Direct Problem-Based Learning ( DPBL ) : A Framework for Integrating Direct Instruction and Problem-Based Learning Approach

Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students’ knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However, direct instruction resulted in low creative thinking and teamwork skills among students. Therefore, problem-based learning activities were adapted to reform and create an innovation of a direct instruction approach in developing the new situation. Objective: This study aimed at exploring lecturers’ and students’ perspectives towards Direct Problem-Based Learning (DPBL) activities as a new approach for activities in the classroom. Design: A quasi-experimental design was used. Participants: Third-year students (N = 276) who signed up for Computer Networks subject from Dian Nuswantoro University, Indonesia and five lecturers were involved. Findings and Results: Learning outcomes were significantly positively (Sig. p=.00). Creative thinking skills score increased 8.4%, Teamwork skills score increased 11.5%, and knowledge score increased 25.9% of DPBL approach. The majority of students have difficulties in the direct instruction approach 4.71(.472). Whereas, 1.99(.655) students have low difficulty in DPBL approach. Expert participants agreed that DPBL approach can enhance creative thinking and teamwork skills 4.70(.50).


Introduction
Direct instruction approach (DIA) has been widely used in higher education.The computer network subject (Vinay & Rassak, 2015) is one of the courses that applied DIA.Many studies revealed that DIA is the best teaching strategies to improve students' knowledge (Hattie, 2009;Stockard, 2010;Flynn et al., 2012;Robert et al., 2014;Gurses et al., 2015).The characteristics of DIA include the delivery of subject through the face-to-face interaction with the lecturers, materials that are sequenced deliberately and taught explicitly, and division of the students into small groups (Carnine, 2000, pp. 5-6).However, there are many disadvantages of DIA.One of them is that it decreases students' problem-solving skills (Choi et al., 2014).
Problem-solving skills refer to the students' ability to investigate the solution to a given problem or find a way to realise the given aim (Zhong et al., 2010).Many ways in order to solve a problem involve capability in creative thinking and group discussion or teamwork (Siswono, 2014;Sockalingam, 2010).Creative thinking is necessary for coming up with ideas for resolving the problem and finding a fresh approach.Meanwhile, team working is often a key component to solve a problem.
Problem-based learning is the instructional approach in which students learn about a subject through the experience of solving an open-ended problem.As an approach to improve problem-solving skills, problem-based learning is considered as the most appropriate teaching method.Problem-based learning is described as an inquiry-based approach that is student-centred and builds problem-solving skills (Becker & Maunsaiyat, 2004; ies.ccsenet.The lectur closing the

Method
The resear Engineerin

Design
The quasitook Comp two select approach t participate

Pilot S
A pilot stu tools.The of the l, the respondents of the pilot study gave positive feedback toward the general structure and presentation of the questionnaire, the survey questionnaire was further refined to improve the face validity of the scales based on some comments collected from the participants.In order to assess the face and content validities, and to ensure its adaptability to the local cultural context, the instrument was reviewed and approved by the Faculty of Computer Sciences, Dian Nuswantoro University, Indonesia.

Data Analysis
Standardised questionnaires of creative thinking, teamwork, and knowledge abilities were administered before and at after 16 weeks (after instruction).IBM SPSS statistics 21 was used to analyse the data.The frequencies and descriptive analyses and t-test were employed to compare the baseline measurements of demographic and dependent variables between the two groups using five criteria for evaluation according to Likert scale.2) The lecturer divides the students into small groups in a class which consist of five to six members.

DPBL
3) The lecturer gives suggestions on how to work in groups and explains the role of members and criteria of the works.

Problem Identification
1) The lecturer presents the theory and objectives of learning.
2) The lecturer presents step-by-step progress from one subtopic to other subtopics.
3) The lecturer presents the problem and final solution.
4) The lecturer asks the students to find, identify, and analyse the problem.
5) The lecturer monitors group activities in the class through discussion conducted by each group or group members.
Phase 2: Application and Solution 1) The groups define the real world problem and final solution.
2) The groups define the assumptions and learning objectives.
3) The groups search the data related, data synthesis, application, and final solution.
4) The lecturer monitors the groups' behaviour as well as provides advice and suggestions.

Phase 3: Evaluation and Conclusion
1) The groups present their work report.
2) The groups present the concepts and characteristics of problem-solving.
3) The lecturer and groups share their ideas to achieve the learning goals.
4) The lecturer explains and summarises the concepts and then closes the lesson.
Figure 3 depicts the teaching and learning situation using DPBL activities.The lecturer divides the students into small groups in a class which consist of five to six members.The lecturer gave suggestions on how to work in groups, explained the role of group members and criteria of the works.The lecturer presented step-by-step progress from one subtopic to other subtopics.The lecturer presented the problem and final solution.The groups defined the real world's problem and final solution.The lecturer explained and summarised the concepts and then stopped the lesson.3 presents the comparison of students' difficulties and their perception scores toward direct instruction and DPBL approaches of each group.There are score differences between direct instruction and DPBL approach.The findings indicated that the majority of students had high difficulties in the direct instruction method =4.71(.47).Whereas, = 1.99(.66)students had low difficulties in the DPBL teaching approach.
The majority of the students had a positive response toward DPBL teaching approach.4.80(.42)students had a positive response to DPBL teaching approach.Whereas, 2.04(.72)students had low response toward direct instruction method.Table 4 shows the lecturers agree that DPBL activities were appropriate, which showed highest level = 4.70, S.D =.50).The mean scores of the possibility in using DPBL were =4.80 (.45) and =4.60(.55)showing that DPBL is an effective approach.

Discussion
DPBL is an alternative approach for teaching and learning process, especially to enhance students' knowledge, creative thinking, and teamwork skills.According to the assessment by participants, it was found that students felt low difficulties towards DPBL approach.In addition, it was found that DBPL is an effective approach to improve students' creative thinking and teamwork skills.This is a sample case study for supporting students to develop knowledge, creative thinking, and teamwork skills as the outcome of positive development and experiences while undergoing DPBL approach.

Limitations
This study has limitations.Results cannot be generalised to other settings because the study was employed with large samples of third-year Computer Networks students from two departments in Dian Nuswantoro University, Indonesia.Further research will be needed to further examine DPBL as an alternative approach to all levels of education, which require other representative samples.Quasi-experimental group pre-test and post-test designs were used.Participants came from only two departments to prevent the flaw between the experimental and control groups.However, there were differences between groups in baseline variables, and thus frequencies, descriptive, and t-test analysis were used.

Conclusion
Direct Problem-Based Learning (DPBL) was designed to improve students' knowledge, creative thinking, and teamwork skills in the teaching and learning process.From the model illustration, this model was simple and easy to be implemented in the classroom.
Learning outcomes were significantly positive.There were scores of differences between direct instruction and DPBL approach.The students' knowledge, creative thinking, and teamwork skills were increased.The findings indicated that the majority of students have difficulties in the direct instruction approach.Whereas, students had low difficulties in the DPBL teaching approach.The majority of the students showed a positive response towards DPBL teaching approach, whereas, students had low response toward the direct instruction method.
Nearly all lecturers agreed that DPBL approach can enhance students' creative thinking and teamwork skills.
DPBL approach is considered appropriate for the high levels of education.Therefore, DPBL approach was suggested as an alternative approach for teaching process.
activities were set in the DPBL phases.The DPBL activities are shown as follows: Phase 1: Introduction and Identification Introduction to Lesson 1) The lecturer starts the lesson and explains the purpose of the learning activity.

Figure 4 .
Figure 4.The mean score comparison of each group

Table 3 .
The evaluation student response of DPBL activities

Table 4 .
The evaluation of lecturers' responses of DPBL activities