Implementing blended-problem based learning through Google classroom in biology learning

Authors

  • Vitta Yaumul Hikmawati Department of Biology Education, Faculty of Teacher Training and Education, Universitas Majalengka, Jl K.H Abdul Halim No.103 Majalengka, West Java 45418 http://orcid.org/0000-0003-0762-4927
  • Yeni Suryaningsih Department of Biology Education, Faculty of Teacher Training and Education, Universitas Majalengka, Jl K.H Abdul Halim No.103 Majalengka, West Java 45418 http://orcid.org/0000-0003-3341-3496

DOI:

https://doi.org/10.22219/jpbi.v6i2.12112

Keywords:

blended learning, blended-pbl, Google classroom, problem-based learning

Abstract

Information technology is determinant factor in creating learning environment among the 21st Century generation. This qualitative descriptive research aimed to obtain theoretical views and empirical evidences of the blended-problem based learning (PBL) application. The data were collected through non-test technique through observation. The observations were made to analyze student activities in each step of the blended-PBL. In addition, the observations were also constructed to get a view of students' off-task behaviors during learning. The results of this study indicated that Google Classroom-assisted blended-PBL was well implemented in Biology learning. The all students actively participated in searching for information related to the topics covered as well as exhibiting off-task behavior. Based on the findings in this study it can be concluded that blended-PBL can be implemented as an alternative model for learning Biology in the 21st Century.

Author Biographies

Vitta Yaumul Hikmawati, Department of Biology Education, Faculty of Teacher Training and Education, Universitas Majalengka, Jl K.H Abdul Halim No.103 Majalengka, West Java 45418

Yeni Suryaningsih, Department of Biology Education, Faculty of Teacher Training and Education, Universitas Majalengka, Jl K.H Abdul Halim No.103 Majalengka, West Java 45418

References

Ammann, D., Vignoli, Y., & Kaap-Fröhlich, S. (2019). How can problem-based learning be realised in blended learning format? Contribution to the HoGe conference 2018 "Digital learning and teaching“. International Journal of Health Professions, 6(1), 90–96. doi: https://doi.org/10.2478/ijhp-2019-0010

Anugraheni, I. (2018). A meta-analysis of problem-bas ed learning models in Increasing critical thinking skills in elementary schools. Polyglot: Jurnal Ilmiah, 14(1), 9–18. doi: https://doi.org/10.19166/pji.v14i1.789

Apuke, O. D., & Iyendo, T. O. (2018). University students’ usage of the internet resources for research and learning: forms of access and perceptions of utility. Heliyon, 4(12), e01052. doi: https://doi.org/10.1016/j.heliyon.2018.e01052

Asnawi, N. (2018). Pengukuran usability aplikasi google classroom sebagai E-learning menggunakan USE questionnaire (studi kasus: Prodi Sistem Informasi UNIPMA). Research : Computer, Information System & Technology Management, 1(1), 17–21. doi: https://doi.org/10.25273/research.v1i1.2451

Aysan, E. (2015). Learning science and science education in a new era. Annals of Medicine and Surgery, 4(2), 158–161. doi: https://doi.org/10.1016/j.amsu.2015.04.026

Beserra, V., Nussbaum, M., & Oteo, M. (2019). On-task and off-task behavior in the classroom: A study on mathematics learning With educational video games. Journal of Educational Computing Research, 56(8), 1361–1383. doi: https://doi.org/10.1177/0735633117744346

Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments. Journal of Gifted Education and Creativity, 2(2), 71–80. doi: https://doi.org/10.18200/JGEDC.2015214253

Bregger, Y. A. (2017). Integrating blended and problem-based learning into an architectural housing design studio: A case study. Journal of Problem Based Learning in Higher Education, 5(1), 126–137. doi: https://doi.org/10.5278/ojs.jpblhe.v0i0.1553

Çalışkan, H. K. (2015). Technological change and economic growth. In Procedia - Social and Behavioral Sciences (Vol. 195, pp. 649–654). doi: https://doi.org/10.1016/j.sbspro.2015.06.174

Car, L. T., Kyaw, B. M., Dunleavy, G., Smart, N. A., Semwal, M., Rotgans, J. I., … Campbell, J. (2019). Digital problem-based learning in health professions: Systematic review and meta-analysis by the digital health education collaboration. Journal of Medical Internet Research, 21(2), 1–12. doi: https://doi.org/10.2196/12945

Delialioǧlu, Ö. (2012). Student engagement in blended learning environments with lecture-based and problem-based instructional approaches. Educational Technology and Society, 15(3), 310–322. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.298.8303&rep=rep1&type=pdf

Dogan, N. (2017). Blending problem based learning and history of science approaches to enhance views about scientific inquiry: New wine in an old bottle. Journal of Education and Training Studies, 5(10), 99–112. doi: https://doi.org/10.11114/jets.v5i10.2646

Dring, J. C. (2019). Problem-based learning – Experiencing and understanding the prominence during medical school: Perspective. Annals of Medicine and Surgery, 47, 27–28. doi: https://doi.org/10.1016/j.amsu.2019.09.004

Ersoy, E., & Baser, N. e. (2014). The effects of problem-based learning method in higher education on creative thinking. Procedia - Social and Behavioral Sciences, 116, 3494–3498. doi: https://doi.org/10.1016/j.sbspro.2014.01.790

Godwin, K., Almeda, V., Petroccia, M., & Org, E. (2013). Classroom activities and off-task behavior in elementary school children. In Proceedings of the Annual Meeting of the Cognitive Science Society (pp. 2428–2433). Retrieved from https://cloudfront.escholarship.org/dist/prd/content/qt8mx9h5hq/qt8mx9h5hq.pdf

Kazu, I. Y., & Demirkol, M. (2014). Effect of blended learning environment model on high school students’ academic achievement. Turkish Online Journal of Educational Technology - TOJET, 13(1), 78–87. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1018177&site=ehost-live

Kevin, D. (2011). Impact of problem‐based learning on student experience and metacognitive development. Multicultural Education & Technology Journal, 5(1), 55–69. doi: https://doi.org/10.1108/17504971111121928

Klentien, U., & Wannasawade, W. (2016). Development of blended learning model with virtual science laboratory for secondary students. In Procedia - Social and Behavioral Sciences (Vol. 217, pp. 706–711). doi: https://doi.org/10.1016/j.sbspro.2016.02.126

Kovanović, V., Gašević, D., Dawson, S., Joksimović, S., Baker, R. S., & Hatala, M. (2015). Does time-on-task estimation matter? Implications for the validity of learning analytics findings. Journal of Learning Analytics, 2(3), 81–110. doi: https://doi.org/10.18608/jla.2015.23.6

Leibiger, C. A. (2011). “Google reigns triumphant”?: Stemming the tide of googlitis via collaborative, situated information literacy instruction. Behavioral & Social Sciences Librarian, 30(4), 187–222. doi: https://doi.org/10.1080/01639269.2011.628886

Loyens, S. M. M., Jones, S. H., Mikkers, J., & van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction, 38, 34–42. doi: https://doi.org/10.1016/j.learninstruc.2015.03.002

Luaran, J. E., Samsuri, N. N., Nadzri, F. A., & Rom, K. B. M. (2014). A study on the student’s perspective on the effectiveness of using e-learning. In Procedia - Social and Behavioral Sciences (Vol. 123, pp. 139–144). doi: https://doi.org/10.1016/j.sbspro.2014.01.1407

Mashhadia, V. Z., & Kargozar, M. R. (2011). Influences of digital classrooms on education. In Procedia Computer Science (Vol. 3, pp. 1178–1183). doi: https://doi.org/10.1016/j.procs.2010.12.190

Moffett, L., & Morrison, F. J. (2020). Off-task behavior in kindergarten: Relations to executive function and academic achievement. Journal of Educational Psychology, 112(5), 938–955. doi: https://doi.org/10.1037/edu0000397

Movahedzadeh, F., Patwell, R., Rieker, J. E., & Gonzalez, T. (2012). Project-based learning to promote effective learning in biotechnology courses. Education Research International, 2012, 1–8. doi: https://doi.org/10.1155/2012/536024

Mundilarto, M. & Ismoyo, H. (2012). Effect of problem-based learning on Improvement physics achievement and critical thinking of senior high school student. Journal of Baltic Science Education, 16(0), 761–779. Retrieved from http://www.scientiasocialis.lt/jbse/?q=node/609

Muresan, M., & Gogu, E. (2013). E-learning challenges and provisions. In Procedia - Social and Behavioral Sciences (Vol. 92, pp. 600–605). doi: https://doi.org/10.1016/j.sbspro.2013.08.724

Mustaffa, N., & Ismail, Z. (2015). Problem-Based Learning (PBL) in schools: A meta-analysis. In 12th International Conference of The Mathematics Education into the 21st Century Project The Future of Mathematics Education in a Connected World. Herceg Novi. Retrieved from https://www.researchgate.net/publication/280734423%0AProblem-Based

Olivo, R. F. (2012). Collaborative online writing assignments to foster active learning. Journal of Undergraduate Neuroscience Education, 11(1), 82–89. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3592738/pdf/june-11-82.pdf

Puspitasari, E. D. T., Surjono, H. D., & Minghat, A. D. (2018). Utilizing web based learning as 21st century learning media for vocational education. International Journal of Engineering and Technology(UAE), 7(4), 157–160. doi: https://doi.org/10.14419/ijet.v7i4.33.23522

Rahardjanto, A., Husamah, H., & Fauzi, A. (2019). Hybrid-PjBL: Learning outcomes, creative thinking skills, and learning motivation of preservice teacher. International Journal of Instruction, 12(2), 179–192. doi: https://doi.org/10.29333/iji.2019.12212a

Rodrigues, H., Almeida, F., Figueiredo, V., & Lopes, S. L. (2019). Tracking e-learning through published papers: A systematic review. Computers & Education, 136, 87–98. doi: https://doi.org/10.1016/j.compedu.2019.03.007

Saliba, R., Mussleman, P., Fernandes, M., & Bendriss, R. (2017). Promoting information literacy of pre-medical students through project-based ;earning: A pilot study. International Journal of Education and Literacy Studies, 5(4), 1–15. doi: https://doi.org/10.7575/aiac.ijels.v.5n.4p.1

Shimizu, I., Nakazawa, H., Sato, Y., Wolfhagen, I. H. A. P., & Könings, K. D. (2019). Does blended problem-based learning make Asian medical students active learners?: A prospective comparative study. BMC Medical Education, 19(147), 1–9. doi: https://doi.org/10.1186/s12909-019-1575-1

Simamora, R. E., Sidabutar, D. R., & Edy, S. (2017). Improving learning activity and students’ problem solving skill through problem based learning (PBL) in junior high school. International Journal of Sciences: Basic and Applied Research (IJSBAR), 33(2), 321–331. Retrieved from http://gssrr.org/index.php?journal=JournalOfBasicAndApplied

Tarmizi, R. A., Tarmizi, M. A. A., Lojinin, N. I., & Mokhtar, M. Z. (2010). Problem-based learning: Engaging students in acquisition of mathematical competency. In Procedia - Social and Behavioral Sciences (Vol. 2, pp. 4683–4688). doi: https://doi.org/10.1016/j.sbspro.2010.03.750

Terzi, S., & Çelik, A. (2005). Teacher-student interactions in distance learning. The Turkish Online Journal of Educational Technology (TOJET), 4(1), 1303–6521. Retrieved from http://www.tojet.net/articles/v4i1/417.pdf

Thakur, P., & Dutt, S. (2017). Problem based learning in biology: Its effect on achievement motivation of students of 9 th standard. International Journal of Multidisciplinary Education and Research, 2(2), 99–104. Retrieved from http://www.educationjournal.in/download/186/2-2-53-447.pdf

Tîrziu, A.-M., & Vrabie, C. (2015). Education 2.0: E-learning methods. In Procedia - Social and Behavioral Sciences (Vol. 186, pp. 376–380). doi: https://doi.org/10.1016/j.sbspro.2015.04.213

Triyanto, S. A., Susilo, H., & Rohman, F. (2016). Penerapan blended-problem based learning dalam pembelajaran biologi. Jurnal Pendidikan: Teori, Penelitian Dan Pengembangan, 1(7), 1252–1260. doi: https://doi.org/10.17977/jp.v1i7.6526

Valverde-Berrocoso, J., Garrido-Arroyo, M. del C., Burgos-Videla, C., & Morales-Cevallos, M. B. (2020). Trends in educational research about e-Learning: A systematic literature review (2009-2018). Sustainability (Switzerland), 12(12), 1–23. doi: https://doi.org/10.3390/su12125153

Walker, A., & Leary, H. (2009). A problem based learning meta analysis: differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary Journal of Problem-Based Learning, 3(1), 3–24. doi: https://doi.org/10.7771/1541-5015.1061Ammann, D., Vignoli, Y., & Kaap-Fröhlich, S. (2019). How can problem-based learning be realised in blended learning format? Contribution to the HoGe conference 2018 "Digital learning and teaching“. International Journal of Health Professions, 6(1), 90–96. doi: https://doi.org/10.2478/ijhp-2019-0010

Anugraheni, I. (2018). A meta-analysis of problem-bas ed learning models in Increasing critical thinking skills in elementary schools. Polyglot: Jurnal Ilmiah, 14(1), 9–18. doi: https://doi.org/10.19166/pji.v14i1.789

Apuke, O. D., & Iyendo, T. O. (2018). University students’ usage of the internet resources for research and learning: forms of access and perceptions of utility. Heliyon, 4(12), e01052. doi: https://doi.org/10.1016/j.heliyon.2018.e01052

Asnawi, N. (2018). Pengukuran usability aplikasi google classroom sebagai E-learning menggunakan USE questionnaire (studi kasus: Prodi Sistem Informasi UNIPMA). Research : Computer, Information System & Technology Management, 1(1), 17–21. doi: https://doi.org/10.25273/research.v1i1.2451

Aysan, E. (2015). Learning science and science education in a new era. Annals of Medicine and Surgery, 4(2), 158–161. doi: https://doi.org/10.1016/j.amsu.2015.04.026

Beserra, V., Nussbaum, M., & Oteo, M. (2019). On-task and off-task behavior in the classroom: A study on mathematics learning With educational video games. Journal of Educational Computing Research, 56(8), 1361–1383. doi: https://doi.org/10.1177/0735633117744346

Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments. Journal of Gifted Education and Creativity, 2(2), 71–80. doi: https://doi.org/10.18200/JGEDC.2015214253

Bregger, Y. A. (2017). Integrating blended and problem-based learning into an architectural housing design studio: A case study. Journal of Problem Based Learning in Higher Education, 5(1), 126–137. doi: https://doi.org/10.5278/ojs.jpblhe.v0i0.1553

Çalışkan, H. K. (2015). Technological change and economic growth. In Procedia - Social and Behavioral Sciences (Vol. 195, pp. 649–654). doi: https://doi.org/10.1016/j.sbspro.2015.06.174

Car, L. T., Kyaw, B. M., Dunleavy, G., Smart, N. A., Semwal, M., Rotgans, J. I., … Campbell, J. (2019). Digital problem-based learning in health professions: Systematic review and meta-analysis by the digital health education collaboration. Journal of Medical Internet Research, 21(2), 1–12. doi: https://doi.org/10.2196/12945

Delialioǧlu, Ö. (2012). Student engagement in blended learning environments with lecture-based and problem-based instructional approaches. Educational Technology and Society, 15(3), 310–322. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.298.8303&rep=rep1&type=pdf

Dogan, N. (2017). Blending problem based learning and history of science approaches to enhance views about scientific inquiry: New wine in an old bottle. Journal of Education and Training Studies, 5(10), 99–112. doi: https://doi.org/10.11114/jets.v5i10.2646

Dring, J. C. (2019). Problem-based learning – Experiencing and understanding the prominence during medical school: Perspective. Annals of Medicine and Surgery, 47, 27–28. doi: https://doi.org/10.1016/j.amsu.2019.09.004

Ersoy, E., & Baser, N. e. (2014). The effects of problem-based learning method in higher education on creative thinking. Procedia - Social and Behavioral Sciences, 116, 3494–3498. doi: https://doi.org/10.1016/j.sbspro.2014.01.790

Godwin, K., Almeda, V., Petroccia, M., & Org, E. (2013). Classroom activities and off-task behavior in elementary school children. In Proceedings of the Annual Meeting of the Cognitive Science Society (pp. 2428–2433). Retrieved from https://cloudfront.escholarship.org/dist/prd/content/qt8mx9h5hq/qt8mx9h5hq.pdf

Kazu, I. Y., & Demirkol, M. (2014). Effect of blended learning environment model on high school students’ academic achievement. Turkish Online Journal of Educational Technology - TOJET, 13(1), 78–87. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1018177&site=ehost-live

Kevin, D. (2011). Impact of problem‐based learning on student experience and metacognitive development. Multicultural Education & Technology Journal, 5(1), 55–69. doi: https://doi.org/10.1108/17504971111121928

Klentien, U., & Wannasawade, W. (2016). Development of blended learning model with virtual science laboratory for secondary students. In Procedia - Social and Behavioral Sciences (Vol. 217, pp. 706–711). doi: https://doi.org/10.1016/j.sbspro.2016.02.126

Kovanović, V., Gašević, D., Dawson, S., Joksimović, S., Baker, R. S., & Hatala, M. (2015). Does time-on-task estimation matter? Implications for the validity of learning analytics findings. Journal of Learning Analytics, 2(3), 81–110. doi: https://doi.org/10.18608/jla.2015.23.6

Leibiger, C. A. (2011). “Google reigns triumphant”?: Stemming the tide of googlitis via collaborative, situated information literacy instruction. Behavioral & Social Sciences Librarian, 30(4), 187–222. doi: https://doi.org/10.1080/01639269.2011.628886

Loyens, S. M. M., Jones, S. H., Mikkers, J., & van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction, 38, 34–42. doi: https://doi.org/10.1016/j.learninstruc.2015.03.002

Luaran, J. E., Samsuri, N. N., Nadzri, F. A., & Rom, K. B. M. (2014). A study on the student’s perspective on the effectiveness of using e-learning. In Procedia - Social and Behavioral Sciences (Vol. 123, pp. 139–144). doi: https://doi.org/10.1016/j.sbspro.2014.01.1407

Mashhadia, V. Z., & Kargozar, M. R. (2011). Influences of digital classrooms on education. In Procedia Computer Science (Vol. 3, pp. 1178–1183). doi: https://doi.org/10.1016/j.procs.2010.12.190

Moffett, L., & Morrison, F. J. (2020). Off-task behavior in kindergarten: Relations to executive function and academic achievement. Journal of Educational Psychology, 112(5), 938–955. doi: https://doi.org/10.1037/edu0000397

Movahedzadeh, F., Patwell, R., Rieker, J. E., & Gonzalez, T. (2012). Project-based learning to promote effective learning in biotechnology courses. Education Research International, 2012, 1–8. doi: https://doi.org/10.1155/2012/536024

Mundilarto, M. & Ismoyo, H. (2012). Effect of problem-based learning on Improvement physics achievement and critical thinking of senior high school student. Journal of Baltic Science Education, 16(0), 761–779. Retrieved from http://www.scientiasocialis.lt/jbse/?q=node/609

Muresan, M., & Gogu, E. (2013). E-learning challenges and provisions. In Procedia - Social and Behavioral Sciences (Vol. 92, pp. 600–605). doi: https://doi.org/10.1016/j.sbspro.2013.08.724

Mustaffa, N., & Ismail, Z. (2015). Problem-Based Learning (PBL) in schools: A meta-analysis. In 12th International Conference of The Mathematics Education into the 21st Century Project The Future of Mathematics Education in a Connected World. Herceg Novi. Retrieved from https://www.researchgate.net/publication/280734423%0AProblem-Based

Olivo, R. F. (2012). Collaborative online writing assignments to foster active learning. Journal of Undergraduate Neuroscience Education, 11(1), 82–89. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3592738/pdf/june-11-82.pdf

Puspitasari, E. D. T., Surjono, H. D., & Minghat, A. D. (2018). Utilizing web based learning as 21st century learning media for vocational education. International Journal of Engineering and Technology(UAE), 7(4), 157–160. doi: https://doi.org/10.14419/ijet.v7i4.33.23522

Rahardjanto, A., Husamah, H., & Fauzi, A. (2019). Hybrid-PjBL: Learning outcomes, creative thinking skills, and learning motivation of preservice teacher. International Journal of Instruction, 12(2), 179–192. doi: https://doi.org/10.29333/iji.2019.12212a

Rodrigues, H., Almeida, F., Figueiredo, V., & Lopes, S. L. (2019). Tracking e-learning through published papers: A systematic review. Computers & Education, 136, 87–98. doi: https://doi.org/10.1016/j.compedu.2019.03.007

Saliba, R., Mussleman, P., Fernandes, M., & Bendriss, R. (2017). Promoting information literacy of pre-medical students through project-based ;earning: A pilot study. International Journal of Education and Literacy Studies, 5(4), 1–15. doi: https://doi.org/10.7575/aiac.ijels.v.5n.4p.1

Shimizu, I., Nakazawa, H., Sato, Y., Wolfhagen, I. H. A. P., & Könings, K. D. (2019). Does blended problem-based learning make Asian medical students active learners?: A prospective comparative study. BMC Medical Education, 19(147), 1–9. doi: https://doi.org/10.1186/s12909-019-1575-1

Simamora, R. E., Sidabutar, D. R., & Edy, S. (2017). Improving learning activity and students’ problem solving skill through problem based learning (PBL) in junior high school. International Journal of Sciences: Basic and Applied Research (IJSBAR), 33(2), 321–331. Retrieved from http://gssrr.org/index.php?journal=JournalOfBasicAndApplied

Tarmizi, R. A., Tarmizi, M. A. A., Lojinin, N. I., & Mokhtar, M. Z. (2010). Problem-based learning: Engaging students in acquisition of mathematical competency. In Procedia - Social and Behavioral Sciences (Vol. 2, pp. 4683–4688). doi: https://doi.org/10.1016/j.sbspro.2010.03.750

Terzi, S., & Çelik, A. (2005). Teacher-student interactions in distance learning. The Turkish Online Journal of Educational Technology (TOJET), 4(1), 1303–6521. Retrieved from http://www.tojet.net/articles/v4i1/417.pdf

Thakur, P., & Dutt, S. (2017). Problem based learning in biology: Its effect on achievement motivation of students of 9 th standard. International Journal of Multidisciplinary Education and Research, 2(2), 99–104. Retrieved from http://www.educationjournal.in/download/186/2-2-53-447.pdf

Tîrziu, A.-M., & Vrabie, C. (2015). Education 2.0: E-learning methods. In Procedia - Social and Behavioral Sciences (Vol. 186, pp. 376–380). doi: https://doi.org/10.1016/j.sbspro.2015.04.213

Triyanto, S. A., Susilo, H., & Rohman, F. (2016). Penerapan blended-problem based learning dalam pembelajaran biologi. Jurnal Pendidikan: Teori, Penelitian Dan Pengembangan, 1(7), 1252–1260. doi: https://doi.org/10.17977/jp.v1i7.6526

Valverde-Berrocoso, J., Garrido-Arroyo, M. del C., Burgos-Videla, C., & Morales-Cevallos, M. B. (2020). Trends in educational research about e-Learning: A systematic literature review (2009-2018). Sustainability (Switzerland), 12(12), 1–23. doi: https://doi.org/10.3390/su12125153

Walker, A., & Leary, H. (2009). A problem based learning meta analysis: differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary Journal of Problem-Based Learning, 3(1), 3–24. doi: https://doi.org/10.7771/1541-5015.1061

Wijnia, L. (2016). The problem with problems in problem-based learning: difference between problem explaining versus problem solving. Health Professions Education, 2(2), 59–60. doi: https://doi.org/10.1016/j.hpe.2016.09.004

Yapici, I. Ü., & Akbayin, H. (2012). The effect of blended learning model on high school students’ biology achievement and on their attitudes towards the internet. Turkish Online Journal of Educational Technology, 11(2), 228–237. Retrieved from https://eric.ed.gov/?id=EJ989031

Yew, E. H. J., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75–79. doi: https://doi.org/10.1016/j.hpe.2016.01.004

Zabit, M. N. M. (2010). Problem-based learning on students critical thinking skills In teaching business education in Malaysia: A literature review. American Journal of Business Education (AJBE), 3(6), 19–32. doi: https://doi.org/10.19030/ajbe.v3i6.436

Zejnilagić-Hajrić, M., Šabeta, A., & Nuić, I. (2015). The effects of problem-based learning on students ’ achievements in primary school chemistry. Bulletin of the Chemists and Technologists of Bosnia and Herzegovina, 44, 17–22. Retrieved from http://www.pmf.unsa.ba/hemija/glasnik/files/Issue 44/5-17-22-Zejnilagi.pdf

Wijnia, L. (2016). The problem with problems in problem-based learning: difference between problem explaining versus problem solving. Health Professions Education, 2(2), 59–60. doi: https://doi.org/10.1016/j.hpe.2016.09.004

Yapici, I. Ü., & Akbayin, H. (2012). The effect of blended learning model on high school students’ biology achievement and on their attitudes towards the internet. Turkish Online Journal of Educational Technology, 11(2), 228–237. Retrieved from https://eric.ed.gov/?id=EJ989031

Yew, E. H. J., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75–79. doi: https://doi.org/10.1016/j.hpe.2016.01.004

Zabit, M. N. M. (2010). Problem-based learning on students critical thinking skills In teaching business education in Malaysia: A literature review. American Journal of Business Education (AJBE), 3(6), 19–32. doi: https://doi.org/10.19030/ajbe.v3i6.436

Zejnilagić-Hajrić, M., Šabeta, A., & Nuić, I. (2015). The effects of problem-based learning on students ’ achievements in primary school chemistry. Bulletin of the Chemists and Technologists of Bosnia and Herzegovina, 44, 17–22. Retrieved from http://www.pmf.unsa.ba/hemija/glasnik/files/Issue 44/5-17-22-Zejnilagi.pdf

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Published

2020-07-21

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Instructional Model