Student Self-Development through Cooperative Problem Based Learning (CPBL)
Nor Hidayah Abd Radzaz1, Nina Diana Nawi2, Fatin Aliah Phang3, Aerma Nurazalina Musa4
1Nor Hidayah Abd Radzaz, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Johor, Malaysia.
2Nina Diana Nawi, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Johor, Malaysia.
3Fatin Aliah Phang, Centre for Engineering Education, Universiti Teknologi Malaysia, Johor, Malaysia.
4Aerma Nurazalina Musa, Johor State Department of Education, Johor, Malaysia.
Manuscript received on 19 October 2019 | Revised Manuscript received on 25 October 2019 | Manuscript Published on 02 November 2019 | PP: 872-877 | Volume-8 Issue-2S9 September 2019 | Retrieval Number: B11790982S919/2019©BEIESP | DOI: 10.35940/ijrte.B1179.0982S919
Open Access | Editorial and Publishing Policies | Cite | Mendeley | Indexing and Abstracting
© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Cooperative Problem Based Learning (CPBL) is a highly student-centred approach of learning specifically suited to cater the millennial students. In this study, CPBL was conducted at 12 selected class in Johor secondary schools for the students at the age of 14 years old. Low Carbon Society (LCS) was used as the core theme by integrating STEM subjects where the students were exposed to technology, teamwork, peer-to-peer learning, presentation and critical thinking processes. Three phases of CPBL were executed to shift the teachers and students from highly teacher-centred paradigm to student-centred paradigm. The reflections of the students were collected to analyse the development of the students on their cognitive, psychological and self-development. During the first phase, the students encountered the trauma cycle before they moved to the next phase that developed their cognitive, psychological and self-development. It was found that upon entering the third phase of CPBL, the students have improved self development and skills specifically on interpersonal skills, self-esteem, skills development. The study revealed that through the designated environment learning process of CPBL, the students involved actively in grasping the low carbon concepts. Most importantly, the external motivation and pressure given enabled them to embrace the concept and awareness which ultimately gave significant impact for the student’s self development and skills.
Keywords: Cooperative Learning, Problem Based-Learning, Self-Development.
Scope of the Article: Smart Learning and Innovative Education Systems