Problem-Based Learning and Learning Styles: The impact on Student’s Learning Outcomes

Susan Febriantina, Nuryetty Zein, Indah Novita, Marsofiyati4 Marsofiyati4

Abstract


This study aimed to determine the magnitude of the influence of the problem-based learning model and learning styles on student learning outcomes at SMK Bina Pangudi Luhur Jakarta. The research method used in this study was a survey method with a population of 105 students in the X grade and the sampling technique was proportional random sampling. The result was a significant direct and indirect influence between the problem-based learning model on student learning outcomes, learning styles on learning outcomes, the problem-based learning model on student learning styles, as well as the problem-based learning models and learning styles on the learning outcomes of students of class X at SMK Bina Pangudi Luhur Jakarta. In addition to the problem-based learning model and learning style, student learning outcomes were also influenced by other factors. Therefore, further research can examine more closely the other factors that influence student learning outcomes.

Keywords


: Problem Based Learning; Learning Style; Learning Outcomes

Full Text:

PDF

References


Amir, T. 2009. Inovasi Pendidikan Melalui Problem Based Learning. Jakarta: Prenada Media Group.

Andersen, A.L., Brunoe, T.D., Nielsen, K., 2019. Engineering education in changeable and reconfigurable manufacturing: Using problem-based learning in a learning factory environment. Procedia CIRP 81, 7–12. https://doi.org/10.1016/j.procir.2019.03.002

Bajaj, R., Sharma, V., 2018. Smart Education with artificial intelligence based determination of learning styles. Procedia Comput. Sci. 132, 834–842.

https://doi.org/10.1016/j.procs.2018.05.095

Bayona, J.A., Castañeda, D.I., 2017. Influence of personality and motivation on case method teaching. Int. J. Manag. Educ. 15, 409–428.

https://doi.org/10.1016/j.ijme.2017.07.002

Belousova, A., 2014. Thinking Style as a Factor of Variable Cognitive Education. Procedia - Soc. Behav. Sci., LUMEN 2014 - From Theory to Inquiry in Social Sciences, Iasi, Romania, 10-12 April 2014 149, 97–101.

https://doi.org/10.1016/j.sbspro.2014.08.167

Bota, O.A., Petre, C., 2015. Educational Style Impact on Student Academical Achievements. Procedia - Soc. Behav. Sci., First Global Conference on

Contemporary Issues in Education (GLOBE-EDU 2014) 12-14 July 2014, Las

Vegas, USA 177, 127–131. https://doi.org/10.1016/j.sbspro.2015.02.360

Chou, D.C., 2018. Applying design thinking method to social entrepreneurship project. Comput. Stand. Interfaces 55, 73–79.

https://doi.org/10.1016/j.csi.2017.05.001

Donnell, Z., Hoffman, R., Sarmiento, K., Hays, C., 2018. Concussion attitudes, behaviors, and education among youth ages 12–17: Results from the 2014 YouthStyles survey. J. Safety Res. 64, 163–169.

https://doi.org/10.1016/j.jsr.2017.12.001

Huang, T.-C., 2018. Do different learning styles make a difference when it comes to creativity? An empirical study. Comput. Hum. Behav.

https://doi.org/10.1016/j.chb.2018.10.003

Liu, L., Du, X., Zhang, Z., Zhou, J., 2019. Effect of problem-based learning in pharmacology education: A meta-analysis. Stud. Educ. Eval. 60, 43–58. https://doi.org/10.1016/j.stueduc.2018.11.004

Magdalena, S.M., 2015. The Relationship of Learning Styles, Learning Behaviour and Learning Outcomes at the Romanian Students. Procedia - Soc. Behav.

Sci. 180, 1667–1672. https://doi.org/10.1016/j.sbspro.2015.05.062

Matewos, A.M., Marsh, J.A., McKibben, S., Sinatra, G.M., Le, Q.T., Polikoff, M.S., 2019. Teacher learning from supplementary curricular materials: Shifting instructional roles. Teach. Teach. Educ. 83, 212–224.

https://doi.org/10.1016/j.tate.2019.04.005

Mubuuke, A.G., Louw, A.J.N., Van Schalkwyk, S., 2017. Cognitive and Social Factors Influencing Students׳ Response and Utilization of Facilitator Feedback in a Problem Based Learning Context. Health Prof. Educ. 3, 85–98.

https://doi.org/10.1016/j.hpe.2016.09.003

Munastiwi, E., 2015. The Management Model of Vocational Education Quality

Assurance Using ‘Holistic Skills Education (Holsked).’ Procedia - Soc. Behav.

Sci., The 4th World Congress on Technical Vocational Education and Training (4thWoCTVET), 5-6 December 2014, Universiti Tun Hussein Onn Malaysia, MALAYSIA 204, 218–230.

https://doi.org/10.1016/j.sbspro.2015.08.144

Mynott, G.J., 2018. The academic self-concept of business and management students: A review of the literature. Int. J. Manag. Educ. 16, 515–523.

https://doi.org/10.1016/j.ijme.2018.10.003

Phungsuk, R., Viriyavejakul, C., Ratanaolarn, T., 2017. Development of a problembased learning model via a virtual learning environment. Kasetsart J. Soc.

Sci. 38, 297–306. https://doi.org/10.1016/j.kjss.2017.01.001

Stekelenburg, J.J., Vroomen, J., 2015. Predictive coding of visual–auditory and motor-auditory events: An electrophysiological study. Brain Res., Predictive and Attentive Processing in Perception and Action 1626, 88–96.

https://doi.org/10.1016/j.brainres.2015.01.036

Tutticci, N., Coyer, F., Lewis, P.A., Ryan, M., 2016. High-Fidelity Simulation: Descriptive Analysis of Student Learning Styles. Clin. Simul. Nurs. 12, 511–

https://doi.org/10.1016/j.ecns.2016.07.008

Wyness, L., Dalton, F., 2018. The value of problem-based learning in learning for sustainability: Undergraduate accounting student perspectives. J. Account.

Educ. 45, 1–19. https://doi.org/10.1016/j.jaccedu.2018.09.001

Yew, E.H.J., Goh, K., 2016. Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Prof. Educ. 2, 75–79.

https://doi.org/10.1016/j.hpe.2016.01.004


Refbacks

  • There are currently no refbacks.


Creative Commons License

JPBM is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 

JPBM is indexed by :

  

  

ISSN (Online) 2527-905X       ISSN (Print) 2461-0828