Evaluation of the Problem-Based Learning Effectiveness in the Course of Physics Curriculum Analysis

Abstract

In physics learning in higher education, lecturers see that there is a gap between teaching knowledge and expected competencies. This study aims to evaluate the application of problem-based learning or PBL in the learning process in higher education. PBL implementation is supposed to be a solution to the problems of lecturers who feel that the material taught is not enough time to be delivered in the lecture. This research used an explanatory mixed-method analysis. The participants of this study were students who took the course of analyzing the secondary school physics curriculum. During the lecture, observers monitor the learning process by filling out observation sheets. The questionnaire with the Likert scale was used to determine the level of student acceptance of PBL after attending lectures. Interviews were conducted with lecturers and observers related to the implementation of learning and the results obtained. From the existing data processing, the level of PBL implementation is 89% (Very Good), and students can receive PBL as an appropriate method of 82.4% (Very Good). This result is a supporting reason for the application of PBL in improving student