Implementation of Problem-Based Learning (PBL) in Gender and Agribusiness Development Course and Its Impact on Students’ Learning Process

DOI

10.2991/assehr.k.210202.056How to use a DOI?

Keywords

Problem-based learning, higher education, critical thinking, communication skills, Agribusiness

Abstract

Problem-based learning (PBL) is one of the widely implemented active learning method. This study aims to describe implementation of PBL, analyse the effect of PBL in teaching and learning and describe students’ satisfaction in gender and agribusiness development course, undergraduate level. This study used both quantitative and qualitative approach with descriptive design. The instrument consists of a set of questionnaires and semi-structured interviews. The survey was conducted to 20 undergraduates students who took gender and agribusiness development class. Interview sessions were carried on selected respondents. Quantitative data were analysed using descriptive statistics. The results show that most of students were able to present solution of the given problems through group activities, self- learning, lecturer guidance and independent learning. The findings also show PBL could enhance students’ hard skill and soft skills. students’ motivation, communication skills, and independent learning are generated through PBL. Students also positively perceived on the implementation of PBL in gender and agribusiness development learning process. PBL is a teaching strategy that needs to be applied in the process of learning in higher institutions in order to achieve learning outcomes and develop students’ critical thinking and skills.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Yuerlita
AU  - Rudi Febriamansyah
AU  - Vonny Indah Mutiara
PY  - 2021
DA  - 2021/02/03
TI  - Implementation of Problem-Based Learning (PBL) in Gender and Agribusiness Development Course and Its Impact on Students’ Learning Process
BT  - Proceedings of the 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020)
PB  - Atlantis Press
SP  - 314
EP  - 318
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210202.056
DO  - 10.2991/assehr.k.210202.056
ID  - 2021
ER  -