scholarly journals PENGARUH MODEL PEMBELAJARAN DAN EKOLITERASI TERHADAP KEMAMPUAN PEMECAHAN MASALAH LINGKUNGAN PESERTA DIDIK

2018 ◽  
Vol 19 (02) ◽  
pp. 39-49
Author(s):  
AL Haeriyah Sucia ◽  
Agung Purwanto ◽  
Sucahyanto Sucahyanto
Keyword(s):  
Problem Solving ◽  
Factorial Design ◽  
Experimental Method ◽  
Learning Process ◽  
Significant Interaction ◽  
Problem Based Learning ◽  
Environmental Problems ◽  
Project Based Learning ◽  
Learning Processes ◽  
Problem Solving Environment

The purpose of this study is to determine whether there is a model of learning and ekoliteration on the ability to solve environmental problems. This research used experimental method 2 X 2 factorial design. This study was conducted in February - March 2018. The population in this study were all students of class X SMA Negeri 13 Kabupaten Tangerang which amounted to 176 respondents. The sample in this research is 44 respondents randomly simpling. The conclusion showed that there was no significant interaction between learning model and ekoliteration on the ability of problem solving environment of learners; there is one significant problem between learners that is significant between learners whose learning processes use project-based learning and problem-based learning; no one is able to solve the non-significant environmental problems of learners between learners who have high and low ecoliteration; for groups of learners who have high ecoliteration, there are no factors capable of solving environmental problems that are carried out using learning based on project-based learning (A1B1) and problem-based learning (A2B1); for groups of learners who have low ecoliteration, there are no effective differences in environmental problems of learners whose learning process uses project-based learning (A1B2) and problem-based learning (A2B2)

Project-Based Learning

2020 ◽  
pp. 173-206
Author(s):  
Amy M. Burns
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Design Thinking ◽  
Elementary Classrooms ◽  
Project Based Learning ◽  
Elementary Music ◽  
Music Classroom ◽  
The Core ◽  
Essential Questions ◽  
Problem Solve

Amy M. Burns presents the approach of Project-Based Learning (PBL) in the elementary music classroom. The PBL approach focuses on the students learning the skills of research and problem-solving by answering essential questions over a period of time. Burns and Cherie Herring contributed to the PBL activities. In addition, they also address the process of Design Thinking, where students problem-solve solutions using the method of empathizing, defining, ideating, creating a prototype, testing, and going through the process again to redefine and improve. Burns and Herring demonstrate how PBL and DT can span across the curriculum, while still keeping music at the core of the learning process in the music classroom. The projects are versatile and can be used in young to older elementary classrooms from one device in the classroom to a 1:1 classroom.

scholarly journals Project-Based Learning: A Case for Situated Translation

2006 ◽  
Vol 50 (4) ◽  
pp. 1098-1111 ◽  
Author(s):  
Don Kiraly
Keyword(s):  
Collaborative Learning ◽  
Learning Process ◽  
Educational Experience ◽  
Project Based Learning ◽  
Learning Processes ◽  
Translation Process ◽  
Collaborative Project ◽  
Translator Education ◽  
Insight Into

Abstract The author proposes replacing the folk theoretical ‘conduit’ view of learning that still predominates in Translator Education with a principled understanding of cognitive and learning processes for the design of learning events in Translator Education. A collaborative, project-based educational experience is presented by way of illustration. In conclusion, an argument is made for studying collaborative learning events to gain insight into the multi-facetted nature of the learning process as well as of the translation process itself.

scholarly journals Uso de la metodología de aprendizaje basada en proyectos para la adquisición de competencias transversales con niveles de dominio alto en asignaturas relacionadas con la Bioelectricidad

2020 ◽  
Author(s):  
Beatriz Trenor ◽  
Gema Prats
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Modeling And Simulation ◽  
Learning Process ◽  
Biomedical Engineering ◽  
Project Based Learning ◽  
Teaching Learning ◽  
High Level ◽  
Academic Year ◽  
Competencias Transversales

The the need for greater participation and motivation of university students in the teaching-learning process has led to the concept of project-based learning. By using this methodology, the student works individually and in groups independently, but under the guidance of the teacher. Furthermore, this methodology allows the acquisition of transversal skills with a high level of mastery in subjects of the last year of undergraduate and master degrees. The objective of this work is the design and application of the project-based learning methodology in the subjects of Bioelectronics and Modeling and simulation of bioelectric systems that is capable of integrating the transversal competences "Design and project" (CT05), "Effective communication ”(CT08),“Understanding and integration ”(CT01),“ Analysis and problem solving ”(CT03),“Innovation, creativity and entrepreneurship ”(CT04) and“ Critical thinking ”(CT09), with high levels of mastery. This methodology has been applied throughout the 2019-2020 academic year in these subjects belonging to the Degree in Industrial Electronic and Automatic Engineering and the Master of Biomedical Engineering, respectively, from the Universitat Politècnica de València. The assessment of the students has been very positive and the acquisition of transversal skills has been very satisfactory.

scholarly journals PENERAPAN E-LEARNING MELALUI PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MAHASISWA

2021 ◽  
Vol 11 (2) ◽  
pp. 158-167
Author(s):  
Glory Indira Diana Purba ◽  
Keyword(s):  
Qualitative Research ◽  
Problem Solving ◽  
Learning Process ◽  
Problem Based Learning ◽  
Learning Tools ◽  
Learning Problem ◽  
Electronic Learning ◽  
E Learning ◽  
Three Stages ◽  
Descriptive Qualitative

This study aims to determine whether the application of e-learning in problem-based learning can improve the problem solving abilities of FMIPA Unimed students. The approach used in this research is descriptive qualitative research by actively involving through e-learning the actors in the learning process, namely lecturers and students, as well as other related subjects. This study's design consists of three stages: (1) the development of learning tools and research instruments, (2) the testing of learning tools and research instruments, and (3) the implementation of experiments. Keywords: Electronic Learning, Problem-Based Learning, Mathematica Problem Solving Ability

scholarly journals Perbandingan keefektifan pembelajaran berbasis proyek dan pembelajaran berbasis masalah ditinjau dari ketercapaian tujuan pembelajaran

2018 ◽  
Vol 13 (2) ◽  
pp. 181-188
Author(s):  
Raoda Ismail
Keyword(s):  
Problem Solving ◽  
Problem Based Learning ◽  
Project Based Learning ◽  
T Test ◽  
Problem Solving Skills ◽  
Learning Mathematics ◽  
Research Population ◽  
Quasi Experimental ◽  
Comparison Of Effectiveness ◽  
Mathematics Problem

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran matematika dengan menggunakan model pembelajaran berbasis proyek dan model pembelajaran berbasis masalah, dan perbandingan keefektifan pembelajaran berbasis proyek dengan pembelajaran berbasis masalah ditinjau dari sikap percaya diri, pencapaian belajar matematika, dan keterampilan pemecahan masalah. Penelitian ini adalah penelitian eksperimen semu dengan desain kelompok pretes-postes beracak. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 9 Yogyakarta. Sampel penelitian sebanyak dua kelas yang dipilih secara acak. Data hasi penelitian dianalisis dengan MANOVA, dan untuk mengetahui keefektifan pembelajaran berbasis proyek dan pembelajaran berbasis masalah menggunakan uji one sample t-test. Hasil penelitian menunjukkan bahwa model pembelajaran berbasis proyek efektif ditinjau dari sikap percaya diri dan keterampilan pemecahan masalah namun tidak efektif ditinjau dari pencapaian belajar matematika; model pembelajaran berbasis masalah efektif ditinjau dari sikap percaya diri, pencapaian belajar matematika, dan keterampilan pemecahan masalah; dan pembelajaran berbasis masalah lebih efektif dari pembelajaran berbasis proyek ditinjau dari pencapaian belajar matematika. The comparison of effectiveness of project-based learning and problem-based learning in terms of achievement of student’s learning objectives AbstractThis study aims to describe: the effectiveness of teaching mathematics using project-based learning and problem-based learning; and the comparison in the effectiveness between project-based learning and problem-based learning in terms of the attitude of confidence, achievement of learning mathematics, and problem solving skills. This study is a quasi-experimental study employing the pretest-posttest nonequivalent group design. The research population comprised all year VIII students of SMPN 9 Yogyakarta. The sample consisted of two classes that were randomly established. The data were analysed by means of MANOVA, and to test the effectiveness of project-based learning and problem-based learning using one sample t-test. The result of this study shows that: project-based learning is effective in terms of the attitude of confidence and problem solving skills but not effective in learning based on achievement of learning mathematics; problem-based learning is effective in terms of the attitude of confidence, achievement of learning mathematics, and problem solving skills; and problem-based learning more effective than project-based learning based on achievement of learning mathematics.

scholarly journals An e-learning approach to informed problem-solving

2012 ◽  
pp. 195-216 ◽  
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Learning Processes ◽  
Individualized Learning ◽  
Diverse Learning ◽  
Collaborative Construction ◽  
Written Form ◽  
E Learning ◽  
Learning Contract ◽  
Process Structure

When taking into account individualized learning processes not only content and interaction facilities need to be re-considered, but also the design of learning processes per se. Besides explicitness of learning objectives, interactive means of education need to enable intertwining content and communication elements as basic elements of active learning in a flexible way while preserving a certain structure of the learning process. Intelligibility Catchers are a theoretically grounded framework to enable such individualized processes. It allows learners and teachers agreeing and determining a desired learning outcome in written form. This type of e-learning contract enables students to individually explore content and participate in social interactions, while being guided by a transparent learning process structure. The developed implementation empowers learners in terms of creative problem-solving capabilities, and requires adaptation of classroom situations. The framework and its supporting semantic e-learning environment not only enables diverse learning and problem solving processes, but also supports the collaborative construction of e-learning contracts.

Experiences From Changing the Study Platform of Turbomachinery Course From Blended Education to Problem Based Learning

2016 ◽  
Author(s):  
Aki Grönman ◽  
Jari Backman ◽  
Ahti Jaatinen-Värri ◽  
Kaisa Grönman
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Problem Based Learning ◽  
Main Idea ◽  
Student Feedback ◽  
Graduate Level ◽  
Academic Teaching ◽  
Design And Implementation ◽  
Problem Solving Environment ◽  
Blended Education

Improving the quality and productivity of academic teaching is a continuous challenge. To respond to it, the study platform of a graduate level course on design of turbomachinery was changed from blended education to problem based learning (PBL). The main idea behind PBL is to let the students define the solved problem themselves and study what they need to know before the problem can be solved. The learning is connected to a real-life problem-solving environment which reflects real working situations as much as possible. This study presents the results from the first four years of utilizing PBL as a study platform of a graduate level turbomachinery course. The new design and implementation is presented first and is compared with the original one. The performed analysis indicated good student feedback and learning results overall, but also highlighted the importance of teachers’ competence to utilize PBL. In conclusion, the use of PBL is recommended for turbomachinery courses if the challenges in explaining the principles of PBL and tutoring the students are taken into account while organizing the course.

A New Approach for Assessing Learners in an Online Problem Based Learning Environment

2020 ◽  
pp. 307-324
Author(s):  
Houda Tadjer ◽  
Yacine Lafifi ◽  
Hassina Seridi-Bouchelaghem
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Small Groups ◽  
Learning Process ◽  
Problem Based Learning ◽  
Point Of View ◽  
New Method ◽  
Science Department ◽  
New Approach ◽  
Problem Solving Process

Problem-based learning (PBL) is an approach that improves students' skills in problem solving. The application of PBL as an approach of teaching in a class requires students' presence; such constraint cannot be fulfilled by all students. Therefore, it is important to avoid this problem by implementing an online PBL environment where students are grouped remotely and work together to solve a problem proposed by the teacher. This will guide the learning process of the learners and can evaluate their solution. In reality, we can find members who do not really contribute to solve a problem. From this point of view, the teacher's evaluation will not be adequate to estimate the contribution of the learner in the solution of a given problem. Therefore, it is important to think of another way for assessing learners' solution. So, the challenge is to implement an online PBL environment and to propose a new method for assessing students. In this paper, the authors present their system called Problearn. The developed system allows students to solve problems remotely in small groups. Furthermore, the system evaluates each student based on his behavioral profiles during the problem-solving process. To do so, the system must keep track of different actions carried out by the students. This system has been tested by students of a computer science department where they achieved very good results.

A New Approach for Assessing Learners in an Online Problem Based Learning Environment

2018 ◽  
Vol 14 (4) ◽  
pp. 18-33
Author(s):  
Houda Tadjer ◽  
Yacine Lafifi ◽  
Hassina Seridi-Bouchelaghem
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Small Groups ◽  
Learning Process ◽  
Problem Based Learning ◽  
Point Of View ◽  
Science Department ◽  
New Approach ◽  
Problem Solving Process ◽  
Do So

Problem-based learning (PBL) is an approach that improves students' skills in problem solving. The application of PBL as an approach of teaching in a class requires students' presence; such constraint cannot be fulfilled by all students. Therefore, it is important to avoid this problem by implementing an online PBL environment where students are grouped remotely and work together to solve a problem proposed by the teacher. This will guide the learning process of the learners and can evaluate their solution. In reality, we can find members who do not really contribute to solve a problem. From this point of view, the teacher's evaluation will not be adequate to estimate the contribution of the learner in the solution of a given problem. Therefore, it is important to think of another way for assessing learners' solution. So, the challenge is to implement an online PBL environment and to propose a new method for assessing students. In this paper, the authors present their system called Problearn. The developed system allows students to solve problems remotely in small groups. Furthermore, the system evaluates each student based on his behavioral profiles during the problem-solving process. To do so, the system must keep track of different actions carried out by the students. This system has been tested by students of a computer science department where they achieved very good results.

scholarly journals UPAYA MENINGKATKAN MOTIVASI BELAJAR DAN KEMAMPUAN PEMECAHAN MASALAH SISWA MELALUI MODEL PROBLEM BASED LEARNING BERBANTU ALAT PERAGA KONSEP GERAK LURUS

2020 ◽  
Vol 3 (1) ◽  
pp. 11-18
Author(s):  
Budi Santoso ◽  
Desy Hanisa Putri ◽  
Rosane Medriati
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Model Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Activities ◽  
Average Score ◽  
Average Height ◽  
The Third

ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan peningkatan aktivitas belajar, motivasi belajar dan kemampuan pemecahan masalah siswa. Penelitian ini merupakan penelitian tindakan kelas pada konsep gerak lurus yang dilaksanakan dalam tiga siklus. Subjek penelitian ini adalah seluruh siswa kelas X IPA 3 SMAN 3 Kota Bengkulu yang berjumlah 33 siswa. Hasil penelitian ini menunjukan bahwa jumlah skor rata-rata aktivitas belajar siswa siklus I sebesar 43 dalam kategori aktif, siklus II sebesar 48 dalam kategori aktif, dan siklus III sebesar 51 dalam kategori aktif. Motivasi belajar siswa sebelum mengikuti proses pembelajaran berada pada kategori rendah dengan tinggi rata-rata yaitu 71,73 dan pada saat setelah mengikuti proses pembelajaran skor rata-rata motivasi belajar siswa meningkat menjadi 77,32 yang berada pada kategori tinggi. Kemampuan pemecahan masalah siswa pada siklus I yaitu 75,53 dengan kategori KPM sedang, pada siklus II yaitu 85,53 dengan kategori KPM tinggi dan siklus III yaitu 90,68 dengan kategori KPM sangat tinggi. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model Problem Based Learning  berbantu alat peraga dapat meningkatkan aktivitasbelajar, motivasi belajar dan kemampuan pemecahan masalah siswa.Kata kunci: Model Probem Based Lerning, Kemampuan Pemecahan Masalah Siswa, Alat Peraga, Konsep Gerak LurusABSTRACT This research was aimed at knowing the increase in learning activities, learning motivation and students' problem solving abilities. This research was a classroom action research on the concept of straight motion carried out in three cycles. The subjects of this study were all students of class X Science 3 of SMAN 3 Kota Bengkulu, total 33 students. The results of this study indicated that the total score of the average learning activities of students in the first cycle was 43 in the active category, second cycle was 48 in the active category, and the third cycle was 51 in the active category. Student learning motivation before participating in the learning process was in the low category with the average height of 71.73 and after the learning process the average score of students' learning motivation increased to 77.32 which is in the high category. The ability of student problem solving in the first cycle was 75.53 with a moderate KPM category, in the second cycle was 85.53 with a high KPM category and the third cycle was 90.68 with the very high KPM category. Based on the results of this research it can be concluded that the application of the Problem Based Learning model assisted by science model tools can increase learning activities, learning motivation and students' problem solving abilities. Keywords: Problem Based Learning Model, Students' Problem Solving Abilities, Science Model Tools, Straight Motion Concept.

Sign in / Sign up

Export Citation Format

Share Document