Collaborative Problem Based Learning Integrated with Online Learning

Hendarwati, Endah; Nurlaela, Luthfiyah; Bachri, Bachtiar Syaiful; Sa’ida, Naili

doi:10.3991/ijet.v16i13.24159

Cited by 25 publications

(22 citation statements)

References 32 publications

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“…Not only enhancing students' collaborative skill, Zoom Breakout Room is also effective to support the cooperative learning and it indirectly can also enhance students' collaborative skill. This is in International Journal of Research in Counseling and Education, Open Access Journal: http://s.id/ijrice line with Hendarwati, et al (2021) who stated that improving collaborative skill in problem-solving is relatively difficult to do and to improve during virtual learning in COVID-19 pandemic. As the result, Zoom Breakout Room is one of effective solution to improve effective learning in enhancing students' collaborative skill in problem-solving.…”

Section: Collaborative Skills To Studentssupporting

confidence: 58%

Zoom breakout room for students’ collaborative skill enhancement in history learning during Covid-19 outbreak

Agustina

Suharya

2021

IJRICE

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The new transformation in history learning is needed in online learning, especially when it comes to improving students’ collaborative skills in solving problems, finding solutions, making decisions, and negotiating to achieve particular goals in 21st-century learning skills. Virtual learning rooms such as Zoom are used to ensure students’ involvement and collaboration in learning and provide opportunities for students to realize active learning with many features that can be applied. Despite many studies that have portrayed virtual learning with Zoom during the COVID-19 pandemic, fewer studies seek the utilization of Zoom Breakout Room in history learning. This study uncovered how teachers enhance students’ collaborative skills in history learning through the Zoom Breakout Room. The current study employed the qualitative approach under the case study design. In-depth interviews were directly conducted with one history teacher who was experienced in working history learning with Zoom Breakout Room to obtain the empirical data. The results showed that Teachers could use the zoom Breakout Room to improve students’ collaborative skills. In the current study, the Zoom Breakout Room, as one of the innovative tools in the Virtual Learning Environment (VLE) answered the ineffective learning with large groups in Zoom main room discussion. The breakout Room feature in Zoom itself supported an active learning process. The students are given more space to communicate in small groups and seek information, discuss, solve problems, and make collective agreements. The Zoom Breakout Room could be an alternative for teachers in facing learning challenges amid the COVID-19 outbreak.

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Section: Collaborative Skills To Studentssupporting

confidence: 58%

Zoom breakout room for students’ collaborative skill enhancement in history learning during Covid-19 outbreak

Agustina

Suharya

2021

IJRICE

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“…One of the techniques to change behavior is the symbolic modeling technique (Bandura, 2018). Social harmony behavioral transformation can be realized using virtual media combined with learning that facilitates collaboration, problem-solving, critical thinking, learning innovation, information deployment, and technology usage (Hendarwati et al, 2021;Ma & Li, 2021;Tserklevych et al, 2021)namely, integrating learning with online technology. This study aimed to determine the effectiveness of implementing collaborative problem-based learning (CPBL.…”

Section: Discussionmentioning

confidence: 99%

Is symbolic modeling videos containing Malay values effective to improve student’s social harmony?

2022

pegegog

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Social harmony stimulations should be given as early as possible since it correlates with a number of conducts, such as respecting cultural differences, tolerance, and willingness to constructively resolve a conflict. As social harmony affects students' characters, an intervention to enhance their social harmony is required. This study aims to investigate the efficiency of symbolic video modeling consisting of Malay values in improving students' social harmony. It used a quasi-experimental design with one group pretest-posttest model. This study involved 101 randomly selected respondents and used 45 items social harmony scale to obtain the data. The data analysis was carried out using a dependent sample t-test. The results suggest that the symbolic modeling video of Malay values is effective in enhancing the social harmony of the Junior High School students. Further, the 13 years old female students are observed to have higher social harmony than their 12 and 14 years old counterparts. The findings of this study can be used as a reference in resolving students' issues, primarily the issues related to social harmony. This study has beneficial for counselor especially in improving students' social harmony with the Malay values.

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“…This is because the learning activities component is an important element that directly contributes to effective learning. There is a problem-based learning component, which is the main learning process that enabling learners to have a systematic thinking process and solving problems as well as constructing knowledges [58,59] along with the use of interactive digital storytelling to stimulate l learning ability, reflecting students' thinking in a systematic way which lead to meaningful learning [60,61,62]. The creation of a learning environment in the context of a game is the component that results in the highest suitability assessment in learning activities.…”

Section: Discussionmentioning

confidence: 99%

Synthesis of Problem-Based Interactive Digital Storytelling Learning Model Under Gamification Environment Promotes Students’ Problem-Solving Skills

Poonsawad

Srisomphan

Sanrach

2022

Int. J. Emerg. Technol. Learn.

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The aims of this study were to synthesize and evaluate the efficiency of problem-based interactive digital storytelling learning model under gamifi-cation environment for promoting students’ problem-solving skills. This study was divided into two phases, (i)develop learning model by studying research and related documents and (ii) assessing the appropriateness of the model by nine experts in computer and education using a focus group method. In this current study, show the learning model consisted of three main components: preparation, learning activities, and evaluation and there were four parts of the learning activities, which are: problem-based learning, reflection of learning, interactive digital storytelling, and gamification envi-ronment. The results show that the overall suitability assessment of the de-veloped learning model was averaged at 4.56 (S.D.= 0.60), being at the most appropriate level. These results lead to a conclusion that the developed problem-based interactive digital storytelling learning model under gamifi-cation environment can significantly promotes students’ problem-solving skills. This learning model is suitable and can be applied to develop desired learners' achievements and skills.

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Collaborative Problem Based Learning Integrated with Online Learning

Cited by 25 publications

References 32 publications

Zoom breakout room for students’ collaborative skill enhancement in history learning during Covid-19 outbreak

Zoom breakout room for students’ collaborative skill enhancement in history learning during Covid-19 outbreak

Is symbolic modeling videos containing Malay values effective to improve student’s social harmony?

Synthesis of Problem-Based Interactive Digital Storytelling Learning Model Under Gamification Environment Promotes Students’ Problem-Solving Skills

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