Problem Based Learning Model Syntax

The problem-based learning model is learning that uses a variety of thinking skills from students
individually and in groups. as well as the real environment to address the problem so that it is
meaningful, relevant, and contextual.

The purpose of PBL is to improve the ability to apply concepts to new/real problems. integrating the
concept of Higher Order Thinking Skills (HOTS), desire to learn, self-directed learning, and skills.

The characteristics included in Problem Based Learning (PBL) include:

(1) problems are used as the beginning of learning;

(2) usually the problems used are real world problems presented in an ill-structured manner;
(3) problems usually require multiple perspectives;
(4) the problem makes the learner challenged to get learning in a new learning area;
(5) highly prioritizes independent learning;
(6) utilizing various sources of knowledge, not from just one source, and
(7) learning is collaborative, communicative, and cooperative.

This characteristic requires students to be able to use higher order thinking skills, especially problem
solving abilities.

In Problem Based Learning (PBL), the teacher acts as a guide on the side rather than the sage on the
stage. This emphasizes the importance of learning aids in the early stages of learning.

Students identify what they know and what they do not based on information from textbooks or other
sources of information.

The working steps (syntax) of the Problem Based Learning (PBL) model in learning are as follows:

(1) Orientation of students to the problem;

(2) Organizing students to learn;
(3) Guiding individual and group investigations;
(4) Develop and present the work; And
(5) Analyze and evaluate the problem solving process.

Problem Based Learning (PBL) learning steps, Based on this syntax, the learning steps.

The advantages of the Problem Based Learning (PBL) model include:

a. Learner-centered learning;
b. Develop self-control of students;
c. Enables students to study events in a multidimensional and in-depth manner;
d. Develop problem solving skills;
e. Encouraging students to learn new material and concepts when solving problems;
f. Develop social skills and communication skills that enable them to learn and work in teams;
g. Develop high level/critical scientific thinking skills;
h. Integrating theory and practice that allows students to combine old knowledge with new
knowledge;
i. Motivate learning;
j. Students acquire time management skills; And
k. Learning helps students to learn throughout life.
Project Based Learning (PJBL)
The characteristics included in Project Based Learning (PJBL) include:

a. Completion of tasks is carried out independently starting from the planning, preparation, to
product presentation stages;
b. Students are fully responsible for the project to be produced;
c. The project involves the role of peers, teachers, parents and even the community;
d. Train creative thinking skills; And
e. The class situation is very tolerant of deficiencies and development of ideas.

Implementation of Project-based Learning (PjBL) as follows:

a. The topic/material studied by students is a topic that is contextual in nature and easy to design
into an interesting project/work;
b. Students are not led to produce just one project (one student produces one project);
c. The project does not have to be completed in 1 meeting (completed in 3-4 meetings);
d. Projects are a form of problem solving so that project creation leads to increased learning
outcomes;
e. The materials, tools, and media needed to make the project are made available in the
surrounding environment. and directed to utilize used/unused waste materials so that they
become of use value; And
f. Authentic assessment emphasizes the ability to design, implement, invent, and convey its
products to others.

In applying the learning model described above, a teacher should understand how to determine
the learning model to be used.

The stages of determining the learning model are as follows:

1. Understand the syntax of each learning model;

2. Analyze content/learning materials;
3. Understand the context of students; If students are not ready, it is necessary to build a bridge
between the LOTS and HOTS processes. i.e. building on the initial knowledge schema with
the new knowledge.
4. Prepare a real situation that can stimulate higher-order thinking processes by creating a
dilemma. confusion, challenge, and ambiguity of the problems planned to be faced by
students;
5. Determine the skills that will be used to deal with the real situation;
6. Consider the allocation of learning time;
7. Determine the output to be produced; And
8. Analyze situations, skills, and outcomes with learning model syntax to determine the relevant
model.

Discovery Learning Model Syntax

Disclosure/discovery learning model (Discovery/Inquiry Learning) is to understand concepts,
meanings, and relationships through an intuitive process to finally arrive at a conclusion.
 The process of discovery occurs when individuals are primarily involved in using their mental
processes to discover concepts and principles.

Discovery is done through observation, classification, measurement, prediction, determination,

and inference. The above process is called cognitive process.

The working steps (syntax) of the Discovery Learning model in discovery/disclosure learning are
as follows:

1) Provision of stimulation (stimulation);

2) Statement/Identification of the problem (problem statement);
3) Data collection (data collection);
4) Data processing (data processing);
5) Proof (verification); And
6) Draw conclusions/generalizations.

Cooperative Learning Model Procedures

In order to achieve the expected goals, there are elements in the form of syntax/syntax or reference
steps and stages that must be followed. Hamdayama (2016, pp. 148-149) stated that there are at least
four mandatory stages that must be passed in cooperative learning, namely as follows.

Explanation of the material (Present information)

The explanation stage is interpreted as the process of conveying the main subject matter before
students study in groups. The main goal in this stage is students' understanding of the subject matter.
At this stage, the teacher provides an overview of the subject matter that must be mastered, which in
turn students will deepen the material in group learning. At this stage, the teacher uses lecture,
brainstorming, and question and answer methods, even if necessary the teacher can also use various
learning media so that the delivery process can be more attractive to students.

Study in groups (Organize students into learning teams)

After the teacher explains the general description of the subject matter. Furthermore, students are
asked to study in their respective groups that have been formed before.

Assessment (Test on material)

Assessment in the cooperative learning model can be done with tests or quizzes. Tests or quizzes are
carried out either individually or in groups. Individual tests will later provide information on the
abilities of each student, and group tests will provide information on the abilities of each group. The
final result for each student is a combination of the two and divided by two. The value of each group
has the same value in the group. This is because group values are shared values in the group, which
are the result of the cooperation of each group member.

Group Recognition (Provide recognition)

Group recognition is the determination of which group is considered the most prominent or which
group has the most achievements, which deserves a prize or reward. It is hoped that the
acknowledgment and award will motivate the group to continue to excel and also motivate other
groups to be more able to improve their achievements.
Strengths and Weaknesses of the Cooperative Learning Model

Cooperative learning has been proven to be one of the most effective models. But behind the
advantages, of course there are various disadvantages that should be aware of. Following are the
advantages and disadvantages of cooperative learning according to experts.

Advantages of Cooperative Learning

Cooperative learning is able to improve students' cognitive and affective skills simultaneously. Some
of the benefits and advantages of cooperative learning are as follows.

1. Students who are taught with and in cooperative structures will achieve higher learning
outcomes.
2. Students who participate in cooperative learning will have higher self-esteem and greater
motivation to learn.
3. Through cooperative learning, students become more concerned about their friends, and a
positive sense of dependence (positive interdependence) will be built up among them for their
learning process later.
4. Cooperative learning increases students' sense of acceptance of their friends who come from
different racial and ethnic backgrounds.

Disadvantages of Cooperative Learning

There are three main obstacles or what he calls common pitfalls (pitfalls) related to the shortcomings
or weaknesses of cooperative learning which are as follows.

1. Free Rider
1. The free rider in question is that some students who are not personally responsible for their
group assignments will only follow what has been done by their group mates. This
phenomenon often occurs when cooperative groups are assigned to work on specific
assignment sheets, projects, or papers.
2. Diffusion of Responsibility
3. this is a condition in which some members who are considered "less able" tend to be ignored
by other members who are "more capable". For example, if students are assigned to do
science assignments, some members who are perceived as unable to memorize or understand
the material properly are often ignored by their other friends. Students who have good science
skills are sometimes lazy to teach their skills to their friends who are less proficient in
science. This has the potential to waste time and energy without getting the essence of
cooperative learning.
4. Learning a Part of Task Specialization
In certain cooperative learning models, such as Jigsaw, Group Investigation, and other related
methods, each group is assigned to study or work on different parts of the material from one
another. This kind of division often makes students only focus on one part of the material.
While the part that was done by other groups was almost ignored at all, even though all of the
material was related to one another.

The three obstacles above can be overcome if the teacher is able to do some of the points below.

1. Get to know more or less the characteristics and ability levels of their students.
2. Always provide special time to find out the progress of each student by evaluating them
individually after working in groups.
 3. Able to integrate one method with another method.
Kinds/Types of Cooperative Learning

Cooperative learning has models that can be applied in the learning process. Each model has its own
characteristics that are more suitable for use in certain learning or situations. The selection of the
learning model must of course be adjusted to the characteristics of the students and the material to be
delivered as well.