How Does Problem-Based Learning Compare to Phenomenon-Based Learning in Enhancing Undergraduate Students' Learning Achievement and Problem-Solving Skills

Abstract

In the context of higher education, innovative pedagogical approaches play a crucial role in enhancing student learning outcomes. This research aims to 1) compares students' learning achievement and problem-solving skills before and after using Problem-Based Learning (PBL) and Phenomenon-Based Learning (PhBL), 2) compares students' learning achievement after implementing Problem-Based Learning and Phenomenon-Based Learning against the 70% criterion, and 3) compares students' learning achievement and problem-solving skills after implementing between Problem-Based Learning and Phenomenon-Based Learning. The study sample comprised 57 undergraduate students, majoring in mathematics. The research utilized four lesson plans, an achievement test (KR-20 = 0.89), and a problem-solving test (KR-20 = 0.94) as data collection tools. The lesson plans were validated, receiving high appropriateness scores of 4.56 for Problem-Based Learning and 4.51 for Phenomenon-Based Learning. Data analysis was conducted using the mean, standard deviation (S.D.), and t-test.
The research findings showed that 1) students' learning achievement and problem-solving skills after using Problem-Based Learning and Phenomenon-Based Learning was significantly higher than before learning at 0.05 level, students' learning achievement after implementing Problem-Based Learning and Phenomenon-Based Learning was significantly higher than 70% criterion at the 0.05 level, and 3) students' learning achievement and problem-solving skills after implementing Problem-Based Learning was not significantly higher than after implementing Phenomenon-Based Learning at 0.05 level.