The Effectiveness of Problem-Based Learning in Object-Oriented Programming Instruction: A Classroom Action Research Study

Abstract

This study aims to examine the implementation of object-oriented programming (OOP) instruction using a Problem-Based Learning (PBL) approach to enhance students’ programming skills at SMKN 9 Malang. The research employed a Classroom Action Research (CAR) design conducted through three iterative cycles to systematically improve the learning process. The first cycle focused on the planning stage, in which learning objectives, instructional materials, and problem-oriented learning strategies aligned with OOP concepts were developed. The second cycle involved the implementation of the PBL approach, where students actively engaged in solving contextual programming problems requiring the application of object-oriented principles. During this stage, observations were conducted to monitor student participation, learning activities, and skill development, as well as to gather feedback on instructional effectiveness. The third cycle emphasized reflection, in which learning outcomes were evaluated based on students’ performance and observational data, followed by instructional refinements to enhance learning effectiveness. The findings indicate that the implementation of OOP instruction through a PBL approach significantly improves students’ programming skills. Students demonstrated a deeper understanding of OOP concepts, improved problem-solving abilities, and stronger collaborative skills. This study contributes to the development of innovative instructional practices in information and communication technology education and provides practical guidance for teachers in implementing student-centered programming instruction.