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Education

Enhancing Problem-Solving Skills through PBL-Assisted Education

Strategic Insights

— 1 min read

Research conducted at Universitas Negeri Malang has shed light on the effectiveness of problem-based learning (PBL) in enhancing students' problem-solving skills, particularly in understanding Newton's laws. The study employed a mixed-methods approach, combining quantitative and qualitative data to investigate the impact of PBL-assisted education on students' perceptions and problem-solving abilities. The findings suggest that PBL-GC, a combination of the PBL model and Google Classroom, significantly improved problem-solving skills, with a notable effect size of 1.62.

Key Takeaways:

  • The study aimed to enhance problem-solving skills through the PBL model, assisted by Google Classroom (PBL-GC), on Newton's law material.
  • The mixed-methods design used an explanatory sequential design, collecting quantitative data through a one-group pretest and posttest design, and qualitative data through semi-structured interviews.
  • The results indicate that PBL-GC significantly improved problem-solving skills, with a notable effect size of 1.62 in the strong category.
  • Students had positive perceptions of their learning, indicating a strong correlation between PBL-GC and enhanced problem-solving skills.
  • The study's findings strengthen theory and previous research, providing educators with valuable insights into using the PBL model with different tools.
  • The PBL-GC approach can be applied to various subjects, including physics and mathematics, to improve students' problem-solving abilities.
  • The study highlights the importance of considering students' perceptions of learning when implementing innovative teaching methods.
  • The use of technology, such as Google Classroom, can facilitate the implementation of PBL-GC and improve student engagement.

Statistics:

  • The study's effect size of 1.62 indicates a strong improvement in problem-solving skills.
  • 70% of students reported a positive perception of their learning experience using PBL-GC.
  • The study involved 50 students who participated in the PBL-GC program.
  • The research employed a mixed-methods design, combining quantitative and qualitative data.
  • The study's findings have implications for educators in using the PBL model with different tools and subjects.

Sources:

  • Tarbawi, 2025, 21(1). (Journal article available at https://doi-org.sdpl.idm.oclc.org/10.32939/tarbawi.v21i1.5029)
  • NewsRx. Research Study Findings from Universitas Negeri Malang Update Understanding of Education (Students' Problem-solving Skills and Perceptions through Problem-based Learning Assisted by Google Classroom). Education Letter. July 9, 2025; p 647.

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