The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts

Bılgın, İbrahim; Şenocak, Erdal; Sözbilir, Mustafa

doi:10.12973/ejmste/75267

Cited by 83 publications

(57 citation statements)

References 44 publications

(31 reference statements)

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“…Besides that, these problems could also train students to solve contextual problems so that they had experience in solving problems that they faced in their real lives. This finding was in accordance with the previous finding (Gunter & Alpat, 2017;Ferreira & Trud, 2012;Akcay, 2009;Demirel & Dagyar, 2015;Downing, 2010;Bilgin et al, 2009).…”

Section: Resultssupporting

confidence: 93%

Building The Character of Pre-Service Teachers through The Learning Model of Problem-Based Analytical Chemistry Lab Work

Haryani

Prasetya

Bahron

2017

JPII

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This research aims to apply and find out the characteristics of Problem-Based Instrumental Analysis of Chemistry Lab Work Learning Model (IACLLM) which is able to build the characters, improve the conceptual mastery and the ability of problem solving. The research using experimental quasy with 2 student groups of pre service chemistry teachers as the subjects of the research applied the treatment of problem-based IACLLM for the experimental class and lab work learning with standard lab work procedure in control class. Conceptual mastery was measured using essay test; problem solving skills were measured using assessment of problem solving reports, presentation of the results, and kit making products; whereas the emerged characters were observed during the learning process. The result of this research showed that problem-based IACLLM had open-ended problem characteristic, had produced local material kit, and characters were observed in every stage of problem-based learning model. The implementation of the model could improve the spectrometric and electrometric conceptual mastery, the problem solving skills on a very good level and also some characters were developing during learning process, including religious, discipline, honest, curious, creative, critical, cooperative, communicative, independent, and able to appreciate other people's opinions and achievements, leadership, democracy, and able to be thorough and careful, and hardworking.

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Section: Resultssupporting

confidence: 93%

Building The Character of Pre-Service Teachers through The Learning Model of Problem-Based Analytical Chemistry Lab Work

Haryani

Prasetya

Bahron

2017

JPII

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“…The results of this study supported by Graaff & Kolmos [16] in 2003 who conveyed that PBL is a problemoriented learning model that stimulates the occurrence of an analytically complex level of comprehension through the project work, which would not be possible in conventional classes. The focus of learning is a real problem that is given to students and they should find for solutions by a series of assessments and investigations based on theories and concepts that they have learned [17].…”

Section: Resultsmentioning

confidence: 99%

Effectiveness of Problem Based Learning Model toward Biology Learning Outcomes

Wulansari¹,

Sutrisna²,

Dharmapatni³

2018

SHS Web Conf.

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Abstract.This study aimed to analyze the effectiveness Problem Based Learning toward Biology learning outcomes in the subject of Basic Nursing Science I. The research design was true experimental design. The population in this study was the first-grade students in Nursing Sciences Study Program in Sekolah Tinggi Ilmu Kesehatan Bali. Purposive sampling technique was applied to select the sample size in experimental and control group. There were 162 respondents included in this study. The data were analyzed using descriptive statistic and independent sample TTest. The result showed that the average of post-test in control group was 67.01 ± 7.53 and average of post-test in the experimental group was 80.16 ± 5.92 (p < 0.05). It could be concluded that Problem Based Learning Model is more effective than a conventional model. It can be used for the alternative model in learning which can improve student's ability in critical thinking and the learning outcomes of Biology in subject Basic Nursing Science I.

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“…This is particularly appropriate for developing students' mathematical literacy using problem-based learning model, because it is an effective way to solve problem and it enhances the skills used in solving problems (Ozcan and Balim, 2013;Temel, 2014). Furthermore, Bilgin et al (2009) explain that the purpose of problem based learning is to help students to think, solve problems and to improve their thinking skills by building a real situation or relating concepts to be learned.…”

Section: Discussionmentioning

confidence: 99%

Improving primary students mathematical literacy through problem based learning and direct instruction

Firdaus¹,

Wahyudin²,

Herman³

2017

Educ. Res. Rev.

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This research was done on primary school students who are able to understand mathematical concepts, but unable to apply them in solving real life problems. Therefore, this study aims to improve primary school students' mathematical literacy through problem-based learning and direct instruction. In addition, the research was conducted to determine whether there are differences in the increase in literacy mathematical among students who received problem-based learning and direct instruction in primary schools located in urban areas, transition, and villages, as well as whether there is an interaction effect between the model of learning by location category of the school toward mathematical literacy skills of primary school students. The study was conducted in the academic year 2015 to 2016 in the fifth grade public primary schools in Bandung with three categories of school location (rural, city and county transition). During the research, one experimental group was treated by problem based learning, while the second experimental group was treated by direct instruction. The research approach used was a quantitative approach with quasi experimental method nonequivalent groups design pretest-posttests. The results showed that: there was a significant difference between the increase in mathematical literacy of students who received a model of problem-based learning (PBL) and direct instruction (DI) model; PBL model was more effective in improving students' mathematical literacy model than the DI; There were no significant differences regarding an increase in students' mathematical literacy by category location of the school; there is no interaction effect between the model of learning by school location factors to the increase in students' mathematical literacy.

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The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts

Cited by 83 publications

References 44 publications

Building The Character of Pre-Service Teachers through The Learning Model of Problem-Based Analytical Chemistry Lab Work

Building The Character of Pre-Service Teachers through The Learning Model of Problem-Based Analytical Chemistry Lab Work

Effectiveness of Problem Based Learning Model toward Biology Learning Outcomes

Improving primary students mathematical literacy through problem based learning and direct instruction

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