Abstract:

Problem-based learning is a pedagogical approach to stimulate students focuses on learning experiences. They are engaged the learning experiences through a real problem or situation and are required to solve it by looking for inputs from books, journals, newspapers, pamphlets, the internet and the organizations involved.

This study aims to answer two research questions:
(i) explore how lecturer integrate problem-based learning (PBL) during planning,
(ii) observes the integration of implementation of problem-based learning and during the learning facilitation.

There was an elective course lecturer and 16 students in a class in UMT involve in this study. In each cycle of lesson study, lecturer’s team is required for collaborative planning, discussing, teaching, observation and reflection on a specific lesson. Student participation data collected during the study session by posting observations by lecturer’s team, documentation, video and audio recordings and transcripts were made. The results showed that lesson study approach provides the opportunity and space to encourage lecturer to collaborate, discuss and share their knowledge and teaching experience. Student-centered teaching and learning are ongoing positive impact in terms of cooperation within the group. However, pendamic covid 19, time constraints and less exposure of PBL strategy became a major factor of why the strategy was not successfully implemented. However, the reflection carried out by lecturer to improve the quality of teaching and learning as well as taking into account the constraints faced.

Keywords:

Learning experiences, problem-based learning, collaboration.