Developing an active learning model using problem-based learning to enhance the 21^st century skills

Abstract

This research aimed to develop and implement the Problem-Based Learning (PBL) model for 21st-century skills and evaluate the outcomes. The model went through three phases of research and development and was conducted with two groups of 55 third-year students selected using a clustered random sampling method. The research instruments used included a structured interview form, the PBL model, the 21st-century skill scales, and the satisfaction questionnaire. The instruments had quality and were assessed with the content validity and reliability. The data analysis involved the use of descriptive statistics, dependent t-tests, and content analysis. The results showed that the PBL model developed consisted of four components and was highly appropriate. Process of the PBL instruction included six steps: problem statement, problem analysis, research, synthesis, summary and evaluation, and presentation and discussion; students’ critical thinking skills, collaboration, teamwork, and leadership skills significantly improved after the implementation of the model, and students expressed high satisfaction. This model can help foster learners to achieve and should also be used with other groups.