The Effect of Problem-Based Learning on Improving the Ability to Find Alternative Solutions Through Group and Independent Work

Naswan Suharsono; Rachmad Hidayat; Iva Khoril Mala; Imam Buchori

doi:10.63922/ijeter.v3i04.2500

Naswan Suharsono Department of Management, Faculty of Economics and Business, Universitas Negeri Malang
Rachmad Hidayat Department of Management, Faculty of Economics and Business, Universitas Negeri Malang
Iva Khoril Mala Department of Management, Faculty of Economics and Business, Universitas Negeri Malang
Imam Buchori Department of Management, Faculty of Economics and Business, Universitas Negeri Malang

DOI: https://doi.org/10.63922/ijeter.v3i04.2500

Keywords: Problem-Based Learning , Alternative solution ability , Group work , Individual task, Merdeka Curriculum

Abstract

The implementation of the ‘Freedom to Learn Curriculum’ in higher education can serve as a catalyst for the nation’s future advancement, yet how to realize this potential remains a critical question. This study implements an integrated Problem-Based Learning (PBL) model to enhance students’ ability to solve economic and business problems across time. The research integrates several stages: identifying root problems, theoretical and applied reviews, analyzing government policies in practice, assessing impacts, and developing future problem-solving programs. This research aims to examine the effect of the problem-solving learning model on improving students’ ability to address economic problems, focusing on strengthening self-identity and enhancing both group and individual work abilities. The research design employed a pre-experimental approach, starting with problem identification, theoretical foundation development, field exploration, analysis of supporting policies, and identification of potential impacts for the future. The subjects were 118 students enrolled in the Introduction to Economic Theory course at the Faculty of Economics and Business, Universitas Negeri Malang. Data on improvements in problem-solving ability, operational skills, individual work changes, and teamwork-based problem-solving capabilities were processed using SPSS-23 through ANCOVA with regression analysis. Meanwhile, improvements in problem management and opportunity recognition in economic activities were analyzed using SWOT through group work mechanisms. The process emphasized optimizing accessibility to problem-based activities and varying fieldwork and practical exercises for managing progressive life challenges. The results showed that based on the ANCOVA statistical analysis, the Problem-Based Learning (PBL) model had a significant effect on students’ ability to develop alternative solutions, particularly through teamwork. In the Tests of Between-Subjects Effects model involving two independent variables—CVMT (PBL-based treatment) and TI (individual task category)—the overall model was significant, with a Sig. value of 0.008. This indicates that the combination of PBL treatment and variations in individual assignments jointly influenced students’ group task outcomes. The individual task variable (TI) significantly affected group performance with a significance value of 0.049 and a Partial Eta Squared value of 0.137, indicating a moderate contribution. This means that the type or quality of individual tasks completed by students has a tangible impact on group work success. Descriptive Statistics results showed that the highest average group task scores came from students with individual task categories at scores of 85 (mean = 86.21) and 88 (mean = 86.00), indicating that students with strong individual performance tended to demonstrate better group outcomes. Conversely, groups with lower individual scores (TI = 75) also had lower group performance (mean = 74.65). This supports the assumption that success in group work originates from solid individual contributions. From the Parameter Estimates results, a significant difference was specifically found between the TI = 75 group and the reference group (TI = 90) with p = 0.032, showing that students with lower individual performance exhibited a statistically significant difference in group outcomes

References

[1] D. Bennett, S. Ananthram, S. Lindsay, K. Benati, and C. Jevons, “Employability beliefs of business students by gender and year of study: implications for higher education,” International Journal of Management Education, vol. 20, no. 2, p. 100654, 2022, doi: 10.1016/j.ijme.2022.100654.
[2] H. L. Tam, A. Y. fung Chan, T. T. on Fung, and S. O. Isangha, “The mediating effect of psychological strengths and resilience on enhancing youth employability through social entrepreneurship education and training,” Children and Youth Services Review, vol. 156, no. July 2021, p. 107325, 2024, doi: 10.1016/j.childyouth.2023.107325.
[3] S. Kan and A. Z. Saka, “The comparison of problem based and project based learning methods in physics teaching,” Croatian Journal of Education, vol. 23, no. 3, pp. 731–765, 2021, doi: 10.15516/cje.v23i3.3570.
[4] K. K. Naji, U. Ebead, A. K. Al-Ali, and X. Du, “Comparing models of problem and project-based learning (pbl) courses and student engagement in civil engineering in qatar,” Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 8, 2020, doi: 10.29333/EJMSTE/8291.
[5] W. Li, J. Chen, M. Li, A. P. Smith, and J. Fan, “The effect of exercise on academic fatigue and sleep quality among university students,” Frontiers in Psychology, vol. 13, no. October, pp. 1–16, 2022, doi: 10.3389/fpsyg.2022.1025280.
[6] J. H. Kahn, J. I. Fishman, S. L. Galati, and D. M. Meyer, “Perfectionism, locus of control, and academic stress among college students,” Personality and Individual Differences, vol. 213, no. June, p. 112313, 2023, doi: 10.1016/j.paid.2023.112313.
[7] Suharsono, N, Rachmad Hidayat, and Fadia Zen (2021). Integrated Online Learning Model to Develop Business Management Capabilities. Advances in Economics, Business and Management Research, volume 193 Proceedings of the BISTIC Business Innovation Sustainability and Technology International Conference.
[8] Suharsono, N, I Putu Gede Parma, dan Rudi Irwansyah (2021). Penelitian Ekonomi Produk Unggulan Berbasis Web Untuk Mengembangkan Kemampuan Berwiramasalah para mahasiswa Pengelola UMKM. Prosiding Program Penelitian kepada Pendidikan tinggi bagi Percepatan Pembangunan Berkelanjutan di Indonesia
[9] Direktorat Pembelajaran dan Kemahasiswaan (2018). Pedoman Program Mahasiswa Wiramasalah. Ditjen Dikti Kementerian Riset, Teknologi dan Pendidikan Tinggi Jakarta
[10] Liguori, Eric, and C. Winkler (2020). From Offline to Online: Challenges and Opportunities forEntrepreneurship Education Following. Entrepreneurship Education and Pedagogy 2020, Vol. 3(4) 346–351 The Author(s)
[11] Suharsono, N, L.E. Tripalupi and IPG Parma (2020). Post-Pandemic Web-Based Product Marketing: Developing Micro and Small Enterprise Culture. Volume 158. Advance in Economics, Business and Management Research. Proceedings of the 5th International Conference on Tourism, Economics, Accounting. Management and Social Science (TEAMS 2020)
[12] Suharsono, N. (2019). Implementing "PATRIOT" As an Integrated Model of Instruction to Rebuild the Culture of Entrepreneurship in Higher Education. https://knepublishing. com/index.php/KneSocial/ article/view/4013. KnE Social Sciences/International Conference on Economics, Education, Business and Accounting (3rd ICEEBA)
[13] Tripalupi, L.E, Diota Prameswari Vijaya N. Suharsono (2020). Comparative Study of Economic Students ‘Interest in Entrepreneurship Based on Gender Advances in Economics, Business and Management Research, Volume 158. Proceedings of the 5th International Conference on Tourism, Economics, Accounting, Management and Social Science (TEAMS 2020)
[14] Erik E. Lehmann, Michele Meoli, Stefano Paleari & Sarah A. E. Stockinger (2020) The role of higher education for the development of entrepreneurial ecosystems, European Journal of Higher Education, 10:1, 1-9, DOI: 10.1080/21568235.2020.1718924
[15] Boldureanu G, Ionescu AM, Bercu A-M, Bedrule-Grigoruță MV, Boldureanu D. Entrepreneurship Education through Successful Entrepreneurial Models in Higher Education Institutions. Sustainability. 2020; 12(3):1267. https://doi.org/10.3390/ su12031267

[16] Kahn, J. H., Fishman, J. I., Galati, S. L., & Meyer, D. M. (2023). Perfectionism, locus of control, and academic stress among college students. Personality and Individual Differences, 213(June), 112313. https://doi.org/10.1016/j.paid.2023.112313
[17] Kan, S., & Saka, A. Z. (2021). The Comparison of Problem Based and Project Based Learning Methods in Physics Teaching. Croatian Journal of Education, 23(3), 731–765. https://doi.org/10.15516/cje.v23i3.3570
[18] King, A. P., & Eckersley, R. J. (2019). Chapter 6 - Inferential Statistics III: Nonparametric Hypothesis Testing (A. P. King & R. J. B. T.-S. for B. E. and S. Eckersley (eds.); pp. 119–145). Academic Press. https://doi.org/https://doi.org/10.1016/B978-0-08-102939-8.00015-3
[18] Klarin, A., Inkizhinov, B., Nazarov, D., & Gorenskaia, E. (2021). International business education: What we know and what we have yet to develop. International Business Review, 30(5), 101833. https://doi.org/10.1016/j.ibusrev.2021.101833
[19] Koh, J. H. L., Herring, S. C., & Hew, K. F. (2010). Project-based learning and student knowledge construction during asynchronous online discussion. Internet and Higher Education, 13(4), 284–291. https://doi.org/10.1016/j.iheduc.2010.09.003
[20] Krishnamurthy, S. (2020). The future of business education: A commentary in the shadow of the Covid-19 pandemic. Journal of Business Research, 117(May), 1–5. https://doi.org/10.1016/j.jbusres.2020.05.034
[21] Kulkarni, V. N., Gaitonde, V. N., Kotturshettar, B. B., & Jangali Satish, G. (2020). Adapting industry based curriculum design for strengthening post graduate programs in Indian scenario. Procedia Computer Science, 172(2019), 253–258. https://doi.org/10.1016/j.procs.2020.05.040
[22] Lahdenperä, J., Rämö, J., & Postareff, L. (2022). Student-centred learning environments supporting undergraduate mathematics students to apply regulated learning: A mixed-methods approach. Journal of Mathematical Behavior, 66(March). https://doi.org/10.1016/j.jmathb.2022.100949
[23] Lasauskiene, J., & Rauduvaite, A. (2015). Project-Based Learning at University: Teaching Experiences of Lecturers. Procedia - Social and Behavioral Sciences, 197(February), 788–792. https://doi.org/10.1016/j.sbspro.2015.07.182
[24] Li, W., Chen, J., Li, M., Smith, A. P., & Fan, J. (2022). The effect of exercise on academic fatigue and sleep quality among university students. Frontiers in Psychology, 13(October), 1–16. https://doi.org/10.3389/fpsyg.2022.1025280
[25] Liu, Y., Chen, J., Chen, K., Liu, J., & Wang, W. (2023). The associations between academic stress and depression among college students: A moderated chain mediation model of negative affect, sleep quality, and social support. Acta Psychologica, 239(July), 104014. https://doi.org/10.1016/j.actpsy.2023.104014
[26] Lubis, R. R., Irwanto, I., & Harahap, M. Y. (2019). Increasing Learning Outcomes and Ability Critical Thinking of Students Through Application Problem Based Learning Strategies. International Journal for Educational and Vocational Studies, 1(6), 524–527. https://doi.org/10.29103/ijevs.v1i6.1679
[27] Mahmoudi, M. R., Baleanu, D., Qasem, S. N., Mosavi, A., & S. Band, S. (2021). Testing the equality of several independent stationary and non-stationary time series models with fractional Brownian motion errors. Alexandria Engineering Journal, 60(1), 1767–1775. https://doi.org/https://doi.org/10.1016/j.aej.2020.11.025
[28] Maldonado López, B., Ledesma Chaves, P., & Gil Cordero, E. (2023). Visual thinking and cooperative learning in higher education: HOW does its implementation affect marketing and management disciplines after COVID-19? International Journal of Management Education, 21(2). https://doi.org/10.1016/j.ijme.2023.100797
[29] Moldavan, A. M., Edwards-Leis, C., & Murray, J. (2022). Design and pedagogical implications of a digital learning platform to promote well-being in teacher education. Teaching and Teacher Education, 115, 103732. https://doi.org/10.1016/j.tate.2022.103732
[30] Mozahem, N. A. (2021). The online marketplace for business education: An exploratory study. International Journal of Management Education, 19(3), 100544. https://doi.org/10.1016/j.ijme.2021.100544
[31] Munir, M. T., Baroutian, S., Young, B. R., & Carter, S. (2018). Flipped classroom with cooperative learning as a cornerstone. Education for Chemical Engineers, 23, 25–33. https://doi.org/10.1016/j.ece.2018.05.001
[32] Muñoz-Carril, P. C., Hernández-Sellés, N., Fuentes-Abeledo, E. J., & González-Sanmamed, M. (2021). Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning. Computers and Education, 174(February). https://doi.org/10.1016/j.compedu.2021.104310
[33] Ohajionu, U. C. (2021). Internationalisation of the curriculum in Malaysian Universities’ business faculties: Realities, implementation and challenges. International Journal of Management Education, 19(2), 1–11. https://doi.org/10.1016/j.ijme.2021.100495.