Learning motivation to engage students has been a challenge in building and learning. This study studied the effectiveness of learning using online media in improving student academic achievement and increasing student motivation in online learning. This type of research includes literature research as an information activity that is relevant to the topic used as the research object. The purpose of this study was to explain online learning in improving students’ academic achievement and facilitate them for all kinds of learning interactions. This research may be useful in supporting the idea that evaluation of online learning is important for students who have good learning motivation. In line with the findings obtained, this study provides operational advice on how to increase student interest and motivation in online learning activities namely a systematic review of the study of students’ motivational interest in online learning activities in the type of learning environment and how to increase student motivation in terms of the importance of students in increasing learning activities. In addition to that, study analytics to understand learners at a very subtle level is necessary to provide the most appropriate support for students.
Learning models that can specifically support 21st-century skills which are fundamentals and global in nature, especially in higher education, are still not available. The Problem Based Learning (PBL) model and the Collaborative Learning (CL) model have characteristics that have the potential to support these skills. The purpose of the study is to develop a collaborative problem-based learning (CPBL) model. The study's results are five model syntaxes consisting of problem orientation, organization, collaborative problem solving, presentation and discussion, and evaluation. Besides, a model matrix was produced to guide lecturer and student learning activities to achieve fundamental and global 21st-century skills, namely problem solving, critical thinking, and collaboration. The syntaxes and matrix of the model produced are feasible, valid, and practically implemented to produce graduates who have ready and competitive skills. Thus, the developed CPBL model can become an innovative initial role model for learning to support learning at various levels, especially higher education, to produce graduates who have skills that are ready and competitive in the current era, maybe even in the future. Received: 18 March 2021 / Accepted: 21 May 2021 / Published: 8 July 2021
The development of science and technology during the Covid-19 pandemic re-quires universities to prepare their students to have collaborative and problem-solving skills through appropriate learning today, namely, integrating learning with online technology. This study aimed to determine the effectiveness of im-plementing collaborative problem-based learning (CPBL) integrated with online learning on student collaborative and problem-solving skills. The research meth-od used was quantitative with a post-test quasi-experimental design involving fourth-semester students in the Early Childhood Education Study Program, Uni-versitas Muhammadiyah Sidoarjo, Indonesia. The effectiveness of implementing CPBL integrated with online learning was analyzed primarily using the t-independent sample test. The study results showed that the implementation of CPBL integrated with online learning effectively improved students’ collaborative and problem-solving skills. This effectiveness especially occurs when construct-ing knowledge, looking for resolution strategies, and evaluating solutions in breakout rooms and collaborative forums and zoom meetings. Meanwhile, the study results recommend that CPBL integrated with online learning can be used as a solution and an essential study for academics to keep familiarizing and prac-ticing collaborative and problem-solving skills that are relatively difficult to im-prove during the Covid-19 pandemic.
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