Problem-based leadership: nurturing managers during turbulent times

Purpose – The paper explores problem-based learning (PBL) as a useful methodology in leadership development during turbulent times. It identifies several pertinent action points for managers to lead through problems while understanding their capacity to empower themselves and others to face challenges at work. Design/methodology/approach – Broad concepts of PBL are used to distil the characteristics of this methodology and how they might be applicable to leadership development. An actual case of PBL in leadership education and training is employed to illustrate the processes of problem solving and reflective action-taking. Findings – When confronted by problems, managers should adopt a learning-oriented mindset and draw on the strengths of others to generate immediate solutions for experimentation. In doing so, they need to accept failure as a prerequisite for creative tensions to be generated and applied in messy circumstances. Until they think out of the box, they will continue to solve problems in tried-and-tested ways obstructing the emergence of revolutionary solutions. Practical implications – In order for managers to make an impact on organizational process and improvement, they need to focus on the action and learn components of PBL. They should be given the space to listen to their own “voice” and internalize the “voice” of others through reflection and dialogue. They should also be recognized for their courage and boldness in confronting problems even if more problems are generated in the process. It is facing the goliath that managers truly grow to become real leaders. Originality/value – Although the concept of PBL has been around for a long while, its applicability to leadership development has not been sufficiently explored in both theory and practice. This paper brings another dimension to the common idea of problem solving where solution seeking is not an end it itself. At best, it is a means to discovering the potential of true leadership in those whose mindset is focused on learning and reflective decision-making

The Effect of Problem Based Learning Model on Critical Thinking Skills in the Context of Chemical Reaction Rate

The previous research result showed that the learning model based on the investigation could increase the students' critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students' critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The learning process in the experimental class begins with the provision of contextual problems aimed at increasing students' interest and motivation in finding and designing solutions to solve problems individually or in groups. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model

The Effect of Problem-Based Learning Model Using Contextual Teaching Learning Approach Viewed From Logical Mathematical Intelligence

This research is aimed at determining 1) the difference of learning achievement using problem-based learning through contextual teaching learning and direct learning in Mathematics learning; 2) the difference of learning achievement among high, medium, and low logical Mathematical intelligence; and 3) the interaction between learning model and logical Mathematical intelligence on the students' learning achievement in Mathematics. The research was designed using quasi-experimental study of 2x3 factorial design. The population of this research was the third-grade students of elementary school. The data of students' learning achievement in Mathematics and their logical-Mathematical intelligence was obtained using test. The data were analyzed using two-way ANOVA. The results of the research show that 1) Problem-based learning model using contextual teaching approach makes the students obtain better learning achievement than direct learning model; 2) the students having high logical Mathematic intelligence get better learning achievement than those having medium and low logical Mathematic intelligence, the students having medium logical Mathematic intelligence gets better learning achievement than those having low logical Mathematic intelligence; 3) there is no interaction between learning model and logical Mathematic intelligence on the students' learning achievement

Pengaruh Model Problem Based Learning (PBL) Berbasis Scientific Approach Terhadap Hasil Belajar Biologi Siswa Kelas X Di SMA N 2 Banguntapan T.A. 2014 / 2015

Penelitian ini bertujuan untuk (1) mengetahui pengaruh model Problem Based Learning berbasis Scientific Approach terhadap hasil belajar biologi pada ranah kognitif siswa kelas X SMA Negeri 2 Banguntapan T.A 2014/2015, (2) mengetahui pengaruh model Problem Based Learning berbasis Scientific Approach terhadap hasil belajar biologi pada ranah afektif siswa kelas X SMA Negeri 2 Banguntapan T.A 2014/2015, (3) mengetahui pengaruh model Problem Based Learning berbasis Scientific Approach terhadap hasil belajar biologi pada ranah psikomotorik siswa kelas X SMA Negeri 2 Banguntapan T.A 2014/2015. Penelitian ini termasuk jenis penelitian quasi experiment (eksperimen semu) dengan design penelitian yang digunakan adalah Nonequivalent control group design. Populasi penelitian adalah semua siswa kelas X SMA N 2 Banguntapan. Sampel penelitian terdiri dari dua kelas yang diambil dengan menggunakan teknik purposive sampling dan simple random sampling, yaitu kelas X3 (kelas eksperimen) dan kelas X4 (kelas kontrol). Teknik pengumpulan data menggunakan tes, angket, dan observasi. Analisis data hasil belajar siswa pada ranah kognitif menggunakan One Way Anova, sedangkan untuk hasil belajar pada ranah afektif dan psikomotor menggunakan uji Mann Whitney U. Berdasarkan hasil penelitian dapat disimpulkan bahwa (1) model Problem Based Learning berbasis Scientific Approach secara signifikan meningkatkan hasil belajar biologi pada ranah kognitif siswa dengan ditunjukkan p-value sebesar 0,001 < 0,05. (2) model Problem Based Learning berbasis Scientific Approach secara signifikan meningkatkan hasil belajar biologi pada ranah afektif siswa dengan ditunjukkan p-value sebesar 0,029 < 0,05. (3) model Problem Based Learning berbasis Scientific Approach secara signifikan meningkatkan hasil belajar biologi pada ranah psikomotor siswa dengan ditunjukkan p-value sebesar 0,000 < 0,05

Pendekatan Problem-based Learning Serta Pengaruhnya terhadap Kemampuan Pemecahan Masalah dan Disposisi Matematis Siswa

This study aimed to investigate and analyze the Problem-Based Learning and its influence on the ability of mathematical problem solving and mathematical disposition of students according to students' level of ability in grade XI Science program Senior High School (SMA) 4 Singkawang in the academic year 2013/2014. This is an experimental study in the form of one short case study and delayed test, and the research samples is 18 students were grade XI Science program Senior High School (SMA) 4 Singkawang. The research findings showed that the mean score in understanding problems was 11.44 of 14, the ability to plan the completion was 19.61 of 28, the ability to solv problems was 10.00 of 14, and the ability to recheck the results was 9, 06 of 14. There were differences in the ability of mathematical problem solving among students in the level of upper, middle, and lower after getting a math lesson using PBL approach. There were differences in the ability of students' mathematical problem solving in post-test and delayed test, a positive result of students' mathematical disposition, there was an interaction mathematical problem solving and the level of student ability

Problem Based Learning, Motivasi Belajar, Kemampuan Awal, Dan Hasil Belajar Siswa Smk

: Problem Based Learning, Learning Motivation, Prior Ability, and Learning Outcomes of SMK Students. The present study examines the influence of Problem Based Learning (PBL), learning motivation, and the prior ability of vocational school students. The study employed nonequivalent control group quasi exsperimental design. 75 eleventh graders in the academic year of 2012/2013 were randomly assigned into the experiment and control groups. A test was administered to assess the prior ability (entry behavior) and learning outcomes, and self-inventory was used to elicit the students\u27 learning motivation. The three-way analysis of variance shows that there was a significant difference between the students taught using the problem-based learning and those taught using the conventional method, between those with high learning motivation and those with low motivation, and between those with higher prior ability and those with low ability. Additionally, there was significant interaction among teaching-learning models, learning motivation, and prior ability

Eksperimentasi Model Problem Based Learning Dan Discovery Learning Pada Materi Perbandingan Dan Skala Ditinjau Dari Sikap Peserta Terhadap Matematika Didik Kelas VII SMP Kabupaten Klaten Tahun Pelajaran 2013/2014

Abstrack: The aims of this research were to determine: (1) the better students' achievement in learning by using Problem Based Learning (PBL), Discovery Learning (DL) or direct learning models (2) the better students' achievement among the students who have positive, neutral or negative attitude (3) the better students' achievement in each category attitude, in learning by using PBL, DL or direct learning models (4) the better students' achievement in each learning model, among the students who have positive, neutral or negative attitude. This research used a quasi-experimental research with the population of seventh grade students of Junior High Schools in Klaten Regency which have implemented curriculum 2013 in the Academic Year 2013/2014. The sampling technique used stratified cluster random sampling and three schools selected namely SMPN 1 Delanggu, SMPN 1 Prambanan and SMPN 2 Wedi. Two-way variance analysis was used to test the hypothesis, followed by scheffe' technique. Considering the result of analysis, the following conclusion could be drawn. (1) The students' achievement who learnt by using DL was better than PBL and direct learning models. The students' achievement who learnt by using PBL were similar to direct learning models. (2) The students' achievement with positive attitude was better than neutral and negative attitude. The students' achievement with neutral attitude was better than negative attitude. (3) In the positive and neutral attitude, the students' achievement who learnt by using PBL, DL and direct learning models were similar. In the negative attitude, the students' achievement who learnt by using DL model were better than PBL and direct learning models and the students' achievement who learnt by using PBL and direct models were similar. (4) In learning by using PBL, the students' achievement with positive attitude were better than negative one, the positive and neutral attitude ware similar and the neutral and negative attitude were similar too. In learning by using DL, the student's achievement with positive, neutral and negative attitude were similar. In learning by using direct learning, the students' achievement with positive attitude were better than the negative one, the positive and neutral attitude were similar and the neutral and negative attitude were similar too

Applying Problem Based Learning to Improve Student Engagement in an Engineering Economics Course

Maintaining high levels of student engagement and interest is a widespread challenge in teaching Engineering Economics courses. To address this challenge at Baylor’s School of Engineering and Computer Science, a series of problem-based homework assignments focused on personal investing and tax return preparation have been developed and integrated into the Global Business Economics and Communication course. This transition in course structure has resulted in significant improvements in student engagement as measured by class attendance, homework completion rates, and course evaluation statistics. This transition also increased polarization of students’ academic performance which may be addressed through further development of the problem-based learning course content.Cockrell School of Engineerin