The Effect of Problem-Based Learning with an Analytical Rubric on the Development of Students’ Critical Thinking Skills

Suryanti, Nunuk; Nurhuda, Nurhuda

doi:10.29333/iji.2021.14237a

Cited by 8 publications

(12 citation statements)

References 19 publications

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“…In the PBL method, the lecturer gives assignments in the form of problems students must solve. Students look for solutions to problem-solving with group discussions to exchange ideas and share knowledge with others from these various problems (Suryanti & Nurhuda, 2021). After these problems can be solved and proven into practical activities, proceed with class presentations.…”

Section: Figure 1 Pretest Data Resultsmentioning

confidence: 99%

The Integration of Inquiry and Problem-Based Learning and Its Impact on Increasing the Vocational Student Involvement

Rafiq¹,

Triyono²,

Djatmiko³

2023

INT J INSTRUCTION

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Vocational education is a learning process to enhance and explore potential so that graduates are prepared to work with competencies specific to their fields. Learning strategies that align with the desired results are required to achieve these abilities. It is vital to modify learning so that students are at the center of its activities because now, lecturers still have a dominant position in vocational education. In student-centered learning (SCL), a type of instruction, students are viewed as independent, active learners. Following these ideas, students are expected to learn complementing technical capabilities and soft skills. Instead of being the primary knowledge source, lecturers will serve as facilitators and learning partners. Problem-based learning (PBL) and inquiry-based learning (IBL) are two teaching strategies that use SCL. While the PBL approach teaches students how to adapt and solve issues in learning, the IBL approach aims to help students build the capacity for systematic and logical thought. A quantitative methodology and a 2x3 factorial quasi-experimental research design were used in this study. The findings revealed that (1) there was a substantial difference in learning outcomes between students who were taught using IBL, PBL, and traditional methods, and (2) there was a significant difference in learning outcomes between students who were high and low in involvement in learning, (3) there was no significant difference in learning outcomes between students taught using the IBL method and the traditional method, (4) there was no significant difference in learning outcomes between students taught using the IBL method and the conversion method, and (6) there was no significant difference in learning outcomes between students who are taught using the IBL method.

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Section: Figure 1 Pretest Data Resultsmentioning

confidence: 99%

The Integration of Inquiry and Problem-Based Learning and Its Impact on Increasing the Vocational Student Involvement

Rafiq¹,

Triyono²,

Djatmiko³

2023

INT J INSTRUCTION

View full text Add to dashboard Cite

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“…e characteristics of the experimental students who were given a problem-based learning model were more active and motivated to solve problems than the control class [19].…”

Section: Discussionmentioning

confidence: 99%

“…Previous studies have proven that PBL-based learning affects critical thinking skills, problem-solving, and writing skills [11,18,19]. PBL increases student self-confidence, creates a supportive environment for group work, improves interpersonal communication and critical thinking skills, and builds self-awareness [20,21].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Problem-Based Learning on Metacognitive Ability in the Conjecturing Process of Junior High School Students

Sutarto

Hastuti

Fuster-Guillén

et al. 2022

Education Research International

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This study aimed to analyze the effect of problem-based learning on metacognitive abilities in the conjecturing process of junior high school students. To reach this purpose, a mixed-methods design, which is a combination of quantitative and qualitative methods, was used. The quantitative method was used to analyze the metacognitive abilities of the students’ conjecturing process, while the qualitative method was used to explore observation and interview data. The subjects of this study consisted of 60 eighth-grade students. Two learning models were compared, namely the problem-based learning model and the conventional learning model. The metacognitive abilities of students’ conjecturing process were measured by a pattern generalization problem-solving test. After collecting the data and analyzing them through the independent-samples t-test, it was revealed that the PBL had a significant effect on the metacognitive abilities of students’ conjecturing process in solving pattern generalization problems. Finally, based on the results, some conclusions and implications were suggested.

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“…A rubric that encompasses explicit and well-defined criteria has been consistently deemed as an efficacious tool for evaluating learners' written and oral works (Allen et al, 2014;Suryanti & Nurhuda, 2021). The concept of rubrics has been variously defined by several researchers.…”

Section: Analytic Rubricsmentioning

confidence: 99%

The Impact of Training Vietnamese EFL Learners for Self-Assessment on Writing Performance

Phuong,

Nguyen,

Nguyen

et al. 2024

INT J INSTRUCTION

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The present research broke new ground by investigating the influence of instructing English as a foreign language (EFL) learners in Vietnam to employ analytical rubrics for self-assessment on their writing proficiency. Sixteen students who were English majors were subjected to a 17-week training course on refining their writing abilities via the use of analytical rubrics. The study applied a comprehensive and rigorous experimental mixed-methods approach, consisting of two writing tests and semi-structured interviews. The research findings revealed that the practice of self-assessment utilizing analytical rubrics had a favourable influence on the writing performance of the students. This practice encouraged introspective thinking, reinforced self-regulation and self-monitoring, and improved language competence. The study suggests that EFL teachers in Vietnam and those in other contexts integrate the utilization of analytical rubrics for selfevaluation in their teaching procedures to upgrade their assessment techniques and pedagogical efficiency, which would eventually result in improved language learning outcomes for their students.

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The Effect of Problem-Based Learning with an Analytical Rubric on the Development of Students’ Critical Thinking Skills

Cited by 8 publications

References 19 publications

The Integration of Inquiry and Problem-Based Learning and Its Impact on Increasing the Vocational Student Involvement

The Integration of Inquiry and Problem-Based Learning and Its Impact on Increasing the Vocational Student Involvement

The Effect of Problem-Based Learning on Metacognitive Ability in the Conjecturing Process of Junior High School Students

The Impact of Training Vietnamese EFL Learners for Self-Assessment on Writing Performance

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