Influence of Problem Based Learning Model on Student Mental Models

Abstract

The purpose of this study was to determine the development of mental models (MM) of students as well as to analyze the differences in MM based on the learning model used. This research is expected to be a guide for teachers in exploring the concept of physics as a whole. The study was conducted at the high school level with a medium level school category. The research method used mixed methods embedded experimental models with surface level, matching and deep (SMD) diagnostic test instruments. The results of the study showed that there were an increase on students’ MM at each meeting in the SMD level. Other results show that there are differences in the mean scores corrected between levels of the learning model. The mean score corrected PBL mental model is significantly different from conventional. The increase in MM students with PBL was higher than the increase in MM students with conventional learning. Thus, PBL can be recommended to increase MM students' physics of high school students.

Systematic Review for Collaborative Problem Based Learning Models to Improve Creative Thinking Skills

“…Moreover, learning with the PBL model is proven to be able to make students able to do a test of understanding the results better than in other models. Students respond very positively to learning that applies the PBL model [35].…”

“…In the three stages, namely providing assistance for investigations that are carried out independently or in groups, there are still students who are confused about doing practicum because they are not used to using tools and practicum materials and ignorance of understanding the working procedures which result in the class being not conducive and not under control. In the fifth stage, namely making presentations and evaluating the problem-solving process, there is often a lack of time for each group to make presentations regarding the findings from class discussions in the third phase, namely carrying out an investigation of the problem [35].…”

Analysis of Student Learning Outcomes by Applying the Example Non Example Learning Model: Social Interaction Studies

“…Selain itu, hal ini juga dapat terjadi karena siswa kurang di latih untuk mengembangkan ide-ide dalam memahami dan menyelesaikan masalahmasalah yang di hadapi. Siswa biasanya akan lebih leluasa untuk mengutarakan pendapatnya ketika bersama dengan teman-teman mereka (Batlolona et al, 2020). Oleh karena itu, alangkah baiknya apabila di dalam kegiatan belajar mengajar guru hendaknya membentuk kelompok-kelompok kecil.…”

Pengembangan Model Pembelajaran Collaborative Problem Based Learning Pada Pembelajaran Kimia di Perguruan Tinggi

“…Partisipasi aktif mahasiswa yang muncul dalam kelompok kecil membutuhkan keterampilan interpersonal yang baik, seperti mendengarkan, bernegosiasi, berkompromi, mendidik teman sebaya, memberi dan menerima kritik, dan memberikan motivasi orang lain (Abanikannda, 2016) Kelemahan penerapan model PBL dalam penelitian berada pada tahap pertama ialah pemberian masalah pada mahasiswa, sebagian mahasiswa kurang mampu menghubungkan masalah dalam kehidupan sehari-hari, sehingga kurang percaya diri dalam menyelesaikan masalah, pada ketiga tahap yaitu membantu investigasi mandiri dan kelompok, masih banyak mahasiswa yang bingung dalam melaksanakan praktikum karena tidak terbiasa menggunakan alat dan bahan praktikum serta tidak memahami prosedur kerja yang akan dilakukan sehingga menyebabkan kelas menjadi kurang kondusif dan terkendali. Pada tahap kelima ialah mempresentasikan dan mengevaluasi proses penyelesaian masalah, peneliti kekurangan waktu sehingga tiap kelompok melakukan presentasi hasil diskusi di depan kelas karena memakan banyak waktu dalam fase ketiga, yaitu dalam proses penyelidikan masalah (Batlolona, 2020).…”