Proceedings of the 2015 International Conference on Innovation in Engineering and Vocational Education

Improvement of Competence Students Through the Implementation of Problem Based Instruction on Laboratory of Building Materials’ Course

Authors
Nurmi Frida Pakpahan
Corresponding Author
Nurmi Frida Pakpahan
Available Online November 2015.
DOI
https://doi.org/10.2991/icieve-15.2016.20How to use a DOI?
Keywords
problem based instruction, laboratory building materials, cognitive competence, competence psychomotor, affective competencies
Abstract
This research is a classroom action research to students of Building Technique Education the State University of Surabaya. Subjects were 38 students who programmed the course of laboratory building materials. The research objective is to improve the competence of students, including cognitive, psychomotor and affective through the implementation of teaching based problems. Teaching is planned so that students are actively engaged and active to accomplish something on their own, or guided, and conducted in three cycles with the subject matter: 1) testing of bricks; 2) testing of tile materials, and 3) testing of ceramics. Indicators of success in cognitive and psychomotor aspects of competence can be achieved when 75% of all students obtained a score of at least 75. And the affective aspect is achieved when 75% of all students were on a scale of 4 and 5. The results showed that: 1) cognitive competence of students in cycle 1 was obtained by 39.47%, amounting to 57.89% cycle 2, and cycle 3 amounted to 76.32%. It means in the third cycle of the expected cognitive competency has been achieved, that is more than 75% of the students have achieved a minimum score of 75; 2) psychomotor competence in the form of performance tests show that, in cycle 1 was obtained 55.26%, 68.42% for cycle 2 and cycle 3 amounted to 78.95%. That is, in the third cycle of learning has reached a psychomotor competencies expected because more than 75% of the students have achieved a minimum score of 75; 3) affective competencies derived from the Likert scale observation shows that in cycle 1 was obtained 60.53%, 71.05% for cycle 2 and cycle 3 amounted to 81.58%. That is, in the third cycle of learning subjects building materials laboratory has achieved the expected results because more than 75% the number of students has reached a scale at least 4. The conclusion of this study are: problem-based instruction includes practice solving problems and providing measures for solving problems can increase student competency either cognitive, psychomotor, and affective on course materials laboratory building with the subject material testing bricks, tiles and ceramics
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Proceedings
2015 International Conference on Innovation in Engineering and Vocational Education
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
November 2015
ISBN
978-94-6252-171-1
ISSN
2352-5398
DOI
https://doi.org/10.2991/icieve-15.2016.20How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Nurmi Frida Pakpahan
PY  - 2015/11
DA  - 2015/11
TI  - Improvement of Competence Students Through the Implementation of Problem Based Instruction on Laboratory of Building Materials’ Course
BT  - 2015 International Conference on Innovation in Engineering and Vocational Education
PB  - Atlantis Press
SP  - 89
EP  - 94
SN  - 2352-5398
UR  - https://doi.org/10.2991/icieve-15.2016.20
DO  - https://doi.org/10.2991/icieve-15.2016.20
ID  - Pakpahan2015/11
ER  -