Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)

Problem-Based Learning in Programming Lesson

Authors
Achmad Aliyil Khakim
Corresponding Author
Achmad Aliyil Khakim
Available Online August 2019.
DOI
https://doi.org/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.
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Proceedings
2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
August 2019
ISBN
978-94-6252-782-9
ISSN
2352-5398
DOI
https://doi.org/10.2991/iciap-18.2019.44How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Achmad Aliyil Khakim
PY  - 2019/08
DA  - 2019/08
TI  - Problem-Based Learning in Programming Lesson
BT  - 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  - https://doi.org/10.2991/iciap-18.2019.44
ID  - Khakim2019/08
ER  -