Problem-Based Learning as a Teaching Method: An Experience at University Malaysia Terengganu (UMT).

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Bibliographic Details
Title:	Problem-Based Learning as a Teaching Method: An Experience at University Malaysia Terengganu (UMT).
Authors:	Salamun, Hailan¹, Abdul Kadir, Firdaus Khairi¹, Embong, Abdul Hanis¹, Kadir, Kasyfullah Abd¹, Rahman, Asyraf Ab.¹
Source:	Journal of Higher Education Theory & Practice. 2024, Vol. 24 Issue 2, p234-241. 8p.
Subject Terms:	Teaching methods, Wikis, Problem-based learning, Collaborative learning, *Student engagement, Arabic language
Abstract:	Problem-Based Learning (PBL) stands as a pedagogical approach that stimulates students’ engagement by immersing them in learning experiences centred around real-world problems or scenarios. Under the guidance of tutors, students work in small groups to identify and resolve issues, drawing insights from various sources such as notes, books, journals, newspapers, and online resources. This paper aims to share the practical application of PBL in both compulsory and elective courses at the University Malaysia Terengganu (UMT). The purpose of this paper is to integrate Problem-Based Learning (PBL) in their instructional planning and manifest during the facilitation process of PBL as a teaching method. The experience of implementing PBL was witnessed in courses like “Islam and Leadership” with 49 students, Arabic language courses with 16 students and the compulsory course “Philosophy and Current Issues” with around 1200 students. This approach, facilitated by lecturer team, promotes collaborative learning activities, discussions, teaching, observation, and reflective practices. Student-centric PBL offers a positive impact on group collaboration, thereby improving the overall teaching and learning quality. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Problem-Based Learning (PBL) stands as a pedagogical approach that stimulates students’ engagement by immersing them in learning experiences centred around real-world problems or scenarios. Under the guidance of tutors, students work in small groups to identify and resolve issues, drawing insights from various sources such as notes, books, journals, newspapers, and online resources. This paper aims to share the practical application of PBL in both compulsory and elective courses at the University Malaysia Terengganu (UMT). The purpose of this paper is to integrate Problem-Based Learning (PBL) in their instructional planning and manifest during the facilitation process of PBL as a teaching method. The experience of implementing PBL was witnessed in courses like “Islam and Leadership” with 49 students, Arabic language courses with 16 students and the compulsory course “Philosophy and Current Issues” with around 1200 students. This approach, facilitated by lecturer team, promotes collaborative learning activities, discussions, teaching, observation, and reflective practices. Student-centric PBL offers a positive impact on group collaboration, thereby improving the overall teaching and learning quality. [ABSTRACT FROM AUTHOR]
ISSN:	21583595
DOI:	10.33423/jhetp.v24i2.6817