1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Abstract Problem-based learning, better known as PBL is a learning method using the real problems that relevant as a focusing

in the learning process. It was found to be applicable not only in enhancing the knowledge and skills but also able to support the development of generic skills such as problem solving skills, teamwork skills, and communication skills. PBL focuses on learning experience involving the mind on and hands on provided through the investigation and the results of the real problem. Students will strive to obtain information and resolve problems with their own efforts. Thus, if we look to the claim against the development of education and commitment of our own government on the development of education standards, educators will be jointly took up the challenge to develop teaching and learning more effective, innovative and creative so that, students will also be produced later creative and innovative. Keywords: Problem based learning, technical and vocational education, effective teaching and learning

The effects of the implementation problem-oriented learning modules: implications for teaching techniques.
Nurzanatul Nabila Binti Sakedan Technical and Vocational Education Department Universiti Tun Hussein Onn Malaysia, 86400 Parit Raja, Batu Pahat Johor, Malaysia (nabilasakedan@ymail.com)

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1.0

Introduction

The education system in Malaysia is still focused on the exam, which requires students to sit for public examinations. Patterns of teaching and learning are still using the lecture-centered lecturer or teacher. Thus, graduates who were born not meet the qualifications required by employers in the industry. Learning outcomes with this method are still some limitations to produce graduates with generic skills mastered academic achievement good though. The industry felt that more graduates are competent and have a good level of skills such as writing skills, communication, critical and creative thinking, and good problem-solving skills. Generic skills are additional assets for graduates to position themselves in the job market competition. Clearly shows that employers need employees who have a good academic record, but also has the generic skills that can benefit them. Among the main advantages of PBL compared to other learning strategies is a stimulus or a successful simulation produced by him in the form of cognitive students to be more curious. In addition, PBL was successful in increasing student interest and motivation toward education. In addition, the use of PBL allows students to try to find a real-world problem solving work in a safe learning environment. Studies show that problem solving skills are very important to ensure PBL strategy can be carried out efficiently and effectively. The problem is the basic rudiments of learning, where students are given a real problem as the driver towards PBL was the actual trip. Various strategies will be tested by the student solutions as well as a safe environment. PBL process begins with the identified problems through to resolution problems. Impact, students will be able to generate knowledge through problem-solving processes and thus, students will synthesize creative and critical problem. Positive effects can be seen to the students who attended this PBL concept. However, this positive effect depends on the activities carried out by students in PBL classes take place. Lai and Tang (2002) noted that the positive effects and advantages of PBL on student learning have been widely documented but the shortcomings and weaknesses in the implementation of PBL are not well documented. According to Resnick and Wirt (1996), the ability to negotiate effectively allows each team member to reach agreement in terms of the

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objectives and the monitoring task. They added, critical thinking and creative strategy was needed to achieve truly timely and effective in finding solutions to problems that arise. Therefore, Mohd. Nashuha Jamidin, et.al, (1997), the skills required for critical thinking understands to argue, to consider the advantages and disadvantages, and ignore the meaning of the vague and unreasonable conclusion. Next, the skills required by the creative hand are there originality of ideas, able to generate a lot of ideas, and to make comments and description of the problem. Therefore, it can be concluded that the students can master all the elements of problem solving process when students follow the PBL in the classroom.

2.0

Highlights of the literature

Tan Yao Sua (2009) indicates the transition from colonial rule to self-rule often involves a review of the role of education as a tool for nation building and social mobility channels. Most educational institutions around the world began to shift to learning-centered to student-centered learning lecturers. Therefore, educational institutions should take the initiative to help countries improve the country's education system par with other developed countries. Therefore, the approach to PBL methods should be applied. This is because the PBL can be applied because this method turns out to have a positive impact on teachers, students, but also to the economy.

2.1 Definition of Problem-Based Learning PBL known as a philosophy for a new curriculum (Boud and Felitti in Ousey, 2003). This phrase means that the teacher is not the only source of knowledge or reference by the students. Therefore, students can get knowledge and information from other sources. According to him, PBL helps students achieve the level of specific learning to make them competent and capable. According to Finley and Torp (in Barrows, 1999), PBL is a teaching and learning system that simultaneously built between problem-solving strategies and the basic areas of knowledge and skills which students play an active role in problem solving. Here, they realized that the PBL they need to better understand the problem and how to solve it (Barrows, 1999). PBL is a teaching and learning approach where the problem is a starting point to the process of learning (and Kolmos Graaff, 2003). According to them, the problem selected is based on the real problems faced and customized learning objectives and criteria teachers or lecturers.

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In conclusion, it can be concluded that PBL can be said of philosophy, curriculum or approach that can improve practice teachers and students when performing the process of teaching and learning in the classroom. PBL is a student centered approach is an effective approach to improve the quality of learning, to encourage active participation, cooperation, quick response to the learning process, a deep understanding of the subject and refer the appropriateness of student learning.

2.2

The Concept of Problem-Based Learning

According to Graaff and Kolmos (2003), the concept of PBL is based on various theories as to introduce the theory of Kolb experiential learning theory and Schon who introduced the theory of learning based on reflection. In addition, Jean Piaget, Vygotsky, Lave and Wenger introduced the theory of constructivism and social learning theory. Based on these concepts, the concept of PBL is formed. In PBL, students are given a problem or situation. Then, students are required to solve the problem by looking for input from books, journals, pamphlets, newspapers, internet, and other organizations that are involved. Here, the function of the teacher or lecturer is as a guide or facilitator to the students. Therefore, in PBL, students will try to find information and solve problems by themselves. Hall (2006) stated that PBL is a technique that is formed from non-conscious things that happen in daily life. From Barrow & Tamblyn (1980), objectives would introduction of this method are: a) Strengthen the skills of the students to learn something principles, concepts, and learn to use information in a variety of situations. b) Develop students' skills arguments and opinions, critical thinking, and decision making skills. c) Integrate students develop skills in various disciplines of knowledge and a good understanding of the role of human behavior to the development of professionalism. d) Preparing students to the concept of lifelong learning.

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e) Encourage small group learning, the need of teamwork efficacy and collaborative learning (Barrow & Tamblyn cited Abstract Suhaimi, 2005); in turn solve the problem with a variety of alternative answers.

Principles of Problem-Based Learning

As a result of PBL expect students to learn to solve problems in the actual reality of the problem and are able to capture higher-order thinking skills. These skills are generated to help students deal with the real world in career after completing graduation which world needs someone able to solve the problem and can work as a team. PBL is said to help improve student understanding of student learning and make learning more meaningful include (Graaff and Kolmos, 2003):

a) PBL is a learning approach where the problem is a starting point in the learning process. b) Student-centered learning in which students will be given a guide to solve the problem given by the teacher. c) Teachers must be creative in producing a consistent problem with the topic being taught. d) Problems based on real situations. e) Implicitly, students use the interests and experiences available to them during the process of R & D. f) These activities are fundamental to the process of learning in PBL. g) Students understand deeply about the topic. h) Based learning teamwork.

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2.4

The Implementation of Problem-Based Learning

PBL emphasizes how many students to analyze and solve problems. This method is much stress and emphasis on how students analyze and solve problems. It is seen as the best way to improve traditional teaching techniques that just follow the book. Lynda Wee (2004), there are seven steps in describing the process of PBL as follows:

a) Distribution of the problem b) Identify the problem c) Generate ideas d) Education issues e) Independent learning f) Synthesis and applications g) Reflection and response

3.0

Methodology / Design Review

The study was to analyze the impact of the implementation of problem-oriented learning modules and test their implications for teaching techniques for 30 students from Jelutong Primary School. Qualitative descriptive survey used to test the implications of the problem of performance-oriented learning students in learning and teaching sessions in this PBL. By using the method of experimental observation in the classroom through video recordings, researchers were able to find the extent of teachers' understanding and mastery of teaching techniques for teaching and learning in the classroom. In addition, interviews with teachers involved will be done as soon as a problem-oriented learning modules developed has been applied at the end of the day learning session. The element to be examined is the level of students' understanding of the problem-oriented learning in the process of teaching and learning in school to find out the shortcomings and weaknesses in the implementation of the problem-oriented learning. Thus, the results of this study, it is hoped there throwing ideas and suggestions PBL was further troubleshooting can be leveraged to enhance the quality of all parties in the Technical and Vocational Education.

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3.1

Instrument Review

In this study, researchers conducted a study with full observation and participation as participant during this study. For each observation, field notes and recorded video footage taken to provide a valid method and reliability to entry field. This method is the main instrument to obtain data and information. In addition, interviews with participants and lecturers do once learning session ends. Each interview was recorded and transcribed for analysis. In addition, the strategy to get data is through writing memos. These scraps are used by researchers to record the researcher's perspective.

4.0

Results

This chapter contains detailed information that will discuss the research findings and discussion In this study, the data obtained were collected and analyzed as follows:

a) Feedback from researchers b) Transcripts of interviews with researchers and study participants c) Field notes of observations d) Video footage of the implementation of problem-based learning e) Researchers view the best data on the problem-oriented learning modules. Feedback has been distributed to the study participants involved to get their views and it is written by hand by the study participants. All responses were analyzed with caution because of the feedback from the participants in the study was a supporter and pillar of the study. Study participants felt that not all the recommendations made by the researcher can be implemented.

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In discussions with him, decided to make the changes have been made based on a combination of comments and feedback from participants. He felt that this change will help to develop this PBL module to be more efficient and more flexible. Based on the challenges faced by the researchers, the study has shown that there is a method to improve the modules that have been designed previously. Hence, PBL module is the main thrust of the evaluation phase feedback researchers: a) b) The researcher suggested feedback to participants about PBL module design Feedback will be used to upgrade the modules so as to produce more efficient PBL modules to increase the quality level to get the final product. c) Feedback from researchers, study participants will be more comfortable and confident to apply the module structure of the teaching and learning process.

Once the module is designed and developed, implementation and evaluation phases are performed. Data collection process mainly occurs in this phase. By using the constant comparative method, a description of data analysis shows the following elements: a) b) Exchange of knowledge on the concept of concept application Exchange concept to the task of monitoring the activities of informers

5.0

Discussion and conclusions.

This chapter contains a discussion of the results from this study and discusses the proposed improvements for the future implementation of PBL. Thrown recommendations are based on recommendations from the participants and discussions with the researchers. The chapter concludes with a section summary of how this study has affected the study participants and the transition is happening in his teaching.

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According to Kumar and Natarajan (2007), a method or approach may not be sufficient and may need to consider a variety of methods for teaching the future. Among his recommendations are as follows: a) Plunged into the problem-solving. Maybe not so effective in covering things that are unknown and the basic facts on the subjects like computing compared to traditional modes of lecture-based learning (p. 98). b) PBL also represents a learning environment that encourages students to investigate and ask questions in depth, an ability that would ultimately become the foundation for future professional growth and intellectual (p. 100).

To assist in the implementation of any changes PBL modules, Hanafi et al. (1999) recommend the use of scaffolding can be used to support teachers and students. It is considered unique because participants can see and monitor the implementation of the study from the beginning to the end. This research studies the development; problem-based learning module has been designed to teach the technology degrees 5 to investigate the impact on the teaching skills of computer technology. Through data analysis, a shift in the approach to teach technology skills have been observed include fundamental shift in how and what students are taught, changes in teacher role it plays in student learning, and transition preparation teacher way to implement this teaching method as PBL. Here is a summary of the conclusions and recommendations identified and discussed about the implications of using this problem-based learning. In addition, recommendations were made to assist them in teaching and learning the concept of PBL. Conclusions and recommendations are as follows: a) PBL help teachers promote 21st century skills are essential to help students gain experience of how technology can be used for problem situations. It brings the suggestion that teachers should pursue PBL as an alternative method to teach technology skills. b) PBL is a method to deal with the issue to teach technology skills. This method provides students with the opportunity to practice and apply what they have learned in the last previous teaching situation.

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Conclusion In this chapter also proposes to instructional designers who are interested in designing and developing instruction PBL. These two recommendations are: a) Instructional designers who wish to achieve development goals should be to find ways to collaborate with other researchers and practitioners. It allows a wider perspective and a greater understanding of the aspects of theory, research, and practice on teaching modules target. b) Instructional designer should seek guidance from the model of the existing design and allows flexibility some as commands to be expanded.

6.0

Conclusion

For participants in the study, teaching with PBL in his technology class is a new learning experience. He said he was very encouraging and indicates the benefits of such an approach and articulated a willingness to make changes to the technology class based on what he has learned. With his experience, he can encourage and motivate other teachers to take risks and pursue new methods of teaching. In the future, he can serve as a model to others. In self reflection, study participants seemed surprised by the reaction itself and say, "I do not think I would enjoy as much as I do ... now I already know." Finally, when asked if he was glad he joined he answered, "You know, I think I ... Yeah."

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