The Integrated Problem Based Learning and Predict, Observe, Explain (PBL-POE) to Empower Students' Problem-Solving Skills

Fitriani, Apriza; Zubaidah, Siti; Susilo, Herawati; Muhdhar, Mimien Henie Irawati Al

doi:10.1145/3345120.3345139

Cited by 3 publications

(1 citation statement)

References 25 publications

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“…Students' problem-solving thinking abilities can be honed using the PBL model (Fitriani et al, 2020;Funa & Prudente, 2021). The RQA model also increases students' knowledge and curiosity through reading activities and asking questions (Bustami et al, 2020;Zubaidah et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Does the PBL-RQA Model Improve Students' Information Literacy and Self-Confidence?

Pratiwi,

Zubaidah,

Novianti

2024

J. Prisma. Sains

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Several studies show that students' information literacy and self-confidence are still low and need to be improved. Students find the biological material on the digestive and respiratory systems particularly challenging because it explains the complex interactions between the structure, function, and symptoms of the disorders these systems cause and their uncommon scientific names. This study determined how Problem-Based Learning integrated with the Reading, Questioning, and Answering (PBL-RQA) model affects students' information literacy and self-confidence. Using a quasi-experimental with a nonrandomized control-group pretest-posttest design, 96 students from junior high school in Bangkalan Regency, East Java, Indonesia were sampled for the study. They were divided into one experimental class and two control classes. The PBL-RQA model was taught in the experimental class, while the PBL and RQA models were each taught in the control class. Information literacy was acquired through an essay test, and self-confidence was acquired through a questionnaire given using Google Forms. The analysis was conducted using the ANCOVA test with a significance level of 5% and then followed up with the least significant difference test. Students in the PBL-RQA class achieved the highest mean scores in information literacy and self-confidence, with 79.19 and 78.50, respectively. Based on the results, PBL-RQA learners significantly increased information literacy and self-confidence than PBL and RQA.

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Section: Discussionmentioning

confidence: 99%

Does the PBL-RQA Model Improve Students' Information Literacy and Self-Confidence?

Pratiwi,

Zubaidah,

Novianti

2024

J. Prisma. Sains

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Implementation of STEM-Based Experiential Learning to Improve Critical Thinking Skills on Ecosystem Materials

Khairati

Artika

Sarong

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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The low critical thinking skills of learners are triggered by less supportive learning. The learning process has not emphasized the development of critical thinking skills, it is because in learning learners tend to memorize concepts so that critical thinking skills are not trained, making learners less active in the learning process and not achieving minimum completion criteria, there needs to be efforts to overcome them. The formulation of the problem in this study is: Is there a significant difference in the improvement of students' critical thinking skills with the implementation of STEM-based Experiential Learning learning in class VII MTsN Aceh Besar? This research aims to find out the significance of differences in improving learners' critical thinking skills with the implementation of STEM-based Experiential Learning learning. The method used in this study is an experimental method with the design of One Group Pretest-Postets design. The population of this study is all students of class VII MTsN Aceh Besar which amounted to 120 learners. The instrument used to measure critical thinking skills using multiple choice questions is 10 questions. Data analysis using the One Simple t-Test test at a significant level of 0.05. The results of the One Simple t-Test test of the students' critical thinking skills were obtained by Sig. (0.00) < (0.05), showed that learners' critical thinking skills were better and there was a significant improvement with the implementation of STEM-based Experiental Learning.

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Tahmin et-Gözle-Açıkla (TGA) Yöntemiyle Desteklenen Etkinliklerin Lise 10. Sınıf Öğrencilerinin Kimya Dersi Başarıları Üzerine Etkisi

Alkan

Özsoy²,

Yücel

2021

Batı Anadolu Eğitim Bilimleri Dergisi

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Öz. Bu araştırmanın amacı, kimya dersi 10. sınıf müfredatındaki "Endüstri ve Canlılarda Enerji" ünitesi içerisinde bulunan "Hidrokarbonlar" konusunun Tahmin et-Gözle-Açıkla (TGA) yöntemiyle desteklenmiş çalışma yaprakları ile öğretiminin öğrencilerin hidrokarbonlar konusu başarıları üzerine etkisini incelemektir. Araştırmanın çalışma grubu 2016-2017 eğitim öğretim yılında iki Anadolu Lisesinde öğrenim gören dört farklı 10. sınıf şubesinde öğrenim gören 100 öğrenciden oluşmaktadır. Araştırmada öntest-sontest kontrol gruplu yarı deneysel desen kullanılmıştır. İki deney grubu, iki kontrol grubu bulunmaktadır. Deney gruplarında TGA destekli çalışma yaprakları uygulanırken, kontrol gruplarında geleneksel yöntem uygulanmıştır. Veri toplama aracı olarak araştırmacılar tarafından hazırlanan hidrokarbonlar başarı testi kullanılmıştır. Araştırmada lise öğrencilerinin hidrokarbonlar başarı öntest puanları arasında anlamlı farklılık olduğu belirlenmiştir, öntestler arasındaki bu etkiyi ortadan kaldıracak analiz yöntemi uygulanmıştır. Hidrokarbonlar başarı testi sontest puanları ANCOVA ile analiz edilmiş, sontest puanları arasındaki farkın istatistiksel olarak anlamlı olduğu belirlenmiştir. Anlamlı farklılık Deney 1 grubu ile Kontrol 2 grubu arasındadır, diğer gruplar arasında anlamlı değildir. Bu sonuç TGA destekli çalışma yapraklarının hidrokarbonlar konusu başarısını artırmada etkili bir öğretim materyali olduğunu göstermektedir.

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The Integrated Problem Based Learning and Predict, Observe, Explain (PBL-POE) to Empower Students' Problem-Solving Skills

Cited by 3 publications

References 25 publications

Does the PBL-RQA Model Improve Students' Information Literacy and Self-Confidence?

Does the PBL-RQA Model Improve Students' Information Literacy and Self-Confidence?

Implementation of STEM-Based Experiential Learning to Improve Critical Thinking Skills on Ecosystem Materials

Tahmin et-Gözle-Açıkla (TGA) Yöntemiyle Desteklenen Etkinliklerin Lise 10. Sınıf Öğrencilerinin Kimya Dersi Başarıları Üzerine Etkisi

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