The Development of Problem Solving Skills through Problem-Based Learning in Economics in School Course

The learning paradigm shift emphasizes the integration of 21st century skills into learning activities. SMAN 4 Malang as a driving school in Malang City has implemented Independent Curriculum in producing students who have the competence and character of the Pancasila Student Profile. The Pancasila Student Profile has relevance to the skills needed in the 21st century. Problem solving skills and creative thinking skills as dimensions of the Pancasila Student Profile are classified into the main abilities that students need to have to face the challenges of the 21st century. However, based on observations of problem-solving skills and creative thinking skills of students in class XI MIPA 3 are still low. Efforts can be made by implementing Problem-based Learning. This study aims to improve problem solving skills and creative thinking skills of XI grade students in Biology learning using Problem-Based Learning. This type of research is a Classroom Action Research which was conducted in two cycles. Each cycle includes planning, implementation, observation, and reflection stages. The research subjects were students of class XI MIPA 3 totaling 31 students. The research data in the form of qualitative data were reduced, grouped, and narrated. Quantitative data were analyzed descriptively inferentially using paired sample t test. The results showed a difference in the average problem-solving skills and creative thinking skills before and after PBL was applied, so this study proves that the application of PBL can improve students' problem-solving skills and creative thinking skills in Biology learning.

This study aimed to examine the effectiveness of Problem-Based Learning (PBL) in improving eighth-grade students’ problem-solving skills in Social Studies at SMP Negeri 35 Bekasi. The study was motivated by students’ low problem-solving ability, which has been influenced by the dominance of conventional instruction. A quantitative approach was employed using a quasi-experimental Nonequivalent Control Group design involving 62 students, divided into an experimental group taught with PBL and a control group taught with conventional methods. Data were collected through a 20-item multiple-choice test validated by experts and confirmed reliable, supported by classroom observation. The data were analyzed using prerequisite tests, an independent samples t-test, and N-Gain. The results indicated that the experimental group achieved a higher posttest mean score (83.24) than the control group (75.32). The experimental group also demonstrated a moderate N-Gain and outperformed the control group in learning improvement. These findings confirm that PBL is effective as an alternative strategy in Social Studies to strengthen students’ problem-solving and critical-thinking skills.

This research was prepared in order to determine the change in students’ academic achievement, retention levels and attitudes, and problem solving skill and creative thinking skill as a result of programming teaching with authentic task-based applications. The research was prepared using an experimental design with pretest-posttest control group. In the study group of the research, 2ndyear Computer Technologies Department students who studied at Erciyes University in the 2017–2018 academic year and took the Web Design Fundamentals course and the Research Methods and Techniques course are included. One of the second-year branches was determined as experimental group (n = 30) and the other one was determined as the control group (n = 33). The teaching of programming to the experimental group students was carried out with authentic tasks. Lessons were conducted with the control group students using the traditional teaching method. Achievement test developed by the researchers as pre-test, post-test, retention test, as well as Attitude Scale Toward Computer Programming developed by Baser (2013), Problem Solving Inventory developed by Heppner and Peterson (1982) and adapted to Turkish by Sahin, Sahin and Heppner (1993), “How Creative Are You?” scale developed by Raudsepp (1977) and adapted to Turkish by Coban (1999) were used. With research, it was concluded that authentic task-oriented practices increased students’ programming academic success and attitudes towards programming, and also positively affected both students’ problem-solving skills and creative thinking skills.

The phenomenon of low problem-solving abilities among students at SMPN 8 Lebong, especially in the subject of Islamic Religious Education and Character Education, has become the main concern of this study. Students often struggle to relate religious concepts to everyday problems, resulting in underdeveloped critical thinking skills and problem-solving abilities. This study also aims to evaluate the impact of applying the Problem-Based Learning (PBL) model on enhancing students’ critical thinking and problem-solving skills. The method used in this research is a descriptive qualitative approach, with data collection techniques including observation, interviews, and documentation. The data analysis technique used is interactive data analysis, which involves data reduction, data presentation, and drawing conclusions. Data validity is tested using triangulation, by comparing data from various sources to ensure the validity of the findings. The results of the study indicate that: 1) The planning of the PBL model successfully created learning scenarios relevant to students’ everyday lives, facilitating the development of their problem-solving skills. 2) The implementation of PBL was active with group discussions, case studies, and the application of deep problem-solving, enhancing collaboration among students. 3) Evaluation shows that the application of PBL improved students’ problem-solving abilities, with evidence of better problem analysis and more effective solutions. 4) This research shows that the application of the PBL model at SMPN 8 Lebong has a positive impact on improving students’ problem-solving abilities. The main supporting factors for the implementation of PBL include active student involvement, the role of an effective facilitator, and the application of relevant technology. However, there are also some inhibiting factors, such as limited resources, the lack of teacher training related to PBL, and time management challenges that affect the smoothness of the learning process.

This study aims to improve students' critical thinking skills in the subject of Catholic Religious Education and Character through the implementation of the Problem-Based Learning (PBL) model. The background of this research is based on the low cognitive learning outcomes of students, particularly in critical thinking and problem-solving skills. The research was conducted at SMP Negeri 3 Pegagan Hilir with a sample of 12 students from class IX-A. The research method used was Classroom Action Research (CAR) conducted in two cycles. Each cycle consisted of the stages of planning, implementation, observation, and reflection. The instruments used included observation sheets and evaluation tests. The research results showed an increase in students' critical thinking skills in the second cycle compared to the first cycle. The average score of students' critical thinking skills increased from 70 in the first cycle to 88 in the second cycle, with a learning mastery rate of 90%. The implementation of the PBL model proved effective in enhancing students' participation in group discussions, critical thinking skills, and learning motivation. This model also helped students connect the concepts learned with real-life situations, thereby improving their understanding and learning outcomes

This study aims to analyze the critical thinking skills and problem-solving skills, analyzing whether the improvement of critical thinking skills and problem-solving skills that are taught by the problem-based learning model using mind map better than students who are taught by conventional learning. This research is a quasi-experimental research with two group pretest-posttest design. The research population is all students of class X SMA Negeri 2 Bandar (senior high school) in first semester, academic year 2017/2018. The study sample was taken randomly consisting of 64 students. Class X MIPA-1 is an experimental class, consisting of 32 students with learning problem model learning using mind map. Class X MIPA-3 is a control class consisting of 32 students using conventional learning. The research instrument uses essay test of critical thinking skills and problem-solving skills that have been declared valid. Data analysis using statistical t-test. The results showed that the average value of critical thinking skills and problem-solving skills using conventional learning was 61.09 and 61.88 were in a low category while the students applying the problem-based learning model using mind map were 75.78 and 77.56 are in the moderate category. The result of hypothesis testing using independent sample t-test shows that each significance value (sig) <0.05 is 0.00 then H 0 is rejected, it means that the skills of critical thinking and problem-solving skills of students who are treated with problem-based learning model using mind map is better than conventional learning, so it can be concluded that there is the effect of problem based learning model using mind map to improve critical thinking skills and problem-solving skills

This research aims to examine the effect of Mind Games activities on problem-solving skills and computational thinking skills of 5th grade students. Sequential explanatory design, one of the mixed research methods, was used in the research. The research was carried out in a quasi-experimental design pretest-posttest without a control group with 17 5th grade students in a secondary school in Adıyaman. The research was carried out with an experimental period of 6 weeks. Before the experimental study, the problem-solving skills and computational thinking skills scales were applied to the students as a pre-test. Kapsul game activity was performed in the first week of the experimental study. ABC Baglama activity was held during the week. Sudoku activity was held in the 3rd week. In the 4th week, Three Stone game activities were held. Kendoku game activity was held in the 5th week. In the 6th week, Kakuro game activity was held. Statistical values in the study were calculated using the SPSS program. To collect quantitative data, a pre-test of problem-solving skills and computational thinking skills was applied to the students before the experimental process. After the experimental process, problem-solving skills and computational thinking skills scales were applied as a posttest. The applied pre-test and post-test results were analyzed with the paired sample t-test. Additionally, to collect qualitative data to strengthen the research, an interview form was applied to obtain the opinions of the students about the experimental process. In line with the findings obtained because of the experimental study, it can be said that the mind game activities have a positive effect on the students' computational thinking and problem-solving skills, and the lesson turns into more fun.

In today's digital era, the need for effective problem solving skills is increasingly urgent, especially for preservice counselors who will play an important role in helping individuals overcome various challenges. This research aims to test the effectiveness of Application-assisted Problem Based Learning (PBL). Mobile Learning (MLA) through the Bikonesia platform in improving the problem solving abilities of guidance and counseling students (school counselors initial service). This research method is descriptive qualitative by using a quasi-designpre-test post-test experiment control group design which was carried out for 8 weeks. The subject of this research is students majoring in guidance and counseling in one academic year Treatment using the PBL process is divided into five stages: Problem analysis and learning, Discovery and reporting, Solution presentation and reflection, Overview, integration, and evaluation. Data was collected using the Problem Solving Skills Scale developed by researchers. Data were analyzed using an independent t test to compare data stop you And post-test. Hypothesis test results show that Sig. This shows that the model Problem Based Learning (PBL) assisted by Application Mobile Learning (Bikonesia) has a significant effect on improving problem solving abilities Preservice Counselor. Future researchers should consider or even test multiple skills simultaneously through PBL. The implications of this research are can encourage educational institutions to integrate mobile technology in the learning process, considering its effectiveness in improving problem-solving skills.

Problem-based learning (PBL) is an instructional approach in which students learn course content by using a structured approach to collaboratively solving complex real-world problems. PBL addresses widespread industry concern that graduates of technician and engineering programs often have difficulty applying their technical knowledge to novel situations and working effectively in teams. Over the past 9 years, the PBL Projects of the New England Board of Higher Education (Boston, MA) have developed instructional strategies and materials that research shows address industry concerns by improving student learning, retention, critical thinking and problem-solving skills as well as the transfer of knowledge to new situations. In this paper we present a retrospective of the PBL Projects, three National Science Foundation Advanced Technology Education (NSF-ATE) projects that developed twenty interdisciplinary multi-media PBL case studies called in the topic areas of optics/photonics, sustainable technology and advanced manufacturing, provided faculty professional development in the use of PBL in the classroom to teachers across the U.S. and abroad, and conducted research on the efficacy of the PBL method. We will describe the resources built into the Challenges to scaffold the development of students’ problem solving and critical thinking skills and the support provided to instructors who wish to create a student-centered classroom by incorporating PBL. Finally, we will discuss plans for next steps and examine strategies for taking PBL to the next level through actual industry-based problem solving experiences.

Critical thinking and problem-solving skills are essential components of 21st-century education goals. Weak problem-solving and higher-order thinking skills (HOTS) can become problematic for students studying physics, particularly in the context of magnetism. To address this issue, efforts are being made to improve physics problem-solving skills through the application of problem-based learning (PBL) and HOTS. The study aims to determine whether students' physics problem-solving skills are better when using PBL-HOTS compared to PBL alone. Additionally, the study aims to determine the improvement and profile of physics problem-solving skills according to Heller after the application of PBL-HOTS on magnetism material. The study employed a mixed-methods sequential explanatory pre-test post-test control group design. The participants were ninth-grade students from SMP Negeri 1 Kersana during the 2021/2022 academic year. The sample was selected using purposive sampling, with Class IX A as the experimental group and Class IX C as the control group. Data was collected using a physics problem-solving test, including descriptions, interviews, and post-test documentation checks. The t-test results indicate that students who applied PBL-HOTS had better physics problem-solving skills than those who applied PBL. Additionally, the N-Gain test showed a moderate increase in students' physics problem-solving skills after the application of PBL-HOTS, with an average N-Gain score of 0.4785. The results of interviews and examination of posttest documentation support Heller's profile of students' physics problem-solving skills. This includes indicators of focusing on the problem (84.69%), describing physics concepts (70.94%), planning solutions (87.81%), implementing problem-solving plans (95.63%), and evaluating solutions (46.88%).

Problem-solving are skill that students need to have in this era. However, PISA 2022 data shows that the problem-solving skills aspect of students in Indonesia is still low, so a learning model is needed to develop problem-solving skills. The model that can be used is problem-based learning with the integration of local potential. Problem-based learning integrated with local potential makes learning more active and contextualized to improve problem-solving and student learning outcomes. This study aims to determine the influence of local potential integration in the problem-based learning model on problem-solving skills and biology learning outcomes of Senior High School students in industrial agricultural area. This research is a type of quasi experiment with a pretest-posttest non-equivalent control group design conducted at SMA Negeri Mumbulsari. Analysis of the data obtained was done with ANCOVA. The results of data analysis on the score of problem-solving skills obtained a significance (sig.) of 0,000 &lt;0,05. While data analysis on the score of learning outcomes obtained a significance (sig.) of 0,009 &lt;0,05. The results showed that there was an influence of local potential integration in the problem-based learning model on problem-solving skills and biology learning outcomes of Senior High School students in industrial agricultural area. Keywords: Local Potential, Problem-Based Learning, Problem-Solving Skills, Learning Outcomes

Science and technology are rapidly developing in the 21st century which requires educators to facilitate real-life problem-based learning activities and the application of science that can stimulate problem-solving skills with science considerations. This research aims to determine the correlation of science literacy and concept understanding with students' problem solving skills and variables that are more influential in improving problem solving skills. The research sample consisted of 34 students of eleventh class of State Senior High School (SSHS) 6 of Malang who took Biology as an elective subjects. The variables measured in this study, namely predictor variables (science literacy and concept understanding), and criterion variables (problem solving skills). The data of the three variables were obtained from an essay test at the end of the lesson and then analyzed using multiple linear regression test. The results showed that the predictor variables (science literacy and concept mastery) gave a relative contribution to problem solving skills with a percentage of 72.1% and 27.9%, respectively. Science literacy variable is more influential on improving problem solving skills than concept mastery. The results of this study indicate a positive correlation between science literacy and concept understanding with problem solving skills.

This study aims to determine efforts to improve students' HOTS abilities through the Problem Based Learning learning model in social science subject, based on the learning carried out in the previous cycle, there are still a lot of students who have not reached the minimum completeness criteria when answering questions at the HOTS cognitive level. The solution to overcome these problems is using the Problem Based Learning (PBL) learning model. In carrying out this classroom action research, the researchers focused on research that aimed to determine whether there was a change in students' higher-order thinking skills through the application of problem-based learning models, and to find out how much the students' higher-order thinking skills increased using problem-based learning models. This classroom action research was conducted in two cycles of activity with each cycle consisting of two learning meetings. The data collection techniques used in this research are observation and test techniques. Based on the results of the classroom action research that has been carried out, it is concluded that the use of problem-based learning models can be used as an effort to improve participants' Higher Order Thinking Skills (HOTS). students in Social Studies class IX.9 SMP Negeri 2 Singaraja for the 2022/2023 academic year. Based on the results of the data analysis conducted, it is known that after being given action, there was a significant increase in HOTS in students from previously only 46.4% of students increased to 71.4% of students who were at the level of thinking skills. ABSTRAKPenelitian ini bertujuan untuk mengetahui upaya untuk meningkatkan kemampuan HOTS peserta didik melalui model pembelajaran Problem Based Learning pada mata pelajaran IPS. Berdasarkan pembelajaran yang dilakukan siklus sebelumnya, masih banyak peserta didik yang belum mencapai kriteria ketuntasan minimum saat menjawab soal-soal dalam level kognitif HOTS. Solusi untuk mengatasi permasalahan tersebut adalah penggunaan model pembelajaran Problem Based Learning (PBL). Keterlaksanaan penelitian tindakan kelas ini, peneliti memfokuskan penelitian yang bertujuan untuk mengetahui adanya perubahan keterampilan berpikir tingkat tinggi peserta didik melalui penerapan model pembelajaran problem based learning, serta mengetahui seberapa besar peningkatan keterampilan berpikir tingkat tinggi peserta didik dengan menggunakan model pembelajaran problem based learning. Penelitian tindakan kelas ini dilakukan dalam dua siklus kegiatan dengan masing-masing siklus terdiri dari dua pertemuan pembelajaran. Adapun teknik pengumpulan data yang digunakan dalam penelitian ini adalah teknik observasi dan tes. Berdasarkan hasil penelitian tindakan kelas yang telah dilaksanakan diperoleh kesimpulan bahwa pemanfaatan model pembelajaran problem based learning dapat digunakan sebagai salah satu upaya untuk meningkatkan Higher Order Thinking Skills (HOTS) peserta didik pada mata pelajaran IPS kelas IX.9 SMP Negeri 2 Singaraja tahun pelajaran 2022/2023. Berdasarkan hasil analisis data yang dilakukan diketahui bahwa setelah diberikan tindakan terjadi peningkatan HOTS yang cukup signifikan pada peserta didik dari yang sebelumnya hanya 46,4% peserta didik meningkat menjadi 71,4% peserta didik yang berada pada keterampilan berpikir tingkat tinggi.

Purpose: This study aimed to investigate the potential effects of problem-based learning (PBL), predict observe explain (POE), and PBLPOE on students' problem-solving skills and self-efficacy in Biology.This research is based on various facts that problem-solving skills and selfefficacy of Indonesian students in biology subjects are still low.Research Methods: This quasi-experiment employed a pretest-posttest non-equivalent control group design.One hundred and thirty-two (132) tenth graders (aged 15 to 17) from Bengkulu, Indonesia, participated in this study.The participants were homogenous concerning academic abilities.Data were collected using an essay test and observation sheets.

Psychologist and educationalist have recognised that each student has a very different approach to learning and processing information, suggesting dire need to reboot the entire teaching and learning experience. Europe is experiencing a significant decline of interest in STEM subjects among students which has become a major concern as engineers and technicians are struggling with the problem of skewed image and declining public recognition which is leading to shortage of scientific and technological staff. To deal with the crises, amalgamation of education with different strategies have become a new trend. Strategies like multimedia assisted learning materials and Problem-based Learning (PBL) can inculcate clarity and motivation in students by employing edutainment-based pedagogical approach. In this paper, we present a study of the impacts of multimedia assisted learning materials and PBL on students subjective feelings and learning outcomes during a Programming module. This study was conducted as part of the NEWTON Project Programming Large-scale Pilot deployed in Dublin City University (DCU). The NEWTON Project, funded by EU Horizon 2020, aims at developing a networked platform to assist the delivery of innovative learning approaches, such as PBL, game-based learning, and technology-enhanced learning materials, including virtual labs, virtual reality, multimedia content, mulsemedia content, and fabrication labs. The combination of multimedia assisted learning materials and PBL was delivered through the NEWTELP Platform and was utilized during the lab sessions in two consecutive weeks in the EM108 Software Development for Engineers in DCU. Students were first given a series of videos that cover the knowledge related to “array”, then they worked in groups of 3 to solve a PBL project, called “Morra”. After they finished the project, they were asked to fill in a questionnaire which includes questions covering aspects such as affective state, problem solving skills, and team work. Each student also got a mark according to their codes and the final report of the PBL project. In total, we received valid questionnaire results and marks from 34 students. Results of the questionnaire indicate that students give importance to the team work as 58.83% and 67.65% of them agreed or strongly agreed that they enjoyed working as part of a team and they were willing to forego personal goals for the benefit of the group. Regarding problem solving skills, 61.76%, 67.64% and 70.58% of students gave positive feedbacks to the question “The project has helped me to develop my problem-solving skills”,” I can apply a variety of problem-solving approaches” and “I am able to express disagreement or disappointment directly”, respectively. Moreover, 56% of students agreed or strongly agreed the multimedia assisted learning materials and PBL made them more interested in the Programming course. The analysis of students’ PBL project marks shows that the vast majority of them got very good marks: 84.5% of them got marks between 80 to 100 (out of 100). Only 3% of them got marks below 40.