Development of Problem-Project Based Learning Model in Power Electronics Course

Abstract

Lecturer-oriented learning will result in students becoming bound by material and time so that it can lead to boredom of learning for students. Development of learning models based on Problem-Project Based Learning begins with instructional problems oriented to lecturers and needs analysis in the Power Electronics course. Power Electronics is a theoretical course with material about the application of high power electronics or called power converters. Learning strategies in the Problem-Project Based Learning model use 4 stages, namely theory, simulation design, prototype and project. The products produced are Teaching Module Books, Problem-Project Based Learning Book Models and Teaching Guidebooks. The research design used in this study is the ADDIE model design, the first stage is to analyze the learning model used and the analysis of needs in the form of a questionnaire. The second stage is designing the product in the form of teaching module books, learning model books and study guides. The three products will be assessed by experts or validators, improvements are made based on suggestions and input from experts, the third stage is conducting limited trials, limited trials consisting of 9 students. The fourth stage is the implementation or expanded trials, as many as 65 students were divided into two experimental classes. The fifth stage is evaluation, based on the results of Aiken's V the values given by the validator are categorized valid, based on the average questionnaire value given to the user ie students and lecturers are categorized very practical, and based on comparison of learning outcomes namely pre-test and post-test are categorized effective.