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Start date: 2025Subject: search.filters.subject.PBL

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    Integrating problem-based learning and augmented reality for enhancing problem-solving and computational thinking skills
    (2026-01-01)
    Auliya, Risma Nurul
    ;
    Sitthiworachart, Jirarat
    ;
    Joy, Mike
    ;
    Ratanaolarn, Thanin
    The study investigated the effect of problem-based learning (PBL) with augmented reality (AR) on problem-solving and computational thinking (CT) skills, along with students’ satisfaction with AR in mathematics learning. Ninety eighth-grade students participated in a quasi-experiment with three groups: experimental (PBL with AR and standard PBL) and control (conventional learning) groups, each with thirty students. The geometry learning using augmented reality experience (GLARE) application covered 3D geometry, including cubes, cuboids, prisms, pyramids, cones, cylinders, and spheres. MANOVA was used to examine the problem-solving and CT skills, while the satisfaction was evaluated as percentages. The findings demonstrated all groups improved significantly in CT and problem-solving (p < 0.05), with the PBL+AR group achieving the highest improvement. Most students found AR engaging, motivating, and effective for understanding complex geometry concepts. They also appreciated its ease of use and support for independent learning. However, some encountered technical problems, such as device incompatibility and poor internet connectivity.
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    Development of Geomatics Technology Curriculum for Associate Degree Programs within Project-Based Learning (PBL)
    (2025-01-01)
    Lubis, Muhammad Zainuddin
    ;
    Sari, Luthfiya Ratna
    ;
    Chayati, Siti Noor
    ;
    Rassarandi, Farouki Dinda
    ;
    Irawan, Sudra
    Geomatics technology program has strategically implemented project-based learning (PBL) in its curriculum to improve the quality of learning and prepare competent graduates in the field of geomatics. Student learning outcomes have been aligned with the Indonesian National Qualifications Framework (KKNI) Level 5, which includes capabilities in terrestrial surveying, hydrography, remote sensing, geographic information systems, and cartography. Through the PBL approach, the learning process is designed to develop students' abilities in identifying and solving real problems in the field of geomatics, as well as communicating these solutions effectively. This method encourages the development of student creativity, critical thinking, and collaboration. Alignment of Program Educational Objectives (PEOs) with the institutional mission and industry needs reflects the study program's commitment to providing superior and relevant learning experiences, as well as preparing professional and ethical graduates. The percentage of achievement of PEO and PLOs (Program Learning Outcomes) from 60% in 2019 to almost 80% in 2023, and the increase in the number of students during the period, indicate the success of the educational program in geomatics technology programs. The difference in academic achievement and behavior between the fields of hydrographic surveying (75% achievement, 17% plagiarism, 172 submissions) and oceanography (72.40% achievement, 17.40% plagiarism, 160 submissions) during 2019-2023. Through the implementation of comprehensive and integrated PBL, the geomatics technology program can effectively equip students with the technical competencies, problem-solving skills, and understanding of professional ethics needed to face challenges in the field of geomatics.