Students’ Positioning in Transdisciplinary Project-Based Learning

Jacobsen, Alice Juel; Børsen, Tom

doi:10.1007/978-3-030-18842-9_10

Cited by 3 publications

(2 citation statements)

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“…Diskusi dapat melatih siswa untuk mengungkapkan gagasan, ide dan mengkontruksi konsep dari materi dengan anggota kelompoknya. Project based learning merupakan pendekatan pembelajaran yang memberikan kebebasan kepada peserta didik untuk merencanakan aktivitas belajar, melaksanakan proyek secara kolaboratif, dan pada akhirnya menghasilkan produk kerja yang dapat dipresentasikan kepada orang lain (Greenier, 2020b;Jacobsen & Børsen, 2019;Kokotsaki et al, 2016;MacLeod & van der Veen, 2020b). Pada tahap ini peran guru adalah mengajukan dan menyediakan tugas yang memungkinkan siswa terlibat secara aktif berfikir, mendorong dan menyimak dengan hati-hati, ide-ide yang dikemukakan siswa secara lisan dan tertulis, mempertimbangkan dan memberi informasi terhadap apa yang digali dalam diskusi, serta memonitor, menilai dan mendorong siswa untuk berpartisipasi secara aktif yang dapat dipresentasikan sehingga kemampuan problem solving siswa meningkat.…”

Section: Hasil Dan Pembahasanunclassified

Kemampuan Pemecahan Masalah dan Gaya Kognitif Siswa pada Model Pembelajaran Project Based Learning

Suciawati

Sudianto

Jatisunda

et al. 2022

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This study aims to determine differences in problem-solving abilities and cognitive styles of students in the project based learning model with conventional learning. This research is a quantitative research with an experimental approach. The population in this study is class XI of State Vocational High School 1 Majalengka 2021/2022. The sampling technique was carried out randomly, namely class XI-1 as the experimental class and class XI-2 as the control class with a total of 33 people and 36 people in each class. The instruments used in this study were questionnaires and tests. The results showed that there were differences in problem-solving abilities and students' cognitive styles between the experimental class using the project based learning model and the control class using conventional learning. Classes that get a project based learning model are better than conventional learning. This is because in the project based learning model students are given the freedom to plan learning activities, carry out projects collaboratively, and ultimately produce work products that can be presented to others.

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Section: Hasil Dan Pembahasanunclassified

Kemampuan Pemecahan Masalah dan Gaya Kognitif Siswa pada Model Pembelajaran Project Based Learning

Suciawati

Sudianto

Jatisunda

et al. 2022

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“…Tujuan dari pembelajaran akan tercapai ketika siswa terlibat dalam pengalaman membangun argumen (Driver et al, 2000). Siswa dianggap berhasil ketika mampu mengidentifikasi, merumuskan, dan menguji metode-metode untuk memecahkan masalah (Jacobsen & Børsen, 2019;Yew & Goh, 2016).…”

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Kemampuan Pemecahan Masalah Matematis melalui Pembelajaran Berbasis Masalah dengan Scaffolding

Jatisunda

Nahdi

2020

jel

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One of the main goals of school mathematics is the achievement of mathematical problem-solving abilities through problem-based learning. It is expected that these abilities can be achieved well by students. However, the complexity of the problem and minimum confidence become a problem when students experience complex situations created in the problem-based learning process. Scaffolding becomes essential because of the differences in each student's knowledge stored in long term memory. The purpose of the study was to analyze differences in mathematical problem-solving abilities with two different learning and based on initial mathematical abilities. Learning in the experimental class is problem-based learning with scaffolding, and then control class learning is problem-based without scaffolding. The research method used was a quasi-experimental design with a matching-only pretest-posttest control group design. Sample selection using purposive sampling to get samples with the same characteristics, the total number of samples is 60 students with each division 30. The initial mathematics ability has the same role in the mathematical problem-solving ability in the experimental and control classes. That is when students are in the high category then the ability of severe mathematical problem-solving. However, when the two classes are compared, the results are significantly different. Scaffolding becomes a factor that distinguishes the ability to solve mathematical problems.

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The Critical Role of Understanding Epistemic Practices in Science Teaching Using Wicked Problems

Agustian

2023

Sci & Educ

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Wicked problems have been characterised by their high epistemological and axiological complexities. These are the kinds of problems that may invade our classrooms because many of them concern many stakeholders, including our students. Several approaches have been developed to address wicked problems in various contexts. However, little is known about how they may translate into educational research and practice. This paper proposes a conceptual framework in which wicked problems are analysed from their ontological, epistemological, and ethical commitments. Subsequently, they are framed within post-normal science, drawing on critical discourse in science studies and science education. Chief to the arguments is a focus on epistemic practices that are strongly anchored in but also extend from disciplinary science and engineering education. Implications for research and practice in higher science education are presented.

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Students’ Positioning in Transdisciplinary Project-Based Learning

Abstract: The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

Cited by 3 publications

References 5 publications

Kemampuan Pemecahan Masalah dan Gaya Kognitif Siswa pada Model Pembelajaran Project Based Learning

Kemampuan Pemecahan Masalah dan Gaya Kognitif Siswa pada Model Pembelajaran Project Based Learning

Kemampuan Pemecahan Masalah Matematis melalui Pembelajaran Berbasis Masalah dengan Scaffolding

The Critical Role of Understanding Epistemic Practices in Science Teaching Using Wicked Problems

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