DEVELOPMENT OF AN ELECTRONIC MODULE BASED ON PBL-STEM IN A CONTEXTUAL ETHNOSCIENCE LEARNING “RED BRICK MAKING” TO IMPROVE STUDENTS’ PROBLEM-SOLVING SKILLS

This research is motivated by the low problem solving skills of students in Natural and Social Sciences subjects. The purpose of this study was to determine the improvement of students' problem solving skills in Natural and Social Sciences subjects through the application of the Predict Observe Explain learning model. Researchers used a class action research method with the research subjects, namely the fourth grade homeroom teacher and 23 fourth grade students. Research activities were carried out for two cycles and each cycle consisted of two meetings. Data collection techniques using observation techniques, tests, interviews and documentation. While data analysis techniques using qualitative and quantitative data analysis. Based on the results of the study, it shows that the application of the Predict Observe Explain learning model can improve problem solving skills. This improvement can be seen in the activities that have been carried out for two cycles, namely the action in cycle I, the average student problem solving skills increased to 53.71% in the moderate / sufficient category. Then in cycle II, the average student problem solving skills increased to 77.21% in the high / good category. It can be concluded that through the application of the Predict Observe Explain learning model in Natural and Social Sciences subjects can improve the problem solving skills of fourth grade students of Asy-Syifa Integrated Islamic Elementary School Jambi City.

<em>This study aims to determine the improvement of problem-solving skills and student activity in grade 3 by using the guided inquiry model. This research is a classroom action research with 22 students as the research subjects. This study consisted of 2 cycles that each cycle has 2 times of meetings. </em><em>The utilized instruments were test sheet, interview sheet, and observation sheet. The data analysis technique uses descriptive qualitative. The results of the analysis show that: 1) the guided inquiry model can improve problem solving skills and student activity that achieved a good category; 2) The average value of students' problem solving skills in the first cycle was 52,49 with completeness of 40,90% while in the second cycle of 81,81 with completeness of 93,17%; 3) The average activity score of students in the first cycle was 23,16 while in the second cycle was 33,06.</em>

This study explores the effectiveness of a flipped classroom approach in enhancing problem-solving skills in patterns and algebra among student-athletes in a public elementary school in the Philippines. The flipped classroom model, which inverts traditional teaching methods by delivering instructional content outside of class and engaging students in interactive activities during class, was implemented to address the unique scheduling challenges faced by student-athletes. Pre-recorded video lessons and online resources were provided for out-of-class learning, while in-class sessions focused on collaborative problem-solving and practical applications of algebraic concepts. The intervention aimed to improve students' analytical abilities, foster deeper understanding, and boost academic performance. Data were collected through pre-tests and post-tests. The results indicated significant improvements in problem-solving skills and overall engagement with mathematical content among student-athletes. Data from pre-tests and post-tests showed significant improvements in students' problem-solving skills and engagement. Before the intervention, the mean score was 7.13 (28.52%), indicating below average skills. After the intervention, the mean score rose to 20.2 (80.8%), indicating good skills. The t-value of 3.65 confirmed significant improvement. The study concludes that the flipped classroom model effectively enhances student-athletes' learning outcomes in elementary math.

Their self-efficacy or self-confidence, is related to active involvement in solving problems. This belief encourages students to be actively involved in learning and overcoming academic challenges. The solution offered is the application of the Problem Based Learning (PBL) learning model assisted by interactive website-based media. This interactive model and media allow students to be actively involved in learning, to improve their problem-solving skills and strengthen their self-efficacy. The purpose of this study was to analyze the application of the Problem Based Learning (PBL) model assisted by interactive media on improving problem-solving skills and self-efficacy of students. This research method uses a quantitative R&D approach. The population in this study was 143 students, with a sample of 72 students in class XI of SMAN 4 Banda Aceh. Data collection in this study used several techniques, namely the test technique (Problem Solving Skills essay questions) and non-test techniques (Self-Efficacy questionnaire). Based on the research results, it is known that there is an influence of the application of the PBL model assisted by interactive media on improving students' problem-solving skills on the reproductive system material at SMAN 4 Banda Aceh and there is a positive relationship between self-efficacy and students' problem-solving skills through the application of the PBL model assisted by media on the reproductive system material at SMAN 4 Banda Aceh.

Problem-solving skills must be possessed by students to find solutions or get answers to problems to be solved by methods based on their understanding, especially in the field of physics. One alternative that can be used to improve problem-solving skills is with problem-Based Learning (PBL) models. This study aims to compare the implementation of learning using Problem-Based Learning models as well as knowing the effect of learning with Problem-Based Learning models on problem-solving skills. The research method is expost facto. Data collection was carried out using techniques of library research and several five related articles were obtained after going through data reduction, namely between 2018 until 2022. The existing data was analysed using qualitative and quantitative descriptive analysis. The results showed that there was a relationship between the PBL model and the problem-solving skills of the experimental class and the control class. This is indicated by the results of the experimental class being higher than the control class in the value results from the pre-test and post-test, improvement of problem-solving skills, as well as improvement per indicator of problem-solving skills. The value of problem-solving skills is in the moderate category for the experimental class and the control class is in the low category. Based on the data obtained, it can be concluded that the results of the PBL model have a higher value than the conventional model and the PBL model can improve students' problem-solving skills. Keyword: Problem-Solving Skills, Problem-Based Learning, Physics

This study aims to produce an augmented reality integrated e-book that is feasible to improve the problem-solving skills of 11th graders; identify the improvement of 11th graders problem-solving skills after using the augmented reality integrated e-book. Problem-solving as a way of obtaining solutions to difficulties is divided into four indicators, which are: understanding the problem, making plans, implementing plans, and reviewing solutions. Data collection techniques consist of tests, questionnaires, observations, and documentation using instruments that support the Research and Development (R&D) technique with a 4D model. Research subjects were selected by simple random sampling with 34 students of 11th graders. In this study, questionnaires were used for validation, observations were made to determine the condition of students, and documentation was used as evidence in conducting research. The data were analyzed quantitatively based on the results of the validation and analysis of pretest and posttest items. The results showed that the augmented reality integrated e-book is feasible to use based on the results of validation using the average value conducted by a very high category validator, and the validation value obtained is 3.79. The improvement of problem-solving skills was analyzed using Normalized Gain, and the improvement of problem-solving skills got a score of 0.8 in the high category.

Problem-solving skills are one of the core skills in mathematics learning; this skill helps the student be an effective problem solver. Conditions in the field show that the problem-solving skills of Indonesian students are currently low. This study aims to know the improvement of problem-solving skills and the description of that skill in terms of learning styles in problem-based learning assisted by Assemblr based on Javanese culture augmented reality. The research method used was a mixed method with a sequential explanatory strategy. Data collection techniques included tests, questionnaires, and interviews. Quantitative data were analyzed through statistical tests and groupings of student learning styles. Qualitative data analysis was carried out through data collection, reduction, presentation, conclusions, and triangulation techniques. This study used a one-group pretest-posttest design with a random sampling technique, and research subjects was selected by purposive sampling based on learning styles. Results show that there are no students with an auditory learning style. Students’ problem-solving skills increased with the n-gain score, which is 0.5 in the moderate category. In terms of learning styles based on Polya’s stages, show that students' problem-solving skills with visual, kinesthetic, and visual-kinesthetic styles are quite good. Students can understand problems, formulate problem-solving plans, and carry out formulations, but students with visual and kinesthetic learning styles are still not careful in calculations and re-checking answers, while students with visual-kinesthetic learning styles do not re-check their answers. Further research is expected to examine all learning styles, including auditory learning styles.

This work aimed at knowing the improvement of problem-solving and physics concept mastery by using the learning model of Hints and Peer Interaction Learning (HPIL) model. This research used embedded experimental model design, that one class could be used as a sample even though the sample size was less than 30 students. The number of the research sample was 22 students of one of the Senior High Schools in Malang. The instruments used were 25 numbers consisting of five numbers of the essay (problem-solving skill) and 20 numbers of multiple choices items (concept mastery). The data were analyzed by using paired sample t-test. The research results showed that there was an improvement in problem-solving skill from 40.68% to 74.77% and concept mastery from 0.48% to 0.72%. The result of the t-test indicated that the value of Sigcounting<Sigtable (0.00< 0.05); therefore, the problem-solving skills and concept mastery before and after the application of the HPIL was significantly different. The problem-solving skills required concept mastery or comprehensive knowledge from factual until metacognitive levels. Thus, teachers need to design suitable learning models to develop this basic knowledge as a foundation for developing problem-solving skills, one of them with HPIL.

Students’ problem-solving skills in natural science are considered low. This research aims to find out the feasibility, effectiveness, and practicality of e-comic media in science learning that are capable of improving problem-solving skills. The research is a research and development with ADDIE development procedures (analysis, design, development, implementation, and Evaluation). The validity level is obtained through expert validation sheets, whereas the effectiveness level is identified through a trial using a one-group pretest-posttest design with a paired sample t-test analysis. Student questionnaires are used to gain the practicality level. The research results indicate that the media expert assessment is 4.43 and the content expert assessment is 4.23 and both are very valid. The effectiveness level generates a t-value of 11.379 with a significance level of 0.05, which means there is a significant improvement in problem-solving skills. The average gain score is 0.56 or in a moderate category. Students’ questionnaires on the e-comic media resulted in a percentage of 83.54%. The research concludes that e-comic media are feasible to be used in improving problem-solving skills in science learning

Nowadays, most children play digital games. Digital games, despite their advantages, have gradually eroded the existence of traditional games. Although both digital and traditional games comprise the values of problem-solving learning for children, traditional games offer more benefits in terms of the embodiment of local wisdom. This study aimed at encompassing the influence of Javanese traditional games such as bekelan, congklak lidi, and selentikan on the improvement of children's problem-solving skills. This research was done employing quasi-experimental design involving 72 school-age children ranging from 9 to 11 years old, who studied at primary schools. The subjects of this study consisted of four experimental groups. Three groups played bekelan, congklak lidi, selentikan games respectively and the other group was assigned as the control group. The treatment was done for three weeks divided into six sessions. The findings showed that there was a significant improvement between the result of the pre-test and that of the post-test for these three games. The analysis results using One Way ANOVA showed that there was a difference in the improvement of problem-solving skills among groups (F(17) = 5.032, p &lt; .01). Due to its superiority, Javanese traditional games are potential to be an alternative media in improving children's problem-solving skills.

Problem-solving skills training (PSST) has been shown to improve psychosocial outcomes for parents managing childhood cancer. However, accessibility barriers hinder its in-person delivery, particularly in regions with limited psychological resources. This study aimed to develop a WeChat-based PSST (WB-PSST) intervention and pilot-test its feasibility and preliminary impact. The WB-PSST intervention was developed using an iterative process, including evidence synthesis, stakeholder interviews, intervention modeling, and expert consultation. The intervention included eight weekly sessions delivered via a WeChat mini-program titled "No problem", featuring interactive modules tailored to parents' typical caregiving challenges to practice problem-solving steps. A nonrandomized clinical trial using before-and-after comparisons was then conducted among parents of children with any type of cancer, who were required to own a smartphone with WeChat installed. Outcomes were assessed using the Reach-Effectiveness-Adoption-Implementation-Maintenance framework. Twenty parents enrolled and completed the intervention. Parents reported potential signals of improvement in problem-solving skills (difference, 6.95, p<0.001) and family adaptation (difference, 6.35, p=0.002) and reductions in depressive symptoms (difference, -2.80, p<0.001). Parental and pediatric quality of life showed a positive but non-significant trend. Parents logged into "No problem" an average of 33.45days over 8weeks, with high satisfaction (8.95-9.35 out of 10) and fidelity (93.0%). Qualitative feedback revealed emotional relief, strengthened decision-making, and a user-friendly design and tailored stepwise practice. The intervention was feasible and showed early indications of improvement in parental problem-solving skills, depressive symptoms, and family adaptation. Further full-scale randomized clinical trials are warranted. ChiCTR2400087599.

Mastery of 21st-century skills by students is very dependent on the education and learning process. This research aims to measure the increase in students' problem-solving and self-directed learning skills. One of the biotechnology lessons that highlights the local potential of Aceh's Jrek Drien which can be a solution to overcome this problem. The research method used was quasi-experimental with a nonequivalent control group design. The population in this study was class X (Ten) students with a research sample of two classes, experimental and control classes, the research sample was determined based on convenience sampling. Data collection instruments used a problem-solving skills description test and a self-rating scale self-directed learning (SRSSDL) questionnaire. The results of the research showed that students' problem-solving skills increased with an average gain score for the experimental group of 22.44, while for the control group, it was 15.00 with the N-gain score for the experimental group being in the medium category and the control group being in the medium category of 0.320. Meanwhile, the students' self-directed learning ability obtained an average score of 81.61 for the experimental group and 79.12 for the control group. Students showed a positive response to the implementation of problem-based learning containing the local potential of Jrek Drien in the good category. Based on the research findings and results, it is stated that there is a significant difference in the increase in learning outcomes of students' problem-solving skills and self-directed learning between the experimental and control classes

This study aims to 1) analyze how the level of validity, practicality and effectiveness of learning tools based on realistic mathematics approach using hypercontent to improve problem solving skills at MTs S Hajijah Amalia Sari; 2) analyzing the improvement of students' mathematical problem solving skills by using learning tools based on realistic mathematics approach using hypercontent at MTs S Hajijah Amalia Sari; 3) analyze the increase in students' learning independence by using learning tools based on a realistic mathematics approach using hypercontent at MTs S Hajijah Amalia Sari. This study uses the ADDIE development model which consists of 5 stages of Analysis, Design, Development, Implementation, Evaluation. The subjects in this study were seventh grade students of MTs S Hajijah Amalia Sari in the 2021/2022 academic year. The results showed that 1) Learning tools based on a realistic mathematics approach using hypercontent to improve problem solving and independence skills developed had met the criteria of being valid, practical and effective; 2) Improved problem-solving skills using learning tools based on realistic mathematics approach using hypercontent that has been developed seen from the N-gain value in the first trial of 0.42, increasing to 0.49 in the second trial, meaning that it is in the "medium" category; Keywords: Realistic Mathematics Approach, Hypercontent, Problem Solving Ability, DOI: 10.7176/JEP/13-17-03 Publication date: June 30 th 2022

Improving problem-solving skills is a key challenge in science education. Traditional models like Direct Instruction (DI) often limit student engagement, prompting the need for innovative approaches such as the Flipped Classroom (FC) model. This study aims to analyze differences in problem-solving skills between students taught using the FC model and those taught using the DI model. This quasi-experimental research employed a non-equivalent pretest-posttest control group design. The sample, consisting of 34 fourth-semester prospective science teachers, was selected through random sampling. The experimental group (FC model) and control group (DI model) each included 17 students. Problem-solving skills were assessed using an essay test in a biophysics course, with a reliability coefficient of 0.717. Data were analyzed descriptively and using ANCOVA at a 5% significance level. The results showed medium improvements in problem-solving skills for both groups, with N-gains of 64.30 for the FC model and 32.94 for the DI model. A significant difference was found between the groups (p &lt; 0.05), with students in the FC group achieving higher problem-solving scores. In conclusion, the FC model is more effective in enhancing problem-solving skills compared to the DI model. Active learning strategies in the FC model foster deeper engagement, supporting the development of essential cognitive skills in science education.

This study aims to analyze the impact of the implementation of PhET simulation-assisted deep learning on students' problem-solving skills by considering their level of learning motivation. The research method used a quasi-experimental design with a 2x2 factorial model. The research subjects involved two classes: an experimental class that received PhET simulation-assisted deep learning treatment and a control class that received conventional learning. The research instruments included a problem-solving skills test in the form of essay questions and a validated learning motivation questionnaire. Data analysis was conducted using a two-way ANOVA test to examine the effect of learning methods, motivation levels, and their interaction on problem-solving skills. The results showed that PhET simulation-assisted deep learning significantly improved problem-solving skills compared to conventional learning. Students with high learning motivation achieved better problem-solving scores than students with low motivation, both in the experimental and control groups. In addition, there was a significant interaction between learning methods and learning motivation, where students with high motivation who participated in deep learning showed the highest improvement in problem-solving skills. These findings confirm that PhET simulation-assisted deep learning is effective for developing critical thinking and problem-solving skills, especially in students with high learning motivation. The implications of this research encourage educators to integrate in-depth learning and technology-based interactive media in the science learning process, as well as pay attention to strategies for increasing learning motivation as an important factor in achieving optimal learning outcomes.