Problem-Based Learning in Programming Lesson

DOI

10.2991/iciap-18.2019.44How to use a DOI?

Keywords

Problem-Based Learning, Module, Learning Results

Abstract

Problem-based learning (PBL) is an important practice that provides suitable learning environments for learners through which they acquire complex problem-solving skills (PSS) by working with real-life problem situations (Efendioglu, 2015). Problems push people to think creatively, efficiently, and effectively. Programming skills are needed in this digital era. Programming learning covers the following domains: a) cognitive domain, student understanding, and knowledge analysis, b) affective domain, student assessment and organizing knowledge, and c) psychomotor domain, student skills. Student needs many skills in this digital era, especially problem solving. Students are given opportunities to solve problems in a collaborative setting, create mental models for learning, and configure self-directed learning habits through practice and reflection. Many ways of learning are directed to PBL, such as using a practice experiment module. A module has several purposes: clarify and facilitate the presentation of messages, b) overcome the limitations of time, space, and sensory power for both learners and teachers, c) improve motivation and passion for learning as well as develop the ability to interact directly with the environment and other learning resources that enable learn independent learning, and d) allow learners to measure or evaluate their learning results. First chapter of module contains three experiments’ steps that followed by students to understand the lesson. Next chapter contains complex problems based on experiments in first chapter. This study aims to determine the differences in the results of learning between a class that employs PBL method and those that do not. The study employed a comparative experimental quantitative research method. The subjects included 35 students in an experiment group and 35 students in a control group at SMK Negeri 2 Surabaya. To determine the learning results difference between the experimental and control groups, pre- and post-tests were conducted. The Independent Sample T-Test was performed to determine the differences in learning. The results indicate that there were significant learning results differences; employing the method of PBL produced better results than conventional methods. This study can be a reference for teachers to enhance students’ PSS through PBL; moreover, it contributes a foundation for future research in developing PSS for students.

Copyright

© 2019, 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  - Achmad Aliyil Khakim
PY  - 2019/08
DA  - 2019/08
TI  - Problem-Based Learning in Programming Lesson
BT  - Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)
PB  - Atlantis Press
SP  - 529
EP  - 536
SN  - 2352-5398
UR  - https://doi.org/10.2991/iciap-18.2019.44
DO  - 10.2991/iciap-18.2019.44
ID  - Khakim2019/08
ER  -