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The effectiveness of the School Based-Cooperative Problem Based Learning (SB-CPBL) model in improving students' achievement in Science

School Based-Cooperative Problem-Based Learning (SB-CPBL) model is a model that integrates Problem-Based Learning and Cooperative Learning towards becoming more student-centered. This study elucidates the effectiveness of the SB-CPBL model on 8th-grade students' achievement in science. The stud...

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Main Authors: Wael Musalamani,, Ruhizan Mohammad Yasin,, Kamisah Osman,
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2022
Online Access:http://journalarticle.ukm.my/19122/1/42564-182451-1-PB.pdf
http://journalarticle.ukm.my/19122/
https://ejournal.ukm.my/jpend/issue/view/1462
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spelling my-ukm.journal.191222022-07-31T06:36:17Z http://journalarticle.ukm.my/19122/ The effectiveness of the School Based-Cooperative Problem Based Learning (SB-CPBL) model in improving students' achievement in Science Wael Musalamani, Ruhizan Mohammad Yasin, Kamisah Osman, School Based-Cooperative Problem-Based Learning (SB-CPBL) model is a model that integrates Problem-Based Learning and Cooperative Learning towards becoming more student-centered. This study elucidates the effectiveness of the SB-CPBL model on 8th-grade students' achievement in science. The study was conducted in King Abdullah II School for Excellence in Jordan using four classes, assigned as experimental and control groups. The quasi-experimental with non-equivalent control group pre-test/post-test design was used, with a sample of 120 students from both genders. Two classes (60 students) were selected randomly as an experimental group learning via the SB-CPBL Module, while the other two classes (60 students) that assigned as the control group followed their teacher’s usual approach of teaching. A treatment period of 6 weeks was used in this research. A science achievement test was employed to measure the differences in the dependent variable quantitatively. Data analyses confirmed that the SB-CPBL students had higher scores in the achievement post-test relative to their counterparts in the traditional group. Also, the results showed that the difference between the SB-CPBL module and traditional teaching methods is not dependent on the achievement levels of the students. The analysis showed significant main effects of gender in the context of achievement. The findings implicate that SB-CPBL can help in providing meaningful science education that meets the needs of the students in the 21st century. Penerbit Universiti Kebangsaan Malaysia 2022 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/19122/1/42564-182451-1-PB.pdf Wael Musalamani, and Ruhizan Mohammad Yasin, and Kamisah Osman, (2022) The effectiveness of the School Based-Cooperative Problem Based Learning (SB-CPBL) model in improving students' achievement in Science. Jurnal Pendidikan Malaysia, 47 (1(SI)). pp. 75-87. ISSN 0126-6020 / 2180-0782 https://ejournal.ukm.my/jpend/issue/view/1462
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description School Based-Cooperative Problem-Based Learning (SB-CPBL) model is a model that integrates Problem-Based Learning and Cooperative Learning towards becoming more student-centered. This study elucidates the effectiveness of the SB-CPBL model on 8th-grade students' achievement in science. The study was conducted in King Abdullah II School for Excellence in Jordan using four classes, assigned as experimental and control groups. The quasi-experimental with non-equivalent control group pre-test/post-test design was used, with a sample of 120 students from both genders. Two classes (60 students) were selected randomly as an experimental group learning via the SB-CPBL Module, while the other two classes (60 students) that assigned as the control group followed their teacher’s usual approach of teaching. A treatment period of 6 weeks was used in this research. A science achievement test was employed to measure the differences in the dependent variable quantitatively. Data analyses confirmed that the SB-CPBL students had higher scores in the achievement post-test relative to their counterparts in the traditional group. Also, the results showed that the difference between the SB-CPBL module and traditional teaching methods is not dependent on the achievement levels of the students. The analysis showed significant main effects of gender in the context of achievement. The findings implicate that SB-CPBL can help in providing meaningful science education that meets the needs of the students in the 21st century.
format Article
author Wael Musalamani,
Ruhizan Mohammad Yasin,
Kamisah Osman,
spellingShingle Wael Musalamani,
Ruhizan Mohammad Yasin,
Kamisah Osman,
The effectiveness of the School Based-Cooperative Problem Based Learning (SB-CPBL) model in improving students' achievement in Science
author_facet Wael Musalamani,
Ruhizan Mohammad Yasin,
Kamisah Osman,
author_sort Wael Musalamani,
title The effectiveness of the School Based-Cooperative Problem Based Learning (SB-CPBL) model in improving students' achievement in Science
title_short The effectiveness of the School Based-Cooperative Problem Based Learning (SB-CPBL) model in improving students' achievement in Science
title_full The effectiveness of the School Based-Cooperative Problem Based Learning (SB-CPBL) model in improving students' achievement in Science
title_fullStr The effectiveness of the School Based-Cooperative Problem Based Learning (SB-CPBL) model in improving students' achievement in Science
title_full_unstemmed The effectiveness of the School Based-Cooperative Problem Based Learning (SB-CPBL) model in improving students' achievement in Science
title_sort effectiveness of the school based-cooperative problem based learning (sb-cpbl) model in improving students' achievement in science
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2022
url http://journalarticle.ukm.my/19122/1/42564-182451-1-PB.pdf
http://journalarticle.ukm.my/19122/
https://ejournal.ukm.my/jpend/issue/view/1462
_version_ 1740826813616095232
score 13.211869

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