A Comparison of the Problem-Solving Skills of Students in PjBL versus CPjBL Model: An Experimental Study

Autor/inn/en	Jalinus, Nizwardi; Syahril; Nabawi, Rahmat Azis
Titel	A Comparison of the Problem-Solving Skills of Students in PjBL versus CPjBL Model: An Experimental Study
Quelle	11 (2019) 1, S.36-43 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Jalinus, Nizwardi) ORCID (Syahril) ORCID (Nabawi, Rahmat Azis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-8932
Schlagwörter	Problem Solving; Problem Based Learning; Active Learning; Student Projects; Skill Development; Competence; Cooperative Learning; Group Activities; Instructional Effectiveness; Educational Objectives; Student Motivation; College Students; Vocational Education; Engineering Education; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Problemlösen; Problem-based learning; Problemorientiertes Lernen; Aktives Lernen; Schulprojekt; Kompetenzentwicklung; Qualifikationsentwicklung; Kompetenz; Kooperatives Lernen; Gruppenaktivität; Unterrichtserfolg; Educational objective; Bildungsziel; Erziehungsziel; Schulische Motivation; Collegestudent; Ausbildung; Berufsbildung; Ingenieurausbildung; Ausland; Indonesien
Abstract	Each learning model has different pattern and approach that will affect the learning outcomes. Thus, a study is required focused on the effect of implementing the learning model so that it can become a reference for teachers. The study aimed to compare the students' problem-solving skills using Project Based Learning (PjBL) model and Cooperative-Project Based Learning (CPjBL) model implementation. The study was carried using out a quasi-experiment method. To reveal problem-solving skills, students used the authentic Assessment technique. A t-test was used to analyse data. The results of the study showed that there is a significant difference in students' problem-solving skills between the PjBL and the CPjBL model, and that these differences are strongly influenced by the syntax or stages of the instructional model. Results show that CPjBL is more effective to improve students' problem-solving skills. In PjBL model, learning activities are directed to project assignment, while in CPjBL model, learning activities of students began with motivation to achieve the learning outcomes, which were provided by modules through cooperative learning, understanding the concept and work principles through instructional media, prototype, discussion and demonstration. The cooperative learning made students group learning more structured corresponded with learning topic assigned. The student's group would continue to carry out a project assignment with permanent members and learning topic. The CPjBL model is more superior than PjBL model in accordance with the ability of the students as the syntax of the model is systematically organized based on learning hierarchy. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01