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All Journal International Journal of Teaching and Learning (INJOTEL)
Siti Fatmah Hiola
Universitas Negeri Makassar, Indonesia
Education Mathematics Other

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EXPLORATION OF PROBLEM-BASED LEARNING MODELS IN URBAN EDUCATION CONTEXTS: IMPLICATIONS FOR LEARNING INDEPENDENCE Abd. Muis; Siti Fatmah Hiola
International Journal of Teaching and Learning Vol. 2 No. 11 (2025): JULY
Publisher : Adisam Publisher

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Abstract

This research aims to explore the relevance and effectiveness of the Problem-Based Learning (PBL) model in the context of urban education, as well as its implications for strengthening students' learning independence. The study was conducted using the library research method by analyzing various scientific sources such as national and international journals, reference books, research reports, and relevant dissertations. The results of the thematic synthesis show that PBM is capable of responding to the complexities of urban classrooms through contextual, collaborative, and problem-oriented learning approaches. PBM has been proven to enhance indicators of learning independence, such as self-regulation ability, decision-making, and learning initiative. However, the implementation of this model in urban environments faces challenges such as time constraints, teacher administrative burdens, and limited pedagogical training. Therefore, policy adaptation, teacher training, and strengthening of learning infrastructure are necessary so that PBM can be implemented optimally and sustainably in urban schools.
THE ROLE OF EDUCATORS IN DEVELOPING SOCIO-CULTURAL CHARACTER IN LOCAL WISDOM-BASED LEARNING Siti Fatmah Hiola; Abd. Muis
International Journal of Teaching and Learning Vol. 2 No. 11 (2025): JULY
Publisher : Adisam Publisher

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This research aims to examine the role of educators in fostering students' socio-cultural character through local wisdom-based learning. The study was conducted using a literature review approach on various relevant scientific sources, including journals, books, and research reports that discuss the integration of local values in character education. The study results indicate that educators have a strategic role as agents of cultural value transformation in the learning process. Through contextual, project-based, and culture-based learning models, teachers can internalize values such as mutual cooperation, tolerance, and social responsibility to students. Learning practices that utilize folk tales, traditional songs, and local traditions have proven effective in strengthening students' cultural identity and shaping positive social behavior in the school and community environment. This research emphasizes the importance of educator training, policy support, and community involvement in developing character education that is contextual and rooted in local culture.
Co-Authors Abd. Muis