2.0 Pendahuluan
Bab ini menerangkan sorotan penulisan dan hasil-hasil kajian lepas yang berkaitan dengan domain serta pemboleh ubah kajian. Pada awal penulisan bab dua ini dimulakan dengan penerangan kaedah PBM-G dan PBM-A dalam talian yang menjadi tunjang utama dalam kajian ini. Penjelasan mengenai teori, model yang terlibat, aktiviti proses pengajaran dan pembelajaran serta isu-isu terkini akan dikupas secara mendalam. Keperluan PBM bagi mata pelajaran LK dapat memberi gambaran yang jelas terhadap kepentingan kaedah ini bagi bidang PTV.
Reka bentuk kaedah PBM-G dan PBM-A dalam talian ini di dasari oleh Teori Konstruktivisme, Teori Kognitif Pembelajaran Multimedia (Mayer, 2001) dan Model PBM Fogarty (1997). Kaedah ini dilihat kesannya terhadap KV, KPTK dan juga pencapaian pelajar bagi mata pelajaran LK. Pemboleh ubah kajian ini akan diterangkan dari aspek konsep dan kriteria yang terlibat. Kajian-kajian lepas yang berkaitan dengan kaedah PBM, KV dan KPTK juga akan diperincikan dalam bab ini.
2.1 Pembelajaran Berasaskan Masalah
PBM dianggap sebagai satu kaedah pengajaran dan pembelajaran yang berasaskan kepada konsep pemahaman dan pendidikan secara mendalam bagi memperoleh pengetahuan dan pengalaman baru (Zulida, 2013). Hal ini berbeza daripada kaedah konvensional kerana kebanyakan konsep terletak di bawah pembelajaran berasaskan kepada mata pelajaran. Menurut Graaff dan Kolmos
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