The Conceptual and Hypothetical Model of Interactive Blended Problem Based Learning

Effendi, Hansi; Hendriyani, Yeka

doi:10.23887/jpi-undiksha.v8i2.24162

Cited by 28 publications

(35 citation statements)

References 11 publications

(14 reference statements)

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“…This is because students learn their problems in everyday life (Moallem et al, 2019). Problem based learning encourages students to learn about real-world problems as a context for learning to think critically (Effendi & Hendriyani, 2019). The initial analysis of a problem in problem-based learning serves to reactivate the knowledge that students already have (Moallem et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

PBL-Based Interactive Multimedia in Improving Critical Thinking Skills

Abdulah

Mustadi

Fitriani

2021

j. pendidik. indonesia.

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This study aims to develop interactive multimedia based on problem-based learning and to find out its effectiveness against increasing critical thinking skills. This research uses a Research and Development approach. The research data was obtained through the media validation sheet instrument by experts and the critical thinking skills test instrument. Data analysis in this study used the independent t-test. Based on the results of the media validation test by the expert shows that the interactive multimedia that has been developed has the criteria of "Good". Then the product effectiveness test results using the independent t-test showed that interactive multimedia based on problem-based learning proved to be able to improve critical thinking skills in students. The results of this discovery have implications in learning, namely to improve critical thinking skills in students, it can be done by using interactive multimedia based on problem-based learning.

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Section: Discussionmentioning

confidence: 99%

PBL-Based Interactive Multimedia in Improving Critical Thinking Skills

Abdulah

Mustadi

Fitriani

2021

j. pendidik. indonesia.

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“…The PBL model based on Catur Pramana is more about how students solve and find solutions to problems given to students related to the subject matter. The PBL model is a learning model that provides training to students with real-world problems as a medium for students to learn critical thinking and problem-solving skills and gain knowledge (Effendi & Hendriyani, 2020;Mutakinati et al, 2018). The PBL model is expected to be able to implement the concept of Catur Pramana, namely, being able to observe a given problem (pratyaksa), able to provide reasoning related to problems given by the teacher (anumana pramana), able to compare opinions with other friends (upamana pramana).…”

Section: Resultsmentioning

confidence: 99%

“…PBL is characterized by learning by starting with posing a problem, then solving the problem (Suryawati et al, 2020;Wibawa & Winarsih, 2020). (Effendi & Hendriyani, 2020;Pamungkas et al, 2019) stated that PBL is an innovation in learning based on a belief by making a problem for the center on the acquisition and integration of the latest understanding. This learning innovation makes students the main center of learning activities; it will place students alive in the learning process.…”

Section: Introductionmentioning

confidence: 99%

“…This learning innovation makes students the main center of learning activities; it will place students alive in the learning process. PBL's innovative aim is to be able to improve students 'logical thinking skills, including the skills to analyze situations, implement the intelligence they have based on the latest conditions, recognize the discrepancy of facts, opinions and develop students' ability to create arguments objectively, and work together to solve a problem (Effendi & Hendriyani, 2020;Kumullah et al, 2018) In this study, to obtain maximum results, the PBL learning model was modified based on the Hindu concept, namely Catur Pramana. PBL can be combined with local wisdom, one of which is Catur Pramana.…”

Section: Introductionmentioning

confidence: 99%

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Improving Students’ Creative Thinking Skill in Mathematics through PBL Based on Catur Pramana by Controlling Students’ Numeric Skill

Buana¹,

Astawan²

2020

JISD

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The Low Learning Thinking of students in learning Mathematics becomes a major problem in this research. This is caused by the learning model used which is incorrect and less varied. This study analyzed the influence of Problem Based Learning (PBL) models based on Catur Pramana on critical thinking skills with numerical ability control. This research was a quasi-experimental, with Posttest Only Control Group Design. The population in this study were all fifth-grade elementary schools with 177 students. The data collection method was done by using multiple-choice tests and essay tests. The data obtained were analyzed using the ANAKOVA test (covariance analysis) with the help of SPSS 20.0 for windows. The results of this study are significant results of the Problem Based Learning Model (PBL) based on Catur Pramana on critical thinking skills with Fcount 29,219 with sig; = 0,000 <0.05, there is a significant effect of Problem Based Learning (PBL) model based on Catur Pramana on mathematical thinking skills after obtaining numerical ability of students who obtain Fcount 9,398 with sig. = 0.004 <0.05; and are considered significant who have numerical ability to critical thinking skills of 35.05%. Based on these findings, it can be concluded that the Problem Based Learning Model based on Catur Pramana proves positive and there is a contribution of numerical ability to the critical thinking ability of Mathematics studentsl.

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“…This study was done by following the first three steps of Borg and Gall model for product development, namely research and information collecting, planning, and development of preliminary form of product (Effendi & Hendriyani, 2019). The research step focused on literature review in the techniques and needs of CLO and SLO measurement.…”

Section: Methodsmentioning

confidence: 99%

Design of Student and Course Learning Outcomes Measurement

Kristianto

Prasetyo

Susanti

et al. 2021

j. pendidik. indonesia.

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Measurement of the outcomes becomes a vital part in OBE system to ensure the attainment of each outcome. In Indonesia, OBE was adopted in 2015 for higher education level. However, the changes were not accompanied with clear method to measure the outcomes, which became the urgency of this research. In this study, a preliminary method to measure student learning outcomes (SLO) and course learning outcomes (CLO) was presented. The measurement of SLO and CLO attainment was started by SLO mapping to courses, which usually had been done at curriculum design. Based on the mapping, formulation of CLO with a set of direct assessment was planned at the start of each course. After the teaching learning activities, a series of calculation was designed to obtain the attainment of SLO and CLO for each student, course, and whole study program. In the same time the final mark for GPA calculation of each student could also be obtained. The designed method could play an essential part in teaching-learning quality assurance and curriculum continuous improvement, which is aligned with both international and national accreditation criteria and standards. Furthermore, this study could provide insight for other study program in SLO and CLO attainment measurement.

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The Conceptual and Hypothetical Model of Interactive Blended Problem Based Learning

Cited by 28 publications

References 11 publications

PBL-Based Interactive Multimedia in Improving Critical Thinking Skills

PBL-Based Interactive Multimedia in Improving Critical Thinking Skills

Improving Students’ Creative Thinking Skill in Mathematics through PBL Based on Catur Pramana by Controlling Students’ Numeric Skill

Design of Student and Course Learning Outcomes Measurement

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