The Effect of Problem-Based Learning on Lateral Thinking Skills

Autor/inn/en	Mustofa, Romy Faisal; Hidayah, Yeni Ratna
Titel	The Effect of Problem-Based Learning on Lateral Thinking Skills
Quelle	In: International Journal of Instruction, 13 (2020) 1, S.463-474 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Problem Based Learning; Thinking Skills; Biology; High School Students; Creative Thinking; Learning Processes; Science Instruction; Instructional Effectiveness; Foreign Countries; Cooperative Learning; Indonesia + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Denkfähigkeit; Biologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kreatives Denken; Learning process; Lernprozess; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Ausland; Kooperatives Lernen; Indonesien
Abstract	This study explores the effect of problem-based learning on students' lateral thinking skills in biology subjects, the concept of environmental change. This quantitative research uses a quasi-experimental model with a pre-test post-test control group design. The population in this study were students of class X MIPA Integrated High School Riyadlul Ulum academic year 2018/2019. The sample used was 2 classes consisting of 64 students taken using the cluster random sampling technique. The lateral thinking skills test includes four lateral thinking factors, namely recognizing the dominant ideas of the problem, looking for different ways of looking at things looking for different ways of looking at things, loosening rigid ways of thinking and using random ideas to generate new ideas. Test is organized in essay consisting of 20 items. Data on lateral thinking skills were obtained from the pre-test and post-test scores. Result of the research concludes that there is a significant influence of PBL model on students' lateral thinking ability. Of the four lateral thinking factors that was studied, the factor recognizes the dominant idea of the problem became the factor whose average score is the most different between the PBL group and the non-PBL group. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01