The Effect of Problem Based Learning and Tacit Knowledge on Problem-Solving Skills of Students in Computer Network Practice Course

This study aims to examine the effect of problem-based learning and tacit knowledge on problem-solving skills when students study in the laboratory. The method employed in this research was Quasi-Experimental Design. Data collection techniques were questionnaires and tests. Seventy-seven students we...

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Bibliographic Details
Published in:Journal for the education of gifted young scientists 2020, Vol.8 (2), p.691-700
Main Authors: CHAMİDY, Totok, DEGENG, İ Nyoman Sudana, ULFA, Saida
Format: Article
Language:English
Subjects:
College Students
Computer Science Education
Control Groups
Data Analysis
Educational objectives
Foreign Countries
Instructional Effectiveness
Islam
Knowledge Level
Practicums
Problem Based Learning
Problem Solving
Public Colleges
Questionnaires
Skill Development
Students
Tacit knowledge
Teaching Methods
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Summary:This study aims to examine the effect of problem-based learning and tacit knowledge on problem-solving skills when students study in the laboratory. The method employed in this research was Quasi-Experimental Design. Data collection techniques were questionnaires and tests. Seventy-seven students were taken as the research participant and divide into two groups; 35 students in the experimental group with problem-based learning implementation and 42 students in the control group with procedural instruction. Questionnaires were used to measure tacit knowledge adopted from Insch, McIntyre, & Dawley (2008), Chilton & Bloodgood (2007), Somech & Bogler (1999). Data analysis techniques used two-way ANOVA test to determine learning outcomes. The research found that problem-based learning has a significant effect on problem-solving skills, and the use of tacit knowledge depends on the learning model. The results showed that problem-based learning could improve the ability of problem-solving while learning outcomes indicate that students use their tacit knowledge for problem-solving.  
ISSN:2149-360X
2149-360X
DOI:10.17478/jegys.650400