The Effectiveness of Problem Based Learning Model Through Providing Generic Science Skill in Organic Chemistry Reaction Subject

Problem Based Learning is one of the teaching models that require students to be active, collaborative, student-centered, develop their problem-solving skills, and independent learning. This study was aimed at investigating the effectiveness of the problem-based learning model by providing generic c...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Journal of physics. Conference series Jg. 1819; H. 1; S. 12073
Hauptverfasser: Dibyantini, R E, Suyanti, R D, Silaban, R
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Bristol IOP Publishing 01.03.2021
Schlagworte:
Chemical reactions
Collaboration
Organic chemicals
Organic chemistry
Physics
Problem based learning
Problem solving
Skills
Students
ISSN:1742-6588, 1742-6596
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:Problem Based Learning is one of the teaching models that require students to be active, collaborative, student-centered, develop their problem-solving skills, and independent learning. This study was aimed at investigating the effectiveness of the problem-based learning model by providing generic chemistry skills (MPBM-PKGK) in organic chemistry reaction subjects as well as finding out students’ responses to the application of the developed model. The subject of this study was students of the chemistry education study program who took organic chemistry reaction subject. It was divided into two groups, one of them was the experimental group, taught by using a problem-based learning model through providing generic chemistry skills while the other was the control group, taught by using the direct instruction model. The data were obtained by using a pre-test, post-test, and questionnaire. The results showed that the increase in the generic chemistry abilities of students using MPBM-PKGK was higher than the direct instruction model, meaning that MPBM-PKGK was effectively used in improving mastery of the concept of organic chemical reactions. While the students’ responses on the application of MPBM-PKGK agreed and content to the developed model. It was shown from the attention aspect, adding concept, students’ involvement in the teaching-learning process, students’ thinking skills as well as expected that the MPBM-PKGK model can be used continually.
Bibliographie:ObjectType-Conference Proceeding-1
SourceType-Scholarly Journals-1
content type line 14
ISSN:1742-6588
1742-6596
DOI:10.1088/1742-6596/1819/1/012073