problem based learning dan problem solving

Problem-Based Learning (PBL)

What is Problem-Based Learning (PBL)? PBL is a student-centered approach to learning that involves groups of students working to solve a real-world problem, quite different from the direct teaching method of a teacher presenting facts and concepts about a specific subject to a classroom of students. Through PBL, students not only strengthen their teamwork, communication, and research skills, but they also sharpen their critical thinking and problem-solving abilities essential for life-long learning.

By working with PBL, students will:

Become engaged with open-ended situations that assimilate the world of work
Participate in groups to pinpoint what is known/ not known and the methods of finding information to help solve the given problem.
Investigate a problem; through critical thinking and problem solving, brainstorm a list of unique solutions.
Analyze the situation to see if the real problem is framed or if there are other problems that need to be solved.

How to Begin PBL

Establish the learning outcomes (i.e., what is it that you want your students to really learn and to be able to do after completing the learning project).
Find a real-world problem that is relevant to the students; often the problems are ones that students may encounter in their own life or future career.
Discuss pertinent rules for working in groups to maximize learning success.
Practice group processes: listening, involving others, assessing their work/peers.
Explore different roles for students to accomplish the work that needs to be done and/or to see the problem from various perspectives depending on the problem (e.g., for a problem about pollution, different roles may be a mayor, business owner, parent, child, neighboring city government officials, etc.).
Determine how the project will be evaluated and assessed. Most likely, both self-assessment and peer-assessment will factor into the assignment grade.

Designing Classroom Instruction

How to Orchestrate a PBL Activity

Explain Problem-Based Learning to students: its rationale, daily instruction, class expectations, grading.
Serve as a model and resource to the PBL process; work in-tandem through the first problem
Help students secure various resources when needed.
Supply ample class time for collaborative group work.
Give feedback to each group after they share via the established format; critique the solution in quality and thoroughness. Reinforce to the students that the prior thinking and reasoning process in addition to the solution are important as well.

Teacher’s Role in PBL

The Role of the Students

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Center for Teaching Innovation

Resource library.

Establishing Community Agreements and Classroom Norms
Sample group work rubric
Problem-Based Learning Clearinghouse of Activities, University of Delaware

Problem-Based Learning

Problem-based learning  (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning. 

Why Use Problem-Based Learning?

Nilson (2010) lists the following learning outcomes that are associated with PBL. A well-designed PBL project provides students with the opportunity to develop skills related to:

Working in teams.
Managing projects and holding leadership roles.
Oral and written communication.
Self-awareness and evaluation of group processes.
Working independently.
Critical thinking and analysis.
Explaining concepts.
Self-directed learning.
Applying course content to real-world examples.
Researching and information literacy.
Problem solving across disciplines.

Considerations for Using Problem-Based Learning

Rather than teaching relevant material and subsequently having students apply the knowledge to solve problems, the problem is presented first. PBL assignments can be short, or they can be more involved and take a whole semester. PBL is often group-oriented, so it is beneficial to set aside classroom time to prepare students to  work in groups  and to allow them to engage in their PBL project.

Students generally must:

Examine and define the problem.
Explore what they already know about underlying issues related to it.
Determine what they need to learn and where they can acquire the information and tools necessary to solve the problem.
Evaluate possible ways to solve the problem.
Solve the problem.
Report on their findings.

Getting Started with Problem-Based Learning

Articulate the learning outcomes of the project. What do you want students to know or be able to do as a result of participating in the assignment?
Create the problem. Ideally, this will be a real-world situation that resembles something students may encounter in their future careers or lives. Cases are often the basis of PBL activities. Previously developed PBL activities can be found online through the University of Delaware’s PBL Clearinghouse of Activities .
Establish ground rules at the beginning to prepare students to work effectively in groups.
Introduce students to group processes and do some warm up exercises to allow them to practice assessing both their own work and that of their peers.
Consider having students take on different roles or divide up the work up amongst themselves. Alternatively, the project might require students to assume various perspectives, such as those of government officials, local business owners, etc.
Establish how you will evaluate and assess the assignment. Consider making the self and peer assessments a part of the assignment grade.

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (2nd ed.).  San Francisco, CA: Jossey-Bass. 

Problem-Based Learning

1 Understand
2 Get Started
3 Train Your Peers
4 Related Links

What is Problem-Based Learning

Problem-based learning & the classroom, the problem-based learning process, problem-based learning & the common core, project example: a better community, project example: preserving appalachia, project example: make an impact.

All Toolkits

A Learning is Open toolkit written by the New Learning Institute.

Problem-based learning (PBL) challenges students to identify and examine real problems, then work together to address and solve those problems through advocacy and by mobilizing resources. Importantly, every aspect of the problem solving process involves students in real work—work that is a reflection of the range of expertise required to solve issues in the world outside of school.

While problem-based learning can use any type of problem as its basis, the approach described here is deliberately focused on local ones. Local problems allow students to have a meaningful voice, and be instrumental in a process where real, recognizable change results. It also gives students opportunities to source and interact with a variety of local experts.

In many classrooms teachers give students information and then ask them to solve problems at the culmination of a unit. Problem-based learning turns this on its head by challenging students to define the problem before finding the resources necessary to address or solve it. In this approach, teachers are facilitators: they set the context for the problem, ask questions to propel students’ interests and learning forward, help students locate necessary resources and experts, and provide multiple opportunities to critique students’ process and progress. In some cases, the teacher may identify a problem that is connected to existing curriculum; in others the teacher may assign a larger topic and challenge the students to identify a specific problem they are interested in addressing.

This approach is interdisciplinary and provides natural opportunities for integrating a variety of required content areas. Because recognizing and making relationships between content areas is a necessary part of the problem-solving process—as it is in the real world—students are building skills to prepare them for life, work, and civic participation. Problem-based learning gives students a variety of ways to address and tackle a problem. It encourages everyone to contribute and rewards different kinds of success. This builds confidence in students who have not always been successful in school. With the changing needs of today’s world, there is a growing urgency for people who are competent in a range of areas including the ability to apply critical thinking to complex problems, collaborate, network and gather resources, and communicate and persuade others to actively take up a cause.

Problem-based learning builds agency & independence

Although students work collaboratively throughout the process, applying a wide range of skills to new tasks requires them to develop their own specialties that lead to greater confidence and competency. And because the process is student-driven, students are challenged to define the problem, conduct comprehensive research, sort through multiple solutions and present the one that allows them best move forward. This reinforces a sense of self-agency and independence.

Problem-based learning promotes adaptability & flexibility

Investigating and solving problems requires students to work with many different types of people and encounter many unknowns throughout the process. These experiences help students learn to be adaptable and flexible during periods of uncertainty. From an academic standpoint, this flexible mindset is an opportunity for students to develop a range of communication aptitudes and styles. For example, in the beginning research phases, students must gather multiple perspectives and gain a clear understanding of their various audiences. As they move into the later project phases they must develop more nuanced ways to communicate with each audience, from clearly presenting information to persuasion to defending the merits of a new idea.

Problem-based learning is persistent

Educators recognize that when students are working towards a real goal they care about, they show increased investment and willingness to persist through challenges. Problem-based learning requires students to navigate many variables including the diverse personalities on a project team, the decisions and perspectives of stakeholders, challenging and rigorous content, and real world deadlines. Students will experience frustration and failure, but they will learn that working though that by trying new things will be its own reward. And this is a critical lesson that will be carried on into life and work.

Problem-based learning is civically engaged

Because problem-based learning focuses on using local issues as jumping off points it gives students a meaningful context in which to voice their opinions and take the initiative to find solutions. Problems within schools and communities also provide opportunities for students to work directly with stakeholders (i.e. the school principal or a town council member) and experts (i.e. local residents, professionals, and business owners). These local connections make it more likely that students will successfully implement some aspect of their plan and gives students firsthand experience with civic processes.

A problem well put is half solved. – John Dewey

The problem-based learning process described in this toolkit has been refined and tested through the Model Classroom Program, a project of the New Learning Institute. Educators throughout the United States participated in this program by designing, implementing, and documenting projects. The resulting problem-based learning approach provides a clear process and diverse set of tools to support problem-based learning.

The problem-based learning process can help students define problems in new ways, explore multiple perspectives, challenge their thinking, and develop the real-world skills needed for planning and carrying out a project. Beyond this, because the approach emphasizes local and community-based issues, this process develops student drive and motivation as they work towards a tangible end result with the potential to impact their community.

Make it Real

The world is full of unsolved problems and opportunities just waiting to be addressed. The Make It Real phase is about identifying a real problem within the local community, then conducting further investigation to define the problem.

Identify what you do and don’t know about the problem Brainstorm what is known about the problem. What do you know about it at the local level? Is this problem globally relevant? How? What questions would you investigate further?

Discover the problem’s root causes and impacts on the community While it’s easy to find a problem, it’s much harder to understand it. Investigate how the problem impacts different people and places. As a result of these investigations, students will gain a clearer understanding of the problem.

Make it Relevant

Problems are everywhere, but it can often be difficult to convince people that a specific problem should matter to them. The word relevant is from the Latin root meaning “to raise” or “to lift up.” To Make It Relevant, elevate the problem so that people in the community and beyond will take interest and become invested in its resolution. Make important connections in order to begin a plan to address the problem.

Field Studies

Collect as much information as possible on the problem. Conduct the kind of research experts in the field—scientists and historians—conduct. While online and library research is a good starting point, it’s important that students get out into the real world to conduct their own original research! This includes using methods such as surveys, interviews, photo and video documentation, collection of evidence (such as science related activities), and working with a variety of experts and viewpoints.

Develop an action-plan Have students analyze their field studies data and create charts, graphs, and other visual representations to understand their findings. After analyzing, students will have the information needed to develop a plan of action. Importantly, they’ll need to consider how best to meet the needs of all stakeholders, which will include a diverse community such as local businesses, community members, experts, and even the natural world.

Make an Impact

Make An Impact with a creative implementation based on the best research-supported ideas. In many cases, making an impact is about solving the problem. Sometimes it’s about addressing it, making representations to stakeholders, or presenting a possible solution for future implementation. At the most rigorous level, students will implement a project that has lasting impact on their community.

Put your plan into action See the hard work of researching and analyzing the problem pay off as students begin implementing their plans. In so doing, they’ll act as part of a team creating a product to share. Depending on the problem, purpose, and audience, their products might be anything from a website to an art installation to the planning of a community-wide event.

Share your findings and make an impact Share results with important stakeholders and the larger community. Depending on the project, this effort may include awareness campaigns, a persuasive presentation to stakeholders, an action-oriented campaign, a community-wide event, or a re-designed program. In many cases this “final” act leads to the beginning of another project!

With the Common Core implementation, teachers have found different strategies and resources to help align their practice to the standards. Indeed, many schools and districts have discovered a variety of solutions. When considering Common Core alignment, the opportunity presented by methods like problem-based learning hinges on a belief in the art of teaching and the importance of developing students’ passion and love of learning. In short, with the ultimate goal of making students college-, career-, and life-ready, it’s essential that educators put students in the driver’s seat to collaboratively solve real problems.

The Common Core ELA standards draw a portrait of a college- and career-ready student. This portrait includes characteristics such as independence, the ability to adapt communication to different audiences and purposes, the ability to comprehend and critique, appreciation for the value of evidence (when reading and when creating their own work), and the capability to make strategic use of digital media. Developing creative solutions to complex problems provides students with multiple opportunities to develop all of these skills.

Independence

Students are challenged to define the problem and conduct comprehensive research, then present solutions. This student-driven process requires students to find multiple answers and think critically about the best way to act, ultimately building confidence and independence.

Adapting Communication to Different Audiences and Purposes

In the initial research phases, students must gather multiple perspectives and gain a clear understanding of who those audiences are. As they move into the later project phases, they must communicate in a variety of ways (including informative and persuasive methods) to reach diverse audiences.

Comprehending and Critiquing

In examining multiple perspectives, students must summarize various viewpoints, addressing their strengths and critiquing their weaknesses. Furthermore, as students develop solutions they must analyze each idea for its potential success, which compels them to critique their own work in addition to the work of others.

Valuing Evidence

Collecting evidence is essential to the process, whether through visual documentation of a problem, uncovering key facts, or collecting narratives from the community.

Strategic Use of Digital Media

The use of digital media is naturally integrated throughout the entire process. The problem-based learning approach not only builds the specific 21st century skills called for by the Common Core, it also embraces practices supported by hundreds of years of educational theory. This is not the next new thing – problem-based learning is one example of how vetted best educational practices will meet the needs of a future economy and society; and, more immediately, the new Common Core Standards.

Language Arts

The Key Design Considerations for the English Language Arts standards describe an integrated literacy model in which all communication processes are closely connected. Likewise, the problem-based learning approach expects students to read, write, and speak about the issue (whether through interviews or speeches) in a variety of ways (expository, persuasive). In addition, the Key Design Considerations describe how literacy is a shared responsibility across subject areas. Because problem-based learning is rooted in real issues, these naturally connect to science content areas (environmental sciences, engineering and design, innovation and invention), social studies (community history, geography/land forms), math (including operations such as graphing, statistics, economics, and mathematical modeling), and art. As part of this interdisciplinary model, problem-based learning follows a process that touches on key ELA skill areas including research, a variety of writing styles and formats (both reading and writing in these formats), publishing, and integration of digital media.

It’s also important to note that the Common Core calls for an increase in informational and nonfiction text. This objective is easily met through examining real problems. Quite simply, informational and nonfiction text is everywhere – in newspaper articles, public surveys, government documents, etc. Very often, when reading out of context, many students struggle to work through and comprehend these types of complex texts. Because problem-based learning authentically integrates a real purpose with reading informational text, students work harder to comprehend and apply their reading.

Note: Each project has the potential to meet many additional standards. The standards outlined here are only a sampling of those addressed by this approach.

Reading Standards

CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. In the early phases of problem-based learning, students investigate the topic by reading a range of informational and persuasive texts, and by talking to a variety of experts and community members. As an essential component to these investigations on multiple perspectives, students must be able to understand the purpose of the text, the intended audience, and the individual’s position on the issue (if applicable).

CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. As students consider multiple perspectives on their identified problem, they naturally will seek a wide range of print materials, media resources (videos, presentations), and formats (research studies, opinion pieces). Comparing and contrasting the viewpoints of these various texts will help students shape a more holistic view of the problem.

Writing Standards

CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. As students analyze the problem, multiple opportunities for persuasive writing emerge. In the early project phases, students might summarize their perspective on the problem using key evidence from a variety of research (online, community polling, and discussions with experts). In the later project phases, students might develop a proposal or presentation to persuade others to change personal habits or consider a larger change in the community.

Speaking & Listening Standards

CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Multiple perspectives are an essential component to any problem-based project. As students investigate, they must seek a wide range of opinions and personal stories on the issues. Furthermore, this process is collaborative. Students must trust and work with each other, they must trust and work with key experts, and, in some cases, they must convince others to collaborate with them around a shared purpose or cause.

CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Because each problem-based project requires students to analyze information, share their findings with others, and collaborate on a variety of levels, digital media is naturally integrated into these tasks. Students might create charts, graphs, or other illustrative/photo/video displays to communicate their research results. Students might use a variety of digital formats including graphic posters, video public service announcements (PSAs), and digital presentations to mobilize the community to their cause. Inherent to these processes is special consideration of how images, videos, and other media support key ideas and key evidence and further the effectiveness of their presentation on the intended audience.

Mathematics

Simply put, math is problem solving. Problem-based learning provides multiple opportunities for students to apply and develop their understanding of various mathematical concepts within real contexts. Through the various stages of problem-based learning, students engage in the same dispositions encouraged by the Standards for Mathematical Practice

CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them. Problem-based learning is all about problem solving. An essential first step is understanding the problem as deeply as possible, rather than rushing to solve it. This is a process that takes time and perseverance, both individually and in collaborative student groups.

CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others. As students understand and deconstruct a problem, they must begin to form solutions. As part of this process, they must have evidence (including visual and mathematical evidence) to support their position. They must also understand other perspectives to solving the problem, and they must be prepared to critique those other perspectives based on verbal and mathematical reasoning.

CCSS.Math.Practice.MP4 Model with mathematics. Throughout the process, students must analyze information and data using a variety of mathematical models. These range from charts and graphs to 3-D modeling used in science or engineering projects.

CCSS.Math.Practice.MP5 Use appropriate tools strategically. According to the Common Core Math Practices standard, “Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software.” In addition to providing opportunities to use these tools, problem-based learning asks students to make effective use of digital and mobile media as they collect information, document the issue, share their findings, and mobilize others to their cause.

Students informed the school about the importance of recycling, developed systems to improve recycling options and implemented a school-wide recycling program that involved all students, other teachers, school principals, school custodians, and the county recycling center.

While investigating their local county history, students were challenged to recognize their role in the community and ultimately realize the importance of stewardship for the county’s land, history and culture. Students began by researching their local history through many first hand experiences including museum visits, local resident interviews and visits to places representing the current culture.

Challenged to find ways to make “A Better Community”, students chose to investigate recycling.

They conducted hands-on research to determine the need for a recycling program through a school survey, town trash pickup and visit to the local Landfill and Recycling Center.

Students then developed a proposal for a school-wide recycling program, interviewed the principal to address their concerns and began to carry out their plan.

Students designed recycling bins for each classroom and worked with school janitors to develop a plan for collection.

Students visited each classroom to distribute the recycling bins and describe how to use them. Students developed a schedule for collecting bins and sorting materials. The program continues beyond the initial school-year; students continue to expand their efforts.

Students created Project Playhouse, a live production for the local community. Audience members included community members, parents, and other students. In addition, students designed a quilt sharing Appalachian history, and recorded their work on a community website.

Appalachia has a rich culture full of unique traditions and an impressive heritage, yet many negative stereotypes persist. 6th grade students brainstormed existing stereotypes and their consequences on the community.

Students discussions led them to realize that, in their region, stereotypes were preventing people from overcoming adversity. They set about to conduct further research demonstrating the strengths of Appalachian heritage.

Students investigated Appalachian culture by working with local experts like Tammy Horn, professor at Eastern Kentucky University and specialist in Appalachian cultural traditions; taking a field trip to Logan Hubble Park to explore the natural region; talking with a “coon” hunter and other local Appalachians including quilters, cooks, artists, and writers.

Students developed a plan to curate an exhibition and live production for the local community. Finally, students connected virtually with museum expert Rebecca Kasemeyer, Associate Director of Education at the Smithsonian National Portrait Gallery to discuss exhibition design.

For their final projects students produced a series of works exhibiting Appalachian life, work, play and community structure including a quilt, a theatrical performance and a website.

Students invited the community to view their exhibit and theatrical performance.

Engineering teacher Bryan Coburn presented a scenario to his students inspired by the community’s very real drought, a drought so bad that cars could only be washed on specific days. Students identified and examined environmental issues related to water scarcity in their community.

Based on initial brainstorming, students divided into teams based on specific problems related to a water shortage. These included topics like watering gardens and lawns, watering cars, drinking water to name a few.

Based on their topic, students conducted online research on existing solutions to their specific problem.

Students analyzed their research to develop their own prototypes and plans for addressing the problem. Throughout the planning phase students received peer and teacher feedback on the viability of their prototypes, resulting in many edits before final designs were selected for creation.

Students created online portfolios showcasing their research, 3D designs, and multimedia presentations marketing their designs. Student portfolios included documentation of each stage of the design process, a design brief, decision matrix, a prototype using Autodesk Inventor 3D professional modeling tool, and a final presentation.

Students shared their presentations and portfolios in a public forum, pitching their proposed solution to a review committee consisting of local engineers from the community, the city water manager and the school principal.

Plan Your PBL Experience

Resources to help you plan.

Problem-based learning projects are inspired by students’ real world experiences and the pressing issues and concerns they want to address. Problem-based learning projects benefit teachers by increasing student motivation and engagement, while deepening knowledge and improving essential skills. In spite of the inherent value problem-based learning brings to any educational setting, planning a large project can be an overwhelming task.

Through the New Learning Institute’s Model Classroom, a range of problem-based learning planning tools have been developed and tested in a variety of educational settings. These tools make the planning process more manageable by supporting teachers in establishing the context and/or problem for a project, planning for and procuring the necessary resources for a real-world project (including community organizations, expert involvement, and tools needed for communicating, creating and sharing), and facilitating students through the project phases.

Here are some initial considerations when planning a problem-based learning project. (More detailed tips and planning tools follow.) These questions can help you determine where to begin your project planning. Once you have a clear idea, the problem-based learning planning tools will guide you through the process.

Are you starting from the curriculum? It’s probably tempting to jump in and define a problem for students based on the unit of study. And time constraints may make a teacher-defined problem necessary. If time permits, a problem-based learning project will be more successful if time is built-in for students to define a problem they’d like to address. Do this by building in topic exploration time, and then challenging students to define a problem based on their findings. Including this extra time will allow students to develop their own interests and questions about the topic, deepening engagement and ensuring that students are investigating a problem they’re invested in—all while covering curriculum requirements.

Are you starting from student interest? Perhaps your students want to solve a problem in the school, such as bullying or lack of recycling. Perhaps they’re concerned about a larger community problem, such as a contested piece of parkland that is up for development or a pollution problem in your local waterways. Starting with student interest can help ensure students’ investment and motivation. However, this starting point provides less direct navigation than existing projects or curriculum materials. When taking on a project of this nature, be sure to identify natural intersections with your curriculum. It also helps to enlist community or expert support.

Start Small – Focus on Practices as Entry Points

If you’re new to problem-based learning it makes sense to start small. Many teachers new to this approach report that starting with the smaller practices—such as integrating research methods or having students define a specific problem within a unit of study—ultimately sets the stage for larger projects and more easily leads them to implement a problem-based learning project.

Opportunities to address and solve problems are everywhere. Just look in your own backyard or schoolyard. Better yet, ask students to identify problems within the school community or based on a topic of interest within a unit of study. As you progress through the project, find natural opportunities for research and problem solving by working with the people who are affected by the issue and invested in solving it. Finally, make sure students share their work with an authentic audience who cares about the problem and its resolution.

Be Honest About Project Constraints

When you’re new to problem-based learning, the most important consideration is your project constraints. For example, perhaps you’re required to cover a designated set of standards and content. Or perhaps you have limited time for this project experience. Whatever the constraints, determine them in advance then plan backwards to determine the length and depth of your project.

Identify Intersections With Your Curriculum

Problem-based learning projects are interdisciplinary and have the ability to meet a range of standards. Identify where these intersections naturally occur with the topic students have selected, then design some activities or project requirements to ensure these content areas are covered.

Turn Limitations Into Opportunities

Many educators work in schools with pre-defined curriculum or schedule constraints that make implementing larger projects difficult. In these cases, it may help to find small windows of opportunity during the school day or after school to implement problem-based learning. For example, some teachers implement problem-based learning in special subject courses which have a more flexible curriculum. Others host afterschool “Genius Hour” programs that challenge students to explore and investigate their interests. Whatever opportunity you find, make the work highly visible to staff and parents. Make it an intention to get the school community exploring and designing possibilities of integrating these practices more holistically.

Take Risks and Model Perseverance

The problem-based learning process is messy and full of opportunities to fail, just like real life and real jobs. Many educators share that this is incredibly difficult for their students and themselves. Despite the initial letdown that comes with small failures, it’s important that students see the value in learning from failure and persevering through these challenges. Model risk taking for your students and when you make a mistake or face a challenge, welcome it with open arms by demonstrating what you’ve learned and what you’ll do differently next time around. Let students know that it’s okay to make mistakes; that mistakes are a welcome opportunity to learn and try something new.

Be Less Helpful

A key to building problem-solving and critical thinking capacities is to be less helpful. Let students figure things out on their own. In classroom implementation, teachers repeatedly share that handing over control to the students and “being less helpful” makes for a big mindshift. This shift is often described as becoming a facilitator, which means knowing when to stand back and knowing when to step-in and offer extra support.

Be Flexible

Recognize that there is no one-size-fits-all answer to any problem. Understanding this and being able to identify unique challenges will help students understand that an initial failure is just a bump in the road. Being flexible also helps students focus on the importance of process over product.

Experts are Everywhere

Experts are everywhere; their differing perspectives and expertise help bring learning to life. But think outside the box about who experts are and integrate multiple opportunities for their involvement. Parents and community members who are not often thought of as experts can speak to life, work, and lived historical experiences. Beyond that, the people usually thought of as experts—researchers, scientists, museum professionals, business professionals, university professors—are more available than many teachers think. It’s often just a matter of asking. And don’t take sole responsibility for finding experts! Seek your students’ help in identifying and securing expert or community support. And when trying to locate experts, don’t forget: students can also be experts.

Maintain a List of Your Support Networks

Some schools have brought the practice of working with the community and outside experts to scale by building databases of parent and community expertise and their interest in working with students. See if a school administrative assistant, student intern, or parent helper can take the lead in developing and maintaining this list for your school community.

Encourage Original Research

Online research is often a great starting point. It can be a way to identify a knowledge base, locate experts, and even find interest-based communities for the topic being approached. While online research is literally right at students’ fingertips, make sure your students spend time offline as well. Original research methods include student-conducted surveys, interviewing experts, and working alongside experts in the field.

This Learning is Open toolkit includes a number of tools and resources that may be helpful as you plan and reflect on your project.

Brainstorming Project Details (Google Presentation) This tool is designed to aid teachers as they brainstorm a project from a variety of starting-points. It’s a helpful tool for independent brainstorming, and would also make a useful workshop tool for teachers who are designing problem-based learning experiences.

Guide to Writing a Problem Statement (PDF) You’ve got to start somewhere. Finding—and defining—a problem is a great place to begin. This guide is a useful tool for teachers and students alike. It will walk you through the process of identifying a problem by providing inspiration on where to look. Then it will support you through the process of defining that problem clearly.

Project Planning Templates (PDF) Need a place to plan out each project phase? Use this project planner to record your ideas in one place. This template is great used alone or in tandem with the other problem-based learning tools.

Ladder of Real World Learning Experiences (PDF) Want to determine if your project is “real” enough? This ladder can be used to help teachers assess their project design based on the real world nature of the project’s learning context, type of activities, and the application of digital tools.

Digital Toolkit (Google Doc) This toolkit was developed in collaboration with teachers and continues to be a community-edited document. The toolkit provides extensive information on digital tools that can be used for planning, brainstorming, collaborating, creating, and sharing work.

Assessing student learning is a crucial part of any dynamic, nonlinear problem-based learning project. Problem-based projects have many parts to them. It’s important to understand each project as a whole as well as each individual component. This section of the toolkit will help you understand problem-based learning assessments and help you develop assessment tools for your problem-based learning experiences.

Because the subject of assessments is so complex, it may be helpful to define how it is approached here.

Portfolio-based Assessment

Each phase of problem-based learning has important tasks and outcomes associated with it. Assessing each phase of the process allows students to receive on-time feedback about their process and associated products and gives them the opportunity to refine and revise their work throughout the process.

Feedback-based Assessment

Problem-based learning emphasizes collaboration with classmates and a range of experts. Assessment should include multiple opportunities for peer feedback, teacher feedback, and expert feedback.

Assessment as a System of Interrelated Feedback Tools

These tools may include rubrics, checklists, observation, portfolios, or quizzes. Whatever the matrix of carefully selected tools, they should optimize the feedback that students receive about what and how they are learning and growing.

Assessment Tools

One way to approach developing assessment tools for your students’ specific problem-based learning project is to deconstruct the learning experience into various categories. Together, these categories make up a simple system through which students may receive feedback on their learning.

Assessing Process

Many students and teachers alike have been conditioned to emphasize and evaluate the end product. While problem-based learning projects often result in impressive end products, it’s important to emphasize each stage of the process with students.

Each phase of problem-based learning process emphasizes important skills, from research and data gathering in the early phases to problem solving, collaboration, and persuasion in the later phases. There are many opportunities to assess student understanding and skill throughout the process. The tools here provide many methods for students to self-assess their process, get feedback from peers, and get feedback from their teachers and other adults.

The Process Portfolio Tool (PDF) provides a place for students to collect their work, define their problem and goals, and reflect throughout the process. Use this as a self-assessment tool, as well as a place to organize the materials for student portfolios.

Driving & Reflection Questioning Guidelines (PDF) is a simple tool for teachers who are integrating problem-based learning into the learning process. The tool highlights the two types of questions teachers/facilitators should consider with students: driving questions and reflection questions. Driving questions push students in their thinking, challenging them to build upon ideas and try new ways to solve problems. Reflection questions ask students to reflect on a process phase once it’s complete, challenging them to think about how they think.

The Peer Feedback Guidelines (PDF) will help students frame how they provide feedback to their peers. The guide includes tips on how and when to use these guidelines in different types of forums (i.e. whole group, gallery-style, and peer-to-peer).

The Buck Institute has also developed a series of rubrics that address various project phases. Their Collaboration Rubric (PDF) can help students be better teammates. (Being an effective teammate is critical to the problem-based learning process.) Their Presentation Rubric (PDF) can help students, adult mentors, and outside experts evaluate final presentations. Final presentations are often one of the most exciting parts of a project.

Assessing Subject Matter and Content

A common concern that emerges in any problem-based learning design is whether projects are able to meet all required subject matter content targets. Because many students are required to learn specific content, there is often tension around the student-directed nature of problem-based learning. While teachers acknowledge that students go deeper into specific content during problem-based learning experiences, teachers also want to ensure that their students are meeting all content goals.

Many teachers in the New Learning Institute’s Model Classroom Program addressed this issue directly by carefully examining their curriculum requirements throughout the planning and implementation phases. Begin by planning activities and real world explorations that address core content. As the project evolves, revisit content standards to mark off and record additional standards met and create a contingency plan for those that have not been addressed.

The Buck Institute’s Rubric for Rubrics (DOC) is an excellent source for designing a rubric to fit your needs. Developing a rubric can be the most simple and effective tool for planning a project around required content targets.

Blended learning is another emerging trend that educators are moving towards as a way to both address individualized skill needs and to create space for real world project strategies, like problem-based learning. In these learning environments, students address skill acquisition through blended experiences and then apply their skills through projects and other real world applications. To learn more about blended models, visit Blend My Learning .

Assessing Mindsets and Skills

In addition to assessing process and subject matter content, it may be helpful to consider the other important mindsets and skills that the problem-based learning project experience fosters. These include persistence, problem solving, collaboration, and adaptability. While problem-based learning supports the development of a large suite of 21st century mindsets and skills, it may be helpful to focus assessments on one or two issues that are most relevant. Some helpful tools may include:

The Buck Institute offers rubrics for Critical Thinking (PDF), Collaboration (PDF), and Creativity and Innovation (PDF) that are aligned to the Common Core State Standards. These can be used as is or tailored to your specific needs.

The Character Growth Card (PDF) from the CharacterLab at Kipp is designed for school assessments more than it is for project assessment, but the list of skills and character traits are relevant to design thinking. With the inclusion of a more relevant, effective scale, these can easily be turned into a rubric, especially when paired with the Buck Institute’s Rubric for Rubrics tool.

Host a Teacher Workshop

Teachers are instrumental in sharing and spreading best practices and innovative strategies to other teachers. Once you’re confident in your conceptual and practical grasp of problem-based learning, share your knowledge and expertise with others.

The downloadable presentation decks below (PowerPoint) are adaptable tools for helping you spread the word to other educators. The presentations vary in length and depth. A 90-minute presentation introduces problem-based learning and provides a hands-on opportunity to complete an activity. The half-day and full day presentations provide in-depth opportunities to explore projects and consider their classroom applications. While this series is structured in a way that each presentation builds on the previous one, each one can also be used individually as appropriate. Each is designed to be interactive and participatory.

Getting Started with Problem-based Learning (PPT) A presentation deck for introducing educators to the Learning is Open problem-based learning process during a 90-minute peer workshop.

Dig Deeper with Problem-based Learning – Half-day (PPT) A presentation deck for training educators on the Learning is Open problem-based learning process during a half-day peer workshop.

Dig Deeper with Problem-based Learning – Full day (PPT) A presentation deck for training educators on the Learning is Open problem-based learning process during a full day peer workshop.

Setting up Learning Experiences Using Real Problems

This New York Times Learning Blog article explores how projects can be set-up with real problems, providing many examples and suggestions for this approach.

Title: “ Guest Lesson | For Authentic Learning Start with Real Problems ” Type: Article Source: Suzie Boss. New York Times Learning Blog

Guest Lesson: Recycling as a Focus for Project-based Learning

There are many ways to set-up a project with a real world problem. This article describes the problem of recycling, providing multiple examples of student projects addressing the issue.

Title: “ Guest Lesson | Recycling as a Focus for Project-Based Learning ” Type: Article Source: Suzie Boss. New York Times Learning Blog

Problem-based Learning: Professional Development Inspires Classroom Project

This video features how the Model Classroom professional development workshop model worked in practice, challenging teachers to collaboratively problem-solve using real world places and experts. It also shows how one workshop participant used her experience to design a yearlong problem-based learning project for first-graders called the “Streamkeepers Project.”

Title: Mission Possible: the Model Classroom Type: Video Source: New Learning Institute

Problem-based Learning in an Engineering Class: Solutions to a Water Shortage

Engineering teacher Bryan Coburn used the problem of a local water shortage to inspire his students to conduct research and design solutions.

Title: “ National Project Aims to Inspire the Model Classroom ” Type: Article Source: eSchool News

Making Project-based Learning More Meaningful

This article provides great tips on how to design projects to be relevant and purposeful for students. While it addresses the larger umbrella of project-based learning, the suggestions and tips provided apply to problem-based learning.

Title: “ How to Reinvent Project-Based Learning to Make it More Meaningful ” Type: Article Source: KQED Mindshift

PBL Downloads

Guide to Writing a Problem Statement (PDF)

A walk-through guide for identifying and defining a problem.

Project Planning Templates (PDF)

A planning template for standalone use or to be used along with other problem-based learning tools.

Process Portfolio Tool (PDF)

A self-assessment tool to support students as they collect their work, define their problem and goals, and make reflections throughout the process.

More PBL Downloads

Getting Started with Problem-based Learning (PPT)

A presentation deck for introducing educators to the Project MASH problem-based learning process during a 90-minute peer workshop.

Dig Deeper with Problem-based Learning – Half-day (PPT)

A presentation deck for training educators on the PBL process during a half-day peer workshop.

Dig Deeper with Problem-based Learning – Full day (PPT)

A presentation deck for training educators on the PBL process during a full day peer workshop.

Problem-Based Learning: What and How Do Students Learn?

Published: September 2004
Volume 16 , pages 235–266, ( 2004 )

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problem based learning dan problem solving

Cindy E. Hmelo-Silver 1

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Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills.

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Hmelo-Silver, C.E. Problem-Based Learning: What and How Do Students Learn?. Educational Psychology Review 16 , 235–266 (2004). https://doi.org/10.1023/B:EDPR.0000034022.16470.f3

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Problem based learning: a teacher's guide

December 10, 2021

Find out how teachers use problem-based learning models to improve engagement and drive attainment.

Main, P (2021, December 10). Problem based learning: a teacher's guide. Retrieved from https://www.structural-learning.com/post/problem-based-learning-a-teachers-guide

What is problem-based learning?

Problem-based learning (PBL) is a style of teaching that encourages students to become the drivers of their learning process . Problem-based learning involves complex learning issues from real-world problems and makes them the classroom's topic of discussion ; encouraging students to understand concepts through problem-solving skills rather than simply learning facts. When schools find time in the curriculum for this style of teaching it offers students an authentic vehicle for the integration of knowledge .

Embracing this pedagogical approach enables schools to balance subject knowledge acquisition with a skills agenda . Often used in medical education, this approach has equal significance in mainstream education where pupils can apply their knowledge to real-life problems.

PBL is not only helpful in learning course content , but it can also promote the development of problem-solving abilities , critical thinking skills , and communication skills while providing opportunities to work in groups , find and analyse research materials , and take part in life-long learning .

PBL is a student-centred teaching method in which students understand a topic by working in groups. They work out an open-ended problem , which drives the motivation to learn. These sorts of theories of teaching do require schools to invest time and resources into supporting self-directed learning. Not all curriculum knowledge is best acquired through this process, rote learning still has its place in certain situations. In this article, we will look at how we can equip our students to take more ownership of the learning process and utilise more sophisticated ways for the integration of knowledge .

Philosophical Underpinnings of PBL

Problem-Based Learning (PBL), with its roots in the philosophies of John Dewey, Maria Montessori, and Jerome Bruner, aligns closely with the social constructionist view of learning. This approach positions learners as active participants in the construction of knowledge, contrasting with traditional models of instruction where learners are seen as passive recipients of information.

Dewey, a seminal figure in progressive education, advocated for active learning and real-world problem-solving, asserting that learning is grounded in experience and interaction. In PBL, learners tackle complex, real-world problems, which mirrors Dewey's belief in the interconnectedness of education and practical life.

Montessori also endorsed learner-centric, self-directed learning, emphasizing the child's potential to construct their own learning experiences. This parallels with PBL’s emphasis on self-directed learning, where students take ownership of their learning process.

Jerome Bruner’s theories underscored the idea of learning as an active, social process. His concept of a 'spiral curriculum' – where learning is revisited in increasing complexity – can be seen reflected in the iterative problem-solving process in PBL.

Webb’s Depth of Knowledge (DOK) framework aligns with PBL as it encourages higher-order cognitive skills. The complex tasks in PBL often demand analytical and evaluative skills (Webb's DOK levels 3 and 4) as students engage with the problem, devise a solution, and reflect on their work.

The effectiveness of PBL is supported by psychological theories like the information processing theory, which highlights the role of active engagement in enhancing memory and recall. A study by Strobel and Van Barneveld (2009) found that PBL students show improved retention of knowledge, possibly due to the deep cognitive processing involved.

As cognitive scientist Daniel Willingham aptly puts it, "Memory is the residue of thought." PBL encourages learners to think critically and deeply, enhancing both learning and retention.

Here's a quick overview:

John Dewey : Emphasized learning through experience and the importance of problem-solving.
Maria Montessori : Advocated for child-centered, self-directed learning.
Jerome Bruner : Underlined learning as a social process and proposed the spiral curriculum.
Webb’s DOK : Supports PBL's encouragement of higher-order thinking skills.
Information Processing Theory : Reinforces the notion that active engagement in PBL enhances memory and recall.

This deep-rooted philosophical and psychological framework strengthens the validity of the problem-based learning approach, confirming its beneficial role in promoting valuable cognitive skills and fostering positive student learning outcomes.

What are the characteristics of problem-based learning?

Adding a little creativity can change a topic into a problem-based learning activity. The following are some of the characteristics of a good PBL model:

The problem encourages students to search for a deeper understanding of content knowledge;
Students are responsible for their learning. PBL has a student-centred learning approach . Students' motivation increases when responsibility for the process and solution to the problem rests with the learner;
The problem motivates pupils to gain desirable learning skills and to defend well-informed decisions ;
The problem connects the content learning goals with the previous knowledge. PBL allows students to access, integrate and study information from multiple disciplines that might relate to understanding and resolving a specific problem—just as persons in the real world recollect and use the application of knowledge that they have gained from diverse sources in their life.
In a multistage project, the first stage of the problem must be engaging and open-ended to make students interested in the problem. In the real world, problems are poorly-structured. Research suggests that well-structured problems make students less invested and less motivated in the development of the solution. The problem simulations used in problem-based contextual learning are less structured to enable students to make a free inquiry.

In a group project, the problem must have some level of complexity that motivates students towards knowledge acquisition and to work together for finding the solution. PBL involves collaboration between learners. In professional life, most people will find themselves in employment where they would work productively and share information with others. PBL leads to the development of such essential skills . In a PBL session, the teacher would ask questions to make sure that knowledge has been shared between pupils;
At the end of each problem or PBL, self and peer assessments are performed. The main purpose of assessments is to sharpen a variety of metacognitive processing skills and to reinforce self-reflective learning.
Student assessments would evaluate student progress towards the objectives of problem-based learning. The learning goals of PBL are both process-based and knowledge-based. Students must be assessed on both these dimensions to ensure that they are prospering as intended from the PBL approach. Students must be able to identify and articulate what they understood and what they learned.

Why is Problem-based learning a significant skill?

Using Problem-Based Learning across a school promotes critical competence, inquiry , and knowledge application in social, behavioural and biological sciences. Practice-based learning holds a strong track record of successful learning outcomes in higher education settings such as graduates of Medical Schools.

Educational models using PBL can improve learning outcomes by teaching students how to implement theory into practice and build problem-solving skills. For example, within the field of health sciences education, PBL makes the learning process for nurses and medical students self-centred and promotes their teamwork and leadership skills. Within primary and secondary education settings, this model of teaching, with the right sort of collaborative tools , can advance the wider skills development valued in society.

At Structural Learning, we have been developing a self-assessment tool designed to monitor the progress of children. Utilising these types of teaching theories curriculum wide can help a school develop the learning behaviours our students will need in the workplace.

Curriculum wide collaborative tools include Writers Block and the Universal Thinking Framework . Along with graphic organisers, these tools enable children to collaborate and entertain different perspectives that they might not otherwise see. Putting learning in action by using the block building methodology enables children to reach their learning goals by experimenting and iterating.

Scaffolding problem based learning with classroom tools

How is problem-based learning different from inquiry-based learning?

The major difference between inquiry-based learning and PBL relates to the role of the teacher . In the case of inquiry-based learning, the teacher is both a provider of classroom knowledge and a facilitator of student learning (expecting/encouraging higher-order thinking). On the other hand, PBL is a deep learning approach, in which the teacher is the supporter of the learning process and expects students to have clear thinking, but the teacher is not the provider of classroom knowledge about the problem—the responsibility of providing information belongs to the learners themselves.

As well as being used systematically in medical education, this approach has significant implications for integrating learning skills into mainstream classrooms .

Using a critical thinking disposition inventory, schools can monitor the wider progress of their students as they apply their learning skills across the traditional curriculum. Authentic problems call students to apply their critical thinking abilities in new and purposeful ways. As students explain their ideas to one another, they develop communication skills that might not otherwise be nurtured.

Depending on the curriculum being delivered by a school, there may well be an emphasis on building critical thinking abilities in the classroom. Within the International Baccalaureate programs, these life-long skills are often cited in the IB learner profile . Critical thinking dispositions are highly valued in the workplace and this pedagogical approach can be used to harness these essential 21st-century skills.

What are the Benefits of Problem-Based Learning?

Student-led Problem-Based Learning is one of the most useful ways to make students drivers of their learning experience. It makes students creative, innovative, logical and open-minded. The educational practice of Problem-Based Learning also provides opportunities for self-directed and collaborative learning with others in an active learning and hands-on process. Below are the most significant benefits of problem-based learning processes:

Self-learning: As a self-directed learning method, problem-based learning encourages children to take responsibility and initiative for their learning processes . As children use creativity and research, they develop skills that will help them in their adulthood.
Engaging : Students don't just listen to the teacher, sit back and take notes. Problem-based learning processes encourages students to take part in learning activities, use learning resources , stay active , think outside the box and apply critical thinking skills to solve problems.
Teamwork : Most of the problem-based learning issues involve students collaborative learning to find a solution. The educational practice of PBL builds interpersonal skills, listening and communication skills and improves the skills of collaboration and compromise.
Intrinsic Rewards: In most problem-based learning projects, the reward is much bigger than good grades. Students gain the pride and satisfaction of finding an innovative solution, solving a riddle, or creating a tangible product.
Transferable Skills: The acquisition of knowledge through problem-based learning strategies don't just help learners in one class or a single subject area. Students can apply these skills to a plethora of subject matter as well as in real life.
Multiple Learning Opportunities : A PBL model offers an open-ended problem-based acquisition of knowledge, which presents a real-world problem and asks learners to come up with well-constructed responses. Students can use multiple sources such as they can access online resources, using their prior knowledge, and asking momentous questions to brainstorm and come up with solid learning outcomes. Unlike traditional approaches , there might be more than a single right way to do something, but this process motivates learners to explore potential solutions whilst staying active.

Solving authentic problems using problem based learning

Embracing problem-based learning

Problem-based learning can be seen as a deep learning approach and when implemented effectively as part of a broad and balanced curriculum , a successful teaching strategy in education. PBL has a solid epistemological and philosophical foundation and a strong track record of success in multiple areas of study. Learners must experience problem-based learning methods and engage in positive solution-finding activities. PBL models allow learners to gain knowledge through real-world problems, which offers more strength to their understanding and helps them find the connection between classroom learning and the real world at large.

As they solve problems, students can evolve as individuals and team-mates. One word of caution, not all classroom tasks will lend themselves to this learning theory. Take spellings , for example, this is usually delivered with low-stakes quizzing through a practice-based learning model. PBL allows students to apply their knowledge creatively but they need to have a certain level of background knowledge to do this, rote learning might still have its place after all.

Key Concepts and considerations for school leaders

1. Problem Based Learning (PBL)

Problem-based learning (PBL) is an educational method that involves active student participation in solving authentic problems. Students are given a task or question that they must answer using their prior knowledge and resources. They then collaborate with each other to come up with solutions to the problem. This collaborative effort leads to deeper learning than traditional lectures or classroom instruction .

Key question: Inside a traditional curriculum , what opportunities across subject areas do you immediately see?

2. Deep Learning

Deep learning is a term used to describe the ability to learn concepts deeply. For example, if you were asked to memorize a list of numbers, you would probably remember the first five numbers easily, but the last number would be difficult to recall. However, if you were taught to understand the concept behind the numbers, you would be able to remember the last number too.

Key question: How will you make sure that students use a full range of learning styles and learning skills ?

3. Epistemology

Epistemology is the branch of philosophy that deals with the nature of knowledge . It examines the conditions under which something counts as knowledge.

Key question: As well as focusing on critical thinking dispositions, what subject knowledge should the students understand?

4. Philosophy

Philosophy is the study of general truths about human life. Philosophers examine questions such as “What makes us happy?”, “How should we live our lives?”, and “Why does anything exist?”

Key question: Are there any opportunities for embracing philosophical enquiry into the project to develop critical thinking abilities ?

5. Curriculum

A curriculum is a set of courses designed to teach specific subjects. These courses may include mathematics , science, social studies, language arts, etc.

Key question: How will subject leaders ensure that the integrity of the curriculum is maintained?

6. Broad and Balanced Curriculum

Broad and balanced curricula are those that cover a wide range of topics. Some examples of these types of curriculums include AP Biology, AP Chemistry, AP English Language, AP Physics 1, AP Psychology , AP Spanish Literature, AP Statistics, AP US History, AP World History, IB Diploma Programme, IB Primary Years Program, IB Middle Years Program, IB Diploma Programme .

Key question: Are the teachers who have identified opportunities for a problem-based curriculum?

7. Successful Teaching Strategy

Successful teaching strategies involve effective communication techniques, clear objectives, and appropriate assessments. Teachers must ensure that their lessons are well-planned and organized. They must also provide opportunities for students to interact with one another and share information.

Key question: What pedagogical approaches and teaching strategies will you use?

8. Positive Solution Finding

Positive solution finding is a type of problem-solving where students actively seek out answers rather than passively accept what others tell them.

Key question: How will you ensure your problem-based curriculum is met with a positive mindset from students and teachers?

9. Real World Application

Real-world application refers to applying what students have learned in class to situations that occur in everyday life.

Key question: Within your local school community , are there any opportunities to apply knowledge and skills to real-life problems?

10. Creativity

Creativity is the ability to think of ideas that no one else has thought of yet. Creative thinking requires divergent thinking, which means thinking in different directions.

Key question: What teaching techniques will you use to enable children to generate their own ideas ?

11. Teamwork

Teamwork is the act of working together towards a common goal. Teams often consist of two or more people who work together to achieve a shared objective.

Key question: What opportunities are there to engage students in dialogic teaching methods where they talk their way through the problem?

12. Knowledge Transfer

Knowledge transfer occurs when teachers use their expertise to help students develop skills and abilities .

Key question: Can teachers be able to track the success of the project using improvement scores?

13. Active Learning

Active learning is any form of instruction that engages students in the learning process. Examples of active learning include group discussions, role-playing, debates, presentations, and simulations .

Key question: Will there be an emphasis on learning to learn and developing independent learning skills ?

14. Student Engagement

Student engagement is the degree to which students feel motivated to participate in academic activities.

Key question: Are there any tools available to monitor student engagement during the problem-based curriculum ?

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Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and life-long learning (Duch et al, 2001).

PBL can be incorporated into any learning situation. In the strictest definition of PBL, the approach is used over the entire semester as the primary method of teaching. However, broader definitions and uses range from including PBL in lab and design classes, to using it simply to start a single discussion. PBL can also be used to create assessment items. The main thread connecting these various uses is the real-world problem.

Any subject area can be adapted to PBL with a little creativity. While the core problems will vary among disciplines, there are some characteristics of good PBL problems that transcend fields (Duch, Groh, and Allen, 2001):

The problem must motivate students to seek out a deeper understanding of concepts.
The problem should require students to make reasoned decisions and to defend them.
The problem should incorporate the content objectives in such a way as to connect it to previous courses/knowledge.
If used for a group project, the problem needs a level of complexity to ensure that the students must work together to solve it.
If used for a multistage project, the initial steps of the problem should be open-ended and engaging to draw students into the problem.

The problems can come from a variety of sources: newspapers, magazines, journals, books, textbooks, and television/ movies. Some are in such form that they can be used with little editing; however, others need to be rewritten to be of use. The following guidelines from The Power of Problem-Based Learning (Duch et al, 2001) are written for creating PBL problems for a class centered around the method; however, the general ideas can be applied in simpler uses of PBL:

Choose a central idea, concept, or principle that is always taught in a given course, and then think of a typical end-of-chapter problem, assignment, or homework that is usually assigned to students to help them learn that concept. List the learning objectives that students should meet when they work through the problem.
Think of a real-world context for the concept under consideration. Develop a storytelling aspect to an end-of-chapter problem, or research an actual case that can be adapted, adding some motivation for students to solve the problem. More complex problems will challenge students to go beyond simple plug-and-chug to solve it. Look at magazines, newspapers, and articles for ideas on the story line. Some PBL practitioners talk to professionals in the field, searching for ideas of realistic applications of the concept being taught.
What will the first page (or stage) look like? What open-ended questions can be asked? What learning issues will be identified?
How will the problem be structured?
How long will the problem be? How many class periods will it take to complete?
Will students be given information in subsequent pages (or stages) as they work through the problem?
What resources will the students need?
What end product will the students produce at the completion of the problem?
Write a teacher's guide detailing the instructional plans on using the problem in the course. If the course is a medium- to large-size class, a combination of mini-lectures, whole-class discussions, and small group work with regular reporting may be necessary. The teacher's guide can indicate plans or options for cycling through the pages of the problem interspersing the various modes of learning.
The final step is to identify key resources for students. Students need to learn to identify and utilize learning resources on their own, but it can be helpful if the instructor indicates a few good sources to get them started. Many students will want to limit their research to the Internet, so it will be important to guide them toward the library as well.

The method for distributing a PBL problem falls under three closely related teaching techniques: case studies, role-plays, and simulations. Case studies are presented to students in written form. Role-plays have students improvise scenes based on character descriptions given. Today, simulations often involve computer-based programs. Regardless of which technique is used, the heart of the method remains the same: the real-world problem.

Where can I learn more?

PBL through the Institute for Transforming Undergraduate Education at the University of Delaware
Duch, B. J., Groh, S. E, & Allen, D. E. (Eds.). (2001). The power of problem-based learning . Sterling, VA: Stylus.
Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Pittsburgh: Alliance Publishers.

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Perbedaan PBL dan Problem Solving: Mana yang Lebih Efektif dalam Pembelajaran?

Saat belajar atau menghadapi masalah, mungkin kamu sering kali mendengar istilah PBL dan Problem Solving. Namun, apa sebenarnya perbedaan antara PBL dan problem solving tersebut? Sebelumnya, PBL atau Problem-Based Learning merupakan salah satu metode pembelajaran di mana siswa akan bersama-sama mengidentifikasi masalah dan merancang solusi untuk memecahkannya. Sedangkan, Problem Solving adalah kemampuan untuk mengatasi masalah dengan cara yang efektif dan efisien, dari tahap analisis hingga implementasi solusi.

Meski tampak serupa, PBL dan Problem Solving memiliki perbedaan yang cukup signifikan. PBL lebih menekankan pada proses pembelajaran dan kemampuan siswa dalam menjawab pertanyaan-pertanyaan yang muncul. Pada teknik ini, siswa dihadapkan pada masalah yang diharapkan dapat menggugah material dasar yang sedang dipelajari. Sementara itu, Problem Solving pada dasarnya merupakan bagian dari proses pembelajaran di mana seseorang memecahkan masalah yang sedang dihadapinya dengan kemampuan dan pengetahuan yang dimilikinya.

Bagaimana dengan cara belajar yang cocok dengan kamu? Apakah lebih memilih dihadapkan pada masalah atau menyelesaikannya? Salam belajar! Perbedaan PBL dan Problem Solving

Metode Pembelajaran Berbasis Masalah (PBL) dan metode Problem Solving merupakan dua pendekatan pembelajaran yang sering digunakan di dunia pendidikan dan bisnis. Meskipun keduanya memiliki kesamaan dalam menyelesaikan masalah, namun pada dasarnya terdapat perbedaan signifikan antara PBL dan Problem Solving.

PBL adalah pendekatan pembelajaran yang menekankan pada pengembangan kemampuan berpikir kritis dan kreatif siswa. Dalam metode ini, siswa diberikan masalah kompleks dan realistis untuk dipecahkan secara mandiri atau dalam kelompok. Siswa diharapkan untuk dapat melibatkan diri secara aktif dalam memecahkan masalah tersebut dan mengintegrasikan pengetahuan dan keterampilan yang telah diperoleh.
Sedangkan Problem Solving adalah suatu pendekatan untuk menyelesaikan masalah dengan konsep dan strategi yang sistematis. Pendekatan ini biasanya digunakan dalam konteks bisnis, dimana tim atau individu harus mencari solusi terbaik untuk masalah yang dihadapi. Dalam Problem Solving, para profesional memanfaatkan pengetahuan dan keterampilan yang dimiliki untuk memecahkan masalah dengan cara yang efektif dan efisien.

Perbedaan utama antara PBL dan Problem Solving adalah dalam konteks penggunaannya. PBL lebih sering digunakan dalam dunia pendidikan untuk mempromosikan pembelajaran yang aktif, sementara Problem Solving lebih sering dipraktikkan di dalam konteks profesional untuk menyelesaikan masalah bisnis. Meskipun begitu, keduanya memiliki unsur yang sama yaitu proses berpikir yang sistematis dan strategis untuk mencari solusi terbaik.

Seperti yang dapat dilihat pada tabel berikut, terdapat perbedaan lain antara PBL dan Problem Solving:

Secara keseluruhan, PBL dan metode Problem Solving adalah dua pendekatan pembelajaran yang berbeda. Keduanya memiliki manfaat yang unik tergantung pada konteks penggunaannya. PBL dapat membantu siswa untuk belajar secara mandiri dan meningkatkan keterampilan berpikir kritis, sedangkan Problem Solving dapat membantu profesional dan bisnis untuk menyelesaikan masalah dengan cara yang efektif dan efisien.

Pada setiap metode pembelajaran, tentunya memiliki tujuan yang ingin dicapai. Begitu pula dengan PBL (Problem Based Learning) yang memiliki tujuan yang spesifik dalam pengaplikasiannya di dalam dunia pendidikan. Tujuan PBL antara lain:

Melatih keterampilan pemecahan masalah.
Meningkatkan kemampuan kritis dan kreatif siswa.
Melatih keterampilan kerjasama dan komunikasi diantara sesama siswa.

Tujuan-tujuan tersebut tentunya menjadi hal yang penting dalam dunia pendidikan, dimana dengan memperkuat keterampilan-keterampilan tersebut, siswa diharapkan dapat menjadi pribadi yang tangkas dan mampu menghadapi tantangan yang ada di masyarakat.

Jenis-jenis Problem Solving

Problem solving adalah aktivitas yang dilakukan oleh seseorang atau kelompok untuk menyelesaikan masalah yang dihadapi. Ada banyak jenis-jenis problem solving yang ada, di antaranya:

Heuristik: Jenis problem solving ini dilakukan dengan cara menggunakan pengetahuan dan pengalaman untuk menyelesaikan masalah.
Algoritma: Jenis problem solving ini dilakukan dengan cara mengikuti langkah-langkah tertentu yang sudah ditentukan untuk menyelesaikan masalah.
Metode trial dan error: Jenis problem solving ini dilakukan dengan mencoba-coba dan melakukan kesalahan untuk menyelesaikan masalah.
Pemecahan masalah sistematis: Jenis problem solving ini dilakukan dengan cara mengidentifikasi, menganalisis, dan menyelesaikan masalah secara sistematis.
Collaborative problem solving: Jenis problem solving ini dilakukan oleh kelompok atau tim, di mana setiap anggota saling berkolaborasi untuk menyelesaikan masalah.

Pemecahan Masalah Sistematis

Pemecahan masalah sistematis adalah metode problem solving yang populer dan banyak digunakan di berbagai bidang, seperti bisnis, teknologi, dan pendidikan. Pemecahan masalah sistematis dilakukan dengan cara mengikuti langkah-langkah tertentu, yaitu:

Mengidentifikasi masalah atau situasi yang memerlukan penyelesaian.
Mengumpulkan data dan informasi yang diperlukan untuk menganalisis masalah.
Menganalisis masalah dengan cara mengevaluasi informasi dan mengidentifikasi akar masalah.
Mengembangkan alternatif solusi yang dapat diimplementasikan.
Memilih solusi terbaik dan mengimplementasikannya.
Mengevaluasi solusi yang telah diterapkan untuk memberikan umpan balik dan melihat apakah solusi tersebut efektif atau tidak.

Pemecahan masalah sistematis dapat membantu seseorang atau kelompok untuk menyelesaikan masalah dengan lebih tepat dan efektif. Dengan menggunakan pendekatan sistematis, masalah akan dipahami dan dipecahkan dengan cara yang lebih terorganisir dan terstruktur.

Collaborative Problem Solving

Collaborative problem solving adalah metode problem solving yang melibatkan tim atau kelompok yang bekerja sama untuk menyelesaikan masalah. Metode ini dapat meningkatkan kemampuan dan keterampilan dalam menyelesaikan masalah secara efektif. Ada banyak keuntungan yang didapat dari collaborative problem solving, di antaranya:

Meningkatkan kualitas solusi yang dihasilkan.
Meningkatkan kreativitas dan inovasi dalam menyelesaikan masalah.
Meningkatkan dukungan sosial yang diberikan oleh tim atau kelompok.
Meningkatkan kepercayaan diri dan motivasi untuk menyelesaikan masalah.
Meningkatkan kemampuan untuk bekerja sama dalam suatu tim atau kelompok.

Dalam collaborative problem solving, setiap anggota tim atau kelompok akan berkontribusi dengan cara yang berbeda untuk mencapai tujuan bersama. Mereka akan membagikan pengetahuan, pengalaman, dan keterampilan dalam menyelesaikan masalah. Hal ini dapat membantu untuk menghasilkan solusi yang lebih inovatif dan efektif.

Dalam memilih metode problem solving yang tepat, seseorang atau kelompok harus mempertimbangkan sumber daya yang tersedia, waktu yang tersedia, dan tujuan yang ingin dicapai. Setiap jenis problem solving memiliki kelebihan dan kekurangan masing-masing, oleh karena itu penting untuk memilih metode yang sesuai dengan kebutuhan dan kondisi yang ada.

Langkah-langkah PBL

Project-Based Learning atau PBL merupakan suatu metode belajar yang memungkinkan siswa untuk memecahkan masalah dengan mengerjakan proyek-relevan di lingkungan sekitar mereka. Ada beberapa langkah yang harus dilakukan dalam PBL untuk mencapai target dan tujuan pembelajaran. Dalam artikel ini, kita akan membahas setiap langkah dari PBL secara rinci.

Langkah 1 – Identifikasi topik dan masalah

Siswa harus memilih topik dan masalah yang relevan dalam kehidupan sehari-hari. Hal ini akan membantu siswa untuk memecahkan masalah yang nyata dan signifikan. Sebagai contoh, siswa dapat memilih topik seputar lingkungan atau masalah sosial dalam masyarakat.

Langkah 2 – Perencanaan proyek

Pada langkah ini, siswa perlu merencanakan proyek yang akan mereka kerjakan. Siswa perlu mengidentifikasi sumber daya yang dibutuhkan dan menentukan bagaimana tugas akan diselesaikan mengikuti batas waktu yang ditentukan.

Langkah 3 – Penyelesaian proyek

Setelah merencanakan proyek, siswa melanjutkan dengan menyelesaikan proyek tersebut. Siswa akan bekerja sama dalam tim untuk mencapai tujuan mereka dan menyelesaikan tugas secara efisien.

Langkah 4 – Evaluasi proyek

Perbedaan antara PBL dan Problem Solving

Kedua metodologi belajar ini serupa dalam hal siswa menyelesaikan masalah. Akan tetapi, perbedaan yang utama adalah dalam pendekatan yang digunakan. Problem Solving adalah sebuah teknik yang menggunakan pendekatan kritis untuk memecahkan masalah, sedangkan PBL lebih menekankan pada keterampilan bekerja sama dalam tim dan memberikan pengalaman langsung dalam menyelesaikan masalah nyata.

Melalui PBL, siswa dapat memecahkan masalah nyata sambil belajar dan mengembangkan keterampilan seperti bekerja sama dalam tim, berkomunikasi, dan kepemimpinan. Melalui langkah-langkah PBL, siswa dapat meningkatkan keterampilan multitasking, mempercepat proses pembelajaran, dan membentuk rasa percaya diri serta mandiri dalam memecahkan masalah.

Tabel 1. Perbedaan antara PBL dan Problem Solving.

Keunggulan PBL Perbedaan antara metode pembelajaran PBL dan problem solving terletak pada pendekatan dan fokus pembelajarannya. PBL berfokus pada pembelajaran dengan melibatkan siswa dalam proses riset dan kolaborasi untuk menyelesaikan sebuah masalah kompleks. Sedangkan problem solving fokus pada pembelajaran dengan menyelesaikan masalah yang diberikan tanpa melibatkan riset mendalam.

Namun, terdapat beberapa keunggulan PBL dibandingkan problem solving:

Peningkatan rasa percaya diri: Siswa yang terlibat dalam PBL merasa lebih percaya diri dengan kemampuan mereka dalam memecahkan masalah kompleks sehingga meningkatkan keterampilan problem solving mereka secara umum.
Meningkatkan kemampuan berpikir kritis: Dalam PBL, siswa dihadapkan pada masalah yang tidak memiliki satu jawaban pasti sehingga mereka harus berpikir kritis dan kreatif dalam mencari solusi.
Menumbuhkan kemampuan kolaborasi: Pembelajaran PBL melibatkan kolaborasi antar siswa dalam mencari solusi masalah sehingga mereka dapat belajar bagaimana bekerja dalam tim dan menyampaikan ide secara efektif.

Pada akhirnya, salah satu keunggulan terbesar dari PBL adalah dukungan yang diberikan pada siswa dalam mengembangkan keterampilan problem solving dan menciptakan lingkungan pembelajaran yang aktif dan interaktif. Oleh karena itu, method PBL adalah pilihan yang tepat untuk siswa yang ingin meningkatkan kemampuan problem solving mereka secara efektif dan menyenangkan.

Sumber: The Tim Ferriss Show Podcast: PBL vs Problem Solving

Perbedaan PBL dan Problem Solving

Problem-based learning (PBL) dan problem solving adalah dua metode pembelajaran yang berfokus pada pemecahan masalah, namun keduanya memiliki perbedaan utama.

PBL adalah pendekatan pembelajaran yang menempatkan mahasiswa sebagai pengambil keputusan aktif dalam memecahkan masalah melalui diskusi dan kolaborasi dengan sesama mahasiswa.
Problem solving, di sisi lain, fokus pada solusi dari masalah yang diberikan, dengan pendekatan yang lebih struktural dan terstruktur
Meskipun keduanya berfokus pada pemecahan masalah, PBL memiliki aspek berorientasi pada masalah yang lebih kuat daripada problem solving.

PBL sebagai Pembelajaran Berbasis Masalah

Dalam PBL, mahasiswa diberikan masalah nyata dan kompleks, kemudian diberikan waktu dan sumber daya untuk mengembangkan pemahaman mereka sendiri tentang masalah tersebut dan mencari solusi.

Mahasiswa melakukan diskusi dalam kelompok untuk mencari solusi masalah serta menyusun ide-ide untuk mulai menyelesaikan masalah tersebut. Misalnya, dalam kasus matematika, mahasiswa diminta untuk menyelesaikan perhitungan matematika rumit yang melibatkan banyak variabel dan faktor.

Problem Solving Sebagai Metode Struktural

Problem solving, pada dasarnya, adalah sekelompok teknik yang digunakan untuk mengidentifikasi, menganalisis, dan menyelesaikan masalah. Pendekatan struktural digunakan untuk mengontrol solusi dari masalah yang diberikan dan pastinya lebih terstruktur dari PBL.

Berikut adalah contoh tabel yang membandingkan PBL dan Proble Solving

Dari tabel tersebut, dapat dilihat bahwa meskipun keduanya berfokus pada pemecahan masalah, PBL dan problem solving memiliki perbedaan yang signifikan dalam pendekatan dan fokus mereka.

Problem-based Learning (PBL) dan Problem Solving adalah dua pendekatan pembelajaran yang sering digunakan di sekolah dan universitas. Meskipun terdengar mirip, kedua konsep ini memiliki perbedaan dalam pendekatannya dan cara mereka diterapkan. Di bawah ini adalah beberapa perbedaan antara PBL dan Problem Solving:

Perbedaan Pendekatan dan Tujuan

PBL adalah pendekatan pembelajaran di mana siswa bekerja sama dalam kelompok untuk menemukan solusi atas masalah yang mereka hadapi. Tujuannya adalah untuk mengembangkan keterampilan berpikir kritis, keterampilan sosial, dan kemampuan belajar sepanjang hayat.
Problem Solving adalah proses untuk menyelesaikan masalah dengan mengidentifikasi, menganalisis, dan menyelesaikan masalah yang dihadapi. Tujuannya adalah untuk mengembangkan keterampilan analitis dan pemecahan masalah.

Perbedaan pada Jenis Masalah

PBL mengarah pada masalah yang kompleks dan lebih luas. Masalahnya biasanya tidak memiliki satu jawaban benar dan mengharuskan siswa untuk melakukan penelitian yang mendalam. Proble Solving terfokus pada masalah yang lebih spesifik dengan solusi yang jelas.

Perbedaan pada Pembelajaran Berbasis Proyek

PBL cenderung mengintegrasikan pembelajaran ke dalam proyek untuk memecahkan masalah yang kompleks. Siswa akan mengembangkan proyek mereka sendiri, mengeksplorasi isu-isu yang terkait dengan masalah, dan mempresentasikan solusi mereka. Sebaliknya, Problem Solving tidak selalu terkait dengan proyek lebih banyak berfokus pada pembuatan keputusan dari solusi yang ada.

Perbedaan pada Keterlibatan Dosen

Dosen lebih terlibat dalam memberikan panduan dan umpan balik dalam PBL karena ada penggunaan kelompok yang berinteraksi, meskipun banyak belajar juga bisa dilakukan oleh murid itu sendiri. Di sisi lain, pada Problem Solving, dosennya hanya membantu dalam menetapkan batasan masalah yang akan diselesaikan oleh siswa.

Perbedaan pada Evaluasi

Dalam pengajaran, penting untuk memahami perbedaan antara PBL dan Problem Solving. PBL mendorong siswa untuk berpikir dan belajar secara kritis dalam konteks kehidupan nyata, sementara Problem Solving membantu siswa mengembangkan keterampilan analitis ketika mereka menemukan solusi atas masalah yang diberikan.

Konsep dan Prinsip Dasar PBL

PBL atau Problem Based Learning adalah pendekatan pembelajaran yang mengutamakan pemecahan masalah sebagai landasan utama dalam proses pembelajaran. Terdapat beberapa prinsip dasar yang mendasari PBL.

Pembelajaran berpusat pada peserta didik
Peserta didik menjadi aktif dalam proses pembelajaran
Peserta didik bekerja dalam kelompok untuk memecahkan masalah
Problem solving menjadi fokus utama pembelajaran
Pembelajaran dilakukan dengan pendekatan interdisipliner
Materi pembelajaran bersifat autentik dan relevan dengan kehidupan nyata

Dalam PBL, peserta didik akan dihadapkan pada masalah atau situasi yang kompleks dan berbeda-beda pada setiap kesempatan. Peserta didik kemudian diminta untuk mencari solusi dari masalah tersebut melalui proses pengamatan, pemikiran, dan refleksi secara kritis dan kreatif.

Didalam PBL, prinsip dasar tersebut menjadi pedoman bagi pengajar untuk merancang pembelajaran yang menantang dan membangun kemampuan berpikir siswa secara holistik. Selain itu, PBL juga dapat meningkatkan kemampuan siswa dalam berkomunikasi, bekerja sama, dan memecahkan masalah yang berkaitan dengan kehidupan sehari-hari.

Jadi, PBL dan problem solving memang memiliki kesamaan dalam hal fokus pada masalah. Namun, PBL lebih menekankan pada proses pemecahan masalah secara kreatif dan holistik, sedangkan problem solving hanya berfokus pada solusi dari masalah itu sendiri. Selain itu, PBL juga memberikan peran yang lebih aktif pada peserta didik, baik dalam merancang materi maupun mengambil keputusan.

Peran Guru dalam PBL

Problem-Based Learning (PBL) adalah metode pembelajaran yang memperkenalkan siswa pada kasus atau masalah dunia nyata sebagai titik awal untuk belajar. Proses belajar berpusat pada pemecahan masalah untuk menyelesaikan kasus tersebut. Guru memiliki peran penting dalam menjalankan metode pembelajaran PBL agar dapat efektif dan efisien.

Sebagai fasilitator pembelajaran: Guru berperan sebagai fasilitator dalam proses pembelajaran PBL. Mereka tidak lagi hanya memberikan materi, tetapi membantu siswa dalam memahami materi dan menunjukkan cara untuk memecahkan masalah.
Memilih kasus yang relevan: Guru juga memiliki peran dalam memilih kasus atau masalah dunia nyata yang relevan dengan materi pembelajaran. Kasus yang dipilih harus menarik dan menggugah minat siswa untuk belajar lebih dalam.
Mendorong kolaborasi antar siswa: Pada metode pembelajaran PBL, siswa bekerja sama dalam kelompok untuk menyelesaikan masalah. Guru berperan dalam memastikan adanya kolaborasi antar siswa, sehingga mereka dapat memecahkan masalah dengan lebih efektif.

Guru juga perlu memberikan bimbingan kepada siswa dalam menerapkan metode PBL. Berikut adalah beberapa hal yang dapat dilakukan oleh guru untuk memberikan bimbingan secara efektif:

Memberikan arahan: Guru memberikan arahan atau petunjuk yang jelas mengenai langkah-langkah yang perlu diambil untuk memecahkan masalah.
Mendorong refleksi: Guru mendorong siswa untuk merefleksikan proses pembelajaran dan mengevaluasi hasil yang telah dicapai.
Mendorong kreativitas: Selama proses pembelajaran, guru perlu mendorong siswa untuk berpikir kreatif dan memunculkan ide-ide terbaru.

Pada dasarnya, PBL dan Problem Solving memiliki konsep yang sama, yaitu memecahkan masalah. Namun, terdapat perbedaan mendasar antara keduanya:

PBL lebih fokus pada proses pembelajaran, sedangkan Problem Solving lebih fokus pada pencarian solusi.
PBL melibatkan kelompok siswa dalam pemecahan masalah, sedangkan Problem Solving lebih sering dilakukan secara individu.
PBL menggunakan masalah dunia nyata sebagai titik awal pembelajaran, sedangkan Problem Solving dapat menggunakan masalah apa saja sebagai bahan untuk mencari solusi.

Tabel Perbedaan antara PBL dan Problem Solving

Dengan mengetahui perbedaan antara PBL dan Problem Solving, guru dapat memutuskan metode pembelajaran mana yang sesuai untuk diimplementasikan pada materi pembelajaran yang dimiliki.

Peran Siswa dalam PBL

Problem-based learning (PBL) dapat dikatakan sebagai metode pembelajaran aktif yang menekankan pada peran siswa dalam memecahkan masalah. Oleh karena itu, peran siswa dalam PBL sangat penting dan harus dimengerti dengan baik. Berikut ini adalah penjelasan mengenai peran siswa dalam PBL:

Siswa sebagai pemecah masalah: Dalam PBL, siswa adalah pemecah masalah yang sebenarnya. Mereka dituntut untuk memecahkan suatu masalah atau tantangan yang diberikan dengan menggunakan berbagai macam sumber informasi.
Siswa sebagai pembelajar aktif: Siswa diharapkan untuk sangat aktif dalam pembelajaran karena mereka harus memecahkan suatu masalah. Mereka harus mencari sumber daya, berfikir kritis, dan mempresentasikan hasil pekerjaan mereka.
Siswa sebagai pengorganisasi: Siswa harus bertanggung jawab dalam mengorganisir pekerjaan mereka. Mereka harus merencanakan dan menjadwalkan kegiatan mulai dari analisis awal hingga presentasi akhir.
Siswa sebagai pemimpin: Dalam PBL, siswa diberi kebebasan untuk menentukan dan memimpin tim mereka sendiri. Hal ini menuntut siswa untuk bisa bekerja dalam kelompok dan memimpin kelompok tersebut agar dapat mencapai tujuan bersama.
Siswa sebagai evaluator: Siswa harus mengevaluasi pekerjaan mereka sendiri dan juga pekerjaan anggota tim mereka. Hal ini bertujuan untuk memastikan bahwa pekerjaan yang dihasilkan memenuhi standar yang diharapkan.

Selain peran di atas, siswa juga harus memiliki kemampuan-kemampuan tertentu agar dapat berhasil dalam PBL, antara lain:

Kemampuan mencari sumber daya: Siswa harus mampu mencari dan mengambil sumber daya secara efektif dan efisien untuk memecahkan masalah yang diberikan.
Kemampuan berkolaborasi: Siswa harus mampu bekerja sama dengan anggota tim mereka dan berkolaborasi dengan baik.
Kemampuan berfikir kritis: Siswa harus mampu mengembangkan kemampuan berfikir kritis untuk mengidentifikasi isu-isu yang muncul dalam pemecahan masalah.
Kemampuan presentasi: Siswa harus mampu membuat presentasi yang baik dan efektif untuk mempresentasikan hasil pekerjaan mereka.

Berdasarkan tabel di bawah ini, dapat dilihat bahwa keberhasilan PBL sangat bergantung pada peran siswa dalam proses pembelajaran:

Dalam PBL, siswa memiliki peran yang sangat penting dalam memecahkan masalah dan mencapai tujuan pembelajaran. Oleh karena itu, siswa harus berperan aktif dan memiliki kemampuan-kemampuan tertentu agar dapat berhasil dalam PBL.

Penggunaan Teknologi dalam PBL

PBL atau problem-based learning adalah metode pembelajaran di mana siswa diajak untuk menyelesaikan masalah dalam dunia nyata sebagai sarana untuk belajar. Penggunaan teknologi di dalam PBL memainkan peran penting dalam membantu siswa mencapai tujuan pembelajaran yang telah ditetapkan. Berikut adalah beberapa cara di mana teknologi dapat digunakan di dalam PBL:

Mempelajari dasar-dasar teknologi: Setiap proyek PBL menuntut siswa untuk menggunakan beberapa jenis teknologi, misalnya untuk membangun website atau membuat video. Penting bagi siswa untuk memahami dasar-dasar teknologi ini agar dapat melaksanakan proyek dengan baik. Maka, guru dapat menyediakan panduan tutorial video atau live demo untuk membantu siswa memahami penggunaan teknologi secara tepat.
Menyelesaikan masalah menggunakan software: Ada berbagai jenis software yang dapat membantu siswa memecahkan masalah yang mereka hadapi. Misalnya, Microsoft Excel dapat membantu mengelola data dan mengekstrak informasi dari data tersebut. Software presentasi seperti Powerpoint dan Prezi dapat membantu siswa menyusun informasi mereka ke dalam presentasi yang efektif. Guru dapat melatih siswa dalam penggunaan software tersebut agar mereka dapat memanfaatkan teknologi sebaik mungkin.
Penggunaan internet: Internet menyediakan sumber informasi yang melimpah yang dapat membantu siswa dalam menyelesaikan masalah mereka. Misalnya, mereka dapat melakukan penelitian tentang topik tertentu atau mencari solusi bagi masalah yang dihadapi. Meskipun seperti itu, guru harus memperhatikan untuk memberi panduan tentang bagaimana siswa dapat mengakses dan menggunakan informasi yang tepat dan berkualitas dari internet.

Penggunaan Teknologi secara Global

Penggunaan teknologi dalam PBL dapat membantu siswa memperluas pandangan mereka secara global. Beberapa cara di mana teknologi dapat membantu siswa lebih memahami dunia adalah sebagai berikut:

Komunikasi: Teknologi seperti Skype dan e-mail memungkinkan siswa untuk berkomunikasi secara online dengan orang seluruh dunia. Hal ini membuka peluang untuk menjalin hubungan dengan orang-orang dari budaya yang berbeda dan dapat membantu meningkatkan wawasan siswa tentang cara berpikir dan bekerja di negara lain.
Platform pembelajaran online: Ada banyak platform pembelajaran online yang tersedia, misalnya seperti Edmodo, Moodle, dan Google Classroom. Platform-platform ini dapat membantu siswa belajar melalui kursus online yang tersedia dari mana saja di dunia dan belajar melalui diskusi dan tugas yang terstruktur.
Penggunaan media sosial: Media sosial dapat membantu siswa membangun jaringan dan koneksi dengan orang-orang di seluruh dunia. Melalui media sosial, siswa dapat berhubungan dengan peneliti atau ahli dalam bidang tertentu untuk memperdalam pemahaman mereka tentang proyek PBL yang sedang dilakukan.

Tabel Perbandingan PBL dan Problem Solving

PBL dan problem solving adalah metode pembelajaran yang mirip, namun ada perbedaan utama antara keduanya. Berikut adalah tabel perbandingan di antara keduanya:

PBL versus Metode Konvensional

Problem Based Learning (PBL) dan problem solving merupakan dua metode pembelajaran yang sering digunakan di dalam pendidikan. Dalam hal ini, PBL dan problem solving memiliki beberapa perbedaan yang signifikan.

PBL mengajarkan para siswa untuk belajar dari pengalaman dan mencari solusi terhadap masalah yang dihadapi. Sedangkan metode konvensional lebih cenderung pada pemberian materi secara teoritis dan memberikan tes atau tugas yang berkaitan langsung dengan materi tersebut.
PBL lebih menekankan pada kemampuan berpikir kritis, kreatif, dan berkolaborasi dari para siswa. Sedangkan metode konvensional lebih fokus pada penguasaan materi dan keterampilan berhitung.
Para siswa pada PBL harus belajar bagaimana menyelesaikan masalah, sedangkan pada metode konvensional lebih banyak mengerjakan soal yang serupa.

Secara keseluruhan, perbedaan paling signifikan antara PBL dan metode konvensional terletak pada pendekatan pembelajaran yang digunakan. PBL lebih menekankan pada pengalaman dan penerapan nyata dalam menyelesaikan masalah, sedangkan metode konvensional lebih menekankan pada penguasaan konsep dan keterampilan.

Hasil penelitian menunjukkan bahwa siswa yang belajar dengan metode PBL cenderung memiliki tingkat pemahaman yang lebih baik dan kemampuan berpikir kritis yang lebih tinggi daripada mereka yang belajar dengan metode konvensional. Namun, pada saat yang sama, PBL juga memiliki kelemahan, seperti memerlukan waktu lebih lama untuk menyelesaikan tugas dan memerlukan upaya lebih besar dari para siswa untuk mencari solusi terhadap masalah yang diberikan.

Jadi, PBL dan metode konvensional memiliki kelebihan dan kekurangan masing-masing. Namun, ketika dipilih dengan tepat dan disesuaikan dengan karakteristik siswa, kedua metode ini dapat menjadi cara yang efektif untuk meningkatkan kemampuan siswa dalam menghadapi permasalahan dan memperkuat pemahaman konsep yang diperoleh.

Sampai Jumpa Lagi, Teman-Teman!

Itulah perbedaan antara PBL dan problem solving, teman-teman. Semoga artikel ini dapat memberikan manfaat bagi kalian yang sedang belajar, terutama dalam memilih metode pembelajaran yang tepat. Terima kasih sudah membaca artikel ini sampai selesai. Jangan lupa untuk selalu kunjungi website kami untuk mendapatkan informasi menarik dan bermanfaat lainnya. Sampai jumpa lagi!

Perbedaan PBL dan PJBL: Apa yang Harus Anda Ketahui? Apa Itu Strategi Pembelajaran dan Bagaimana Cara Memilih yang Tepat? Perbedaan CTL dan PBL: Metode Pembelajaran yang Berbeda Namun Efektif Perbedaan PBL dan PJBL PDF: Membedah Kelebihan dan Kekurangan Kedua Metode Pembelajaran

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Problem-Based and Inquiry-Based Learning: What’s the difference?

Sep 30th, 2019 by Kathryn Mulholland

“If your goal is to engage students in critical thinking… you need to present interesting challenges to solve, rather than simply explaining how other smart people have already solved those challenges.” – Therese Huston

Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL) are both student-centered teaching pedagogies that encourage active learning and critical thinking through investigation. Both methods offer students interesting problems to consider. And research shows that both PBL and IBL are effective models of learning.

So, what’s the difference between the two?

According to Banchi and Bell [4], there are four different levels of inquiry.

Confirmation Inquiry: Students confirm a principle through an activity when the results are known in advance.
Structured Inquiry: Students investigate a teacher-presented question through a prescribed procedure.
Guided Inquiry: Students investigate a teacher-presented question using student designed or selected procedures.
Open Inquiry: Students investigate questions that are student formulated through student designed or selected procedures.

Most academics define Inquiry-Based-Learning as a pedagogy that is based on one of these levels. So IBL can be as methodical as guiding students through a procedure to discover a known result or as free-form as encouraging students to formulate original questions. For example, in a Physics laboratory, suppose the topic is Newton’s Second Law of Motion. The lab instructions could define a procedure to record the mass and impact force of various objects. Multiplying the mass by the acceleration due to gravity, the students should recover the force they recorded, thus confirming Newton’s Second Law.

Problem-Based-Learning can be classified as guided inquiry where the teacher-presented question is an unsolved, real-world problem. For example, in a Middle Eastern Studies course, the main problem posed by the instructor could be “Propose a solution to the Israeli–Palestinian conflict.” This question will motivate the study of the history of the region, the theological differences between Judaism and Islam, and current events. At the end of the semester, students would be expected to present and justify their solution.

Therefore, using the definition above, PBL is a type of IBL .

PBL is great because it motivates course content and maximizes learning via investigation, explanation, and resolution of real and meaningful problems. At any level, inquiry can be an effective method of learning because it is student-centered and encourages the development of practical skills and higher-level thinking.

As you plan for your next class, I invite you to reflect on your method of content delivery. Is it motivated? How? Would your students benefit from a day based on inquiry?

References.

Inquiry Based Learning. University of Notre Dame Notes on Teaching and Learning. https://sites.nd.edu/kaneb/2014/11/10/inquiry-based-learning/ .
Problem-Based Learning. Cornell University Center for Teaching Innovation . https://teaching.cornell.edu/teaching-resources/engaging-students/problem-based-learning .
Hmelo-Silver, Cindy E.; Duncan, Ravit Golan; Chinn, Clark A. (2007). “Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)”. Educational Psychologi st. 42 (2): 99–107. doi : 10.1080/00461520701263368 .
Banchi, H., & Bell R. (2008). The many levels of inquiry. Science and Children.

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Problem Solving and Problem-based Learning in the Geosciences

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From January to May, 2012, the Problem Solving and Problem-based Learning Journal Club will meet once a month to discuss readings from the geoscience, other natural sciences and cognitive science literature. We will explore aspects of problem solving and problem-based learning in the classroom that includes introducing problem solving, levels of scaffolding, and assessing students' success.

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Implementation of problem based learning through lesson study to improve students’ problem solving skills

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Auliyah Shofiyah , Dias Setyawan , Yunita Trietika Sakti , Thesa Ihtiar Dikmalantika , Herawati Susilo; Implementation of problem based learning through lesson study to improve students’ problem solving skills. AIP Conf. Proc. 29 April 2024; 2622 (1): 070001. https://doi.org/10.1063/5.0134104

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Many skills are needed to face global challenges because the longer life necessities will be more complex than in the previous era. One of them is problem solving skills that play a role in problem solving. This study aims to determine students’ problem solving skills through Lesson Study (LS) by applying the Problem Based Learning (PBL) model. This is Classroom Action Research (CAR) with a qualitative descriptive approach. The research was conducted on 22 students of the State University of Malang who took the 21st Century Biology Learning course in the 7th semester of the 2019/2020 academic year. This research was conducted in two cycles, each cycle has 2 meetings. The instrument used was a problem solving skill sheet. The indicators of problem solving skills that are measured are problem identification, solution identification, and maintaining the chosen solution. Result of this research showed that LS-based PBL could improve students’ problem solving skills. In first cycle students’ problem solving skills were 54.4 and in second cycle increased to 78.4. Based on these results, learning by applying PBL-based LS can improve students’ problem solving skills.

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problem solving and problem based learning

pembelajaran berbasis pemecahan masalah dan pembelajaran berbasis masalah dalam kurikulum 2013

Related Papers

risal rusli

pembelajaran berbasis masalah

nurul reivy meisa

Pada proses pembelajaran di kelas hingga saat ini masih juga ditemukan pengajar yang memposisikan peserta didik sebagai objek belajar, bukan sebagai individu yang harus dikembangkan potensi yang dimilikinya. Hal ini dapat mematikan potensi peserta didik. Dan dalam keadaan tersebut peserta didik hanya mendengarkan pidato guru di depan kelas, sehingga mudah sekali peserta didik merasa bosan dengan materi yang diberikan. Akibatnya, peserta didik tidak paham dengan apa yang baru saja disampaikan oleh guru. Pada model pembelajaran berbasis masalah berbeda dengan model pembelajaran yang lainnya, dalam model pembelajaran ini, peranan guru adalah menyodorkan berbagai masalah, memberikan pertanyaan, dan memfasilitasi investigasi dan dialog. Guru memberikan kesempatan kepada peserta didik untuk menetapkan topik masalah yang akan dibahas, walaupun sebenarnya guru telah menetapkan topik masalah apa yang harus dibahas. Hal yang paling utama adalah guru menyediakan perancah atau kerangka pendukung yang dapat meningkatkan kemampuan penyelidikan dan intelegensi peserta didik dalam berpikir. Proses pembelajaran diarahkan agar peserta didik mampu menyelesaikan masalah secara sistematis dan logis. Model pembelajaran ini dapat terjadi jika guru dapat menciptakan lingkungan kelas yang terbuka dan jujur, karena kelas itu sendiri merupakan tempat pertukaran ide-ide peserta didik dalam menanggapi berbagai masalah. Jika dilihat dari sudut pandang psikologi belajar, model pembelajaran ini berdasarkan pada psikologi kognitif yang berakar dari asumsi bahwa belajar adalah proses perubahan tingkah laku berkat adanya pengalaman. Melalui model pembelajaran ini peserta didik dapat berkembang secara utuh, artinya bukan hanya perkembangan kognitif, tetapi peserta didik juga akan berkembang dalam bidang affektif dan psikomotorik secara otomatis melalui masalah yang dihadapi. Model pembelajaran berbasis masalah mengambil psikologi kognitif sebagai dukungan teoritisnya. Fokus pembelajaran pada model ini menekankan

musdalifah yusuf

salah satu kecenderungan yang sering dilupakan adalah melupakan bahwa hakikat pembelajaran adalah belajarnya siswa bukan mengajarnya guru. Guru dituntut untuk dapat memilih model pembelajaran yang dapat memacuh semangat siswa untuk secara aktif ikut terlibat dalam pengalaman belajarnya. Salah satu alternatif model pembelajaran yang memungkinkan dikembangkannya keterampilan berfikir siswa ( penalaran, komunikasi, dan koneksi ) dalam pemecahan masalah adalah pembelajaran berbasis masalah ( PBM ). pembelajaran berbasis masalah merupakan inovasi dalam pembelajaran karena dalam PBM kemampuan berfikir siswa betul-betul dioptimalisasikan melalui proses kelompok atau tim yang sistematis, sehingga siswa dapat memberdayakan, mengasah, menguji dan mengembangkan kemampuan berpikirnya secara berkesinambungan. Pada kenyataannya, tidak semua guru memahami konsep PBM tersebut, baik disebabkan oleh kurangnya keinginan dan motivasi untuk meningkatkan kualitas keilmuan maupun kurangnya dukungan sistem untuk meningkatkan kualitas keilmuan tenaga pendidik.

salah satu kecenderungan yang sering dilupakan adalah melupakan bahwa hakikat pembelajaran adalah belajarnya siswa bukan mengajarnya guru. Guru dituntut untuk dapat memilih model pembelajaran yang dapat memacuh semangat siswa untuk secara aktif ikut terlibat dalam pengalaman belajarnya. Salah satu alternatif model pembelajaran yang memungkinkan dikembangkannya keterampilan berfikir siswa ( penalaran, komunikasi, dan koneksi ) dalam pemecahan masalah adalah pembelajaran berbasis masalah ( PBM ) pembelajaran berbasis masalah merupakan inovasi dalam pembelajaran karena dalam PBM kemampuan berfikir siswa betul-betul dioptimalisasikan melalui proses kelompok atau tim yang sistematis, sehingga siswa dapat memberdayakan, mengasah, menguji dan mengembangkan kemampuan berpikirnya secara berkesinambungan.

Contoh RPP model problem solving

Shidiq Pratama

Pada hakikatnya,program pembelajaran bertujuan tidak hanya memahami dan menguasai apa dan bagaimana sesuatu terjadi,tetapi membarikan pemahaman tentang " mengapa hal itu terjadi " .Berpijak pada permasalahan tersebut,maka pembelajaran berbasis masalah sangat penting untuk diterapkan.Pada dasarnya tujuan akhir pembelajaran adalah menghasilkan siswa yang memiliki pengetahuan dan keterampilan dalam memecahkan masalah yang dihadapi didalam hidupnya,baik masalah dalam diri sendiri maupun masalah dalam kehidupan bermasyarakat.Untuk menghasilkan siswa yang memiliki kompetensi yang handal dalam pemecahan masalah maka diperlukan serangkaian strategi pembelajaran pemecahan masalah yang dapat diterapkan dalam pembelajaran1[1] Pengajaran berdasarkan masalah ini telah dikenal sejak zaman John Dewey. Menurut Dewey belajar berdasarkan masalah adalah interaksi antara stimulus dan respon, merupakan hubungan antara dua arah belajar dan lingkungan. Lingkungan memberikan masukan kepada peserta didik berupa bantuan dan masalah, sedangkan sistem saraf otak berfungsi menafsirkan bantuan itu secara efektif sehingga masalah yang dihadapi dapat diselidiki, dinilai, dianalisis, serta dicari pemecahannya dengan baik. Pembelajaran Berbasis Masalah yang berasal dari bahasa Inggris Problem-based Learning adalah suatu pendekatan pembelajaran yang dimulai dengan menyelesaikan suatu masalah, tetapi untuk menyelesaikan masalah itu peserta didik memerlukan pengetahuan baru untuk dapat menyelesaikannya. Pendekatan pembelajaran berbasis masalah (problem-based learning / PBL) adalah konsep pembelajaran yang membantu guru menciptakan lingkungan pembelajaran yang dimulai dengan masalah yang penting dan relevan (bersangkut-paut) bagi peserta didik, dan memungkinkan peserta didik memperoleh pengalaman belajar yang lebih realistik (nyata) Pembelajaran berbasis masalah adalah salah satu strategi pembelajaran dalam konteks kehidupan nyata yang berorientasi pada pemecahan masalah serta mengembangkan berpikir kritis, sintetik, dan praktikal dengan memanfatkan multiple intellegencies untuk membiasakan belajar bagaimana belajar.

Rizka Amalia Ramadhana

Agus Mulyana agusmulyana.2017

PENDAHULUAN Permasalahan yang sering muncul dalam dunia pendidikan adalah lemahnya kemampuan siswa dalam menggunakan kemampuan berpikirnya untuk menyelesaikan masalah. Siswa cenderung dijejali dengan berbagai informasi yang menuntut hapalan saja. Banyak sekali pengetahuan dan informasi yang dimiliki siswa tetapi sulit untuk dihubungkan dengan situasi yang mereka hadapi. Alih-alih dapat menyelesaikan masalah, pengetahuan mereka seperti tidak relevan dengan apa yang mereka hadapi. Ketika siswa mengikuti sebuah pendidikan tiada lain untuk menyiapkan mereka menjadi manusia yang tidak hanya cerdas tetapi mampu menyelesaikan persoalan yang akan mereka hadapi di kemudian hari. Sudah sering mendengar keluhan siswa betapa beratnya mereka mengikuti beban dari sekolah. Mereka dituntut untuk mengetahui segala hal yang dituntut oleh kurikulum. Walaupun kapasitas intelektualnya dapat menjangkau beban tersebut, siswa seperti telepas dari dunianya. Padahal yang mereka hadapi harus dapat diselesaikan dengan kemampuan sendiri. Oleh karena itu, pendidikan harus membekali mereka dengan kemampuan-kemampuan yang dapat digunakan untuk mengatasi permasalahan yang mereka hadapi. Kemampuan tersebut adalah kemampuan memecahkan masalah. Kemampuan ini dapat dikembangkan melalui pembelajaran dimana masalah dihadirkan di kelas dan siswa diminta untuk menyelesaikannya dengan segala pengetahuan dan keterampilan yang mereka miliki. Pembelajaran bukan lagi sebagai " transfer of knowledge " , tetapi mengembangkan potensi siswa secara sadar melalui kemampuan yang lebih dinamis dan aplikatif. Berdasarkan hal tersebut, guru perlu merancang pembelajaran yang mampu membangkitkan potensi siswa dalam menggunakan kemampuan berpikirnya untuk menyelesaikan masalah. Salah satu pendekatan pembelajaran tersebut adalah apa yang disebut " Pembelajaran Berbasis Masalah (PBM) " atau " Problem Based Learning (PBL) ". Pendekatan pembelajaran ini dipusatkan kepada masalah-masalah yang disajikan oleh guru dan siswa menyelesaikan masalah tersebut dengan seluruh pengetahuan dan keterampilan mereka dari berbagai sumber yang dapat diperoleh. Secara lebih lengkapnya, inilah yang akan penulis sajikan dalam makalah ini. Berdasarkan latar belakang tersebut perlu kiranya merumuskan topik-topik masalah sebagai pijakan untuk terfokusnya kajian tentang Pembelajaran

Citra Lady A.

adelina anandini

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Applying Problem Based Learning (PBL)
Problem Based Learning
problem based learning dan problem solving
five step problem solving process
Developing Problem-Solving Skills for Kids
Case (Problem Solving) Based Learning

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Discover Problem-Based Learning Curriculum
Strategi Pembelajaran Problem Based Learning dan Penerapannya
VIDEO PPL AKSI 2 PPG DALJAB ANGKATAN 1 TAHUN 2023 UNPATTI AMBON 15 MENIT
What is Problem-based learning? or PBL? (Brief explanation)
PEMBELAJARAN BERDIFERENSIASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING
REKA BENTUK AKUAPONIK : jenis Raft

COMMENTS

Problem-Based Learning (PBL)
PBL is a student-centered approach to learning that involves groups of students working to solve a real-world problem, quite different from the direct teaching method of a teacher presenting facts and concepts about a specific subject to a classroom of students. Through PBL, students not only strengthen their teamwork, communication, and ...
Problem-Based Learning: An Overview of its Process and Impact on
Problem-based learning (PBL) has been widely adopted in diverse fields and educational contexts to promote critical thinking and problem-solving in authentic learning situations. Its close affiliation with workplace collaboration and interdisciplinary learning contributed to its spread beyond the traditional realm of clinical education 1 to ...
Problem-based learning
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes.
Problem-Based Learning
Nilson (2010) lists the following learning outcomes that are associated with PBL. A well-designed PBL project provides students with the opportunity to develop skills related to: Working in teams. Managing projects and holding leadership roles. Oral and written communication. Self-awareness and evaluation of group processes. Working independently.
Effective Learning Behavior in Problem-Based Learning: a Scoping Review
Problem-based learning (PBL) emphasizes learning behavior that leads to critical thinking, problem-solving, communication, and collaborative skills in preparing students for a professional medical career. However, learning behavior that develops these skills has not been systematically described. This review aimed to unearth the elements of ...
Problem-Based Learning
What is Problem-Based Learning. Problem-based learning (PBL) challenges students to identify and examine real problems, then work together to address and solve those problems through advocacy and by mobilizing resources. Importantly, every aspect of the problem solving process involves students in real work—work that is a reflection of the ...
Problem-Based Learning
Problem-based learning (PBL) is an instructional method aimed at preparing students for real-world settings. By requiring students to solve problems, PBL enhances students' learning outcomes by promoting their abilities and skills in applying knowledge, solving problems, practicing higher order thinking, and self-directing their own learning.
Problem-Based Learning: What and How Do Students Learn?
Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL ...
Problem based learning: a teacher's guide
Problem-based learning (PBL) is a style of teaching that encourages students to become the drivers of their learning process. Problem-based learning involves complex learning issues from real-world problems and makes them the classroom's topic of discussion; encouraging students to understand concepts through problem-solving skills rather than ...
Problem-Based Learning (PBL)
Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and ...
"Pembelajaran Berbasis Masalah (Problem Based Learning)"
Problem-based learning is learning that uses re al. problems (authentic) that are not structured and are open as a context for. students to develop probl em solving skills and think critically a s ...
Instructional Design Models and Theories: Problem-Based Learning
The 4 Key Principles of a Problem-Based Curriculum. Through active learning. Learners can control their own learning, as well as submit and answer their own questions. Through integrated learning. Knowledge, understanding and skills go hand in hand, while classroom/book knowledge is linked to the real world, and the problem is the focus.
Perbedaan PBL dan Problem Solving: Mana yang Lebih Efektif dalam
Problem-based learning (PBL) dan problem solving adalah dua metode pembelajaran yang berfokus pada pemecahan masalah, namun keduanya memiliki perbedaan utama. PBL adalah pendekatan pembelajaran yang menempatkan mahasiswa sebagai pengambil keputusan aktif dalam memecahkan masalah melalui diskusi dan kolaborasi dengan sesama mahasiswa.
PDF Problem Based Learning: A Student-Centered Approach
Keywords: problem based learning, curriculum, collaborative learning, team work, approach, method 1. Introduction Problem based learning is a student-centered educational method which aims to develop problem - solving skills through a self- directed learning as a life time habit and team work skills. Untidy, messy, ill structured situations
Problem-Based and Inquiry-Based Learning: What's the difference?
Problem-Based-Learning can be classified as guided inquiry where the teacher-presented question is an unsolved, real-world problem. For example, in a Middle Eastern Studies course, the main problem posed by the instructor could be "Propose a solution to the Israeli-Palestinian conflict.". This question will motivate the study of the ...
(PDF) Problem Based Learning to Improve Critical Thinking
Problem Based Learning to Improve Critica l Thinking. Egi Gustomo Arifin. SD Negeri Tegalsari. [email protected]. Article History. received 3/12/2020 revised 17/12/2020 accepted 31/12/2020 ...
PDF The Role of Problem-based Learning to Improve Students' Mathematical
: Hendriana, H., Johanto, T., & Sumarmo, U. (2018). The Role of Problem Based Learning to Improve Students' Mathematical Problem-Solving Ability and Self Confidence. Journal on Mathematics Education, 9 (2), 291-300. In fact, the problem-solving ability is an essential ability should be possessed by and improved on high school students.
EFEKTIVITAS PROBLEM BASED LEARNING DAN PROBLEM SOLVING ...
Kata kunci: berpikir kritis, problem based learning, problem solving, ABSTRACT This study aims to determine the differences in the effectiveness of the Problem Based Learning and Problem Solving models on 5th grade students' critical thinking skills in mathematics learning. This research includes quasi-experimental research.
(Pdf) Perbandingan Model Pembelajaran Problem Solving Dan Problem Based
Based on these results, the experimental class 1 which applied the problem solving learning model was better at improving students' thinking skills than the experimental class 2 which applied a ...
Problem Solving & Problem-based Learning
Problem Solving and Problem-based Learning in the Geosciences. Learning approaches to address the messy problems of the real world is critical in students learning to "think like a scientist" (Hunter et al., 2006; Lopatto, 2004). Given the grand challenges facing society that include resource issues and climate change, geoscientists depend upon ...
Implementation of problem based learning through lesson study to
The indicators of problem solving skills that are measured are problem identification, solution identification, and maintaining the chosen solution. Result of this research showed that LS-based PBL could improve students' problem solving skills. In first cycle students' problem solving skills were 54.4 and in second cycle increased to 78.4.
The technique of listening, asking, and problem-solving on the
Second and foreign language teachers' problem-solving schemata development through informal problem solving: The relationship between experience and expertise. Innovation in Language Learning and Teaching, 17(2), 202-216. Doghonadze, N., & Gorgiladze, G. (2008). Problem-solving in teaching foreign languages to students of pedagogical departments.
problem solving and problem based learning
LANGKAH-LANGKAH PEMBELAJARAN DENGAN MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM SOLVING, CPS DAN PROBLEM BASE LEARNING Oleh: Saeful Nurdin, M.Pd. Balai Diklat Keagamaan Bandung e-mail:[email protected] A. Pengertian model pembelajaran problem solving Metode Problem Solving adalah cara mengajar yang dilakukan dengan cara melatih para murid ...
Project-Based Learning and Problem-Based Learning Models in Critical
Data were analyzed inferentially by hypothesis testing ANACOVA comparison. Problem-Based Learning (PBL) directs students to learn, directs individual and group investigations, generates and performs work, and assesses the problem-solving process. ... D. S. (2022). Efektivitas Problem-Based learning dan project based learning terhadap prestasi ...
MAKALAH MODEL PEMBELAJARAN PROBLEM BASED LEARNING
1. MAKALAH MODEL PEMBELAJARAN PROBLEM BASED LEARNING. Masleni Harahap 1, Edy Surya 2. Mahasiswa P Ps Prodi Pendidikan Dasar 1), Dosean PPs Prodi Matematika 2) Universitas. Negeri Medan Jalan ...

Problem-Based Learning (PBL)

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How to Begin PBL

Designing Classroom Instruction

How to Orchestrate a PBL Activity

Teacher’s Role in PBL

The Role of the Students

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Problem based learning: a teacher's guide

What is problem-based learning?

Philosophical Underpinnings of PBL