PERBANDINGAN KESAN PEMBELAJARAN BERASASKAN CONTOH-MASALAH DAN PEMBELAJARAN PEMUSATAN-GURU TERHADAP PEMEROLEHAN PENGETAHUAN PELAJAR

A study was undertaken to compare the effectiveness of Example-Problem-Based Learning (EPBL) and Teacher-Centered Learning (TCL) teaching methods on the students’ knowledge acquisition. An experiment with pre-test and post-test design was carried out on 38 vocational students of the Diploma in Mechatronics Technology course, who attended the Circuit Theory modules. The EPBL teaching methods have been implemented on the treatment group for 8 weeks, whereas the existing teaching method (TCL) was maintained for the control group. Both groups then completed the knowledge acquisition test, and then the data were analyzed using ANCOVA. The results show that students’ knowledge acquisition in the EPBL group was significantly higher than that of students in the TCL groups. Therefore, it can be concluded that the EPBL teaching method enhances students’ knowledge acquisition.