Problem Based Learning

1. PARTICIPANTS GENDER

1.1. MALE (34%)

1.2. FEMALE (66%)

2. ENRICH RESEARCH IN PBL

3. 4. METHOD

3.1. SUBJECT

3.1.1. 7 VARIABLES

3.1.2. 4 YEARS AFTER GRADUATION

3.1.3. DURATION OF STUDY

3.1.3.1. SHORT (40%)

3.1.3.2. LONG (60%)

3.1.4. PARTICIPANTS ORIGIN

3.1.4.1. 8 EUROPEAN COUNTRIES

3.1.4.2. NORWAY

3.1.4.3. JAPAN

3.1.4.4. CZECH REPUBLIC

3.2. INSTRUMENT

3.2.1. WHAT EXTENT PROJECT AND PBL THEIR EDUCATOR EMPHASIZED

3.2.2. PARTICIPANTS RATE THEIR OWN COMPETENCIES

3.2.3. OBJECTIVE : THEIR ANNUAL INCOME

3.2.4. SUBJECTIVE: WORK STATISFICATION

3.3. DATA ANALYSIS

3.3.1. INDEPENDENT SAMPLES

3.3.1.1. GENDER

3.3.1.2. TYPES OS STUDY

3.3.2. PRIOR RESEARCH HIGHLIGHTED THE ADVANTAGE OF PBL

4. 2. IMPORTANCE TO STUDY THE TOPIC

4.1. PBL IS ASSUMED TO HAVE AN IMPACT ON EDUCATIONAL OUTCOME

4.2. ONLY FEW STUDIES HAVE INVESTIGATED THE DIRECT OUTCOMEOF PBL

4.3. LEARN THE LONG-TERM EFFECT OF THE IMPLEMENTATION OF PBL

5. GROUP 1

5.1. Almira Salsabila W. (18/430570/PS/07727)

5.2. Alika Putri Fatia (18/430568/PS/07725)

5.3. Ayu Sarastika (18/427937/PS/07636)

5.4. Audrey Marsha K. (18/427935/PS/07634)

5.5. Ariska Ayu S. (18/427931/PS/07630)

5.5.1. Alifia Salsabila (18/430567/PS/07724)

6. PBL ENABLE STUDENTS TO HAVE HIGHER COMPETENCIES

6.1. PROBLEM SOLVING

6.2. SELF-DIRECTED LEARNING

6.3. INTERPERSONAL SKILLS

7. 1. THE MAIN ARGUMENT

7.1. THERE WERE DIFFERENCES BETWEEN GRADUATE BASED ON THEIR STUDY METHODS (PBL AND NON-PBL)

7.2. GRADUATES WITH HIGHER PBL HAD HIGHER SATISFACTION WITH THEIR WORK

7.3. GRADUATES WITH HIGHER PBL HAD HIGHER SOFT SKILLS

8. 5. SUPPORTING IDEA

8.1. EFFECTIVE IN PREPARING STUDENTS FOR THE WORLD OF WORK

8.2. THOSE WHO HAD PBL CURRICULUM MANIFEST IN A HIGHER PERFORMANCE, INCREASED RESPONSIBILITY, AND MORE OPPORTUNITIES IN THE WORKPLACE