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

Abstract

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.

Mapping the Evolution of Computational Thinking in Education: A Bibliometrics Analysis of Scopus Database from 1987 to 2023

“…The key points about these three factors are summarized in Table 2. Documentation of the data collection consisting of figures and tables that were collected and analyzed for this study can be seen on the open research platform provided by Zenodo (Rafiq et al, 2023). Because of their unity with familiarity with Mayer's proposed Logo programming language, these characteristics help analyze K12 students' approaches to programming.…”

Validity of Teaching Modules with Problem-Based Learning (PBL) Model Assisted by E-Book to Improve Problem-Solving Skills on Renewable Energy Material and Implementation of Independent Learning Curriculum

“…The teacher opens the learning, motivates learners, and gives advice to increase the spirit of learning. This is important in the PBL approach because high motivation can increase learners' problem-solving involvement [60]. Teachers encourage learners to participate in learning and develop their problem-solving skills actively.…”

University student-teachers’ diversity and attitudes toward classroom participation

“…LCP, being regarded as a home of student classroom participation, has been challenging to implement ([ [11] , [12] , [13] , [14] ]. The challenge compels many educators to use unidirectional teaching methods, which hardly allow interaction during teaching and learning [ 15 , 16 ]. The reasons usually put forth as an excuse include large class size, lack of resources, nature of the curriculum, and assessment [ 6 , [17] , [18] , [19] ].…”

“…Studies suggest that research across education systems needs to be done in teacher education-providing institutions, including universities, to expose the status of student-teachers’ classroom participation for the prosperity of the teaching profession [ 17 , 26 ]. Research needs to address students' diversity in their participation [ 7 , 15 , 24 , [27] , [28] , [29] ] and a deeper understanding of their perceptions [ 4 , 6 ]. The current study examined student-teachers’ diversity and their attitudes toward classroom participation and was guided by the following research questions.…”

“…Classroom participation enables students to attain multiple positive learning results, including academic achievement and educational aspirations [ 26 , 36 ]. Classroom participation improves students' logical thinking and metacognition activities [ 15 ], creates enjoyment and satisfaction in sharing ideas [ 37 , 38 ], improves students' persistence in schools and colleges [ 39 ]. Moreover, it shapes students’ educational experiences [ 17 ].…”