Problem Based Learning (PBL): Analysis of Continuous Stirred Tank Chemical Reactors with a Process Control Approach

Regalado-Méndez, Alejandro; P, Cid-Rodriguez Ma. del Rosario; G, Baez-Gonzalez Juan

doi:10.5121/ijsea.2010.1404

Cited by 8 publications

(4 citation statements)

References 15 publications

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“…Ulger (2018) melaporkan bahwa PBM dapat membantu siswa dalam meningkatkan kemampuan memecahkan masalah dan meningkatkan pemikiran kreatif (Ulger, 2018). Penelitian yang dilakukan oleh Alejandro, et al (2010) menunjukkan bahwa PBM menjadi salah satu syarat untuk dapat mengembangkan kemampuan berpikir siswa, karena melalui PBM siswa akan dihadapkan pada masalah kontekstual yang menuntut kemampuan berpikir dan memecahkan masalah (Alejandro et al, 2010).…”

Section: Latar Belakangunclassified

Model Pembelajaran Terbalik Berbasis Masalah (PTBM) Untuk Meningkatkan Kemampuan Berpikir Kreatif

Khaerudin

2022

Edcomtech

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Abstrak: Perkembangan TIK yang pesat di satu sisi memberikan banyak kemudahan, namun di sisi lain seringkali menimbulkan banyak masalah. Selain itu, perkembangan ilmu pengetahuan dan teknologi juga menuntut manusia untuk menjadi pembelajar sepanjang hayat. Oleh karena itu, siswa harus memiliki kemampuan menggunakan ICT (Technology Literate) dan kemampuan memecahkan masalah secara kreatif. Untuk itu diperlukan model pembelajaran yang mengintegrasikan keterampilan pemecahan masalah, berpikir kreatif, dan penguasaan teknologi. Integrasi model kelas terbalik dengan pembelajaran berbasis masalah yang diperkuat dengan teknik DO IT merupakan salah satu model alternatif yang akan dikembangkan. Berdasarkan kebutuhan tersebut, penelitian ini akan mengembangkan model pembelajaran yang mengintegrasikan model pembelajaran berbasis masalah dengan model pembelajaran flipped classroom yang diperkuat dengan penerapan teknik DO IT. Model pembelajaran tersebut disebut Model Pembelajaran Terbalik Berbasis Masalah (Model PBFL). Dalam mewujudkan model ini, penelitian dilakukan dengan menggunakan model penelitian pengembangan Gall and Borg. Saat ini penelitian pengembangan sampai pada tahap revisi berdasarkan hasil telaah ahli pembelajaran.Abstract: The rapid development of ICT, on the one hand, provides many conveniences, but on the other hand, it often causes many problems. Furthermore, the development of science and technology also requires humans to be lifelong learners. Therefore, students must have the ability to use ICT (Technology Literate) and the ability to solve problems creatively. For this reason, a learning model is needed that integrates problem-solving skills, creative thinking, and mastery of technology. The integration of the flipped classroom model with problem-based learning reinforced with DO IT techniques is one of the alternative models to be developed. Based on these needs, this research will develop a learning model that integrates a problem-based learning model with a flipped classroom learning model, which is strengthened by applying to DO IT techniques. The learning model is called the Problem-Based Flipped Learning Model (PBFL Model). In realizing this model, research was conducted using the Gall and Borg development research model. Currently, development research is up to the revision stage based on the results of a learning expert review.

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Section: Latar Belakangunclassified

Model Pembelajaran Terbalik Berbasis Masalah (PTBM) Untuk Meningkatkan Kemampuan Berpikir Kreatif

Khaerudin

2022

Edcomtech

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“…Likewise, the engineer must take on social responsibility concerning the products generated by recent technologies and their impact on all areas of human activity. Furthermore, corporate structures are becoming increasingly participatory, demanding more teamwork and decision-making responsibility from professionals [1][2]. All the afore mentioned implies that a competent professional must possess great adaptability to change, along with proper information management skills and an ethical attitude that enables them to make appropriate decisions within their socio-cultural environment.…”

Section: Introductionmentioning

confidence: 99%

“…Among the various methodologies for developing competencies, we can mention cooperative learning, collaborative learning, competency-based learning, project-based learning (PBL), and problem-based learning, among others [6][7][8][9][10][11]. These methodologies have been enhanced through the use of Information and Communication Technologies (ICT), which, in the case of engineering, involve the use of online platforms for educational activities, virtual laboratories, and remote experimentation, web interfaces for content visualization, as well as simulation tools specifically designed to develop skills and abilities in future engineers [12][13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Development of competencies from project-oriented learning

Rojas,

Martínez,

Burguera

2024

ITEGAM

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The results achieved show improvements in skills related to solving problems in the real world, as well as in project management through the preparation and socialization of reports, which result in achieving the specific competencies that will allow the student to achieve efficiency, effectiveness, and competitiveness in the organization in question. The proposed methodology can be used to diagnose and correct weaknesses in the training process of future industrial engineers. In addition, content aims to understand the importance of skills training based on Project-Oriented Learning.

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“…Regalado-Méndez, Cid-Rodríguez, & Báez-González (2010) and RegaladoMéndez, Peralta-Reyes, & Báez-González (2011) developed a competency-based learning methodology that includes a horizontal and vertical crossword puzzle containing concepts from thermodynamics, principles of heat transfer, general systems theory and differential equations. In addition, they designed a questionnaire to evaluate the attitude and knowledge of the students; it consists of three types of evaluation: self, homogeneous and heterogeneous.…”

Section: Introductionmentioning

confidence: 99%

Having Fun in the Heat Transfer Classroom

Ferreira¹,

Rojas²

2017

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In this article, we discuss the possibility of starting heat transfer coursework with transient problems. We begin with the analysis of a microscopic transient problem, from when the process begins until it reaches a steady state. In addition, we propose that the students perform four or five activities per month in the classroom, in pairs, instead of requiring traditional exams. We developed a questionnaire to check the level of student satisfaction with the methodology used. Of the students, 59% had little difficulty understanding the theory, 59% did not have difficulty calculating microscopic transient balances, and 46% had no difficulty with steady-state calculations. A total of 59% preferred that all the evaluations were conducted as activities in the classroom, and 41% and 51% preferred that the course began with transient and steady-state problems, respectively.

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Problem Based Learning (PBL): Analysis of Continuous Stirred Tank Chemical Reactors with a Process Control Approach

Abstract: ABSTRACT

Cited by 8 publications

References 15 publications

Model Pembelajaran Terbalik Berbasis Masalah (PTBM) Untuk Meningkatkan Kemampuan Berpikir Kreatif

Model Pembelajaran Terbalik Berbasis Masalah (PTBM) Untuk Meningkatkan Kemampuan Berpikir Kreatif

Development of competencies from project-oriented learning

Having Fun in the Heat Transfer Classroom

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