problem-based learning

  • Gender-Sensitive Effect of Problem-Based Learning on Student Performance in Indonesian Teacher College Classes

    Author: Neneng Nurjanah
    Institution: Universitas Pendidikan Indonesia
    Author: Ace Suryadi
    Institution: Universitas Pendidikan Indonesia
    Author: Ishak Abdulhaq
    Institution: Universitas Pendidikan Indonesia
    Author: Dasim Budimansyah
    Institution: Universitas Pendidikan Indonesia
    Year of publication: 2019
    Source: Show
    Pages: 54-63
    DOI Address:
    PDF: tner/201901/tner5504.pdf

    To restore the quality of education, the 2013 curriculum reform in Indonesia urged teachers to employ pupil-centered, thematic problem-based learning (PBL). This study examined whether the PBL collaborative learning enabled students to learn better and in an equal manner through an array of cross-cutting aspects like race, social class, and gender. The presented study involved two teacher colleges and randomly assigned undergraduate classes that were taught with the use of PBL practices while other comparable classes were taught through traditional lecturing. It was found that the students in the experimental group performed better and more equalized than those in the other group. This is to assist the teacher colleges to teach their student-teachers to design and practice more engaging classes where boys and girls are given equal chances to foster their potentials to the fullest.

  • Unconventional ways of solving problems in mathematics classes

    Author: Pavel Doulík
    Author: Petr Eisenmann
    Author: Jiří Přibyl
    Author: Jiří Škoda
    Year of publication: 2016
    Source: Show
    Pages: 53-66
    DOI Address:
    PDF: tner/201601/tner20160104.pdf

    The contribution enquires into possibilities of application of the heuristic methods in the teaching process, specifically its applications during the classes of mathematics in grammar school. In the frame of the research the influence was monitored of the unconventional way of solving problems during classes of mathematics in relation to the evaluation of educational advancements. Furthermore, pupils evaluated their attitude towards mathematical study including their viewpoint on problematic exercises in maths and the successfulness of solving these mathematical exercises was also evaluated. The results of the experimental group were compared to the same areas in the control group.

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