Analysis of Problem-Based Learning Models by Typology of Knowledge Pollock and Cruz (1999)

Imandala, Iim; Ru-mi, LI; Supriyadi, Agus

doi:10.31763/ijele.v1i1.12

Cited by 8 publications

(8 citation statements)

References 19 publications

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“…Particularly in specific student experience and scaffolding in constructivism through identification and screening system. Another instrument is externalism typology, found that the absorbs of knowledge depends on the developmental age and group compositions, primarily, in first-third grade students [15]. The question now is, why should implement PBL?…”

Section: Fig 1 the Eight Problem Based Learning Essential Elementsmentioning

confidence: 99%

The Implementation Of Problem Based Learning and Jigsaw Model Learning to Improve Basic Programming Learning Outcomes

Widayanti¹

2019

IJELE

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Basic Programming Learning in class X RPL1 in semester 1 has implemented the Problem Based Learning model and runs effectively until it reaches 90% results reaching KKM. Problems occur when there are changes in students in semester 2 because of the industrial class. School regulations state that industrial classes are students who are selected based on psychology and grades in semester 1. In semester 2 industrial classes are placed in class X RPL2 and students who do not enter the industrial class are made one in class X RPL1. The application of the Problem Based Learning model that was implemented previously became less effective, the data at the beginning of semester 2 there were no students from X RPL1 who reached KKM (Minimal Completeness Criteria). This type of research is a classroom action research (CAR). This study aims to measure the feasibility of the learning model and improve the learning outcomes of Class X RPL1 students on Basic Programming subjects by providing innovative learning models that combine the Problem Based Learning and JIGSAW models. The study was conducted in class X RPL 1 of SMK Turen, amounting to 34 students and carried out for 3 cycles. Each cycle consists of planning, implementing actions, observing, and reflecting. The results obtained, the feasibility of learning models in the first cycle reached 64%, in the second cycle amounted to 76%, and in the third cycle reached 92%. Learning outcomes in the first cycle of knowledge are the average value of students is 62.94 with a percentage of completeness of 44.12%. In cycle II has increased, the average value of students is 73.52 with a percentage of mastery learning by 70.59%, while in cycle III the average value of students is 79.71 with a percentage of completeness of 91.18%. Based on the results of the study it can be concluded that the implementation of the Problem Based Learning method and the JIGSAW model are able to improve the learning outcomes of Grade X RPL1 students in the Basic Programming of SMK Turen.

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Section: Fig 1 the Eight Problem Based Learning Essential Elementsmentioning

confidence: 99%

The Implementation Of Problem Based Learning and Jigsaw Model Learning to Improve Basic Programming Learning Outcomes

Widayanti¹

2019

IJELE

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“…The syntax of the PBL model (Kosasih, 2014;Hemker et al, 2017;Imandala et al, 2019) is: 1) Observing: orienting students to problems, 2) Inquiring: raising problems, 3) Reasoning: collecting data, 4) Associating: formulating answers, and 5) Communicating.At the observing stage, the teacher can direct students to observe a fact or phenomenon and the problems that occur. In the Inquiring stage, the teacher directs students to find and formulate problems.…”

Section: Integrating Ethnoscience In the Model Of Problem-based Learning (Pbl) In Biology Learningmentioning

confidence: 99%

Integration of ethnoscience in problem-based learning to improve contextuality and meaning of biology learning

Suciyati

Suryadarma

Paidi

2021

Biosfer

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Meaningful learning can be carried out by adapting learning to local culture and traditions. Ethnoscience is a set of knowledge identified in a community and can be used as the learning base to create contextual and meaningful learning for students. This study aims to find more information about ethnoscience-based biology learning. The research method used was a literature study. The literature used mainly discusses ethnoscience, ethnoscience learning, and learning methods. The instrument used in this study was a summary table of all related articles, following the summary table made by Cronin et al. (2008). This research produces a new conceptual framework which is a synergy between ethnoscience and problem-based learning. This research also generates six procedures for designing ethnoscience-based learning and five steps to integrate ethnoscience into Problem-based Learning. The integration of ethnoscience in problem-based learning can increase the contextuality and meaning of biology learning and can be applied to maintain local culture. This study recommends the use of procedures resulted from this study to design ethnoscience-based learning and integrate ethnoscience learning into Problem-Based Learning.

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“…An ideal problem should contain other problems that are directly concerned with the targeted goals and learning objectives of a course. Dividing the mini-lessons and lecture sessions, transitory, and weakened to fill the knowledge gap while promoting student's individuality (Hung, 2019;Imandala et al 2019). Some factors to be considered in designing an effective PBL as follows:…”

Section: Models To Practice Exercisementioning

confidence: 99%

Review of Related literature on Problem-based Learning and Cognitive Apprenticeship for Instruction in Agriculture as Vocational Education

Girei¹,

Abdullah²,

Hammanjoda³

2020

IJARPED

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Problem-based learning (PBL) is a student-centered, enabling approach for fostering student's collaboration, self-directed learning, and critical reasoning skills. This paper discussed the previous literature on how components of problem-based learning (PBL) integrates Cognitive apprenticeship (CA) learning principle, considering Scaffolding could benefit vocational learning in the field of Agriculture. These are elements employed to expose students to real-world problem solving, critical thinking skills as well as effective knowledge transfer through active engagement. Results indicate that undertaking on the role of a more specialist as an instructor can take a dynamic role in the problem-based learning strategy, providing the necessary resources to build learners who could address ill-structured problems to use the application of real-life experience and specialist-level strategies to address the cognitive task. This complex skill that cannot be acquired through the traditional teaching, but rather skills that are acquired through the scaffolding of progressive and more stimulating learning opportunities, through guidance and routine exercise, collaborative, and self-reflection. Solving real-world problems entails active collaboration and exploiting the potentials of technologies available for us, and thus instructors need to be contented as facilitators of a learning situation that is often a complex and challenging environment. Thus, it is established that the PBL and Scaffolding have the potentials to enhance student's critical thinking skills but with a careful structure of authentic learning situations.

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Analysis of Problem-Based Learning Models by Typology of Knowledge Pollock and Cruz (1999)

Cited by 8 publications

References 19 publications

The Implementation Of Problem Based Learning and Jigsaw Model Learning to Improve Basic Programming Learning Outcomes

The Implementation Of Problem Based Learning and Jigsaw Model Learning to Improve Basic Programming Learning Outcomes

Integration of ethnoscience in problem-based learning to improve contextuality and meaning of biology learning

Review of Related literature on Problem-based Learning and Cognitive Apprenticeship for Instruction in Agriculture as Vocational Education

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