Satriya Nugraha, Towip Towip, Indah Widiastuti

Cooperative problem-based learning enhances motivation in sustainability courses using the music model

Introduction

Cooperative problem-based learning enhances motivation in sustainability courses using the music model. This study reveals how Cooperative Problem-Based Learning (CPBL) and the MUSIC Model significantly boost student motivation in mechanical engineering sustainability courses.

Abstract

Motivation is crucial in education, driving the learning process. Cooperative Problem-Based Learning (CPBL), an extension of Problem-Based Learning (PBL), enhances critical thinking and student motivation, especially in mechanical engineering education. However, research on CPBL’s motivational impact is limited. The MUSIC Model—comprising Empowerment, Usefulness, Success, Interest, and Caring—provides a framework to boost motivation. This study examines the synergy between CPBL and the MUSIC Model in mechanical engineering education. A mixed-method approach with a Sequential Explanatory design was used, involving students from a public university in Surakarta, Indonesia, enrolled in a sustainability-related course. Quantitative data were collected through MUSIC-based questionnaires, and qualitative data were obtained from semi-structured interviews. Descriptive statistics (SPSS) and the Miles & Huberman method analyzed the data. Results show that 60-90% of students report very high motivation across all components. The study suggests CPBL fosters motivation and develops essential 21st-century skills, preparing students for future challenges.

Review

This study presents a timely and relevant investigation into enhancing student motivation within sustainability education, a critical area given global challenges. The authors effectively position Cooperative Problem-Based Learning (CPBL) as a robust pedagogical approach and introduce the comprehensive MUSIC model (Empowerment, Usefulness, Success, Interest, and Caring) as a framework for understanding motivational drivers. The novelty of this research lies in its examination of the synergy between CPBL and the MUSIC Model, specifically within mechanical engineering students taking a sustainability course in Indonesia. The use of a mixed-methods, Sequential Explanatory design, combining quantitative questionnaires with qualitative interviews, is a commendable approach to provide a holistic view of student motivation, with initial results indicating very high motivation levels across all MUSIC components. While the study offers valuable insights, further detail on certain methodological aspects would enhance its impact. For instance, a clearer description of how CPBL was specifically implemented in the sustainability course, including the nature of the "problems" students tackled, would benefit readers seeking to replicate the intervention. Additionally, providing the sample sizes for both the quantitative and qualitative phases would allow for a better assessment of the study's statistical power and the depth of qualitative saturation. While the abstract states "60-90% of students report very high motivation," further elaboration on the scale used for the MUSIC-based questionnaires and the specific criteria for defining "very high" would strengthen the quantitative findings and their interpretation. Clarifying the duration of the CPBL intervention would also provide useful context. The findings suggesting CPBL's efficacy in fostering motivation and developing 21st-century skills have significant implications for educators designing curricula in sustainability and engineering fields. To build upon this work, future research could explore the long-term sustainability of this enhanced motivation, perhaps through longitudinal studies tracking student engagement over subsequent semesters. Comparative studies, pitting CPBL + MUSIC against traditional instruction or other pedagogical approaches, would also provide a deeper understanding of its unique benefits. Furthermore, investigating the specific contributions of each MUSIC component to overall motivation in different cultural or disciplinary contexts could yield nuanced insights, ultimately contributing to more effective and engaging learning environments globally.

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