Transforming turbomachinery education: A constructivist approach with an interactive PBL dashboard

This study is aimed to determine the impact of the ticker timer experiment using Problem Based Learning (PBL) model on students’ cognitive and affective learning outcomes in Physics. The research used a quasi-experimental method which is conducted in one of the senior high schools in Semarang, Indonesia. The research subject for both experimental and control classes was chosen randomly from the population. The experimental class carried out the learning using the PBL model-based experiment and the control class implemented the Direct Instruction model. The cognitive and affective learning outcomes were collected through the test and the observation sheets. The data analysis used the t-test statistical method. The results showed that there were differences in cognitive learning outcomes between the control class and the experiment class (t count = 1.993> t table = 1.667). Based on the results of the observations also found differences in students' affective learning outcomes with the average value of the experimental class was 25 which is in the very good category and 23.21 for the control class which is in the good category. Based on the results of the discussion, it can be concluded that the PBL model-based experiment has a significant impact on students' cognitive and affective learning outcomes

Problem based learning (PBL) arguably represents the most significant development in education over the past five decades. It has been promoted as the curriculum of choice, and since its introduction in the 1960's, has been widely adopted by many medical and dental schools. PBL has been the subject of much published literature but ironically, very little high quality evidence exists to advocate its efficacy and subsequently justify the widespread curriculum change. The purpose of this review is to classify and interpret the available evidence and extract relevant conclusions. In addition, it is the intent to propose recommendations regarding the relative benefits of PBL compared with conventional teaching. The literature was searched using PubMed, ERIC and PsycLIT. Further articles were retrieved from the reference lists of selected papers. Articles were chosen and included according to specific selection criteria. Studies were further classified as randomised controlled trials (RCTs) or comparative studies. These studies were then analysed according to intervention type: whole curricula comparisons and single educational interventions of shorter duration. At the level of RCTs and comparative studies (whole curricula), no clear difference was observed between PBL and conventional teaching. Paradoxically, it was only comparative studies of single PBL intervention in a traditional curriculum that yielded results that were consistently in favour of PBL. Further research is needed to investigate the possibility that multiple PBL interventions in a traditional curriculum could be more effective than an exclusively PBL programme. In addition, it is important to address the potential benefits of PBL in relation to life-long learning of health care professionals.

Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation of problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students. Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation o f problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students.

Biology was a branch of Natural Sciences (IPA) that studies living things and life. Biology learning will be more meaningful when learning can be done outside the classroom. The results of observations conducted at Jakenan Senior High School, showed that biology learning activities more often use student textbooks. This causes students to be less active in expressing their opinions because they only listen to the teacher's explanation. One model that can be applied to the material of environmental change was the Problem Based Learning (PBL) model. This study aims to determine the effectiveness of PBL learning models on student learning outcomes and environmental care attitudes on material changes in the environment. The research population was used all students of class X Science at Jakenan Senior High School in the academic year 2017/2018. The research design used Quasi experimental with the Nonequivalent control group design. The sampling technique uses purposive. So that we got class X IPA 1 as the control of class and class X IPA 3 as the experimental of class. Cognitive learning outcomes were obtained from the pretest-posttest score. Scores of students' environmental care attitudes were obtained from the questionnaire scale of environmental care attitudes. While psychomotor learning outcomes were obtained from students' psychomotor assessment sheets. The results of the analysis of research data with t-test showed that learning outcomes and environmental care attitudes of students in the experimental of class differ significantly compared to the control of class. While the results of the n-gain test on cognitive learning results show the average value of n-gain in the experimental class was 0.68 higher than the control of class which was 0.48. The results of this study indicate that the application of the PBL model to the material of environmental change was effective towards learning outcomes and environmental care attitudes of high school students.

Purpose – This paper aims to share experiences in teaching a Financial Accounting Principles course using a hybrid problem based learning (PBL) method.The three specific objectives of this paper are to document how the PBL project for this course was developed and managed in class, to compare the academic performance of PBL students with non-PBL students, and to investigate the students’ perceptions of how PBL had benefitted them.Method – Based on our experience of the processes in developing and managing the PBL project, we described that process in this paper.Then, from the overall results of 1,148 students taking the Financial Accounting Principles course, we compared the academic performance between PBL and non-PBL students.In addition, we used a questionnaire to find out from the 267 students who had attended the PBL and the traditional non-PBL methods, how the various activities in the Financial Accounting Principles class had benefited them.Findings – The results showed evidence of the superiority of the PBL method.The PBL students out-performed those without the benefit of a PBL experience. The survey results also indicated that a PBL approach provided significant benefits to the students in their presentation skills, teamwork, leadership and ability to use IT.In addition, student responses to the open-ended questions revealed that PBL was an acceptable way of learning accounting.PBL was a challenging way of learning, but it offered great benefi ts; PBL helped our students in the experimental group to improve teamwork, communication and other soft skills.However, we found PBL to be suitable only for students with some basic accounting knowledge. Signifi cance – PBL is an innovative teaching method because it uses problems in stimulating students to learn. This study has shown that PBL is a promising approach in teaching accounting.The major challenge for educators using this approach is to be able to provide well-developed problems in order to achieve the desired learning outcomes of the course.

This study aimed to examine the effect of a Problem-Based Learning (PBL) model integrated with ethnoscience on students’ energy literacy and learning outcomes compared to conventional PBL. A quasi-experimental design was employed using a non-equivalent control group with pre-test and post-test. The population consisted of all 67 Grade X students at SMA Negeri Satu Atap Lembongan, who were divided into experimental and control classes based on their existing class groupings. The experimental group received instruction using the ethnoscience-integrated PBL model, while the control group was taught using standard PBL. Data were collected using validated instruments assessing energy literacy (knowledge, attitudes, and behavior) and cognitive learning outcomes. Results of analyzed using MANCOVA showed that the experimental group experienced significantly higher gains in both energy literacy (p < 0.05) and learning outcomes (p < 0.05) compared to the control group. The findings suggest that integrating ethnoscience into PBL provides contextual relevance and enhances the effectiveness of science instruction. This model can serve as a culturally responsive approach to improve students' scientific understanding and engagement.

<em>This study aims to investigate the application of the Problem Based Learning (PBL) model in improving student learning achievement in the Internal Combustion Engine course for second-semester students of the Mechanical Engineering Education Program, Faculty of Teacher Training and Education, Sebelas Maret University Surakarta, in the 2022 academic year. This research is a classroom action research (CAR) conducted over three cycles, with each cycle consisting of (1) Planning, (2) Implementation, (3) Observation, and (4) Reflection, focusing on actions to improve student learning achievement in the Internal Combustion Engine course. Data collection was carried out using observation methods. The research subjects were students of the Internal Combustion Engine Course, Class A, second semester, of the Mechanical Engineering Education Program, batch 2022, with a total of 42 students. The analysis used in this study is descriptive qualitative analysis. Based on the research results, the application of the Problem Based Learning (PBL) model resulted in an improvement in student learning achievement. The study showed that the students' learning outcomes in the Internal Combustion Engine course in Class A, PTM FKIP UNS, were initially low. The data obtained showed that the percentage of all indicators in the pre-cycle was 69.52%, in the first cycle 96.67%, in the second cycle 72.02%, and in the third cycle 76%. The conclusions drawn from the analysis and discussion of the research are as follows: The application of the Problem Based Learning (PBL) model can improve student learning achievement in the Internal Combustion Engine course in the PTM FKIP UNS, second semester of the 2023 academic year.</em>

Metacognitive awareness is essential in fostering students' ability to regulate their own learning processes, especially in complex subjects like analytical chemistry. This study investigates the effectiveness of a Problem Based Learning (PBL) model assisted by Blended Learning in enhancing metacognitive awareness among university students in the topic of UV-Vis spectroscopy. Using a quasi-experimental design, two groups were compared: an experimental group receiving PBL combined with Blended Learning, and a control group receiving conventional PBL. Data collection involved pretest and posttest cognitive assessments, metacognitive awareness questionnaires, and observation of student engagement on the Edmodo platform. The results demonstrate significant improvement in the experimental group’s posttest cognitive scores (mean = 85.59) compared to the control group (mean = 77.37), with effects also observed in metacognitive awareness and self-regulation skills (p < 0.05). These findings suggest that integrating Blended Learning into the PBL framework can effectively enhance cognition, metacognitive skills, and student motivation in chemistry education. The study encourages the adoption of this blended instructional strategy and further research on its wider applicability.

This study aims to determine the effect of the problem based learning (PBL) model with the POLYA technique on students' cognitive learning outcomes on the subject matter of business and energy in class X semester II Senior High School Negeri 1 Batang Kuis in 2018/2019 Academic years. This type of research was a quasi experiment with a two group pretest-posttest design. The population of all students of class X Senior High School Negeri 1 Batang Kuis which consists of five classes. The sample selection was done by using cluster random sampling technique. The study involved two classes, namely the experimental class and the control class who were given different treatments. The experimental class and control class each consisted of 30 students. The experimental class was treated with the problem based learning (PBL) model with the POLYA technique and the control class was treated with the conventional learning model. The instrument used in this study was a cognitive learning outcome test in the form of a problem with a total of 8 questions with POLYA's technique scoring guidelines and student activity sheets. The data in this study were analyzed using hypothesis testing t-test. The results showed that there were significant differences, so it can be concluded that there was an effect of using the problem based learning (PBL) model with the POLYA technique on students' cognitive learning outcomes on the subject matter of business and energy in class X Semester II Senior High School Negeri 1 Batang Kuis.

This study investigates the effectiveness of problem-based learning (PBL) materials integrated with critical thinking skills in enhancing English as a Foreign Language (EFL) learners’ reading comprehension and linguistic awareness. Employing a mixed-method concurrent embedded design, the research involved 75 senior high school students in Central Lombok, Indonesia, divided into experimental and control groups. The experimental group received PBL-based instruction, while the control group was taught using non PBL instruction. Quantitative data were collected through pre- and post-tests on reading comprehension and linguistic awareness, complemented by a critical thinking assessment. Qualitative data were obtained from learner interviews to capture perceptions and experiences. The results revealed that the experimental group demonstrated significant improvements in both reading comprehension and linguistic awareness compared to the control group. Statistical analyses, including t-tests and ANOVA, confirmed the positive impact of integrating PBL with critical thinking, with reading comprehension showing greater gains than linguistic awareness. Qualitative findings further highlighted that students valued the collaborative, problem-solving nature of PBL, which fostered deeper engagement with texts and encouraged reflection. However, while improvements in critical thinking were evident, they were relatively modest, suggesting the need for explicit scaffolding of higher-order reasoning within the PBL framework. The findings confirm that PBL integrated with critical thinking constitutes an effective instructional model for promoting EFL learners’ linguistic and cognitive development, offering valuable implications for teachers, curriculum designers, and policymakers seeking to foster meaningful, student-centered language learning.

ABSTRACTThe benefits of problem-based learning (PBL) to student learning have prompted researchers to investigate this pedagogical approach over the past few decades. However, little research has examined how PBL can be applied to mathematics learning and teaching, especially in countries like Taiwan, where the majority of teachers are accustomed to lecture methods and students are used to this style of teaching. This study examines the actions of a teacher and her class of 35 fifth-grade students (10–11-year-olds) as they tried to take on and respond to the demands of their new roles as “facilitator” and “constructors”, respectively, during a one-year PBL intervention in a Taiwanese mathematics classroom. Our findings provide insights into classroom participants’ role transition, from a customary role to a new role, when engaging with PBL. We identify an interrelationship between the teacher and student roles and discuss implications for the implementation of PBL at the primary education level.

Today’s sprouting medical technology demands that students are more innovative in their approach towards medical practice. Problem based learning (PBL) has proven to be one of the most efficacious disciplines aimed at improving problem-solving skills and self-directed learning. The objective of this study was to review students’ perspectives on the implementation and effectiveness of PBL at Avalon University School of Medicine (AUSOM). A cross-sectional questionnaires survey was conducted among basic science students with qualitative and quantitative questionnaires. The response recorded and the data analysed using Stata-15 (StataCorp LLC). Most students believed PBL was beneficial to learning. 82.18% (n=83) agreed that they benefited from PBL and 91.09 % (n=92) were in concordance PBL provided a positive learning environment to enhance their understanding. The most important objectives of PBL identified by the students were to improve the presentation skills, enhance depth of understanding and develop critical thinking. PBL is helpful in improving students understanding of the basic medical science courses, allowing for self-improvement. PBL allows students to actively engage in the collaborative active learning process. It is imperative PBL should be introduced early in pre-clinical years and implemented effectively to enhance the learning environment with the favourable outcome.

This research .was based on the results of a preliminary study conducted at SMPN 16 Padang, which showed that students' cognitive learning outcomes were still not optimal in science learning. This research aims to determine the influence of the video-assisted Problem Based Learning (PBL) model on learning outcomes for Indonesian Ecology and Biodiversity Material. This type of research is a quasi experiment with a non equivalent control group design research design. The population in this study were all the 7th grader at SMPN 16 Padang. Sampling used purposive sampling technique. So we obtained one experimental class by applying the video-assisted Problem Based Learning model, namely class VII.6 and one control class with the conventional learning model, namely class VII.7. Data collection was carried out through pre-test and post-test. The data obtained were analyzed using inferential statistical analysis and the results obtained from the similarity test of the two pre-test and post-test averages were respectively 0.067 for the pre-test sig, and 0.000 for the post-test sig, which means that H0 is rejected or there is a significant difference in both classes because sig < 0.05. Thus, it can be concluded that there is a significant influence of the application of the video-assisted PBL model on the learning outcomes of Indonesian ecology and biodiversity material.

“This study aims to improve the mathematics learning outcomes of grade V students of SDN Teluk Dalam 9 Data Presentation material by applying the Problem Based Learning model. The main problems found are the lack of understanding of basic concepts and the lack of active involvement of students in the learning process. This research uses a qualitative approach with the type of Classroom Action Research (PTK) which uses a cycle model design by Kemmis and Taggart which is carried out for two cycles. The type of data used is qualitative data in the form of observations, interviews and quantitative data in the form of student learning outcomes. Data analysis is calculated based on the percentage scale and indicators of classical learning completeness that have been set. The results showed a significant improvement in students' cognitive, affective, and psychomotor learning outcomes. The number of students who were cognitively complete increased from 56.52% of students in the first cycle to 100% of students in the second cycle. In the affective realm, students who showed a positive learning attitude increased from 60.86% to 86.95% of students, while in the psychomotor realm, students' ability to present data increased from 47.82% to 91.30% of students. In addition to increasing learning outcomes, there is also an increase in student and teacher activities in the learning process. Based on the results of this study, it can be concluded that learning using the Problem Based Learning model is effectively used to improve student learning outcomes in mathematics learning, especially in data presentation materials. ABSTRAK Penelitian ini dirancang untuk meningkatkan pembelajaran matematika pada siswa kelas V SDN Teluk Dalam 9, khususnya mengenai materi Penyajian Data melalui penerapan model Problem Based Learning. Masalah utama yang teridentifikasi adalah rendahnya pemahaman terhadap konsep dan minimnya partisipasi aktif para siswa dalam pembelajaran. Dalam penelitian ini, pendekatan yang digunakan adalah kualitatif dengan jenis Penelitian Tindakan Kelas (PTK) yang menerapkan model siklus seperti yang dirancang oleh Kemmis dan Taggart, dilaksanakan dalam dua siklus. Data yang dikumpulkan terdiri dari data kualitatif yang berupa observasi dan wawancara, serta data kuantitatif yang mencakup hasil belajar siswa. Analisis data dilakukan dengan menggunakan skala persentase dan indikator ketuntasan belajar secara klasikal yang telah ditentukan. Hasil yang diperoleh menunjukkan adanya kemajuan signifikan dalam kinerja kognitif, afektif, dan psikomotorik siswa Jumlah siswa yang mencapai ketuntasan secara kognitif bertambah dari 56,52% pada siklus I menjadi 100% pada siklus II. Dalam aspek afektif, proporsi siswa yang menunjukkan sikap belajar positif meningkat dari 60,86% menjadi 86,95%, sementara dalam aspek psikomotorik, kemampuan siswa dalam penyajian data meluas dari 47,82% menjadi 91,30%. Selain peningkatan hasil belajar, terdapat pula peningkatan dalam aktivitas siswa dan guru selama proses pembelajaran. Berdasarkan temuan ini, dapat disimpulkan bahwa penggunaan model Problem Based Learning terbukti efektif untuk memperbaiki hasil belajar siswa dalam pelajaran matematika, terutama pada materi penyajian data.

Like many subjects taught to engineering students, the teaching of system dynamics typically has been based on a traditional didactic approach. However, there appears to be a shift away from the traditional approach to teaching system dynamics toward alternative methods of delivery such as problem-based learning (PBL) and distance-based learning. In particular, the use of modern technologies can be used to improve the effectiveness of teaching system dynamics in engineering and other courses. This article presents a critical appraisal of the application of modern education technologies in teaching and delivering system dynamics courses. The article suggests that PBL is a more effective approach to teaching system dynamics than conventional methods. Thus, a PBL framework that uses various education technologies such as the Internet, e-mail, CD-ROMs, teletutorials, and teleconferencing is proposed. The design of a PBL framework and its use as a teaching tool are presented and discussed. Future developments of the proposed learning framework are also discussed. © 2000 John Wiley & Sons, Inc. Comput Appl Eng Educ 8: 1–10, 2000