Implementation of Problem-Based Learning (PBL) Approach in Chemistry Instructional with Context of Tofu Liquid Waste Treatment

Rosbiono, Momo; Sopandi, Wahyu; Anggraeni, Dini

doi:10.26803/ijlter.19.5.4

Cited by 5 publications

(5 citation statements)

References 6 publications

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“…Improved student learning outcomes in this study are supported by several previous studies, among others. Kartamiharja, et al (2020) found that learning with the PBL approach can improve the process and student learning outcomes in chemistry learning. Dirmanto, et al (2021) found that in the PBL class the percentage of students' scientific attitudes was much higher than in conventional classroom learning, as well as in terms of creativity and learning outcomes.…”

Section: Resultsmentioning

confidence: 99%

Learning Model And Logical Thinking Ability in Redox Reaction Learning

Sugiharti

Azura

2021

JPSI

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The implementation of the 2013 curriculum has not been fully implemented in Private High School Angkasa Medan , because teachers do not fully understand the learning model that must be used. This has an impact on the results of student chemistry learning that not all students are able to achieve the set minimum completeness score target of 75. This study is about the application of learning models and the ability to think logically in redox learning in class X Private High School Angkasa Medan. The population consisted of 6 class X students and the sample was taken purposively by setting 2 classes for the research sample. Both classes are taught with two models, with a combination of factorial 2 X 2. There are two factors tested, namely factor A in the form of a learning model consisting of Problem Based Learning (PBL) and Direct Instruction (DI) models, factor B: logical thinking ability high and low logical thinking ability. Data analysis techniques using 2-way ANOVA. Based on the hypothesis test at a significant level of α = 0.05, it shows that there is an influence of the learning model and students' logical thinking ability on the learning outcomes of topic redox chemistry, and there is an interaction between the learning model and the ability to think logically towards the redox learning outcomes. The results of the BNT advanced test indicate that the Problem Based Learning Model is better than the Direct Instruction model on topic redox chemistry learning.

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Section: Resultsmentioning

confidence: 99%

Learning Model And Logical Thinking Ability in Redox Reaction Learning

Sugiharti

Azura

2021

JPSI

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“…Rubenstein and colleagues [ 50 ] discovered in a semi-structured interview the importance of undergoing a problem identification process before proposing a solution during learning. It was reported that the problem identification process in PBL may enhance the attainment of learning outcomes, specifically in the domain of concept understanding [ 51 ].…”

Section: Discussionmentioning

confidence: 99%

Effective Learning Behavior in Problem-Based Learning: a Scoping Review

et al. 2021

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Problem-based learning (PBL) emphasizes learning behavior that leads to critical thinking, problem-solving, communication, and collaborative skills in preparing students for a professional medical career. However, learning behavior that develops these skills has not been systematically described. This review aimed to unearth the elements of effective learning behavior in a PBL context, using the protocol by Arksey and O’Malley. The protocol identified the research question, selected relevant studies, charted and collected data, and collated, summarized, and reported results. We discovered three categories of elements—intrinsic empowerment, entrustment, and functional skills—proven effective in the achievement of learning outcomes in PBL.

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“…The average score obtained from the six groups was 79.2. It means that students can analyze correctly (Kartamiharja, Sopandi, & Anggraeni, 2020).…”

Section: Stage 2 Analysis Of Learning Problems and Issuesmentioning

confidence: 99%

Building Students' Creative Thinking Skills Using Problem- Based Learning in Handling Staple Food Waste

Handoyo

Rosbiono²,

Sopandi³

2021

Journal of Educational Sciences.

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This study aims to build students' creative thinking skills using problem - based learning in handling staple food waste. The research methods are development and research with the stages of design, development, and evaluation. This research was conducted at a private high school in Tangerang Regency. The research was involved thirty students of Class XI IPA in the second semester of the 2019/2020 school year and was connected through the WhatsApp group. The research instrument used Student Worksheets (LKS) in the form of a test essay for nine items that have been validated to measure students’ creative thinking skills. The research data were analyzed quantitatively by using Microsoft Excel and qualitative- descriptive. The results of the students' creative thinking skills showed the percentage of fluency (31.66%), flexibility (35.18%), elaboration (58.33%), and evaluation (54.88%) indicators, the average percentage was 45.01% categorized as medium. The conclusions drawn are the creative thinking skills that emerge after using problem-based learning are fluent thinking, flexibility thinking, evaluative thinking, and elaborative thinking.

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Implementation of Problem-Based Learning (PBL) Approach in Chemistry Instructional with Context of Tofu Liquid Waste Treatment

Cited by 5 publications

References 6 publications

Learning Model And Logical Thinking Ability in Redox Reaction Learning

Learning Model And Logical Thinking Ability in Redox Reaction Learning

Effective Learning Behavior in Problem-Based Learning: a Scoping Review

Building Students' Creative Thinking Skills Using Problem- Based Learning in Handling Staple Food Waste

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