Int
ern
at
i
onal
Journ
al of E
valua
tio
n
an
d
Rese
arch
in
Educati
on (I
JE
RE)
Vo
l.
8
, No
.
3
,
Septem
ber
201
9
, p
p.
4
46
~
4
54
IS
S
N: 22
52
-
8822
,
DOI: 10
.11
591/
ije
re
.
v8
i
3
.
20243
446
Journ
al h
om
e
page
:
http:
//
ia
es
core
.c
om/
journa
ls
/i
ndex.
ph
p/IJE
R
E
U
sing p
roblem
-
b
ased le
arnin
g in college:
M
aste
r
y
co
n
ce
pts
subject s
tatistic
al r
esearch
and motivati
on
Edi
an
s
yah
Ed
iansyah
1
,
Dwi
A
gus K
urnia
w
an
2
,
Rahm
at Perd
ana
3
, Sal
am
ah
S
al
amah
4
1,4
Depa
rtment
of
Elem
ent
arr
y
T
e
ac
hing
and
Educat
ion
,
Bengk
lu
I
slamic
Insti
tut
e
,
Indone
sia
2,3
Depa
rtment
of
Ph
y
sics
Educat
i
on,
Univer
si
ta
s J
ambi,
Indon
esia
Art
ic
le
In
f
o
ABSTR
A
CT
Art
ic
le
history:
Re
cei
ved
J
un
22
, 2
01
9
Re
vised
Ju
l
20
,
201
9
Accepte
d
Aug
29
,
201
9
Based
on
th
e
pr
oble
m
s
obta
in
ed,
the
abi
l
ity
of
student
s
to
subjec
ts
o
f
rese
arc
h
st
at
ist
ics
is
stil
l
ca
te
gor
i
ze
d
as
low
unti
l
thi
s
ca
uses
the
m
to
be
wea
k
in
complet
ing
th
ei
r
fina
l
assignm
ent
s.
The
r
efo
re
,
the
rese
ar
che
rs
i
nvesti
gated
how
student
s'
m
aste
r
y
of
th
e
res
ea
rch
st
at
ist
ical
conc
ep
ts
and
th
ei
r
l
ea
rnin
g
m
oti
vat
ion
usin
g
le
arn
ing
inno
vat
ions,
one
of
which
was
Pro
ble
m
Based
Le
arn
ing
(PBL)
.
Th
is
rese
arc
h
was
conducte
d
at
the
Islamic
Educat
io
n
School
(PG
MI)
Islamic
State
Teac
her
Educat
ion
Instit
u
te
(IAIN)
Bengkulu
used
was
sem
este
r
8
th
stud
ent
s
for
a
sam
ple
.
The
r
ese
ar
ch
m
et
hod
was
quant
itati
v
e
wi
t
h
a
sam
ple
of
145.
Th
e
res
ea
r
ch
instrument
was
using
a
m
oti
vat
ion
qu
est
ionna
ir
e
and
m
u
lt
iple
cho
ic
e
que
stions.
The
resul
t
s
will
th
en
be
anal
y
z
ed
usi
ng
s
i
m
ple
reg
res
sion
ana
l
y
sis
wh
ic
h
wil
l
be
pr
es
ent
ed
in
th
e
form
of
a
d
ata
t
a
ble
.
Ke
yw
or
d
s
:
Learn
i
ng m
oti
vation
Pr
oble
m
-
based le
arn
i
ng
The
a
bili
ty
o
f r
esearch
sta
ti
sti
cal
co
ncep
t m
ast
ery
Copyright
©
201
9
Instit
ut
e
o
f Ad
vanc
ed
Engi
n
ee
r
ing
and
S
cienc
e
.
Al
l
rights re
serv
ed
.
Corres
pond
in
g
Aut
h
or
:
Dw
i
A
gu
s
Ku
r
niawa
n,
Dep
a
rtm
ent o
f Physi
cs E
ducat
ion
Un
i
ver
sit
as Ja
m
bi,
Linta
s Jam
bi
-
Muar
o
B
ulian
Street
KM.
15, 3
6361, Ja
m
bi,
Ind
on
esi
a
Em
a
il
:
dw
ia
gus.k@u
nja.ac.i
d
1.
INTROD
U
CTION
Ed
ucators
play
i
m
po
rtant
ro
le
in
ed
ucati
on
of
t
he
Re
pu
blic
of
I
ndonesi
a
Law
nu
m
ber
20
of
20
03,
Ed
ucators
are
qu
al
ifie
d
te
achin
g
sta
f
f
as
te
achers,
le
c
turers,
c
ouns
e
lors,
t
utors,
widyai
swa
ra,
tutor
s
,
instru
ct
or
s
,
fa
ci
li
ta
tors
and
oth
er
nam
e
with
their
own
s
pecial
ty,
an
d
pa
rtic
ipati
ng
i
n
ed
ucati
on
adm
inist
rati
on
.
In
hi
gh
e
r
ed
uc
at
ion
,
ed
ucat
or
s
a
re
le
ct
ur
e
r
[1
]
.
Lect
urer
s
are
prof
e
ssio
nals
w
ho
are
t
aske
d
with
plan
ning
and
im
ple
m
ent
ing
the
le
ar
ning
proces
s,
asse
ssing
the
resu
lt
s
of
le
ar
ning,
guidin
g
an
d
trai
nin
g,
and
c
onduct
in
g
resea
rc
h
an
d
com
m
un
it
y
serv
ic
e.
T
his
fact shows
t
hat
m
aj
or
d
e
velo
pm
ents
ta
kin
g
place i
n
the
fiel
d
of
ed
uca
ti
on
fo
ll
ow
up
on
global
progress
an
d
tre
nd
s
in
te
achin
g
a
ppr
oach
es
[2
]
.
The
su
cc
essful
i
m
ple
m
entat
io
n
of
le
arn
i
ng
s
trat
egy
dep
e
nd
s
of
a
le
ct
ur
e
r
in
te
aching
st
ud
e
nts
to
use
m
et
ho
ds,
te
ch
niques,
and
le
ar
ning
st
rategies
to
in
vite
stud
ents
rec
ei
ve
le
arn
i
ng
m
at
erial
with
fu
n.
[
3]
Stat
es
t
hat
each
stu
de
nt
has
diff
e
re
nt
abili
ti
es
an
d
c
har
a
ct
erist
ic
s
so
t
he
te
acher
ha
ve
t
o
do v
ariat
io
n
in
te
achin
g.
Espec
ia
ll
y
fo
r
st
ud
e
nt
s
of
the
Ma
drasah
Ib
ti
daiy
ah
Tea
cher
Ed
ucati
on
ed
ucators
w
ho
trig
ge
r
stu
de
nt
in
c
riti
cal
t
hinkin
g
a
nd
c
oncepts
unde
rstan
ding.
Th
e
refor
e
, tod
ay
stud
e
nts
on
l
y fo
c
us
e
d on th
eor
y
with
ou
t
de
velo
ping t
heir
m
ind
.
Seei
ng
the
im
portant
ro
le
of
le
ct
ur
ers
i
n
tr
ai
nin
g
stu
den
t
s'
think
in
g
s
kill
s,
a
strat
egy
i
s
nee
ded
i
n
sta
ti
c
le
arn
ing.
Stat
ist
ic
s
are
a
way
to
le
ar
n
about
how
stu
den
ts
a
re
c
onfron
te
d
with
bui
lding
an
d
inte
r
act
ing
with
sta
ti
sti
cal
m
od
el
s,
a
nd
integrate
d
wit
h
data
sam
ples,
pro
b
a
bili
sti
c
m
od
el
s,
c
on
t
exts
an
d
c
on
cl
us
io
ns
enh
a
nce
d
by
te
chnolo
gy
[4
]
.
This
sta
ti
sti
cs
course
has
a
n
im
po
rtant
ro
le
in
li
fe,
accor
ding
to
[5
]
the
sta
ti
sti
cs
sect
ion
is
a n
ec
essit
y
in
so
l
ving
c
onte
xtu
al
pr
ob
le
m
s
that
are
releva
nt
t
o
rea
l
li
fe.
Howe
ver,
in
r
eal
it
y,
at
I
AIN
Be
ngkulu it
is
sti
ll
d
ifficult
to
und
e
rstan
d
t
he
concept
of stat
ist
ic
s.
Seei
ng
the
st
udents
in
sta
ti
sti
cal
con
cepts
can
be
see
n
in
processin
g
an
d
analy
zi
ng
da
ta
su
ch
as
descr
i
ptive
an
d
infer
e
ntial
data.
Descr
i
ptive
sta
ti
sti
cs
rep
or
t
trend
s
a
nd
va
r
ia
ti
on
s
in
data
centers
so
they
can
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Using
prob
le
m
-
base
d
le
arni
ng in
co
ll
eg
e:
m
as
te
ry c
on
ce
pt
s
subje
ct
statist
ic
al
…
(
Edians
yah
E
diansya
h
)
447
pro
vid
e
in
form
at
ion
that
ca
n
f
aci
li
ta
te
un
der
s
ta
nd
in
g
of
t
he
resu
lt
s
of
the
da
ta
ob
ta
ine
d
[
6]
.
Accord
i
ng
t
o
[
7]
infer
e
ntial
sta
t
ist
ic
s
aims
to
answer
quest
ion
s
in
a
stu
dy
,
wh
ere
re
se
arch
e
rs
analy
s
e
data
fr
om
resea
rch
sam
ples
to
co
nclu
de
unknown
po
pu
la
ti
on
s
an
d
ca
n
ass
ess
w
hethe
r
t
her
e
are
dif
fe
ren
ces
in
gro
up
s
or
relat
ion
s
hip
s
be
tween
va
riabl
es
w
hethe
r
fa
r
gr
eat
e
r
or
le
s
s
than
w
hat
is
ex
pected
i
n
t
otal.
Ba
sed
on
an
exp
la
natio
n
of
unde
rstan
ding
sta
ti
sti
cal
con
cepts,
the
im
po
r
ta
nce
of
stu
de
nt
s
to
be
a
ble
to
m
ast
er
this
subj
ect
is
to
facil
it
at
e
t
he
com
pleti
on
of
the
final
pr
oject
.
T
he
final
pro
j
ect
is
a
sci
entifi
c
w
ork
cr
eat
ed
by
stu
de
nts
as
a
pr
e
requisi
te
for
achie
ving
an
academ
ic
deg
ree
.
Ba
sed
on
t
he
Re
gula
ti
on
of
th
e
M
inist
er
of
Re
s
earch
,
Tech
no
l
og
y
a
nd
Higher
E
du
c
at
ion
of
the
Re
public
of
I
ndon
e
sia
N
um
ber
44
of
2015
con
ce
r
ning
Na
ti
on
a
l
Stand
a
r
ds
for Hig
her Ed
ucati
on Arti
cl
e 46 Pa
ragrap
hs 1
, 2, a
nd 3.
The
s
uccess
rat
e o
f
teac
hing st
aff
i
n
te
achi
ng
seen
from
the su
cces
s
of their
stud
e
nts,
s
o
it
is said tha
t
gr
eat
ed
ucat
or
s
are
ed
ucato
rs
who
ca
n
ins
pir
e
stud
e
nts
[
8].
Accor
ding
to
[
9];
[10]
Argu
e
s
that
te
achers
m
us
t
do
var
ie
d
le
ar
ni
ng
in
orde
r
to
i
m
pr
ove
stu
de
nts'
abili
ti
es.
P
BL
is
on
e
of
t
ho
s
e
le
ssons.
P
BL
is
a
le
arn
in
g
an
d
te
aching
st
rategy
desig
ne
d
to
inv
ol
ve
stu
de
nts
in
so
l
ving
pro
blem
s
[1
1,
12
]
.
P
roblem
-
so
lvin
g
s
kill
s
are
seen
from
the
abili
ty
of
stu
den
ts
to
in
vestigat
e
a
pro
blem
and
fin
d
ways
t
o
so
l
ve
a
giv
e
n
pro
blem
[1
3,
14]
.
Me
anwhil
e,
co
op
e
rati
on
is
an
i
m
po
rtant
c
ompone
nt
in
so
lvi
ng
a
pro
blem
[
15
]
.
T
her
e
fore
the
PBl
m
od
el
has
a
good im
pact on lear
ning.
Moti
vation
Ac
cordin
g
to
[
16
]
,
in
gen
e
ral,
m
otivati
on
m
eans
so
m
et
hin
g
th
at
encour
a
ges
to
do
or
act
.
Moti
vation
ca
n be inter
pr
et
e
d as t
he
stre
ng
t
h (ene
rg
y
)
of a person
wh
ic
h
ca
n
gi
ve
rise to a
level of
persi
ste
nce
and
ent
husia
sm
in
carryin
g
ou
t
a
n
act
i
vity
,
both
f
ro
m
within
the
in
div
i
du
al
(intri
ns
ic
m
ot
ivati
on
)
[
16]
.
F
or
exam
ple,
stude
nts
hav
e
thei
r
own
will
ingness
to
le
arn
ph
ysi
cs,
be
ab
le
and
co
ncent
rate
wh
il
e
stud
yi
n
g
ph
ysi
cs
[16].
And
from
ou
ts
ide
the
i
nd
i
vidual
(e
xtrinsi
c
m
ot
ivati
on
)
[
16]
.
Like
getti
ng
a
pr
iz
e
a
nd
getti
ng
good
grade
s
[
16]
.
Furthe
rm
or
e,
accor
ding
to
[17],
m
otivatio
n
is
a
cha
nge
in
energy
in
a
per
s
on
(
per
s
on
)
w
ho
is
char
act
e
rized
by
the
em
erg
ence
of
f
eel
ing
s
a
nd
reacti
on
s
to
achie
ve
goal
s.
T
he
stud
e
nts
w
ho
ha
ve
a
neg
at
ive
at
ti
tud
e
to
wa
rd
s
phy
sic
s
ha
ve
a
la
ck
of
m
otivati
on
f
or
cl
ass
en
ga
gem
ent,
an
d
a
lso
stu
de
nts who
ha
ve
po
sit
ive
at
ti
tu
de
s
towa
r
ds
physi
cs
hav
e
m
otivati
on
f
or
cl
ass
en
ga
gem
e
nt
[
17
]
.
I
n
m
o
ti
vation
the
re
are
s
o
m
any
kin
ds,
one
of
wh
ic
h
is
m
ot
ivati
on
in
le
arn
i
ng.
Moti
va
ti
on
to
le
arn
i
s
a
pr
oce
ss
that
encour
a
ges
le
arn
i
ng,
directi
on,
a
nd
per
sist
e
nce
of
beh
a
vior,
m
oti
vated
be
ha
vio
r
is
be
ha
vior
th
at
is
f
ull
of
e
ne
rg
y
[16].
I
n
orde
r
t
o
increase
m
o
ti
va
ti
on
,
te
ac
hers
can
m
ake
var
i
ou
s
stu
dies
i
n
the
en
vir
onm
e
nt
s
o
that
t
heir
m
otivati
on
to
wards
their
cl
ass
ca
n
at
tract
stu
de
nts'
at
te
ntion
[18].
F
ur
t
her
m
or
e
,
acco
r
ding
to
[
17
]
m
oti
vation
to
le
ar
n
is
a
ps
yc
holo
gical
aspect
that
e
xperie
nces
dev
e
lop
m
ent,
m
ea
n
ing
th
at
it
is
aff
ect
ed
by
ph
y
siolo
gical
conditi
ons
and
ps
yc
ho
l
og
i
cal
m
at
ur
it
y
of
stud
e
nts.
Acc
ordin
g
to
[16]
he
cl
assifi
ed
t
he
ind
ic
at
ors
of
le
arn
in
g
m
otivati
on
as
fo
ll
ows:
(1)
the
e
xistenc
e
of
desire
s
a
nd
desire
s
s
uc
ceeded
.
(
2)
th
ere
is
enc
oura
gem
ent
an
d
ne
ed
f
or
le
arn
in
g.
(
3)
f
uture
ho
pes
a
nd
aspi
rati
ons.
(4)
t
her
e
is
a
ppreciat
ion
in
le
arn
i
ng.
(
5)
there
a
re
inte
r
est
ing
act
ivit
ie
s in
le
arn
i
ng. (6
)
the
e
xistence
of a c
onduci
ve
le
a
rni
ng
e
nvir
on
m
ent that al
lo
ws
s
tud
e
nts to
lear
n well
.
Learn
i
ng
i
nnovat
ion
wi
th
PB
L,
stu
den
ts
ca
n
hav
e
t
he
abili
ty
to
think
c
riti
cal
ly
[1
9].
Als
o,
on
e
of
th
e
go
al
s
of
e
du
ca
ti
on
,
es
pecial
ly
in
hig
he
r
ed
ucati
on
i
ns
ti
tuti
on
s
,
is
to
eq
ui
p
stud
e
nts
in
achievin
g
le
ar
ning
.
Althou
gh
t
he
te
rm
le
arn
in
g
inno
vation
has
a
broad
de
finiti
on
,
i
n
t
he
c
on
t
ext
of
highe
r
edu
cat
io
n,
it
ge
ner
al
l
y
ref
e
rs
to
stu
de
nts wh
o
a
re
res
pons
i
ble,
direc
ti
ng
a
nd r
e
gula
ti
ng
thei
r
le
ar
ni
ng
proces
ses
[
20
]
.
2.
RESEA
R
CH MET
HO
D
This
rese
arc
h
us
es
descr
i
ptiv
e
researc
h
m
eth
od.
"
Desc
ript
ive
resea
rch
is
researc
h
that
us
es
wor
ds
and
num
ber
s
in
prese
ntin
g
pro
file
s,
cl
assif
yi
ng
ty
pes,
an
d
outl
inin
g
ste
ps
to
a
nswer
quest
io
ns
s
uch
as
w
ho
,
wh
e
n,
wh
e
re,
a
nd
how"
[
21
]
.
The
desc
riptiv
e
app
r
oa
c
h
is
use
d
beca
us
e
thi
s
researc
h
will
look
at
the
extent
to
wh
ic
h
st
ud
e
nts
the c
on
ce
pt
of stat
ist
ic
al
in
the
thesis
.
Nex
t
is
to
dete
rm
ine
stud
ent
m
ot
ivati
on
in
l
earn
i
ng
sta
ti
sti
cal
researc
h.
T
hen
see
t
he
inf
luence
PBL
i
n
unde
rstan
di
ng
st
udents'
sta
ti
sti
cal
con
cepts
in
re
searc
h
and
m
otivati
on
to
le
ar
n.
T
he
popula
ti
on
i
n
this
stud
y
wer
e
ei
ght
-
sem
est
er
stud
ents
w
ho
ha
d
ta
ken
sta
ti
sti
c
al
stud
ie
s
at
I
AIN
Be
ng
kulu
,
the
sam
ple
w
as
145
sem
es
te
r
ei
gh
t
.
T
otal
sam
pli
ng
is
a
sam
pli
ng
te
c
hn
i
qu
e
us
e
d
in
this
stud
y
.
T
otal
sam
pl
ing
is
the
ov
e
ral
l
sam
pling
te
chni
qu
e
f
r
om
the
popula
ti
on
[
22
]
.
Total
sa
m
pli
ng
was
c
ho
se
n
as
the
determ
i
nation
of
t
he
s
a
m
ple
because
resear
cher
s
wa
nt
t
o
know
the
ov
e
r
al
l
resu
lt
s
of
th
e
existi
ng
popula
ti
on
.
Data
c
ollec
ti
on
i
n
thi
s
stu
dy
us
e
d
a
quest
io
nn
ai
re
a
nd
m
ut
iple
-
ch
oice
te
st
instr
um
ent.
A
quest
io
nn
ai
re
was
us
e
d
in
th
e
survey
desi
gn
that
stud
ie
d
it
en
ti
r
el
y and
retu
rne
d
it
to resea
rchers
[7,
23
]
.
Data
colle
ct
ion
in
this
stu
dy
al
so
us
e
d
inte
rv
i
ews.
Qu
al
it
at
iv
e
intervie
ws
oc
cur
wh
e
n
resea
rch
e
rs
as
k
on
e
or
m
or
e
ge
ner
al
pa
rtic
ip
ants,
ope
n
que
sti
on
s
an
d
rec
ord
their
a
ns
w
ers
[
7].
In
te
r
vi
ews
are
use
d
a
s
data
colle
ct
ion
to
ols
so
that
resea
rch
e
rs
are
a
bl
e
to
deepen
th
e
con
st
raints
of
stu
den
ts
in
s
ta
ti
sti
cs
in
the
fina
l
pro
j
ect
. T
he flow
of
researc
h i
n
colle
ct
in
g
re
search
d
at
a is
s
how
n
in
Fig
ure
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
4
4
6
-
4
5
4
448
Figure
1. Proce
dure
of
data c
ol
le
ct
ion
Qu
est
i
onnaire
is
a
te
chn
iq
ue
to
colle
ct
data
wh
e
re
pa
rtic
ip
ants
or
res
pondents
la
te
r
afte
r
bein
g
fill
ed
in
with
com
plete
retur
n
to
the
researc
he
r
[6
]
.
The
qu
est
ionnaire
us
e
d
include
d
the
le
arn
i
ng
m
otivati
on
qu
e
sti
onnaire
and
t
he
stu
de
nt
res
pons
e
quest
io
nn
a
ire
.
Table
1
il
lust
rates
the
ra
ng
e
of
values
f
or
t
he
m
ot
ivati
on
qu
e
sti
onnaire
a
nd
ta
ble
2
f
or
the
respo
ns
e
qu
est
ionnaire,
i
n
w
hi
ch
there
a
re
four
cat
e
gories,
wh
i
c
h
are
ver
y
good, goo
d,
ba
d,
a
nd
bad.
Tabel
1.
Cat
e
gorizes t
he valu
e ra
ng
e
of the
l
earn
i
ng
m
otivati
on
qu
e
sti
onna
ire
Katego
ri
Ren
tan
g
Sko
r
Ver
y
Goo
d
7
4
.8
–
9
2
.0
Go
o
d
5
7
.6
–
7
4
.7
Po
o
r
4
0
.3
–
5
7
.5
Bad
2
3
.0
–
4
0
.2
Table
2.
Cat
e
gorizes
of the
r
a
ng
e
of
res
ponse
questi
onnai
re
Categ
o
ry
Interval
Ver
y
Goo
d
58.
6
–
7
2
.0
Go
o
d
4
5
.1
–
5
8
.5
Po
o
r
31.
6
–
4
5
.0
Bad
18.
0
–
3
1
.5
Qu
a
ntit
at
ive
da
ta
wer
e
a
naly
zed
usi
ng
SP
S
S.
Des
cripti
ve
data
us
e
d
incl
ud
e
m
od
e,
m
e
dian,
m
ean,
and
fr
e
quency.
Fu
rt
her
m
or
e,
researc
hers
gi
ve
m
ulti
ple
cho
ic
e
quest
io
ns
to
stud
e
nts
T
eacher
E
ducat
ion
of
Ma
dr
asa
h
Ib
ti
da
iy
ah
8
th
sem
est
er
with
f
our
answer
opti
ons
opti
on.
MC
Qs
done
with
the
intenti
on
f
or
se
e
the
m
ast
ery le
vel of stat
ist
ic
al
co
nc
epts
8
th
sem
es
te
r
stu
den
t
see
in the
T
able
3.
Table
3.
Cat
e
gorizes
ra
ng
e
of
stren
gth
e
n
c
on
cept MC
Qs
Categ
o
ry
Interval
Ver
y
Goo
d
7
5
.1
–
1
0
0
.0
Go
o
d
5
0
.1
–
7
5
.0
Po
o
r
2
5
.1
–
5
0
.0
Bad
0
.0
–
2
5
.0
MC
Qs
analy
z
ed
f
or
desc
rip
ti
ve
sta
ti
sti
cs
.
The
n
the
rese
arch
e
r
co
ntin
ue
d
colle
ct
in
g
data
us
i
ng
a
structu
re
d
inte
rv
ie
w
instr
um
e
nt.
I
nter
views
wer
e
c
onduct
e
d
f
or
8
th
sem
es
te
r
stud
e
nts.
Int
erv
ie
ws
a
re
use
d
as
qu
a
ntit
at
ive
da
ta
reinfo
rcem
ent
.
T
he
n
the
researc
he
r
c
onduct
ed
a
do
c
um
ent
analy
sis
in
the
f
or
m
of
a
le
arn
in
g
im
plem
entat
ion
plan
to
s
upport
th
e
quest
io
nn
ai
r
e
data,
m
ulti
pl
e
ch
oice
qu
est
ion
s
,
a
nd
the
r
esults
of inter
views
.
3.
RESU
LT
S
A
ND AN
ALYSIS
The
re
ne
wal
of
this
rese
arc
h
is
if
stud
e
nts
hav
e
t
he
a
bili
t
y
to
app
ly
c
oncepts
in
resear
ch
m
et
ho
ds
courses
,
with
s
tud
e
nts
underst
and
i
ng
ab
out
t
he
c
on
ce
pts
t
ha
t
exist
in
t
his
researc
h
m
et
hod
will
m
ake
it
easi
er
for
st
ud
e
nts to
com
plete
their
final assi
gn
m
ents (
t
hesis)
.
Qu
estio
n
n
aire
Res
p
o
n
se
The An
aly
sis
of
Qu
stio
n
n
aire
Res
p
o
n
ses
Motiv
atio
n
Qu
estio
n
n
are
The An
aly
sis
of
Qu
stio
n
n
aire
Motiv
atio
n
Intervi
ew
Intervi
ew Anla
y
sis
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Using
prob
le
m
-
base
d
le
arni
ng in
co
ll
eg
e:
m
as
te
ry c
on
ce
pt
s
subje
ct
statist
ic
al
…
(
Edians
yah
E
diansya
h
)
449
3.1.
Ab
il
ity
of
th
e
concep
t
of res
earch
st
at
is
tics
The
f
ollow
i
ng
are
the
resu
lt
s
of
the
abili
ty
to
stud
ents'
st
at
ist
ic
s
reearch
.
The
res
ults
are
ob
ta
i
ne
d
us
in
g
a
MC
Qs
in Ta
ble 4.
Table
4.
Re
s
ults o
f
a
bili
ty
o
f
t
he
c
on
ce
pt
of
r
esearch
stat
ist
ic
s
Male
Fe
m
ale
Categ
o
ry
Frequ
en
cy
%
Categ
o
ry
Frequ
en
cy
%
Stu
d
en
ts o
f
8
Se
m
este
r
Ver
y
Goo
d
3
9
Stu
d
en
ts o
f
8
Se
m
este
r
Ver
y
Goo
d
10
9
Go
o
d
10
29
Go
o
d
28
25
Po
o
r
16
46
Po
o
r
43
39
Bad
6
17
Bad
29
26
Total
35
100
Total
110
100
Fr
om
Table
4,
the
res
ults
of
r
esearch
stu
dent
s’
sta
ti
sti
c
is
17
%
wer
e
i
n
th
e
ba
d
cat
eg
or
y
,
46%
we
r
e
poor,
29
%
we
re
good
a
nd
9%
wer
e
e
xcell
ent.
As
for
the
fem
al
e
s
tud
ent
s
hav
e
pe
rcen
t
age
26%
is
po
or,
39%
in the u
nf
a
vora
ble cat
eg
or
y,
25% is
good cat
egory
a
nd 9
%
is excell
ent cat
e
gory.
Ba
sed
on
t
he
da
ta
ob
ta
ine
d
th
e
m
ast
ery
of
th
e
researc
h
sta
ti
sti
cs
of
the
Ma
dr
asa
h
Ib
ti
daiy
ah
Teac
he
r
Ed
ucati
on
(PGMI)
stu
den
ts
is
good
cat
egory,
this
is
s
een
w
he
n
stu
den
ts
ha
ve
th
e
abili
ty
to
wo
r
k
on
assignm
ents
in
accor
dan
ce
with
the
m
at
erial
and
sub
j
ect
m
at
te
r
su
m
m
ariz
ed
in
the
resea
rch
sta
ti
sti
cs
c
ours
e
su
c
h
as
t
he
use
of
m
anu
al
c
al
culat
ion
s
or
us
e
of
ap
plica
ti
on
s
that
ca
n
he
lp
in
m
ast
ering
resea
rc
h
st
at
ist
ic
s.
And
stu
de
nts
unde
rstan
d
m
at
e
rial
relat
ed
to
s
ta
ti
sti
cs
su
ch
as
unde
rstan
ding
the
m
eaning
of
us
in
g
descr
i
ptiv
e
sta
ti
sti
cs
and
i
nf
e
ren
ti
al
sta
ti
sti
cs
in
sta
ti
sti
cal
subj
ect
s
re
search
.
Re
sea
r
ch
sta
ti
sti
cal
m
at
erial
is
easy
to
unde
rstan
d
with
the
he
lp
of
bette
r
sta
ti
sti
cal
unde
rstan
ding,
su
c
h
as
un
de
rstan
ding
t
he
cal
culat
ion
of
m
ean,
m
od
e, f
re
quen
cy
u
se
d
in
d
esc
riptive stat
ist
ic
s (
St
ud
e
nt inte
r
view, N
ovem
ber
2018).
In
sta
ti
sti
cs,
w
e
disti
nguis
h
be
tween
the
m
os
t
com
m
on
ly
us
e
d
sta
ti
sti
cal
m
et
ho
ds
;
des
cripti
ve
an
d
infer
e
ntial
[
24
]
.
Desc
riptive
sta
ti
sti
cs
arise
na
tural
ly
in
this
cl
ass
beca
us
e
s
tud
e
nts
know
a
bout
c
ollec
ti
ng
data
and
desc
ribing
popula
ti
on
s
.
Sam
ple
sta
t
ist
i
cs,
m
edian,
va
riance,
s
d
a
cl
ear
est
i
m
at
or
of
thei
r
po
pu
l
at
ion
,
Me
an,
Me
dia
n,
Var
ia
ti
on,
St
and
a
r
d
De
viati
on
(SD)
[
25
,
26
]
sta
te
s
sta
tisti
cs
are
about
th
e
m
os
t
i
m
p
or
ta
nt
things
in
hu
m
an
aff
ai
rs.
This
is
abo
ut
ou
r
un
der
sta
nd
i
ng
of
the
world
ar
ou
nd
us
an
d
how
that
un
de
rstan
ding
aff
ect
s t
he
li
fe
we
li
ve.
Ov
e
r
th
e
ye
ar
s
there
has
be
en
str
ong
an
ecdo
ta
l
e
vid
e
nc
e
that
stu
de
nt
s
at
un
i
versi
ti
es
de
velo
p
antipat
hy
to
wa
rd
s
sta
ti
sti
cs
and,
usual
ly
,
stud
e
nts
at
al
l
le
vels
are
le
ss
interest
ed
i
n
le
arn
i
ng
w
hen
ta
ki
ng
introd
uctor
y
sta
ti
sti
cs
cou
rse
s
.
O
ver
the
past
deca
de
the
re
ha
ve
been
sig
nif
ic
ant
co
ncerns
expresse
d
a
bout
the
fu
t
ur
e
of
sta
ti
sti
cs
[27].
N
ot
al
l
sta
ti
st
ic
al
serv
ic
e
c
ourses
are
at
the
intr
oduct
or
y
le
vel,
bu
t
t
hey
oft
en
sta
nd
al
on
e,
that is,
they are
not
part
o
f
a
progressi
ve
se
quence
in st
at
ist
ic
s [
28
]
.
3.2.
St
ude
nt
s
lear
ning
m
oti
vati
on
The
re
su
lt
s
ob
t
ai
ned
i
n
Ta
ble
5
.
T
he
per
ce
nt
age
of
m
al
e
st
ud
e
nt
le
ar
ning
ou
tc
om
es
is
0%
as
a
ba
d
cat
egory,
29%
is
bad
,
57%
is
good
an
d
14%
is
ver
y
good.
Wh
e
reas
f
or
fe
m
al
e
stud
ents
it
has
a
per
ce
nt
age
of
0%
i
n
the
b
a
d ca
te
gory,
30
%
is i
n
the
b
a
d
ca
te
gory,
55
%
is
good a
nd 15%
is ver
y
good.
Table
5.
Stu
de
nt
m
otivati
on
quest
io
nn
ai
re
r
e
su
lt
s b
a
sed
on
gende
r
Male
Fe
m
ale
Ca
teg
o
ry
Freq
u
en
cy
%
Ca
teg
o
ry
Frekuen
q
y
%
Stu
d
en
ts o
f
8
Se
m
este
r
Ver
y
Goo
d
5
14
Stu
d
en
ts o
f
8
Se
m
este
r
Ver
y
Goo
d
17
15
Go
o
d
20
57
Go
o
d
60
55
Po
o
r
10
29
Po
o
r
33
30
Bad
0
0
Bad
0
0
To
ta
l
35
100
To
ta
l
110
100
Ba
sed
on
the
data
obta
ined
,
for
the
m
otivati
on
of
stu
de
nts
in
go
od
c
at
egory,
this
is
seen
whe
n
stud
e
nts
w
ork
on
assi
gnm
ent
s
ind
ivi
du
al
ly
,
do
no
t
c
on
ti
nuously
de
pend
on
oth
e
rs,
a
nd
lo
ok
for
ad
di
ti
on
al
inf
or
m
at
ion
abou
t t
he
sta
ti
sti
cal
co
nce
pt
of re
search
in
i
ncrea
sing k
nowle
dg
e
.
Pr
e
vious
resera
cher
s
[29
,
30
]
sa
id
that
coo
per
at
ive
le
ar
nin
g
groups
can
of
fe
r
pote
ntial
ly
valuab
l
e
le
arn
in
g
op
por
tun
it
ie
s,
but
it
sh
ould
be
re
al
iz
ed
that
on
l
y
ado
ptin
g
one
of
the
str
uctur
es
of
c
ooperat
ive
le
arn
in
g
does
no
t
necessa
rily
prom
ote
de
ep
in
volvem
ent.
Li
ke
assi
gnm
ents
and
s
ubj
ect
s
m
us
t
be
qu
it
e
chall
eng
i
ng
without
bein
g
to
o
dif
ficult
.
Dis
cussing,
im
ple
m
enting,
an
d
inter
pr
et
in
g
m
a
y
be
m
or
e
ta
sk
s
that
m
ean
to
work
tog
et
he
r
rat
her
than
easi
er
ta
s
ks
to
de
fine
a
nd
ex
plain
co
nc
epts.
A
nothe
r
r
esearche
r
[
31]
sa
id
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
4
4
6
-
4
5
4
450
The
Co
op
e
rati
ve
Lear
ning
S
trat
egy
(CLS
)
is
a
series
of
te
chn
i
qu
e
s
an
d
strat
egies
aim
e
d
at
insti
tuti
onal
iz
in
g
colla
borati
on
a
nd
te
am
wo
r
k
a
m
on
g
pr
act
it
ion
e
rs
to
im
pr
ove
the
ef
fici
en
cy
of
trai
ning
and
le
ar
ning.
Ther
e
hav
e
bee
n
re
m
ark
able
c
ha
ng
e
s
f
ro
m
te
a
cher
-
cente
red
to
set
ti
ng
up
le
a
rn
er
-
ce
ntere
d
la
ngua
ge
le
arn
i
ng
thr
ough
w
hich
te
achers
pro
vi
de
m
or
e
sp
ace
for
la
ng
uag
e
le
arn
e
rs
to
be
re
sp
onsi
ble
f
or
t
heir
own
le
ar
ni
ng
i
n
ind
ivi
du
al
pe
rs
pecti
ves
an
d
al
so
res
pons
i
ble
for
le
arn
i
ng
th
ei
r
colle
agu
es
in
a
colla
borati
ve
per
s
pecti
ve
an
d
te
a
m
wo
r
k.
In this wa
y st
uden
ts t
ake
on the
r
ole of
facil
it
at
or
s them
sel
ves
r
at
her
t
han their
teac
her
s
[32
-
34]
.
3.3.
Resp
on
se
of
s
t
udents t
o the
use of
probl
em based le
arni
ng
(PBL)
Lo
ok
i
ng
at
the
resu
lt
s
of
pedagogica
l
com
petencies
viewe
d
by
age,
we
fi
nd
that
the
olde
r
the
age
of
a
te
acher,
the
l
ess
pe
dago
gical
com
petencies
pr
ese
nted
ca
n
be
seen
i
n
Tab
le
6.
From
the
ta
ble,
it
can
be
seen
that from
the 1
45
m
ajorit
y st
ud
ents a
re f
em
ale
stud
e
nts.
T
he
p
erce
ntage o
f results i
s 66%
of
m
al
e stud
en
ts are
good
wh
il
e
fe
m
al
e
stud
ents
hav
e
a
per
ce
nt
age
of 55% is
a good cate
gor
y.
Table
6.
Stu
de
nt
res
ponse
quest
ionnaire
res
ults by
ge
nd
e
r
Male
Fe
m
ale
Ca
teg
o
ry
Freq
u
en
cy
%
Ca
teg
o
ry
Freq
u
en
cy
%
Stu
d
en
ts o
f
8
Se
m
este
r
Ver
y
Goo
d
7
20
Stu
d
en
ts o
f
8
Se
m
este
r
Ver
y
Goo
d
30
27
Go
o
d
23
66
Go
o
d
60
55
Po
o
r
5
14
Po
o
r
20
18
Bad
0
0
Bad
0
0
To
ta
l
35
100
To
ta
l
110
100
Ba
sed
on
the
da
ta
ob
ta
ine
d
th
e
respo
ns
e
of
the
stu
den
ts
of
Ma
dr
asa
h
I
btidaiy
ah
Teac
he
r
Ed
ucati
on
us
in
g
t
he
PBL
m
od
el
was
i
nc
lud
e
d
i
n
the
good
cat
e
gory,
beca
us
e
t
he
m
od
el
with
giv
in
g
pro
blem
s
early
helping
st
ud
e
nt
s
respo
nd
t
o
a
ct
ive
thin
king
and
le
ct
ur
es
ca
n
r
un
sm
oo
thl
y
so
that
the
m
at
erial
pr
ovided
by
le
ct
ur
ers
is eas
y t
o
un
der
sta
nd
by stu
den
ts
a
nd stu
den
ts
are
intereste
d i
n
at
te
nd
in
g
le
ct
ure
s u
si
ng PBL
be
cause
the r
esea
rc
h
st
at
ist
ic
s su
bject
giv
e
n by the le
ct
ur
er
is ap
pro
pr
ia
te
a
nd
well
i
m
ple
m
ented
s
o
that st
ud
e
nts
easi
l
y
unde
rstan
d
t
he
m
at
eria
l
and
con
ce
pts
giv
e
n.
F
ro
m
the
inte
rv
ie
ws,
t
he
us
e
of
the
PBL
m
od
el
in
t
he
res
earch
sta
ti
sti
cs
cou
rs
e
is
su
it
able
be
cau
se
the
sta
ti
sti
cs
cou
rse
requires
m
or
e
co
nc
entrati
on
in
orde
r
to
obta
in
good
le
arn
in
g
outc
om
es
and
a
ble
to
create
le
ct
ure
sync
hro
niza
ti
on
betwee
n
l
ect
ur
er
s
a
nd
s
tud
e
nts,
so
tha
t
the
m
at
erial
and
con
ce
pts
are
we
ll
un
de
rstoo
d.
In
a
dd
it
io
n,
res
earch
sta
ti
sti
c
s
courses
us
e
th
e
m
od
el
PBL
is
ver
y
us
ef
ul
for
c
omplet
ing
t
hesis
t
hesiss
beca
us
e
m
y
research
use
s
infe
re
ntial
sta
ti
sti
cs.
An
d
t
he
m
et
ho
d
t
hat
I
us
e
is t
he
e
xp
e
rim
e
ntal m
et
ho
d
[
35]
.
Ba
sed
on
t
he
data
obta
ine
d
the
res
pons
e
use
d
the
PBL
m
od
el
was
in
cl
ud
e
d
in
t
he
unfa
vorab
le
cat
egory,
beca
us
e
wh
e
n
t
he
m
at
erial
was
gi
ven
by
le
ct
ure
rs
was
li
m
it
ed
pro
blem
s
on
ly
,
the
le
ct
urer
does
no
t
exp
la
in
i
n
de
ta
il
the
m
at
erial
and
co
nce
pts
in
the
re
search
sta
ti
sti
cs
course,
s
o
there
is
a
la
ck
of
synch
ronizat
io
n
bet
ween
t
he
m
at
erial
pr
ovided
with
the
PBL
m
od
el
us
ed
by
le
ct
ure
rs
an
d
stu
de
nts
no
t
interest
ed
in
t
akin
g
le
ct
ures
us
i
ng
the
m
o
del
PBL
beca
us
e
i
n
order
to
unde
rstan
d
t
he
sta
ti
sti
cal
su
bjec
t
ob
ta
ine
d
pri
or
knowle
dge
of
sta
ti
sti
cal
con
cepts.
T
he
res
ults
of
t
he
inte
rvi
ews
we
re
obta
ined
by
stu
de
nt
s
not
unde
rstan
ding
the
delivery
of
m
at
erial
throu
gh
the
us
e
d
of
PBL
m
od
el
s
use
d
in
le
ct
ur
es
,
and
I
wa
s
co
nfuse
d
by
sta
ti
sti
cal
r
esearch
.
I
am
i
nclined
t
o
qual
it
at
ive
researc
h
with
out
us
in
g
sco
res
a
nd
quantit
at
ive/
sta
ti
sti
ca
l
cal
culat
ion
s.
A
lt
ho
ug
h
ba
sic
al
ly
the
researc
h
sta
ti
sti
cs
cou
r
se
helps
with
m
y
thesis,
thesis
(S
tu
den
t
inte
rv
ie
w,
Novem
ber
2018)
.
Accor
ding
to
[
32
]
the
c
urriculum
m
us
t
be
the
sam
e
in
stud
e
nts'
con
ce
pt
ion
s,
because
in
order
t
o
create
va
riat
ion
s
a
nd
hel
p
st
ud
e
nts
to
im
pr
ov
e
their
knowle
dge
of
sta
t
ist
ic
s.
In
de
ve
lop
in
g
t
he
sta
ti
sti
cal
con
ce
pts
of
st
ud
e
nts,
t
he
wi
dest
an
d
m
os
t
inclusive
,
the
curricul
um
is
enc
ourag
e
d
t
o
reali
ze
stu
de
nts'
per
ce
ptio
ns
of
their
own
plac
e
in
the
w
or
ld
,
and
c
riti
cal
as
sessm
ent
of
how
sta
ti
sti
cs
ca
n
hel
p
them
.
[3
8,
39]
say
that
even
t
s
in
m
a
the
m
atics
le
arn
in
g
c
an
ha
ve
ef
fect
s
in
sta
ti
sti
cal
le
arn
in
g
at
the
U
niv
e
rsity
.
This
dev
el
op
m
ent
is
on
goin
g.
The
res
ults
of
t
his
stud
y
a
re
a
n
il
l
us
trat
io
n
t
hat
we
ca
n
only
captu
re
the
m
o
m
ent
i
n
su
sta
ina
ble de
ve
lop
m
ent o
f
st
ud
e
nts t
hinkin
g
s
kill
.
3.4.
Effect
of
prob
le
m ba
se
d lea
rning
on m
as
t
ery rese
arch
s
tatistics
and st
udent m
ot
i
vat
ion
Be
side
qu
a
ntit
at
ive
data,
qu
a
li
ta
ti
ve
data
fr
om
interviews
wer
e
al
so
col
le
ct
ed.
As
opinio
n
by
8t
h
sem
es
te
r
stude
nts.
T
o
ans
wer
the
fou
rth
resea
rch
qu
est
ion
ab
out
the
co
ns
trai
nts
of
stu
de
nt
le
arn
i
ng
m
ot
ivati
on
on
sta
ti
sti
ca
l
su
bject
s
f
or
thesis
,
the
fo
ll
owin
g
inter
views
wer
e
ob
ta
ine
d:
The
first
poi
nt
is
it
s
i
m
ple
m
entat
io
n
in
stu
de
nt lect
ur
e act
ivit
ie
s:
a.
Im
ple
m
entation
is
that
stu
de
nts
can
le
a
rn
wh
e
n
le
ct
ures
ta
ke
place
in
c
la
sses
in
resea
rch
sta
ti
sti
cs.
Th
e
m
at
erial
is
in
the
f
or
m
of
giv
in
g
pr
ob
le
m
s
relat
ed
to
res
earch
sta
ti
sti
cs
.
The
n
st
ud
e
nt
s
w
ho
s
ol
ve
the
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Using
prob
le
m
-
base
d
le
arni
ng in
co
ll
eg
e:
m
as
te
ry c
on
ce
pt
s
subje
ct
statist
ic
al
…
(
Edians
yah
E
diansya
h
)
451
pro
blem
s
giv
en
are
in
acco
r
dan
ce
with
the
obj
ec
ti
ves
of
the
le
ct
ur
e
us
i
ng
the
prob
le
m
based
le
arn
i
ng
(P
BL)
m
od
el
. (Stud
e
nt inte
rv
i
ew,
2019
).
b.
Lect
ur
es
held
in
cl
ass
an
d
outsi
de
the
cl
as
sroom
can
pro
vid
e
stu
de
nt
m
ot
ivati
on
.
S
om
et
i
m
es
stud
ent
s
pr
e
fer
t
o
stu
dy
ou
tsi
de
the
cl
assroom
than
in
cl
ass
be
c
ause
stu
de
nts
assum
e
that
lear
ni
ng
ou
tsi
de
the
cl
assroom
is
m
or
e
con
centr
at
ed
than
in
the
cl
assroom
,
becau
se
ot
her
stud
ents
ca
n
interfe
re
with
th
e
con
ce
ntrati
on o
f
le
ar
ning
s
o
stud
e
nts
are
le
s
s
m
otivate
d
in
com
pleti
ng
cl
ass
assig
nm
ents
in
cl
ass.
S
ubj
e
ct
s
of r
es
ea
rch sta
ti
sti
cs. (
Stu
de
nt inter
view, 2
01
9).
c.
Wh
e
n
le
ct
ur
e
r
s
prov
i
de
m
a
ter
ia
l
and
assig
nm
ents
in
research
sta
ti
sti
cs
c
ourses
usi
ng
the
pro
blem
ba
se
d
le
arn
in
g
(P
BL
)
m
od
el
that
giv
es
pro
blem
s,
then
I
am
m
ot
i
vated
to
do
it
m
yse
lf
the
ta
s
k
is
no
t
to
see
the
ass
ign
m
ents
of
oth
e
r
stu
den
ts
an
d
m
e.
Try
doin
g
it
yo
ursel
f
without
th
e
he
lp
of
oth
e
rs.
Howe
ver,
wh
e
n
I
had
dif
ficult
y
unde
rstan
ding
the
assig
nm
ent
after
try
in
g
it
m
yse
lf,
I
al
so
did
not
unde
rst
and
it
,
I
as
ke
d
and
aske
d
for
opini
on
s f
r
om
peo
ple
who
wer
e
m
or
e
ex
pe
rt
and
m
or
e
un
de
rsta
nd
i
ng
to g
ive
inf
or
m
at
ion
to
m
e.
(S
tu
de
nt inter
vi
ew,
2019)
.
d.
Re
search
sta
ti
sti
cs
are
im
po
rtant
sub
j
ect
s.
T
her
e
fore
st
ud
e
nts
w
ho
li
ke
t
he
resear
ch
sta
ti
sti
cs
course
t
hink
the
resea
rc
h
st
at
ist
ic
s
cou
rse
is
ver
y help
fu
l i
n
co
nductin
g
r
e
search
relat
ed
to
the f
inal
th
e
sis
of
stu
den
ts i
n
the
nex
t
sem
est
er.
For
stu
dent
s
who
don'
t
lik
e
resea
rch
sta
ti
sti
cs,
they
as
su
m
e
that
the
research
sta
ti
sti
cs
course
is
a
subj
ect
that
is
le
ss
fun
a
nd
di
ff
ic
ult
to
un
de
rstan
d
beca
use
it
deals
with
f
or
m
ulas
a
nd
m
at
he
m
at
ic
s.
(S
tud
e
nt inte
rv
i
ew,
2019
).
These
c
omm
e
nts
in
dicat
e
that
stu
den
ts
ha
ve
im
ple
m
en
te
d
knowle
dg
e
about
resea
rch
sta
ti
sti
cs
courses
us
i
ng
the
prob
le
m
ba
sed
le
a
rn
i
ng
(P
BL)
m
od
el
and
hav
e
di
ff
e
ren
t
le
a
rn
i
ng
m
ot
ivati
on
.
T
he
ne
xt
po
i
nt
of
t
he
intervi
e
w
qu
e
sti
on
is
ab
out
the
obsta
cl
es
face
d
by
st
ud
e
nts
i
n
im
plem
enting
re
sear
c
h
sta
ti
sti
cs cou
rs
es:
a.
Con
st
raints
f
ound
in
le
ct
ure
s
on
researc
h
sta
ti
sti
cs
are
l
ect
ur
e
m
at
erial
wh
ic
h
is
c
on
s
idere
d
dif
ficult
to
unde
rstan
d for
so
m
e stud
ents
who
c
ontract
re
search
sta
ti
sti
cs co
urses.
(S
t
ud
e
nt inte
rv
ie
w,
2019)
.
b.
Con
st
raints
on
le
arn
in
g
de
vices
an
d
le
ar
ni
ng
m
od
el
s
us
e
d
by
le
ct
ur
e
rs
w
hen
t
he
le
c
ture
ta
ke
s
place.
Be
cause
stude
nts
are
no
t
use
d
to
le
arn
in
g
by
giv
ing
pr
ob
l
e
m
s
to
so
lve
the
m
sel
ves.
This
m
akes
it
diff
ic
ult
f
or
s
om
e
stud
ents
to
unde
rs
ta
nd
le
ct
ure
m
at
erial
well
be
cause
it
is
ha
m
per
ed
by
the
unfam
iliarit
y
of
stud
e
nts in
s
olv
in
g
the
pr
ob
le
m
s g
iven.
(S
tu
den
t i
nter
view, 2
019).
c.
The
pro
blem
i
s
that
no
t
al
l
s
tud
e
nts
who
c
on
t
ract
resea
rc
h
sta
ti
sti
cs
co
urses
unde
rstan
d
the
co
nce
pt
of
researc
h
sta
ti
sti
cs
well
.
T
his
was
see
n
w
he
n
the
le
ct
ure
t
ook
place,
stu
den
ts
we
re
m
otivate
d
to
do
t
he
assignm
ents
giv
en
by
the
le
ct
ur
er
s.
Wh
erea
s
stud
e
nts
who
la
ck
and
do
not
li
ke
the
su
bject
of
re
sear
c
h
sta
ti
sti
cs w
il
l lo
ok at t
he
ta
s
ks p
e
rfor
m
ed
by
o
the
r
st
ud
e
nts.
(
St
ud
e
nt inte
r
view, 2
019).
d.
Con
st
raints on each
stu
den
t ar
e d
iffe
ren
t, s
om
e are li
m
i
te
d
by d
et
ai
le
d
inf
or
m
at
ion
an
d
e
xp
la
nations ab
ou
t
the
m
at
erial
in
the
researc
h
s
ta
ti
sti
cs
cou
rse
.
Inform
at
ion
i
s
ob
ta
ine
d
f
rom
bo
oks,
a
rtic
le
s,
li
br
aries,
a
nd
exp
e
rts
in
rese
arch
stat
ist
ic
s.
It
can b
e
see
n
f
ro
m
stud
e
nts
w
ho
do h
av
e
hi
gh
le
ar
ning
m
oti
vation,
they
w
i
ll
al
ways
look
f
or
i
nfor
m
at
ion
from
var
io
us
so
urces
.
But
t
his
is
re
versed
,
if
stu
de
nts
ha
ve
lo
w
le
ar
ni
ng
m
ot
ivati
on
t
o
f
ind
less
in
form
at
ion
. (St
ud
e
nt
intervie
w,
2019)
.
The
com
m
ent
sh
ows
t
hat
the
re
are
sti
ll
m
a
ny
obsta
cl
es
fa
ced
by
stu
de
nts
in
the
im
ple
m
entat
ion
of
the
researc
h
s
ta
ti
sti
cs
su
bjec
t
in
le
ct
ur
e
a
ct
ivit
ie
s.
These
con
strai
nts
com
e
fr
om
st
ud
e
nts,
le
ct
ur
e
rs
an
d
su
pp
or
ti
ng
faci
li
t
ie
s
and
in
fr
a
structu
re.
To
a
ns
we
r
t
he
fourt
h
resea
rc
h
quest
ion
a
bout
t
he
eff
ect
of
pro
blem
base
d
le
arn
in
g
on
m
ast
ery
o
f
researc
h
sta
ti
sti
cs
and
stude
nt
le
arn
in
g
m
otivati
on,
the
hypothe
sis
te
st
is
a
regressio
n
te
st.
Table
7
s
how
s
the
res
ults
of
te
st
analy
si
s
reg
res
sio
n
to
a
ddress
t
he
ef
fe
ct
of
prob
le
m
base
d
le
arn
in
g
t
o
the
abili
ty
o
f
m
aster
in
g
sta
ti
sti
cal
co
ncep
t
stu
dy
.
Tabel
7.
E
ffec
t o
f
PBL
to
t
he
abili
ty
to
m
as
t
er s
ta
ti
sti
cal
co
ncep
ts
em
pirical
ly
Variables
Male
Fe
m
ale
Min
Max
X
P
R
R
2
Min
Max
X
P
R
R
2
Stu
d
en
ts o
f
8
Se
m
este
r
Res
p
o
n
PBL
24
96
34.
98
0.
03
0.
72
0.
62
24
96
36.
52
0.
02
0
.75
0
.69
Ba
sed
on
T
ab
le
7,
the
influe
nce
of
PBL
on
m
ast
ery
of
researc
h
sta
tisti
cal
con
cepts
there
is
an
influ
e
nce
betw
een
PBL
an
d
m
ast
ery
of
co
nc
epts,
bec
ause
the
sign
i
ficanc
e
value
is
<
0.0
5.
T
he
co
ntri
buti
on
of
the
in
flue
nce
of
PBL
t
o
th
e
m
ast
ery
of
con
ce
pts
i
n
th
e
stu
den
ts
of
ty
pe
is
68%.
Anothe
r
facto
r
that
con
t
rib
uted
to
the
infl
uen
c
e
of
PBL
on
m
ast
ery
of
co
nce
pts
in
st
ud
e
nts
was
32%.
T
he
co
ntributi
on
of
t
he
influ
e
nce
of
P
BL
to
the
m
aster
y
of
the
c
oncept
in
the
ei
ghth
sem
est
er
stud
e
nts
of
t
he
ty
pe
is
70%.
A
no
t
he
r
factor
that
co
nt
rib
uted
to
the
infl
uen
ce
of
PB
L
on
m
ast
ery
of
co
nce
pts
in
8th
sem
est
er
st
ud
e
nts
was
as
m
uch
as
30%.
A
s
f
or
oth
er
fact
or
s
that
infl
uen
ce
PBL
on
t
he
m
ast
ery
of
c
on
c
ept
s
in
stu
den
t
s,
nam
ely
the
la
ck
of
colla
borati
on
within
gro
ups.
In
co
op
e
rati
ve
gr
ou
p
w
ork,
each
te
a
m
me
m
ber
is
respon
si
ble
no
t
on
ly
fo
r
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
4
4
6
-
4
5
4
452
him
sel
f
bu
t
al
so
f
or
oth
e
r
gro
up
m
e
m
ber
s.
T
hat
way
yo
u
c
an
say
stu
den
t
s
le
arn
c
oope
r
at
ively
.
Accor
ding
to
[40]
Stu
den
ts
a
re
act
ively
enco
ura
ged
in
find
i
ng
li
te
ratu
r
e
that
deals
wi
th
the
pro
blem
.
In
a
ddit
ion
,
s
tud
e
nts
are
enc
oura
ge
d
to
lo
ok
f
or
li
te
ratur
e
rel
at
ed
to
pro
ble
m
s
in
researc
h,
es
pecial
ly
t
heses.
E
xpla
in
PBL
appr
oach
es
tha
t
enab
le
stu
de
nts
to
obta
in
e
ff
ect
ive
sk
il
ls
for
pro
blem
-
so
lving
th
rou
gh
var
i
ou
s
stu
dies
an
d
exp
e
riences
[4
1].
Ta
ble 8
des
cribes
t
he
re
su
l
t of
re
gr
essi
on
te
st analy
sis t
o answe
r
t
he
ef
fe
ct
o
f p
roblem
b
ased
le
arn
in
g o
n
le
a
rn
i
ng
m
otivatio
n
.
Tabel
8.
PBL i
nf
l
uen
ces
on
le
arn
i
ng m
otivatio
n
Variabel
M
ale
Fe
m
ale
Min
Max
X
P
R
R
2
Min
Max
X
P
R
R
2
Stu
d
en
ts o
f
8
Se
m
este
r
Res
p
o
n
PBL
24
96
34.
6
5
0.
04
0
.70
0
.61
24
96
36.
83
0.
02
0
.74
0
.67
Ba
sed
on
T
abl
e
8
t
he
in
flue
nc
e
of
PBL
on
l
earn
i
ng
in
dep
e
nd
e
nce
t
her
e
is
an
i
nf
lue
nce
be
tween
PBL
and
le
ar
ning
m
ot
ivati
on
,
be
cause
t
he
sig
ni
ficance
value
is
<0
.05.
Th
e
co
ntributi
on
of
PBL
to
le
arn
i
ng
m
ot
ivati
on
is
70%.
Anothe
r
factor
that
co
nt
ribu
te
s
t
o
the
influ
e
nce
of
P
BL
on
le
arn
i
ng
m
otivati
on
is
30%.
The
c
ontrib
ution
of PBL
to
t
he
le
ar
ning
m
ot
ivati
on
o
f
fem
al
e
stud
e
nts
is
6
5%
. Ano
t
her factor
that
c
ontrib
utes
to
the
i
nf
l
uen
c
e
of
PBL
on
le
arn
i
ng
m
otivat
ion
i
n
8
th
sem
e
ste
r
stu
de
nts
is
35%.
As
f
or
wh
at
i
nf
l
uen
ce
s
PB
L
in
stud
e
nts'
m
otivati
on
t
o
le
arn,
it
can
be
from
within
(inter
nal)
stu
de
nt
s
or
f
ro
m
ou
t
side
(e
xter
na
l).
These
factors
are
the
m
ot
ivati
on
of
s
tud
e
nts'
le
arn
in
g
to
so
l
ve
a
prob
le
m
or
obj
ec
t
giv
e
n
by
the
l
ect
ur
er
s
o
that
they
can
pro
vid
e
a
po
sit
ive
re
spo
nse
fo
r
st
ud
e
nts
to
the
inf
or
m
ation
pr
ov
i
ded.
I
nd
i
vidual
m
otivati
on
is
co
ns
i
der
e
d
an
i
m
po
rta
nt
com
po
ne
nt
in
sel
f
-
re
gula
te
d
le
arn
in
g,
in
de
pende
nt
le
arn
i
ng
a
nd
t
he
co
ncep
t
of
in
depend
e
nt
le
arn
in
g.
M
otivati
on
i
nf
l
uen
c
es
how
in
div
i
dual
s
ad
j
ust
their
involvem
ent
in
their
le
ar
ning
proce
ss
duri
ng
t
he
var
i
ou
s
phases
of in
dep
e
ndent
learni
ng [42
]
.
Acor
ding
[
43
]
sta
te
d
that
the
Learn
i
ng
a
nd
Learn
i
ng
Strate
gy
Inve
ntory
(LASSI
)
ser
ve
s
as
a
reli
abl
e
instru
m
ent
for
assessi
ng
the
i
m
pact
of
pr
ogram
interven
ti
ons
on
ove
rall
stud
e
nt
outc
om
es.
In
t
his
case
pro
gr
am
interven
ti
ons
over
a
two
-
ye
ar
per
i
od
a
re
eff
ect
iv
e
in
helping
st
ud
e
nts
in
I
ndonesi
a
bec
om
e
m
or
e
ind
e
pende
nt
in
le
arn
in
g
sty
le
s
throu
gh
stren
gt
hen
in
g
le
ar
ning
an
d
le
ar
ning
strat
egies.
T
he
real
be
nef
it
of
this
analy
sis
is
in
i
den
ti
fyi
ng
the
need
f
or
incre
ased
pro
gr
am
interve
ntio
n,
e
sp
eci
al
ly
in
the
fiel
d
of
Moti
vation
[4
4
-
47]
.
This
le
sson
enc
oura
ges
fac
ulty
m
e
m
ber
s
to
evaluate
the
struct
ur
e
,
dem
and
s,
and
cl
ass
c
on
t
ent
to
bette
r
facil
it
ate
stud
e
nts'
per
seve
ra
nce,
sel
f
-
discipli
ne,
a
nd
will
ingness
to
work
hard
.
In
a
dd
it
io
n,
so
m
e
stud
e
nts
c
onsider
the
pro
ble
m
based
le
ar
ni
ng
m
od
el
(PB
L)
a
pp
li
ed
by
le
ct
ur
ers
in
the
re
searc
h
st
at
ist
ic
s
course
help
s st
ud
e
nts
unde
rst
and the m
at
erial
easil
y so
tha
t i
t can s
upport
the c
om
pleti
on
of stu
den
ts
’
t
hesis.
4.
CONCL
US
I
O
N
Pr
oble
m
Ba
se
d
Lear
ning
(
P
BL)
aff
ect
s
th
e
m
ast
ery
of
the
co
ncep
t
a
nd
m
ot
ivati
on
to
le
arn
in
researc
h
sta
ti
s
ti
c
.
In
m
al
e
s
tud
e
nts
the
in
flue
nce
of
P
BL
on
m
ast
ery
of
resea
rch
sta
ti
sti
cal
con
cepts
con
t
rib
uted
68
%.
For
fem
al
e
stud
e
nts,
the
infl
uen
ce
of
PB
L
on
m
ast
ery
of
the
c
on
ce
pt
of
re
searc
h
sta
ti
sti
cs
con
t
rib
uted
70%.
I
n
m
al
e
s
tud
ents
,
the
e
ff
e
ct
of
PB
L
on
l
earn
i
ng
m
otiva
ti
on
c
on
tri
bu
te
d
70%
.
F
or
fe
m
al
e
stud
e
nts
the
in
flue
nce
of
PBL
on
le
ar
ning
m
ot
ivati
on
co
nt
ribu
te
d
65%.
These
re
su
lt
s
ind
ic
at
e
that
th
ere
is
an
influ
e
nce
of
P
BL
on
sta
ti
sti
cs
resea
rch
a
nd
le
arn
in
g
m
otivati
on
with
a
si
gn
i
ficance
val
ue
of
<0
.05.
T
he
e
ff
ect
of
PBL
on
le
ar
ning
m
otivati
on
c
on
t
rib
utes
65%.
The
se
re
s
ults
in
dicat
e
th
at
there
is
a
n
i
nf
l
uen
ce
of
P
BL
on
m
ast
ery
of
th
e
con
ce
pt
of
sta
ti
sti
cs
research
a
nd
le
arn
i
ng
m
otivati
on
.
The
ef
fect
of
PBL
on
le
a
rn
i
ng
m
ot
iv
at
ion
c
ontrib
utes
65%
.
These
resu
lt
s
ind
ic
at
e
that
there
is
an
i
nfl
uen
ce
of
P
BL
on
m
ast
ery
of
t
he
con
ce
pt
of
sta
ti
sti
cs
researc
h
a
nd lear
ning m
otivati
on
.
REFERE
NCE
S
[1]
.
Depa
rtment
of
Nati
ona
l
Educat
ion,
"
Th
e
La
w
Num
ber
20
in
2003,
About
Nat
i
onal
Edu
ca
t
ion
S
y
stem,"
Jaka
r
ta:
Depdikna
s, 2003
.
[2]
.
Serva
nt,
VF
C,
Noordzi
j,
Gera
.
,
Spiere
nburg,
E
J,
Frens,
MA
.
,
"
Thi
nking
in
poss
ib
il
it
i
es:
Unle
ashing
cogni
ti
v
e
cre
a
ti
vi
t
y
throug
h
assess
m
ent
in
a
proble
m
-
base
d
le
arn
ing
env
iro
nm
ent
,
"
Journal
of
Proble
m
Based
Learning
i
n
Hig
her
Educ
a
ti
o
n
,
pp
.
1
-
17
,
Re
tr
ie
ved
from
:
ht
tp
s://
doi.
org
/10.
52
78/oj
s.jpbl
h
e.
v3
i
1.
1202
,
2015.
[3]
.
Huang,
Ying
,
"
Inve
stiga
t
ing
m
ixe
d
-
ability
t
ea
ch
i
ng
in
ta
iwane
se
primar
y
schools
,"
Inte
rnational
E
ducat
ion
Studies
,
vol.
7(5)
,
pp
.
85
-
87
,
Re
trieve
d
fro
m
:
htt
p://dx.do
i.org/10.
5539/
ie
s.
v7n5p85
,
2014
.
[4]
.
Pfannkuc
h,
M
.
,
and
Zvi
-
Ben
,
D.,
“
Budget
.
In
novat
ions
in
sta
ti
stical
m
ode
li
n
g
to
l
ink
d
at
a
,
opportuni
ties
an
d
cont
ex
t
,
"
Spring
er
,
Re
trieve
d
fro
m
:
htt
ps://
do
i.
or
g/10.
1007/s1185
8
-
018
-
0989
-
2
.
2
-
11
,
2014
.
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Using
prob
le
m
-
base
d
le
arni
ng in
co
ll
eg
e:
m
as
te
ry c
on
ce
pt
s
subje
ct
statist
ic
al
…
(
Edians
yah
E
diansya
h
)
453
[5]
.
Reston,
E.,
and
Krishna,
S
.,
"
Stat
isti
cs
edu
ca
t
ion
rese
arc
h
in
Malay
si
a
and
the
Phil
ippi
n
es:
A
compara
ti
v
e
ana
l
y
sis
,"
In
te
r
nati
onal
Assoc
iat
ion
for
Sta
ti
stic
a
l
Edu
cat
i
on
,
vol.
13(2
),
pp.
218
-
23
1
,
htt
ps:
//
i
ase
-
web.
org/doc
um
e
nts/SERJ/SERJ13(2)_Reston.
pdf
,
2014.
[6]
.
Cres
well
,
J
.
W
.
,
"
Resea
rch
d
esi
gn
qual
i
ta
t
ive,
quant
itati
v
e,
an
d
m
ixe
d
m
et
hod
apr
oac
h
,"
Sin
gapore
:
SAGE
Publ
ic
a
ti
ons
Asi
a
-
Pac
i
fi
c
,
2009
.
[7]
.
Creswel
l, J., W.
,
"
Educat
ion
al
r
e
sea
rch
qu
antitati
ve
and
qua
li
t
at
iv
e
,"
Lin
col
n
:
Uni
ve
rs
it
y
of
Nebra
ska
,
2012
.
[8]
.
Sofanudin,
A.
,
a
nd
Rokhm
an,
F.
,
"
Quali
t
y
-
or
ie
nt
e
d
m
ana
gement
o
f
educat
ion
al
inn
ovat
ion
at Madr
asa
h
Ibt
ida
i
y
a
h
,"
Journal
of
Edu
c
ati
on
and
Practi
ce
,
vol
.
7
(27)
,
p
p.
176
-
180
,
ht
tps:/
/files.
eri
c
.
ed
.
go
v/ful
ltext/EJ1115847.pdf
,
2016.
[9]
.
Kunnari
,
I.,
and
Ilomäki,
L.
,
"
Refr
aming
te
a
ch
ers'
work
for
educ
ational
innov
a
ti
on
,"
Innov
at
io
ns
in
Educ
ati
on
and
Teaching
Inte
rnat
ional
,
vol.
53
(2),
pp.
1
67
-
178,
R
et
rieved
f
ro
m
:
htt
ps://
do
i.
org/1
0.
1080/1470329
7.
2014.
978351
,
2016
[10]
.
Rabgay
,
T.
,
"
Th
e
eff
e
ct
of
using
coope
ra
ti
ve
le
a
rning
m
et
hod
on
te
nth
gra
d
e
st
udent
s'
le
arn
ing
ac
hi
eve
m
ent
an
d
at
titude
towar
ds
biol
og
y
,"
Inte
rnationa
l
Journal
of
Instructi
on
,
vol.
11
(2)
,
pp.
265
-
2
80,
htt
ps://
do
i.
org/1
0.
12973/i
j
i.
2018
.
11218a
,
2018
.
[11]
.
Vande
nhoute
n
,
C.
,
Groess
l,
J.,
Le
vin
tova,
E.
,
"
How
do
y
ou
use
probl
em
‐
base
d
le
arn
ing
to
improve
int
erd
is
ci
plinar
y
thi
nking
?
,"
Ne
w
Direc
t
ions
for
Teachi
ng
and
L
earning
,
2017
(1
51),
pp
.
117
-
133
,
Re
tri
ev
ed
from
:
htt
ps://
do
i.
org/1
0.
1002/t
l
.
20252
,
2017.
[12]
.
Rusm
ansy
ah
,
R.
,
Yuanit
a
,
L
.
,
I
bra
him,
M.,
Isnawat
i
,
I.,
Praha
ni,
B.
K.
,
"
Innova
ti
v
e
che
m
istr
y
l
ea
rning
m
odel:
Im
proving
the
cr
it
ical thi
nking
sk
il
l and
self
-
eff
icac
y
of
pr
e
-
servi
c
e
che
m
istr
y
te
a
c
her
s
,"
Journal
of
Technol
ogy
an
d
Sci
en
ce E
duca
tion
,
vol
.
9
(1)
,
pp
.
59
-
76,
Ret
r
ie
v
e
d
from
;
htt
p
:/
/dx
.
doi.
org
/10.
3926
/j
otse
.
555
,
2019.
[13]
.
Gill
ette
,
C.
M.
,
"
Considera
ti
on
of
proble
m
-
base
d
le
arn
ing
in
at
hletic
tr
ai
nin
g
educ
ation
,"
At
hleti
c
Tr
aini
ng
Educ
ati
on
Journ
al
,
vo
l.
12
(3), pp
.
195
-
201
,
Re
trie
ved
from
:
h
tt
ps:/
/doi
.
org
/10.
4085
/1203195
,
2017
.
[14]
.
Zhong,
N.,
Ying
xu
W
ang,
Y.,
Chie
w,
V.
,
"
In
the
cogni
ti
ve
proc
e
ss
of
solving
hu
m
an
proble
m
s
,"
Pe
ne
li
t
ian
Sistem
Kognit
if
,
vo
l.
11
,
pp.
81
-
92,
Ret
r
i
eve
d
from
:
htt
p
://doi.
org
/10.
1016
/j
.
cogs
y
s.2008
.
0
8.
003
,
2010.
[15]
.
W
ina
rno,
Sri.
,
Muthu,
KS
,
Li
n
g,
L.
S.
,
"
Dire
c
t
proble
m
-
base
d
l
ea
rning
(DP
BL):
A
fra
m
ework
fo
r
int
egr
a
ti
ng
dir
e
ct
instruc
ti
on
and
proble
m
-
base
d
l
ea
rning
appr
o
ach,
"
Inte
rnat
iona
l
Edu
cat
ion
Stu
die
s
,
vo
l.
12,
p
p.
1
-
8,
Re
tri
ev
e
d
from
:
htt
ps:/
/doi
.
org/
10.
5539/
ie
s.
v11n1p119
,
201
8
.
[16]
.
Higgins,
E.
T
an
d
Kruglanski,
A,
W
.
,
"
Motiva
ti
o
nal
scie
n
ce
soci
al
and
per
s
onal
i
t
y
per
spec
ti
v
es
,"
USA
:
Taylor
&
Franci
s
,
2000
.
[17]
.
Guido,
R.
M.
,
"
Atti
tude
and
m
oti
vation
towar
ds
le
arn
ing
ph
y
si
c
s
,"
Inte
rnational
Journal
of
Enginee
ring
Re
sear
ch
&
Technol
ogy
,
p
p.
2087
-
2094
,
2
013.
[18]
.
Tugun,
Vaspi
,
"
I
m
pac
ts a
nd
opin
ions o
n
th
e
t
ec
hn
olog
y
self
-
suffi
c
ie
nc
y
of the
stud
ent
s who a
r
e cod
ing
edu
ca
t
ion in
the
fli
pp
ed
class
room
ada
pte
d
to
th
e
ARCS
m
ot
iva
ti
on
m
odel
,"
TEM
Journal
,
v
ol.
7(2),
pp
.
366
-
371,
Ret
r
ie
ved
from
:
htt
ps:/
/dx.doi.
org/10
.
1842
1/T
EM72
-
18
,
20
18.
[19]
.
Khoros
hikh,
P.P.,
Sergi
evich,
A
.
A.,
Pl
at
onova
,
R.
I.
,
"
Deve
lopment
of
studen
ts’
cri
tica
l
thi
nk
in
g
b
y
a
ct
iv
e
and
int
er
ac
t
ive t
ra
ining m
et
hods
,
"
TE
M
Journal
,
vol
.
7(4),
pp
.
787
-
790
,
ht
tps:/
/dx
.
doi
.
o
rg/10.
18421/
TEM
74
-
14
,
2018
[20]
.
Kos
ta
dinova
,
P,
S.
,
"
Training
of
socia
l
m
an
age
m
ent
spe
ci
a
li
sts
fo
r
par
tic
ip
at
ion
in
socia
l
innovatio
n
te
ams
,
"
TEM
Journal
,
7(2
), pp
.
348
-
354
,
Re
trie
ved
from
:
h
tt
ps:/
/dx.
doi
.
org/10
.
1
8421/T
EM72
-
16
,
2018
.
[21]
.
Neum
an.
LW
,
"
Basic
s
of
socia
l
rese
arc
h
:
Q
ual
i
ta
ti
v
e
&
quan
ti
t
at
iv
e
appr
oa
ches
,"
Engl
and:
P
e
ars
on
Educ
ati
on
Limite
d
,
2014.
[22]
.
Kerl
inge
r
,
F.N
.
,
"
Foundati
ons of beha
viour
al
rese
arc
h
,”
Y
ogya
kart
a:
Gadjah
Mada
Unive
rs
ity
Press
,
2014.
[23]
.
Cohen,
L.,
Man
i
on,
L
.
,
Morrison
,
K.
"
Resea
r
ch
m
et
hods i
n
edu
ca
t
i
on
,”
London :
R
oule
dge
Fal
mer
,
2005.
[24]
.
Khus
ai
nova,
R
M,
Shilova,
ZV,
Curt
eva,
O.V.
,
"
Sele
c
ti
on
o
f
a
ppropria
t
e
sta
ti
s
ti
c
al
m
et
hods
fo
r
rese
ar
ch
r
esults
proc
essing
,"
In
te
rna
ti
ona
l
Ele
ct
roni
c
Journal
of
Mathe
m
at
ic
s
Educat
ion
,
vol.
11
(1),
pp.
303
-
315,
htt
ps://
do
i.
org/1
0.
12973/i
ser
.
201
6.
21030a
,
2016.
[25]
.
Stei
nhorst,
RK,
and
Kee
le
r
,
C.
M.
,
"
Deve
lop
ing
m
at
eri
a
l
for
int
r
oduct
or
y
st
at
ist
i
cs
cour
ses from
a
conc
ep
tua
l
,
act
ive
le
arn
ing
view
point
,"
Jou
rnal
of
Stat
isti
cs
Edu
cat
ion
,
vol.
3(3),
Rert
i
eve
d
fro
m
:
h
tt
ps://
do
i.
org/1
0.
1080/1069189
8.
1995.
1191049
7
,
1995
[26]
.
Pulli
nger
,
J.
,
"
Stat
isti
cs
m
aki
ng
an
impact
,"
Journ
al
of
the
Ro
yal
S
tat
isti
cal
Soc
ie
t
y
:
Serie
s
A
(
Stat
isti
cs
in
Societ
y)
,
vol.
176(4)
,
pp
.
819
-
840,
2013
.
[27]
.
Ti
shkovs
ka
y
a,
S
.
,
and
La
n
ca
ster
,
G.A.
,
"
Statis
ti
c
al
edu
ca
t
ion
in
t
he
21st
ce
ntu
r
y
:
A
rev
ie
w
of
challe
ng
es,
teac
h
ing
innova
ti
ons
an
d
strat
egies
for
ref
orm
,"
Journal
of
Stat
i
stic
s
Educ
ati
on
,
vol.
20(2),
Ret
ri
eve
d
from
:
htt
ps://
do
i.
org/1
0.
1080/1069189
8.
2012.
1188964
1
,
2012
.
[28]
.
Sow
e
y
,
E.
R
.
,
"
L
et
ti
ng
student
s
u
nder
stand
wh
y
s
ta
ti
st
ic
s
is
worth
stud
y
ing
,"
In
P
roce
edi
ngs
of
I
COT
S
-
7,
Sev
en
t
h
Inte
rnational
Co
nfe
renc
e
on
Tea
chi
ng
S
tat
ist
ic
s
,
2016.
[29]
.
Herrm
ann,
K.J
,
"
The
impac
t
of
coope
ra
ti
ve
lear
ning
on
studen
t
enga
gement
:
Re
sults
from
an
interve
nt
ion
,"
Ac
t
i
v
e
le
arning
in
high
er
educ
a
ti
on
,
vol
.
14(3)
,
pp
.
175
-
187,
ht
tp:
/
/dx.
do
i.
org/10
.
1177/14
69787413498035
,
2013
.
[30]
.
As
ria
l,
A
.
,
S
y
a
hria
l
,
S.,
Kurni
awa
n,
D.
A.
,
Subandi
y
o,
M.
,
Am
al
ina
,
N
,
"
E
xp
l
or
i
ng
ob
sta
cl
es
in
la
ng
ua
ge
le
arn
in
g
am
ong
pros
pecti
ve
pr
im
ary
schoo
l
te
acher
,
"
Int
e
rnational
Journal
of
Ev
aluation
and
Re
search
in
Educ
ati
on
(
IJE
R
E)
,
vol.
8(2),
pp.
249
-
254
,
Rte
r
ieved
from
:
h
tt
p:
//doi.org/
10
.
1159
1/i
je
r
e.
v8
i2.
167
00
,
2019
.
[31]
.
Te
imourtash,
M
.
,
and
Ya
zda
nim
oghadda
m
,
M
.,
"The
Im
pa
ct
of
foster
ing
l
ea
rn
er
aut
onom
y
throu
gh
implementi
n
g
coope
ra
ti
ve
l
ea
r
ning
strat
eg
ie
s
on
infe
ren
t
ia
l
r
ea
ding
compreh
ension
abi
l
ity
o
f
Ira
nia
n
EFL
l
ea
rne
rs
,"
Iranian
Journal
of
Engli
sh f
or A
cad
emic
Purposes
,
vol
.
7
(1),
pp
.
49
-
71
,
2
018.
[32]
.
Li
,
L
.
K.
,
"
A
stud
y
of
the
a
tt
i
t
ude,
self
-
eff
icac
y
,
eff
ort
and
a
c
ade
m
ic
ac
h
ie
v
e
m
ent
of
ci
t
y
U
student
s
towar
ds
rese
arc
h
m
et
ho
ds
and
stat
ist
ics
,"
Discov
ery
–
S
S
Stude
nt
E
-
Jo
urnal
,
vol.
1(5
4),
pp.
154
-
183
,
Ret
ri
eve
d
fro
m
:
htt
ps://
pdfs.s
emanti
csc
hol
ar.
or
g/b
0a9/
188bb5f667
83c09624db8c
a
7b96922523ab5.pdf
,
2012
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
4
4
6
-
4
5
4
454
[33]
.
Ramirez
,
C
.
,
Sc
hau,
C.
,
Emm
iogl
u,
E
.,
"
Th
e
im
porta
nc
e
of
a
tt
i
t
udes
in
statistic
s
educ
a
ti
on
,"
S
tatis
ti
cs
Edu
cat
ion
Re
search Journal
,
vo
l.
11(2),
Available:
ht
tps:/
/
ias
e
-
web.
org/do
cu
m
ent
s/S
ERJ/SERJ11(2)_Ram
ire
z.
pdf
,
2012
.
[34]
.
Sem
in,
F.
K
.
,
"
Com
petencies
of
pr
inci
pa
ls
in
en
surin
g
su
sta
ina
ble
e
du
cat
io
n:
Tea
cher
s'
vie
ws
,"
Inte
rnational
Jo
urnal
of
Ev
aluation
and
Re
searc
h
in
Educ
ati
on
(
IJE
R
E)
,
vol.
8(2),
pp.
201
-
212,
Ret
ri
eve
d
from
:
htt
p://doi.
o
rg/10.11591/i
je
r
e.
v8
i2
.
18273
,
2019
.
[35]
.
Duda,
HJ
,
Sus
ilo,
H.,
Newcom
be,
P.
,
"
Enh
anc
in
g
diffe
r
ent
et
hni
ci
t
y
sc
ie
n
ce
pro
c
ess
skill
s
:
Proble
m
-
base
d
le
arn
in
g
through
pra
c
ticum
and
a
ut
hent
i
c
assess
me
n
t
,"
Int
ernational
Journal
of
Instruction
,
vol.
12
(
1),
.
htt
ps://
eri
c
.
ed
.
go
v/
?
id=EJ120132
3
,
2019
.
[36]
.
Tosun,
C.
,
Ta
sk
ese
nli
gi
l,
Y.
,
"
T
he
eff
e
ct
of
pro
ble
m
-
base
d
lear
ning
on
under
gr
adua
t
e
studen
ts'
le
arn
ing
abou
t
soluti
ons
and
th
ei
r
ph
y
s
ical
prop
ert
i
es
and
scie
n
tific
proc
essing
skill
s
,"
Chem
Edu
c.
R
es.
Prac
t
.
,
v
ol.
14(1),
pp
.
36
-
50,
Re
trieve
d
fro
m
:
htt
ps://
do
i.
or
g/10.
1039/
c2r
p2
0060k
,
2013
.
[37]
.
Saputra
,
MD
,
J
o
y
oa
tmojo,
S.,
W
ard
ani
,
DK
,
Sangka,
KB.
,
"
Deve
lopi
ng
cri
t
ic
a
l
-
thi
nk
ing
skill
s
through
th
e
co
llabora
t
ion
of
ji
gsaw model
with
proble
m
-
base
d
le
arn
ing
m
odel
,"
Inte
rnational
Journal
of
Instru
ct
ion
,
vol.
12
(1),
Ret
ri
eve
d
f
rom
:
htt
ps://
eri
c
.
ed
.
go
v/
?
id=EJ120124
9
,
2019
.
[38]
.
Erso
y
,
E.
,
"
The
eff
ects
of
proble
m
-
base
d
learni
ng
m
et
hod
in
highe
r
educat
ion
on
cre
ative
th
in
king
,"
Proce
d
ia
-
Soci
al
and
Be
havi
oral
Sci
ences
,
vol.
116,
pp
.
3494
-
3498
,
Ret
ri
eve
d
fr
om
:
htt
ps://
do
i.
org/1
0.
1016/j.sbs
pro.
2014.
01.
790
,
20
14.
[39]
.
Darm
aj
i,
D
.
,
Ku
rnia
wan,
D.
A.
,
Irdia
nt
i,
I
,
"
P
hy
sic
s
ed
ucati
on
stud
e
nts’
sci
en
ce
process
sk
il
ls
,"
Inte
rnationa
l
Journal
of
Evaluati
on
and
Re
search
in
E
ducat
ion
(
IJE
R
E)
,
vol.
8(2),
pp.
293
-
298
,
Ret
rie
v
ed
fro
m
:
htt
p://doi.
o
rg/10.11591/i
je
r
e.
v8
i2
.
16401
,
2019.
[40]
.
Gordon,
S.
,
"
Un
der
standi
ng
stud
ent
s'
expe
r
ie
n
ces
of
stat
isti
cs
in
a
servi
ce
cour
se
,"
Sta
ti
sti
cs
Ed
ucat
ion
Re
searc
h
Journal
,
vo
l.
3(1
),
pp
.
40
-
59,
200
4.
[41]
.
Le
ppink
,
J.,
Bro
ers,
JN
,
Im
bos,
T.
,
"
Th
e
eff
ec
t
o
f
guida
nce
in
pr
oble
m
-
base
d
lea
rning
of
stat
isti
c
,
"
The
Journal
of
Ex
perime
n
tal
Ed
ucat
ion
,
pp
.
292
-
294,
Re
trieve
d
f
rom
:
htt
ps://
do
i.org/10.
1080/002
20973
.
2013.
813
365
,
2013
.
[42]
.
Dem
ire
l,
D
ag
y
a
r
,
"
Eff
ec
ts
o
f
p
roble
m
-
base
d
l
e
arn
ing
on
attit
u
de
:
A
m
eta
anal
y
sis
stud
y
,"
Eu
ras
ia
Journal
o
f
Mathe
mati
cs,
Sci
en
ce
&
Technol
ogy
E
ducat
ion
,
vol.
12(8),
pp.
2115
-
2137,
Ret
rie
ved
f
rom
:
htt
ps://
do
i.
org/1
0.
12973/e
ur
asia.
2016.
12
93a
,
201
6.
[43]
.
Bal
apumi,
R
.
,
Aitke
n
,
A
,
"
Conc
e
pts
and
fa
ct
ors
i
nflue
nc
ing
indep
ende
nt
learni
ng
i
n
IS
highe
r
edu
c
at
ion
,"
In
ACIS
2012:
Locati
on,
loc
ati
on
,
lo
cat
io
n:
Proce
ed
ings
of
the
23rd
Aust
ralasian
Confe
renc
e
on
Information
Syst
ems
2012
(pp.
1
-
10)
.
[44]
.
Barne
s,
L.
,
"
Ev
al
ua
ti
ng
inde
p
e
ndent
learni
ng
deve
lopment
in
a
Univer
sit
y
Program
,"
Inte
rnational
Journal
of
Ac
ademy
R
ese
arch
in
Progress
ive
Edu
cat
ion
and
Dev
el
opmen
t
,
vo
l.
2
(
1)
,
pp
.
152
-
1
59,
2013
.
[45]
.
Te
nt
ama,
F.,
Subarjo,
S.,
Abdil
l
ah,
M.
H.
,
"
Motiva
ti
on
to
learn
a
n
d
socia
l
support
det
ermine
emp
lo
y
abi
l
ity
among
voca
t
iona
l
high
school
studen
ts
,"
Inte
rnationa
l
Journal
of
Ev
a
l
uati
on
and
Re
se
arch
in
Educ
at
i
on
(
IJE
RE
)
,
vol
.
8(2),
pp
.
237
-
24
2
,
ht
tp:
/
/doi
.
o
rg/
10.
11591/ijere.v
8i2.
18188
,
2019.
[46]
.
Tuluk,
G
.,
a
nd
Ke
pece
og
l
u,
I
.
,
"
P
re
-
ser
vice
te
achers
’
web
ped
a
gogical
c
onte
nt
knowle
dge
a
nd
on
li
ne
inf
or
m
at
ion
se
arch
i
ng
strat
eg
ie
s
,"
Inte
rnat
ion
al
Journal
of
Evaluati
on
and
R
e
search
in
Educ
a
ti
on
(
IJE
R
E)
,
ol
.
8(2),
pp
.
229
-
23
6
,
Re
trieve
d
f
ro
m
:
htt
p://doi
.
org
/10.
11591/
ij
er
e.v8i2.
18771
,
20
19
.
[47]
.
As
ta
li
ni
,
A.,
Kurniawa
n,
D.
A.
,
Sulisti
y
o,
U.,
Pe
rda
na.
R
.
,
Sus
biy
an
to,
S.
,
"
E
-
As
sess
m
ent
Motiv
at
ion
in
Ph
y
si
c
s
Subjec
ts
for
Sen
ior
High
School
,"
Inte
rnational
J
ournal
of
Online
an
d
Bi
omedi
cal
Engi
ne
ering
(
iJ
OE)
,
vol.
15(11),
pp.
4
-
15
,
2019
.
Evaluation Warning : The document was created with Spire.PDF for Python.