Comparison of Effectiveness between PBL and LBL in Improving Student Learning Outcomes
Keywords:Problem Based Learning, Lecture-Based Learning, Nursing Education, Generic Skills.
This research explores the differences in test results and the use of some generic skills in the Problem-Based
Learning (PBL) model and the Lecture-Based Learning (LBL) model. This research was conducted with a
mixed research method, namely quantitative method and qualitative method. The researcher implemented
the two models in two different classes, the control class (N = 28) and the experimental class (N = 72).
Both learning method successfully activate the use of self-directed learning skills, teamwork skills, critical
thinking skills, and problem-solving skills. However, PBL is better in motivating and increasing awareness
about lectures so there is a better use of these skills in lectures. Students are very challenged to solve clinical
problems relevant to the nursing profession with their group of friends. This in turn has an impact on the
higher test results obtained by the experimental class than the control class. Therefore, researchers suggest
applying it widely in all nursing majors.
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