IMPLEMENTATION OF PROBLEM-BASED LEARNING AND GROUP INVESTIGATION (PBL GO-IN) TO IMPROVE VOCATIONAL STUDENTS’ COMPETENCE
DOI:
https://doi.org/10.12928/joves.v2i1.750Keywords:
competence, group investigation, problem-based learning, vocational schoolAbstract
The purpose of this study was to determine the effectiveness of a combination of problem-based learning and group investigation (PBL Go-In) methods on the competence of the Motorcycle Engineering and Business Program students. This study is an experimental implementation method using quasi-experimental design with a non-equivalent control group design. The results of the study obtained the application of the PBL Go-In model consisting of 7 stages, namely, presentation of problem situations, investigation and exploration, formulation of tasks, learning activities, analysis of progress, presentation, and assessment. The results of the analysis suggest that there are differences in the level of competency of students before and after the PBL Go-In method is implemented. The percentage of students passing minimum grade of 75 before treatment was 8.7%, and after treatment became 82.6%. Thus, it can be said that PBL Go-In learning model is potential to improve the students competence.References
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Figueiredo, J., & Pereira, R. M. (2016). Teacher's experiences in PBL: implications for practice. European Journal of Engineering Education, 41(2), 123-141.
Asyari, M., Al Muhdhar, M. H. I., Susilo, H., & Ibrohim. (2016). Improving critical thinking skills through the integration of problem-based learning and group investigation. International Journal for Lesson and Learning Studies, 5(1), 36-44.
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Delaney, Y et al. (2017). Transisi dari tradisional ke pembelajaran berbasis masalah dalam pendidikan manajemen: kasus program pengembangan keterampilan manajer garis depan. Inovasi dalam Pendidikan dan Pengajaran Internasional, 54 (3), 214-222.
Dole, S., Bloom, L., & Doss, K. K. (2017). Engaged learning: Impact of PBL and PjBL with elementary and middle-grade students. Interdisciplinary Journal of Problem-Based Learning, 11(2), 9.
Edström, K., & Kolmos, A. (2014). PBL and CDIO: complementary models for engineering education development. European Journal of Engineering Education, 39(5), 539-555.
Faqihi, A., Budiyono, B., & Saputro, D. R. S. (2015). Eksperimentasi model pembelajaran problem based learning (PBL) dan kooperatif tipe group investigation (GI) pada materi peluang ditinjau dari kemandirian belajar siswa. Jurnal Pembelajaran Matematika, 3(10).
Günter, T., & Alpat, SK (2017). Efek pembelajaran berbasis masalah (PBL) pada pencapaian akademik siswa yang belajar Elektrokimia. Penelitian dan Praktik Pendidikan Kimia, 18(1), 78-98.
Jongsermtrakoon, S., & Nasongkhla, J. (2015). A Group investigation learning system for open educational resources to enhance student teachers' digital literacy and awareness in information ethics. International Journal of Information and Education Technology, 5(10), 783.
Kauchak, D. P., & Eggen, P. D. (1993). Learning and teaching. New York: Allyn Bacon.
Khasanah, N., & Azizah, U. (2018). Train students’critical thinking skill through the implementation of cooperative learning model type group investigation (GI) on matter of reaction rate in SMA Negeri 1 Manyar. Unesa Journal of Chemical Education, 7(1), pp.81-86
Klegeris, A., Gustafsson, E., & Hurren, H. (2017). Perbandingan nilai siswa yang diperoleh oleh panel penilaian menunjukkan keterampilan pemecahan masalah yang umum dan kemampuan akademis sebagai keahlian yang berbeda. Bandingkan: Jurnal Pendidikan Komparatif dan Internasional, 1-12.
Parinduri, S. H., Sirait, M., & Sani, R. A. (2017). The effect of cooperative learning model type group investigation for student’s conceptual knowledge and science process skills. IOSR Journal of Research & Method in Education (IOSR-JRME), 7(4), 49-54.
Purnomo, D. H., & Wijanarka, B. S. (2017). Problem based learning untuk meningkatkan kompetensi gambar manufaktur di SMK N 2 Wonosari. Jurnal Pendidikan Vokasional Teknik Mesin, 5(3), 207-214.
Prasmala, E. R. (2016). Model group investigation (GI) dipadu problem based learning (pbl) untuk meningkatkan keterampilan bekerja ilmiah dan kemampuan kognitif siswa kelas x-a1 SMAN 2 Malang. Florea: Jurnal Biologi dan Pembelajarannya, 3(1), 5-11.
Santosa, B., & Dwi, S. (2018). Work-based assessment at vocational high school in Indonesia. International Journal, 8(1), 89-97.
Sari, DE (2017). Efektivitas metode GI dengan studi workbench elektronik untuk meningkatkan aktivitas dan hasil belajar siswa. Educatio: Jurnal Pendidikan, 2(1), 136-150.
Slavin, R. E. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice-Hall.
Spencer, L. M., & Spencer, P. S. M. (2008). Competence at Work models for superior performance. John Wiley & Sons.
Tongco, M. D. C. (2007). Purposive sampling as a tool for informant selection. Ethnobotany Research and Applications, 5, 147-158.
Trilling, B., & Fadel, C. (2009). 21st-century skills: Learning for life in our times. John Wiley & Sons.
Umatin, C. (2017). Aplikasi problem based learning dan group investigation dalam pembelajaran ekonomi di Malang. Konstruktivisme: Jurnal Pendidikan & Pembelajaran, 9(1), 135-146.
Figueiredo, J., & Pereira, R. M. (2016). Teacher's experiences in PBL: implications for practice. European Journal of Engineering Education, 41(2), 123-141.
Asyari, M., Al Muhdhar, M. H. I., Susilo, H., & Ibrohim. (2016). Improving critical thinking skills through the integration of problem-based learning and group investigation. International Journal for Lesson and Learning Studies, 5(1), 36-44.
Barrows, H. S. (1996). Problemâ€based learning in medicine and beyond: A brief overview. New directions for teaching and learning, 1996(68), 3-12.
Bloom, B. (1956). A taxonomy of cognitive objectives. New York: McKay.
Creswell, J. (2011). Riset pendidikan, perencanaan, pelaksanaan, dan evaluasi riset kualitatif & kuantitatif (edisi 5). Yogyakarta: Pustaka Pelajar.
Delaney, Y et al. (2017). Transisi dari tradisional ke pembelajaran berbasis masalah dalam pendidikan manajemen: kasus program pengembangan keterampilan manajer garis depan. Inovasi dalam Pendidikan dan Pengajaran Internasional, 54 (3), 214-222.
Dole, S., Bloom, L., & Doss, K. K. (2017). Engaged learning: Impact of PBL and PjBL with elementary and middle-grade students. Interdisciplinary Journal of Problem-Based Learning, 11(2), 9.
Edström, K., & Kolmos, A. (2014). PBL and CDIO: complementary models for engineering education development. European Journal of Engineering Education, 39(5), 539-555.
Faqihi, A., Budiyono, B., & Saputro, D. R. S. (2015). Eksperimentasi model pembelajaran problem based learning (PBL) dan kooperatif tipe group investigation (GI) pada materi peluang ditinjau dari kemandirian belajar siswa. Jurnal Pembelajaran Matematika, 3(10).
Günter, T., & Alpat, SK (2017). Efek pembelajaran berbasis masalah (PBL) pada pencapaian akademik siswa yang belajar Elektrokimia. Penelitian dan Praktik Pendidikan Kimia, 18(1), 78-98.
Jongsermtrakoon, S., & Nasongkhla, J. (2015). A Group investigation learning system for open educational resources to enhance student teachers' digital literacy and awareness in information ethics. International Journal of Information and Education Technology, 5(10), 783.
Kauchak, D. P., & Eggen, P. D. (1993). Learning and teaching. New York: Allyn Bacon.
Khasanah, N., & Azizah, U. (2018). Train students’critical thinking skill through the implementation of cooperative learning model type group investigation (GI) on matter of reaction rate in SMA Negeri 1 Manyar. Unesa Journal of Chemical Education, 7(1), pp.81-86
Klegeris, A., Gustafsson, E., & Hurren, H. (2017). Perbandingan nilai siswa yang diperoleh oleh panel penilaian menunjukkan keterampilan pemecahan masalah yang umum dan kemampuan akademis sebagai keahlian yang berbeda. Bandingkan: Jurnal Pendidikan Komparatif dan Internasional, 1-12.
Parinduri, S. H., Sirait, M., & Sani, R. A. (2017). The effect of cooperative learning model type group investigation for student’s conceptual knowledge and science process skills. IOSR Journal of Research & Method in Education (IOSR-JRME), 7(4), 49-54.
Purnomo, D. H., & Wijanarka, B. S. (2017). Problem based learning untuk meningkatkan kompetensi gambar manufaktur di SMK N 2 Wonosari. Jurnal Pendidikan Vokasional Teknik Mesin, 5(3), 207-214.
Prasmala, E. R. (2016). Model group investigation (GI) dipadu problem based learning (pbl) untuk meningkatkan keterampilan bekerja ilmiah dan kemampuan kognitif siswa kelas x-a1 SMAN 2 Malang. Florea: Jurnal Biologi dan Pembelajarannya, 3(1), 5-11.
Santosa, B., & Dwi, S. (2018). Work-based assessment at vocational high school in Indonesia. International Journal, 8(1), 89-97.
Sari, DE (2017). Efektivitas metode GI dengan studi workbench elektronik untuk meningkatkan aktivitas dan hasil belajar siswa. Educatio: Jurnal Pendidikan, 2(1), 136-150.
Slavin, R. E. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice-Hall.
Spencer, L. M., & Spencer, P. S. M. (2008). Competence at Work models for superior performance. John Wiley & Sons.
Tongco, M. D. C. (2007). Purposive sampling as a tool for informant selection. Ethnobotany Research and Applications, 5, 147-158.
Trilling, B., & Fadel, C. (2009). 21st-century skills: Learning for life in our times. John Wiley & Sons.
Umatin, C. (2017). Aplikasi problem based learning dan group investigation dalam pembelajaran ekonomi di Malang. Konstruktivisme: Jurnal Pendidikan & Pembelajaran, 9(1), 135-146.
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2019-12-15
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