Effectiveness of the Application of Problem Base Learning Method in
Adult Education Course Learning
Zulvera
1
, Hery Bachrizal Tanjung
1
, Yenny Oktavia
1
, and Elfi Rahmi
1
1
Department of Agriculture Extension, Universitas Andalas, Padang, Indonesia
Keywords: Learning Effectiveness, Adult Education, Problem Base Learning Method.
Abstract: This study aims to analyze the effectiveness of the implementation of Problem Base Learning (PBL) method
in the learning process of Adult Education Course. This research was conducted in the even semester, from
January to May 2018. The effectiveness of PBL method was measured by comparison of the distribution of
student scores PBL method with the distribution of students in subjects not applying the PBL method student's
response to PBL method was analyzed through questionnaires administered to 29 students participating in
Adult Education. The results that the application of the PBL method in Adult Education course is effective.
This is indicated by the comparison of the students' grades in the course the PBL method with the distribution
of the students' scores on non-PBL courses and the students' response to the PBL method implementation is
in the medium category.
1 INTRODUCTION
Adult Education is a compulsory subject in the
second semester for undergraduate students in the
Department of Agricultural Extension Faculty of
Agriculture. The main objectives of this course are (a)
to provide a strong foundation to students to explain
and analyze the concepts of adult learning, principles
of adult education, various methods of adult
education, principles in evaluating adult education,
(b) to have basic skills as facilitators in adult learning,
(c) to encourage students to have initiative, and
communicative abilities.
Adult Education course provides a material
containing; theories and approaches to learning,
adults, principles of adult education, characteristics
and factors that influence adult learning, various adult
learning methods, evaluation in adult learning, and
adult learning facilitators (Afrizal et.al, 2014). to
prepare students to become: (a) Facilitators of
Community Learning (b) Development
Communicators, especially in the agricultural sector.
The Department of the Agricultural Extension
was established in 2017, and began to organize
teaching and learning activities in the odd semester of
2017/2018. Therefore, Adult Education course is the
first course taught to students of the Department of
Agricultural Extension. Moreover, this method is the
first method used in the learning process.
The reasons for applying Problem-based Learning
method in this course come from the learning
outcomes of the previous semester. There were
several weaknesses of the applied learning methods,
including underactive students, low group
collaboration and student communication skills. For
this reason, advanced course learning methods will be
applied to encourage students to be more active and
involved in the learning process (Kunandar, 2012).
The purpose of adult education courses is to
allow students to apply the principles of adult
education in learning. One method of learning that
can realize this is the Problem Based Learning (PBL)
method. Is the PBL method effective for adult
education courses?
2 METHODS
The population of this research consists of 29 students
from the Department of Agriculture Extension,
Faculty of Agriculture who are enrolled in Adult
Education courses. The research is during the even
semester of 2017/2018, namely from January 2018 to
May 2018.
130
Zulvera, ., Tanjung, H., Oktavia, Y. and Rahmi, E.
Effectiveness of Application of Problem Base Learning Method in Adult Education Course Learning.
DOI: 10.5220/0008681401300132
In Improving Educational Quality Toward International Standard (ICED-QA 2018), pages 130-132
ISBN: 978-989-758-392-6
Copyright
c
2019 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
The parameters used are: (a) student learning
outcomes in Adult Education courses, which are
obtained from the distribution of the final grades
obtained by students, then compared with the
distribution of the final grades in courses that do not
apply the PBL method,(b) Student response to the
development of learning methods. To find out how
effective the learning process of this course is a
survey on students’ perceptions of the learning
methods will be carried out (Basleman and Mappa,
2011).
Student perceptions were measured by
distributing questionnaires to all of the students
participating in Adult Education courses. Data was
processed by using Likert scale.
3 RESULTS AND DISCUSSIONS
The results showed that the distribution of values of
students in Adult Education courses that applied
Problem Based Learning (PBL) methods is better
than the distribution of student scores in subjects that
do not apply PBL learning methods. Details of the
distribution of final student grades are presented in
Table 1.
Table 1: The student's final score spread in POD courses
(PBL method) and Extension Basics (non PBL method)
No
Grades
Score
Non-PBL
PBL
Amount (%)
Amount ( % )
1
A
0 (0)
6 (20 )
2
A-
4 (13,33)
4 ( 13, 333 )
3
B+
7 (23,33)
13 (43, 333 )
4
B
14 (46,67)
4 ( 13, 333 )
5
B-
3 (10 )
0 ( 0 )
6
C+
2 (6,67)
1 (3,333 )
7
C
0 (0)
1 ( 3,333)
8
C-
0 (0)
0 ( 0 )
9
D
0 (0)
1 ( 3, 33 )
10
E
0 (0)
0 ( 0 )
Table 1 shows that the distribution of the final grades
of students in Adult Education courses increases, in
A and A grades - obtained by 33.33% of the students,
while in the Basics Extension courses students were
only able to achieve the highest score of A- as much
as 13.33%. For the lowest value obtained by students
in both subjects, it is almost the same, namely the C
value, as much as 6.67%. D value was obtained by
students in the Adult Education. This is due to the fact
that students have not taken the Final Examination
until by the time this research was conducted.
Therefore, it has not to influenced the results of the
study.
The increase in the distribution of the final grades
of students in the course of Adult Education when
compared to the Extension Basics subject that applies
the lecture method only, shows that the Problem
Based Learning (PBL) method is quite useful in
applying the learning process. The difference in the
distribution of these values indicates that the
application of the PBL method in POD courses is
quite practical.
Students’ assessment of the application of PBL
learning methods is measured by several indicators,
namely: the impact of the PBL method on increasing
student soft skills, and changes in the learning process
undertaken by students. He The distribution of
respondents' opinions on the PBL method is
presented in Table 2.
Table 2: The average and category of studentS’ response to
the PBL method in the course.
No
Statement
category
1
The method used encourages
student participation
Effective
2
The method used encourage
students to be more active in
the learning process
Effective
3
The method used in the
learning process provides
opportunities for students to
play an active role
Effective
4
The method used makes it easy
for students to understand
lecture material
Enough
5
The method applied can
increase students' courage in
expressing an opinion
Effective
6
The method applied in the
learning process can foster
respect for the opinions of
others
Effective
7
The method applied can
improve student
communication skills
Effective
8
The method applied can
increase collaboration in
groups
Enough
9
The method applied can foster
student discipline
Enough
10
The method applied can
improve students’ creativity
Enough
11
The method applied can foster
a critical attitude in students
Enough
Note: Score > 4.2 = Effective, score 4<x<4.2 = enough,
score <4 = Not effective
Effectiveness of Application of Problem Base Learning Method in Adult Education Course Learning
131
Table 2 shows that students consider PBL method to
be effective in improving soft skills. Measured soft
skills consist of communication skills, courage to
express and respect for others; some students
considered that the PBL method not to be effective
enough to increase creativity, critical attitude and
group collaboration ability. This is because the
number of group members is too large, so there are
group members who only act as "free raiders".
4 CONCLUSION
The application of the Problem Based Learning
(PBL) method in the subjects of adult education is
considered quite effective compared to the non PBL
method. Student perceptions of the PBL method show
that the PBL method is quite effective in improving
students’ soft skills.
ACKNOWLEDGEMENT
The authors thank the Institute of Educational
Development and Quality Assurance Universitas
Andalas for the support to the study.
REFERENCES
Afrizal dkk, Panduan Praktis Pelaksanaan SCL, LP3M
Universitas Andalas, 2014.
Basleman A., and Mappa S. 2011. Teori Belajar Orang
Dewasa. Penerbit PT Remaja Rosda. Bandung
Kunandar, Langkah Mudah Penelitian Tindakan Kelas,
Rajagrafindo Persada, 2012.
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