Integration of Naqli and Aqli Elements in Problem Based Learning (PBL)

Syadiyah Abdul Shukor; Mohammad Noorizzuddin Nooh; Azrul Azlan Iskandar Mirza

doi:doi:10.11648/j.edu.20170606.11

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Integration of Naqli and Aqli Elements in Problem Based Learning (PBL)

Syadiyah Abdul Shukor, Mohammad Noorizzuddin Nooh, Azrul Azlan Iskandar Mirza

Received: 9 April 2017 Accepted: 21 August 2017 Published: 14 November 2017

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Abstract

Problem Based Learning (PBL) is a student centered approach learning process that gives power to the leaners to explore and connect the dots between theories and practice. This study aims to examine students’ feedback after they have participated in a PBL and to identify skills improved by students after they have experienced PBL process using 5 Ladders of Active Learning with the integration of Naqli and Aqli elements in learning Marketing Financial Services course. A total of 232 students enrolled in Marketing Financial Services course participated in the study. Results showed a positive response from the students with regards to their experience in participating in PBL that integrate the Naqli and Aqli elements. Also, findings from this study showed that integration of Naqli and Aqli elements in PBL is positively related to students’ overall feedback on PBL. Other than that, students felt that through PBL, they have improved thinking skills, problem-solving skills, self-respect and the respect of others, and team working skills.

DOI	10.11648/j.edu.20170606.11
Published in	Education Journal (Volume 6, Issue 6, November 2017)
Page(s)	164-169
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Problem Based Learning (PBL), Naqli and Aqli, Skills

References

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[3]	Othman, H. and Mustafa, R. "Kemahiran Generik dalam Kelas Bercirikan Pembelajaran Berasaskan-Masalah (PBL) di Kalangan Pelajar Kolej Universiti Teknologi Tun Hussein ONN (KUiTTHO)," Batu Pahat, 2005.
[4]	Montogomery, D. C. Rekabentuk dan Analisis Ujikaji, Kuala Lumpur: Dewan Bahasa dan Pustaka, 2000.
[5]	Utecht, J. R. "Problem-Based Learning in the Student Centered Classroom," pp. 1-16, 2003.
[6]	Smith, S. Solve That Problem: Readymade Tools for Continuous Improvement, London: Kogen Page Limited, 1997.
[7]	Edward, L. M. L. Creative Problem Solving: Thinking Skill for A Changing Wold”, USA: Mc Graw Hill, 1995.
[8]	Hamid, M. A. A. Meningkatkan Daya Berfikir, Bentong: PTS Publication and Distribution Sdn Bhd, 2003.
[9]	Gary, R., Kirby, and Goodpaster, J. R.. Thinking, USA: Prentice Hall, 2002.
[10]	De Janasz, S. C. Interpersonal Skill in Organization, USA: Mc Graw Hill, 2002.
[11]	Arzuman, H. "Experience and outcome of a PBL trigger material development workshop," Education in Medicine Journal, vol. 2, no. 1, p. 36, 2010.
[12]	Wood, D. F. "ABC of learning and teaching in medicine," BMJ, vol. 326, no. 8 February 2003, pp. 328-330, 2003.
[13]	Faculty of Development and Instructional Design Center, Northern Illinois University, "Problem Based Learning (PBL)," NA.
[14]	Othman, H. Salleh, B. M. and Sulaiman, A. "5 Ladders of Active Learning: An Innovative Learning Steps in PBL Process," The 4th International Research Symposium on Problem Based Learning (IRSPBL), pp. 245-253, 2013.
[15]	Othman, H., Salleh, B. M and Abdullah, S. "An Innovative Learning Cycle in Problem-Based Learning," International Journal of Enhanced Research in Educational Development, vol. 2, no. 3, pp. 50-57, 2014.
[16]	Suvannatsiri, R. and K. Santichaianant, K. "A Development of Learning Innovation "Debris Flow Monitoring" with Problem Based Learning Approach: A Case Study at the Amphur Khao Phanom, Thailand," International Proceeding of Economics Development, vol. 60, pp. 49-54, 2013.
[17]	Nooh, M. N. Problem Based Learning Handbook and Exercise: Financial Services Marketing, Nilai, Negeri Sembilan, 2014, pp. 8-9
[18]	H. Othman, B. M. Salleh and A. Sulaiman, "5 Ladders of Active Learning: An Innovative Learning Steps in PBL Process," The 4th International Research Symposium on Problem Based Learning (IRSPBL), pp. 245-253, 2013.

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APA Style

Syadiyah Abdul Shukor, Mohammad Noorizzuddin Nooh, Azrul Azlan Iskandar Mirza. (2017). Integration of Naqli and Aqli Elements in Problem Based Learning (PBL). Education Journal, 6(6), 164-169. https://doi.org/10.11648/j.edu.20170606.11

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ACS Style

Syadiyah Abdul Shukor; Mohammad Noorizzuddin Nooh; Azrul Azlan Iskandar Mirza. Integration of Naqli and Aqli Elements in Problem Based Learning (PBL). Educ. J. 2017, 6(6), 164-169. doi: 10.11648/j.edu.20170606.11

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AMA Style

Syadiyah Abdul Shukor, Mohammad Noorizzuddin Nooh, Azrul Azlan Iskandar Mirza. Integration of Naqli and Aqli Elements in Problem Based Learning (PBL). Educ J. 2017;6(6):164-169. doi: 10.11648/j.edu.20170606.11

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@article{10.11648/j.edu.20170606.11,
  author = {Syadiyah Abdul Shukor and Mohammad Noorizzuddin Nooh and Azrul Azlan Iskandar Mirza},
  title = {Integration of Naqli and Aqli Elements in Problem Based Learning (PBL)},
  journal = {Education Journal},
  volume = {6},
  number = {6},
  pages = {164-169},
  doi = {10.11648/j.edu.20170606.11},
  url = {https://doi.org/10.11648/j.edu.20170606.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170606.11},
  abstract = {Problem Based Learning (PBL) is a student centered approach learning process that gives power to the leaners to explore and connect the dots between theories and practice. This study aims to examine students’ feedback after they have participated in a PBL and to identify skills improved by students after they have experienced PBL process using 5 Ladders of Active Learning with the integration of Naqli and Aqli elements in learning Marketing Financial Services course. A total of 232 students enrolled in Marketing Financial Services course participated in the study. Results showed a positive response from the students with regards to their experience in participating in PBL that integrate the Naqli and Aqli elements. Also, findings from this study showed that integration of Naqli and Aqli elements in PBL is positively related to students’ overall feedback on PBL. Other than that, students felt that through PBL, they have improved thinking skills, problem-solving skills, self-respect and the respect of others, and team working skills.},
 year = {2017}
}

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TY  - JOUR
T1  - Integration of Naqli and Aqli Elements in Problem Based Learning (PBL)
AU  - Syadiyah Abdul Shukor
AU  - Mohammad Noorizzuddin Nooh
AU  - Azrul Azlan Iskandar Mirza
Y1  - 2017/11/14
PY  - 2017
N1  - https://doi.org/10.11648/j.edu.20170606.11
DO  - 10.11648/j.edu.20170606.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 164
EP  - 169
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20170606.11
AB  - Problem Based Learning (PBL) is a student centered approach learning process that gives power to the leaners to explore and connect the dots between theories and practice. This study aims to examine students’ feedback after they have participated in a PBL and to identify skills improved by students after they have experienced PBL process using 5 Ladders of Active Learning with the integration of Naqli and Aqli elements in learning Marketing Financial Services course. A total of 232 students enrolled in Marketing Financial Services course participated in the study. Results showed a positive response from the students with regards to their experience in participating in PBL that integrate the Naqli and Aqli elements. Also, findings from this study showed that integration of Naqli and Aqli elements in PBL is positively related to students’ overall feedback on PBL. Other than that, students felt that through PBL, they have improved thinking skills, problem-solving skills, self-respect and the respect of others, and team working skills.
VL  - 6
IS  - 6
ER  -

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Author Information

Syadiyah Abdul Shukor

Faculty of Economics and Muamalat, Universiti Sains Islam Malaysia (USIM), Bandar Baru Nilai, Negeri Sembilan, Malaysia
Mohammad Noorizzuddin Nooh

Faculty of Economics and Muamalat, Universiti Sains Islam Malaysia (USIM), Bandar Baru Nilai, Negeri Sembilan, Malaysia
Azrul Azlan Iskandar Mirza

Faculty of Economics and Muamalat, Universiti Sains Islam Malaysia (USIM), Bandar Baru Nilai, Negeri Sembilan, Malaysia

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Plain Text BibTeX RIS

APA Style

Syadiyah Abdul Shukor, Mohammad Noorizzuddin Nooh, Azrul Azlan Iskandar Mirza. (2017). Integration of Naqli and Aqli Elements in Problem Based Learning (PBL). Education Journal, 6(6), 164-169. https://doi.org/10.11648/j.edu.20170606.11

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ACS Style

Syadiyah Abdul Shukor; Mohammad Noorizzuddin Nooh; Azrul Azlan Iskandar Mirza. Integration of Naqli and Aqli Elements in Problem Based Learning (PBL). Educ. J. 2017, 6(6), 164-169. doi: 10.11648/j.edu.20170606.11

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AMA Style

Syadiyah Abdul Shukor, Mohammad Noorizzuddin Nooh, Azrul Azlan Iskandar Mirza. Integration of Naqli and Aqli Elements in Problem Based Learning (PBL). Educ J. 2017;6(6):164-169. doi: 10.11648/j.edu.20170606.11

Copy | Download

@article{10.11648/j.edu.20170606.11,
  author = {Syadiyah Abdul Shukor and Mohammad Noorizzuddin Nooh and Azrul Azlan Iskandar Mirza},
  title = {Integration of Naqli and Aqli Elements in Problem Based Learning (PBL)},
  journal = {Education Journal},
  volume = {6},
  number = {6},
  pages = {164-169},
  doi = {10.11648/j.edu.20170606.11},
  url = {https://doi.org/10.11648/j.edu.20170606.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170606.11},
  abstract = {Problem Based Learning (PBL) is a student centered approach learning process that gives power to the leaners to explore and connect the dots between theories and practice. This study aims to examine students’ feedback after they have participated in a PBL and to identify skills improved by students after they have experienced PBL process using 5 Ladders of Active Learning with the integration of Naqli and Aqli elements in learning Marketing Financial Services course. A total of 232 students enrolled in Marketing Financial Services course participated in the study. Results showed a positive response from the students with regards to their experience in participating in PBL that integrate the Naqli and Aqli elements. Also, findings from this study showed that integration of Naqli and Aqli elements in PBL is positively related to students’ overall feedback on PBL. Other than that, students felt that through PBL, they have improved thinking skills, problem-solving skills, self-respect and the respect of others, and team working skills.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Integration of Naqli and Aqli Elements in Problem Based Learning (PBL)
AU  - Syadiyah Abdul Shukor
AU  - Mohammad Noorizzuddin Nooh
AU  - Azrul Azlan Iskandar Mirza
Y1  - 2017/11/14
PY  - 2017
N1  - https://doi.org/10.11648/j.edu.20170606.11
DO  - 10.11648/j.edu.20170606.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 164
EP  - 169
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20170606.11
AB  - Problem Based Learning (PBL) is a student centered approach learning process that gives power to the leaners to explore and connect the dots between theories and practice. This study aims to examine students’ feedback after they have participated in a PBL and to identify skills improved by students after they have experienced PBL process using 5 Ladders of Active Learning with the integration of Naqli and Aqli elements in learning Marketing Financial Services course. A total of 232 students enrolled in Marketing Financial Services course participated in the study. Results showed a positive response from the students with regards to their experience in participating in PBL that integrate the Naqli and Aqli elements. Also, findings from this study showed that integration of Naqli and Aqli elements in PBL is positively related to students’ overall feedback on PBL. Other than that, students felt that through PBL, they have improved thinking skills, problem-solving skills, self-respect and the respect of others, and team working skills.
VL  - 6
IS  - 6
ER  -

Copy | Download