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 Technium Social Sciences Journal
Vol. 71, 16-24, May, 2025
ISSN: 2668-7798
www.techniumscience.com

Implementation of Problem Based Learning (PBL) in the

introductory business course to improve student activity

Winaika Irawati1*, Dwi Yuli Rakhmawati2, Finisica Dwijayati Patrikha3, Veni

Rafida4
1234
Universitas Negeri Surabaya – Surabaya, Indonesia

[email protected]

Abstract. This study aims to describe the application of problem-based learning in an effort to
improve the activeness of Business Education students in introductory business courses. One of
the advantages of the problem-based learning method is that it is able to train students in using
various concepts, principles and skills that they have learned to solve the problems they are
facing. By implementing problem-based learning, it can increase students' activeness in the
problem-solving process because the student's activeness observed in this study is in the form of
the ability to identify, analyze, solve problems, think logically and make decisions correctly and
can draw conclusions. This study was conducted in two cycles, focusing on increasing students'
active participation in the learning process. Data collection techniques used questionnaires and
observation sheets, while data analysis used qualitative methods. The results of the study showed
a significant increase in student learning activity or participation in each cycle, from 55% in cycle
1 to 88% in cycle 2. This increase indicates that PBL is effective in stimulating students to think
critically, communicate, and work together in solving problems. The success of this study can be
attributed to the ability of lecturers to guide students effectively and create a conducive learning
atmosphere. The implication of this study is that the PBL model can be an effective alternative
for lecturers in improving the quality of learning and achieving more optimal learning objectives.

Keywords. Method, Problem Based Learning, Activeness

Introduction
Quality education is a primary need that cannot be avoided. The quality of education
plays an important role in fulfilling competent human resources (HR) in their fields. Therefore,
the interaction between educators and students needs to be improved. The interactive teaching
and learning process needs to be developed properly. The rapid development of technology
forces educators and students to continue to develop their abilities, as well as education. The
development of learning media, learning methods and teaching materials also needs serious
attention. Development is directed to be able to keep up with technological advances, the
novelty of science and the need for solving problems that occur in society.
One of the important factors to get the development of quality teaching and learning
process is teaching materials. All information needed by students that is systematically arranged
by considering the development of technology/development of the era to fulfill learning
achievement is expected to give positive impact in the knowledge transfer process. Various

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Vol. 71, 16-24, May, 2025
ISSN: 2668-7798
www.techniumscience.com

types of teaching materials are available and easy to obtain, but not all teaching materials
facilitate students to utilize the knowledge gained to solve problems.
Bachelor's degree is a level of education where students' abilities are required to have
cognitive abilities but also scientific thinking abilities. In addition, providing a real picture, the
learning process requires critical thinking from the use of existing theories to determine
problem-solving mechanisms and also the process of implementing relevant theories so that
learning focuses on theory and practice of real problems that occur in the field. Therefore,
textbooks do not only contain theories but also examples of solving problems. In this study,
researchers aim to increase student participation and activeness in learning, develop thinking
skills and problem-solving skills actively by using the Problem Based Learning (PBL)
approach.
Problem-based learning (PBL) model or known as problem based learning model is a
learning model that uses real problems encountered in the environment as a basis for gaining
knowledge and concepts through critical thinking and problem-solving skills. According to
Sudarman (2007) stated that the basis of PBL is a collaborative process. Learners will construct
knowledge by building reasoning from all the knowledge they have and from all that is obtained
as a result of interacting with other individuals. With PBL, students are expected to be able to
solve problems with various alternative solutions, and can identify the causes of existing
problems. The application of the PBL model can help create learning conditions that were
originally only the transfer of information from lecturers to students to a learning process that
emphasizes constructing knowledge based on understanding and experience gained both
individually and in groups. The problems presented in PBL are real problems that exist in the
field. According to Hmelo Silver & Barrows (in Fakhriyah, 2014) stated that the problems
raised in PBL learning do not have a single answer, meaning that students must be involved in
exploration with several solution paths. Student involvement in PBL can help in developing
critical thinking skills, because in PBL learning students are fully involved in the learning
process through problem-solving activities. In this problem-solving activity, students are
required to be able to develop critical thinking skills as a step to solve the problems discussed
and can draw conclusions based on their understanding. The problem studied in this study is
how to apply problem-based learning in an effort to increase student activeness in the learning
process in the Introduction to Business course.

Research methods
This research is included in qualitative descriptive research, because the data obtained
prioritizes the process rather than the results. This type of research is able to capture various
qualitative information with careful descriptions, the data collected is in the form of words in
sentences or images that have more meaning than just a statement of the amount or frequency
in the form of numbers (Sutopo, in Fakhriyah 2014). The data obtained in this study is in the
form of a learning process that occurs in the application of problem-based learning in an effort
to increase student activity in the learning process of introductory business courses. The subjects
of this study were 1st semester students of the business education study program who were
registered in the introductory business course. Data collection was carried out by researchers
by interacting directly with the research subjects. By interacting directly, researchers can obtain
data in the form of student views/opinions with the application of problem-based learning in an
effort to increase student activity. Data collection techniques used are: a) observation or
observation method. b) interview method, interviews are conducted as one way to obtain
information needed by researchers by interviewing several students. c) documentation method,

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Vol. 71, 16-24, May, 2025
ISSN: 2668-7798
www.techniumscience.com

this method is used to obtain data on lecturer learning devices in the form of RPS and PBL
activity steps carried out by students in the form of photos. Qualitative research relies on
descriptive data analysis, emphasizes the process rather than the results, limits the study with a
focus and has a set of criteria to check the validity of the data, and the results are agreed upon
by both parties, namely the researcher and the research subject. The data analysis technique
used in this study is the process of searching for information and systematically compiling
information and data that have been obtained from the results of observations, interviews and
documentation. Then the researcher performs data reduction (an activity that refers to the
process of selecting, focusing attention, simplifying, abstracting and transforming data),
presenting data (classifying data and identifying data), drawing conclusions and verifying these
conclusions (Miles and Huberman in Sugiyono, 2008).

Results and discussion

The implementation of learning with the application of PBL in this study includes
several steps, namely 1) Preparation carried out by lecturers by preparing a Semester Learning
Plan (RPS) 2) Implementation of learning with the application of PBL in an effort to increase
student activity in introductory business courses 3) Evaluation and Reflection with research
subjects on obstacles encountered in the application of PBL in an effort to increase student
activity. The planning of learning activities has been carried out by lecturers in introductory
business courses well. This can be seen from the existence of a semester learning plan. In the
plan that has been prepared by the lecturer, a learning plan using the PBL model has been
written. The application of the PBL model supports the implementation of active, creative,
effective and enjoyable learning (PAKEM). Students will be fully involved in the learning
process, because students act as learning subjects. The PBL learning design in this introductory
business course focuses on increasing student activity. Lecturers in this case are more involved
only as facilitators, who plan activities and support the learning process. This is in accordance
with Newman's opinion (in Fakhriyah, 2014) which states that in PBL the teacher or lecturer's
task is as a tutor or facilitator whose job is to develop students' knowledge and skills.
The learning steps implemented include; 1. Lecturers provide lecture materials on the
basics of active, creative, effective, and enjoyable learning, this is necessary so that learning
objectives can be achieved. 2. Provide students with the opportunity in groups to observe the
field (conduct observations related to SWOT analysis material closest to their campus or place
of residence). 3. Compile observation results by analyzing Strength, Weakness, Opportunity
and Threat in a business. 4. From the results of observations, real problems are obtained about
SWOT analysis in a business. 5. Solve problems encountered in groups. 6. Discuss, exchange
knowledge, exchange learning resources to determine the right solution to existing problems.
7. Draw conclusions 8. Evaluation.
The provision of lecture materials by lecturers becomes a provision for students when
conducting observations in the nearest business environment. Observations are carried out in
groups and the targeted businesses are different. From the results of the observations found,
they are then analyzed, what problems exist in the field are then reviewed and reported in the
form of an observation activity report. The report contains the results of observations, problem
identification, referring to learning sources, steps to determine problem-solving solutions and
drawing conclusions. Furthermore, the observation reports that have been worked on by
students are presented in groups, in this activity an increase in the activeness of each student is
seen. These steps are in line with the steps for implementing PBL carried out by researchers.
The following figure 1 shows student activities when presenting observation results.

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Vol. 71, 16-24, May, 2025
ISSN: 2668-7798
www.techniumscience.com

Figure 1. Student activities when presenting observation results

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Vol. 71, 16-24, May, 2025
ISSN: 2668-7798
www.techniumscience.com

Figure 2. Student activities in group discussions

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Vol. 71, 16-24, May, 2025
ISSN: 2668-7798
www.techniumscience.com

Figure 3. Student activities conducting group observations

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Vol. 71, 16-24, May, 2025
ISSN: 2668-7798
www.techniumscience.com

This research was conducted in accordance with the established classroom action
research procedures, namely starting with planning, implementation, observation, and
reflection. The results of the classroom action research showed a continuous increase in student
activity from one cycle to the next. The results of the research in each cycle are as follows:

100

80

60

40

20

0
Persentase Siklus 1 Siklus 2
Hasil Penelitian Keaktifan Mahasiswa

Figure 4. Graph of student activity

The results of the study showed a significant increase in student learning activity from
cycle 1 to cycle 2, as seen in the diagram above. The most prominent increase occurred in the
activity of conducting observation and discussion activities in groups which increased from
55% in cycle 1 to 88% in cycle 2. From the diagram in cycle 1, the percentage of activity was
55%, which means it is still in the less category. Then in Cycle 2 there was an increase to 88%,
which means that student learning activity was good. This can be seen clearly from the results
of the observations made. However, some students still need additional support to increase their
participation in the learning process. The factors that influence student learning activity
according to Maradona, (2016), are divided into two, namely internal factors and external
factors. Internal factors that influence student learning activity are: 1) physiological factors
(physical and bodily condition) 2) psychological factors (attention, memory, and response).
External factors that influence student learning activity are: 1) non-social factors (place and
facilities), 2) social factors (lecturers and peers). According to research conducted by Eman,
(2023) student activity in class is influenced by various factors, both from within the student
(internal factors) and from outside the student (external factors). Poor mental health, low
interest in learning, and lack of motivation from lecturers are examples of factors that can hinder
student activity. The significant increase in the second cycle can be attributed to the success of
lecturers in implementing the problem-based learning model (PBL). The activity of conducting
group observations and presenting observation results in groups in PBL provides opportunities
for students to be actively involved in the learning process. In addition, feedback provided by
lecturers and peers during group discussions also encourages students to be more active. In line
with the research results of Rasya et al., (2024) entitled "Implementation of Problem Based
Learning Model to Increase Student Activeness in Learning in Class 3 Sdn 45 Ampenan", the
results of the study showed that the application of PBL in the learning process can increase
student activeness, especially during the group discussion process. One of the external factors
that influences activeness is the motivation of the lecturer. High motivation encourages students
to be more actively involved in the learning process. This can be seen during the learning
process, when the lecturer gives encouragement and attention to students who are less active,
making these students want to participate in discussions and be active in the learning process.

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From the description above, it shows that the implementation of PBL learning can help
students in efforts to improve student activity. Evaluation carried out in PBL learning is carried
out in an integrated manner. The assessment does not only assess the final results of the
knowledge they learn, but also includes all activities that include the implementation of each
PBL step that involves students' ability to work together well which contains indicators that
show the level of student activity including; 1) able to formulate the main problem; 2) able to
provide logical and relevant reasons; 3) able to express facts based on observation results; 4)
using relevant learning sources that are credible and mention them; 5) able to determine
solutions to existing problems; 6) able to answer and be open to friends' opinions; 7) able to
determine the consequences of making a decision. Reflection is carried out at the end of
learning. This reflection is used to obtain data on responses, obstacles felt by students in
learning. Obstacles experienced by students include; limited relevant learning sources so that
in the discussion process to obtain a solution to the problem sometimes it is not sharp enough,
and obstacles encountered in small groups, namely that there are several students who are not
proactive in observation activities because there are still some students who are passive in
communicating. Some of the advantages of implementing PBL include very broad material
discussions, very active discussions. While the weaknesses of PBL found in this study are that
learning requires independent learning activities for each student, and sometimes there are still
some students who rely on their group mates.

Conclusion
Based on the research results, it can be concluded that the application of problem-based
learning (PBL) models can improve student learning activity. Through PBL, students are
encouraged to think critically, participate actively both independently and in groups, find
solutions to problems, and collaborate with classmates. Motivation given by lecturers also plays
an important role in increasing students' enthusiasm for learning, however, further efforts are
still needed to actively involve all students, especially students who tend to be passive.

References
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[6] Maradona. 2016. Factors that influence the learning activity of grade IV B elementary
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