Procedural Model
Problem-Based Learning
Software Modeling Course

How to Cite

Bahar, B. B. (2019). A PROCEDURAL MODEL OF USING PROBLEM-BASED LEARNING TO TEACH SOFTWARE MODELING COURSE. Asia Proceedings of Social Sciences, 4(2), 42-45. https://doi.org/10.31580/apss.v4i2.718


The characteristics of the direct education system that depends on the ability of instructors reflection, only provide little opportunity for students to be actively involved in the learning process. This contrasts with the characteristics of the Software Modeling course which emphasizes student-centered learning. The application of direct learning models in the Modeling Software course causes learning to be ineffective, and students cannot reach the minimum competency standards planned in the learning design.

This paper proposes a Problem-Based Learning (PBL) model that is integrated in the Learning Modeling Software design on three elements of the teaching system, namely: Curriculum elements, emphasizing the use of problems as the starting point of student learning; Group elements, highlighting the collaboration system; and student elements, emphasizing the Student-Directed-Learning (SDL) system.

The application of the PBL model to the three elements in the learning system is effective in increasing the level of student mastery of a particular topic. However, further discussion regarding: 1) how many guidelines are needed in PBL; 2) potential students experience confusion if there is not enough initial learning framework; 3) students who do not have relevant and adequate initial knowledge, tend to experience underdevelopment are still needed to find PBL models that are truly effective in learning the field of Software Engineering.



Dick, W., Carey, L., Carey, J.O. (2015). The Systematic Design of Instruction, Eight Edition. USA: Pearson.
Gall, M.D., Gall, J.P., Borg, W.R. (2015). Applying Educational Research, Seventh Edition. USA: Pearson
Longmuir, K. J. (2014). Interactive computer-assisted instruction in acid-base physiology for mobile computing platforms. Advances in physiology education, 38(1), 34-41.
Rahman, M., Abd, J., & Ismail, M. (2014). Development and Evaluation of the Effectiveness of Computer-Assisted Physics Instruction. International Education Studies, 7(13), 14-22.
Saprudin, S., & Hamid, F. (2018, November). Penggunaan Multimedia Interaktif Model Drill And Practice Materi Fluida Dinamis Untuk Meningkatkan Penguasaan Konsep Siswa Sekolah Menengah Atas (Sma). In Prosiding Seminar Nasional Fisika, (7) SNF2018-Pe-144 - SNF2018-Pe-151.
Seow, P. S., Pan, G. (2017). Using an online tutorial to teach REA data modeling in Accounting Information Systems courses. AIS Educator Journal, 12(1), 1-19.
Suleman, Q., Hussain, I., Din, M. N. U., & Iqbal, K. (2017). Effects of Computer-Assisted Instruction (CAI) on Students' Academic Achievement in Physics at Secondary Level. Computer Engineering and Intelligent Systems, 8(7), 9-17.
Thomas, T., Alexander, K., Jackson, R., & Abrami, P. C. (2013). The differential effects of interactive versus didactic pedagogy using computer-assisted instruction. Journal of Educational Computing Research, 49(4), 403-436.
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.