Suchergebnisse

Penelitian ini didasari dari pengalaman peneliti dan pendapat dari teman sejawat bahwa, minat belajar, keaktifan dan kompetensi mahasiswa semakin menurun,sehingga peneliti ingin memberikan penyegaran dalam proses belajar mengajar dengan menggunakan salah satu model pembelajaran dikelas dengan menerapkan model pembelajaran Problem Based Learning (PBL) untuk meningkatkan keaktifan dan prestasi mahasiswa khusus mata kuliah BudgetingTujuan yang diharapkan dalam penerapan metode ini dapat mewujudkan pembelajaran yang bervariasi, nyaman dan menyenangkan sehingga mahasiswa mampu mengidentifikasi, mengeksplorasi,menginvestigasi dan akhirnya menemukan solusi serta kondisi belajar yang tetap dipelihara adalah suasana kondusif, terbuka, negosiasi, demokratis pada mahasiswa dan dapat berpikir secara optimal serta memiliki wawasan ilmu pengetahuan dan teknologi serta memahami secara konsep, teori dan praktek dalam mengaplikasikan berbagai mata kuliah yang diperoleh, khususnya mata kuliah Budgeting

Science in the 21st century continues to develop. With these developments, Indonesia must prepare young people who are ready for change and able to face the challenges that exist in the 21st century. The 21st century has more complex challenges. Various efforts have been made by the government to meet the demands of the 21st century, including reforming educational standards. The 2013 curriculum requires students to be active in the learning process. Learning methods and models that are expected to be able to develop students' abilities, and in accordance with the implementation of the 2013 curriculum, are problem-based learning. Therefore, researchers are interested in finding the effect of PBL-based teaching on student learning outcomes through meta-analysis with effect size. Based on the analysis conducted on 20 journals related to PBL-based teaching materials, there are three conclusions in this study. First, PBL-based teaching materials are effectively used at the junior and senior high school levels with a high effect size category. Second, PBL-based teaching materials have the highest category of effectiveness in improving science process skills. Third, based on the teaching materials used, teaching materials in the form of electronic media (IT) based on PBL are effective in improving student learning outcomes.

Historical teaching material is one of the medias in the form of printed material. Historical teaching material is important used in historical learning because historical teaching material contains some historical facts which can help to improve the students' ability of historical explanation. The results of the research conducted shown that the use of historical teaching material is very minimum as well as the use of historical teaching material which contains local history. The implementation of historical teaching material uses the cooperative learning model namely problem based learning (PBL). Based on the existed theories, the cooperative learning can stimulate the ability owned by students including the ability to think critically and construct the existed knowledge of historical facts. Based on the things, it is needed to develop a historical teaching material which contains local history material to improve the Senior High School students' ability of historical explanation. The method used in this research is quasi experiment with two classes divided into one controlled class and one experimental class. This research took the students of XI grade in SMA Negeri 1 Lawang Kidul the Regency of Muara Enim as the sample. This research tested the effectiveness of students' ability of historical explanation and obtained the following calculation results: the post-test average of experimental class is 74,17 and the post-test average of controlled class is 65,67 and it continued with the results of T-test with a score of 4,510 and the significance average of 0,000<0,025.

The era of the Covid-19 pandemic has an impact on government policies to carry out learning from home. Students' critical thinking skills make the learning process not optimal, therefore it is necessary to use the Problem Based Learning (PBL) learning model based on Blended Learning as an effort to increase students' critical thinking skills at Edu Global School Middle School and BSCD School USA during the Covid-19 period. . The method used is a qualitative approach. Qualitative research is a research method based on the philosophy of postpositivism, used to examine the actual condition of the object. Qualitative research has two main objectives, namely, first, to describe and reveal (to describe and explore) and second, to describe and explain (to describe and explain). Qualitative research is descriptive. Several studies provide descriptions of complex situations. From these data, it can be concluded that the use of learning model Application of Problem Based Learning (PBL) Model Based on Blended Learning during the pandemic can improve the critical thinking ability of students at SMP Edu Global School and BSCD School USA. Abstrak Era pandemi Covid-19 berdampak pada kebijakan pemerintah untuk melakukan pembelajaran dari rumah. kemampuan berfikir kritis peserta didik membuat proses pembelajaran menjadi tidak optimal, maka dari itu perlu menggunakan model pembelajaran Problem Based Learning (PBL) Berbasis Blended Learning sebagai upaya peningkatan kemampuan berfikir kritis Peserta Didik di SMP Edu Global School dan BSCD School USA di masa Covid-19. Metode yang digunakan adalah pendekatan kualitatif. Penelitian kualitatif merupakan metode penelitian yang berlandaskan pada filsafat postpositivisme, digunakan untuk meneliti pada kondisi obyek yang sebenarnya. Penelitian kualitatif memiliki dua tujuan utama, yaitu pertama, menggambarkan dan mengungkapkan (to describe and explore) dan kedua, menggambarkan dan menjelaskan (to describe and explain). Penelitian kualitatif bersifat deskriptif. Beberapa penelitian ...

Problem Based Learning in Health and Social Care offers a practical insight into the opportunities, benefits and challenges of using problem based learning (PBL) in health and social care education and also student directed learning (SDL) as a learning and teaching tool. It represents a collection of practical and emerging concepts in terms of how to do PBL and SDL and considers the practical barriers and solutions, challenges to self awareness and finally future potentialities and directions for learning

Problem-based learning (PBL), widely employed in medical schools, has much to offer management education as well. This article presents a comparative analysis of PBL's likely benefits for medical and management education. Its considerable value notwithstanding, researchers have argued that PBL does not develop medical students' problem-solving skills. The article considers PBL's likely effects on the problem-solving skills of business students and proposes an augmentation that should significantly improve student thinking.

This study evaluated the effects of problem-based learning (PBL) in social work education. The participants were 132 second-year social work students who took the core courses of Social Work Theory and Practice and Skills Laboratory in the PBL mode. A 40-item scale was used to measure the students' perceptions of their social work knowledge, skills, and values, Biggs's Study Process Questionnaire and Revised Study Process Questionnaire were employed to examine their learning approaches. The results indicated positive learning outcomes, with the most significant gains occurring in knowledge and lesser gains being made in skills and values. The findings suggest that students with deep learning motives and approaches reap the most benefit from PBL.

It has been argued that Paulo Freire's concept of conscientization, where critical awareness and engagement are central to a problem-posing pedagogy, provides the philosophical principles to underpin Problem Based Learning (PBL). By using dialogue groups and a combination of learning strategies to discover the nature of a problem, understand its constraints, options, and multi-voiced perspectives, students can negotiate the sociological nature of its resolution and how competing perspectives may inform decision-making. This paper will first present the background of PBL, before it introduces and argues for reflective and reflexive learning environments founded within dialogical practices. It then provides tales from the field that illustrate how conscientization is enacted in the classroom, before considering implications and the Ten Principles of Critical Learning' for reflective and reflexive practice. It concludes by arguing that conscientization and the dialogical process are central to PBL in order to engage the individual voice, foster democratic practices, and for the creation of shared meanings and understandings.