers will define the problem situations so as to encourage students to have a systematic analytical thinking process and be able to take actions (Phunaploy, Chatwattana & Piriyasurawong, 2021). It is believed that this method can arouse students to have more interests and more curiosity.…”