Fostering STREAM literacy through international news events and problem-based learning: a mixed-methods study with rural seventh graders

Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables

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.

The main problem of this study was the lack of ability in problem solving of junior high school (SMP) students about Comparison. To improve this ability, it was used the cooperative learning model of Number Head Together (NHT) type with approaching of problem based learning. The problem formulations would be studied in this study namely: Whether the cooperative learning model of NHT type with approaching of problem based learning influenced the students' skills in problem solving of comparison lesson. For the purposes of this study were to: (1) describe the implementation of cooperative learning model of NHT type with approaching of problem based learning; (2) describe an improvement in problem solving ability of students in comparison taught by using cooperative learning model of NHT type and approaching of problem based learning. Design of this study was two-group pretest-posttest design. The population was all students of class VII SUMBUL. Ability of mathematical problem solving of students was measured by using test of ability of problem solving. But looking for quality of the improvement obtained from two groups was conducted by testing on the index gain. The result of study showed that the ability of mathematical problem solving between students who were taught by using cooperative learning model of NHT type with approaching of problem based learning was higher than students who were taught just by problem based learning. It showed that there was the influence of cooperative learning model of NHT type with approaching of problem based learning to ability of mathematical problem solving. Based on the result of this study, it was suggested that teachers taught the mathematical problem solving by using cooperative learning model of NHT type with approaching of problem based learning. Key Words: Cooperative Learning Model of NHT Type; Approaching of Problem Based Learning; Ability of Problem Solving.

This study aimed to investigate the implementation of the Problem-Based Learning (PBL) model to improve student learning outcomes in Islamic Education at SD Negeri 341 Batahan. The research focused on examining how PBL could enhance student engagement, critical thinking, collaboration, and the application of Islamic values. The study utilized a mixed-methods approach, collecting data through pre- and post-tests, classroom observations, student feedback, and teacher reflections. The findings indicated a significant improvement in students' learning outcomes, with post-test scores showing higher performance compared to pre-test results. Additionally, students demonstrated increased engagement, motivation, and participation in the learning process. The PBL model also fostered enhanced critical thinking, communication, and collaboration skills. Furthermore, students were able to apply Islamic values more effectively to real-world issues. Despite challenges such as managing group dynamics and ensuring equal participation, the overall results suggest that PBL is a highly effective teaching strategy in Islamic Education. The study concludes that PBL can create a more interactive, student-centered learning environment that promotes both academic success and the development of essential life skills.

Problem solving skills for primary school students are very important. Because problem solving ability is an understanding of how to solve problems in everyday life. One of the learning models that can improve problem solving skills is the Problem Based Learning model. Ethnomathematics is a learning approach that is carried out by teaching mathematics by linking mathematics to a person's cultural work. This research aims to develop a digital module with ethnomathematics nuances with a problem-based learning model to improve elementary school students' problem-solving abilities. This research uses a research and development (R&D) design with the ADDIE model. The subjects in this research were 33 class V students at SDN Pudak Payung 02. Data collection techniques in this research were observation, interviews, questionnaires and tests. The data analysis techniques for this research include analysis of media validation results, analysis of media practicality data, analysis of classical completeness, and analysis of student test results. The results of this research include: 1) A digital module with ethnomathematics nuances with a problem based learning model; 2) The digital module with an ethnomathematics nuance with a problem based learning model is very valid with an overall average score of the media validation test of 0.87 and the digital module developed is of very practical quality with an overall average score of the media practicality test of 93%; 3) The classical completeness value of testing the potential effects of digital media with an ethnomathematics nuance using the problem based learning model obtained high effectiveness results with a percentage of 88%; 4) The digital module with an ethnomathematics nuance with a problem based learning model was declared effective with the difference between the pretest and posttest scores, as well as the results of the n-gain test with an average of 0.55 classified as medium. The conclusion of this research is that digital modules with ethnomathematics nuances with problem-based learning models are effectively used to improve elementary school students' problem-solving abilities. Keywords: digital module, ethnomathematics, problem-based learning and problem-solving abilities.

This study aims to describe the results of implementing PBI in Islamic Senior High School on students' learning outcomes and problem-solving abilities. The research adopts a Quasi-Experiment using a nonequivalent control group design. The subjects are tenth-grade students at Al-Aziziyah Islamic Senior High School, West Lombok, with classes XA and XC as the experimental and control groups. Students' problem-solving abilities are measured through assignments while learning outcomes are assessed using a 20-question multiple-choice and essay test. Data on students' problem-solving abilities are analyzed descriptively and categorized as follows: 80 ≤ Na ≤ 100 (very good), 60 ≤ Na ≤ 80 (good), 40 ≤ Na ≤ 60 (fair), 20 ≤ Na ≤ 40 (poor), and Na ≤ 20 (very poor). Students' learning outcomes data are analyzed using descriptive statistics, and a t-test is conducted to determine the difference in students' learning outcomes between the experimental and control groups. The research findings indicate that the audiovisual-based PBI model can enhance students' problem-solving abilities, supported by improving problem-solving abilities from the first to the second meetings in each experimental class. However, the influence of the audiovisual-based PBI model does not significantly impact the improvement of students' learning outcomes. This lack of influence is attributed to researchers' inability to plan, control, and condition the classroom. This results in suboptimal PBI syntax implementation and no significant improvement in students' learning outcomes in the experimental class.

This study investigated the efficacy of Problem-Based Learning (PBL) in enhancing students' problem-solving abilities in physics education, addressing the lack of effective methodologies in nurturing this crucial skill. Utilizing a quasi-experimental design, 58 secondary school students from Nigeria were divided into an experimental group, which received PBL instruction, and a control group, which received traditional teaching methods. Over three months, both groups were assessed using an essay test format before and after the intervention, focusing on problem-solving abilities related to force and motion concepts. Descriptive and inferential statistical analyses were employed to evaluate the pretest, posttest, and n-gain scores, revealing significant improvements in problem-solving abilities within the experimental group compared to the control group. Specifically, students exposed to the PBL model exhibited higher average scores and greater improvement in problem-solving skills across various indicators, including understanding the problem, developing a plan, implementing the plan, and reflecting on solutions. The findings underscored the effectiveness of the PBL model in fostering active engagement, collaborative learning, and structured problem-solving processes, aligning with contemporary educational approaches that prioritize practical skill development and critical thinking. This study contributed to the growing body of literature supporting the efficacy of PBL in enhancing problem-solving abilities, highlighting its potential to cultivate a dynamic learning environment conducive to the development of essential skills in physics education.

The 21st century learning process requires effective and innovative teaching materials. One teaching material that can help smooth the teaching and learning process in schools is a module. This study has two objectives. The first objective is to analyze the needs of mathematics textbooks that can improve students' problem solving abilities in accordance with the Problem Based Learning (PBL) model. The second objective is to identify learning problems faced by students and analyze the suitability of textbooks with SILABUS. This study uses descriptive qualitative. The research subjects were mathematics lesson teachers and seventh-grade students of SMP Negeri 09 Yogyakarta. Data on learning resources are collected by interviewing mathematics teachers. Data on students' problem solving abilities were collected by observation on class VII students. Data analysis techniques using data reduction, data presentation, and conclusion. This study has two results. The first result is the textbook used is not in accordance with core competencies, not in accordance with basic competencies, not in accordance with indicators of achievement of competence, and the existing questions are considered difficult by students. The second result is the absence of learning models applied in textbooks. So that a textbook is needed in the form of modules that can improve problem solving skills in students with PBL models; Teachers and students state that needing textbooks in the form of mathematical modules that can be understood, motivated in learning, there are many models of questions that are real so students agree and support the creation and development of mathematical modules to improve problem solving skills.Keywords: needs analysis; mathematics module; problem solving ability; problem based learning.

The development of creativity and problem-solving skills is critical for success in 21st-century science education. This study investigated the impact of makerspace-based learning on high school students’ creativity and problem-solving abilities in science. Employing a convergent parallel mixed-methods design, the study involved 60 Form Two students from selected high schools with access to makerspace resources. Quantitative data were collected using standardized creativity and problem-solving assessments, while qualitative data were obtained through semi-structured interviews, focus group discussions, and classroom observations. Descriptive statistics and paired-sample t-tests revealed significant improvements in students’ creativity (Mean difference = 13.45, t(59) = 15.87, p < 0.001, Cohen’s d = 2.05) and problem-solving skills (Mean difference = 13.35, t(59) = 14.92, p < 0.001, Cohen’s d = 1.93). Pearson correlation analyses indicated strong positive relationships between creativity and problem-solving at both pre-test (r = 0.72) and post-test (r = 0.81), highlighting the interdependence of these skills. Qualitative findings further illustrated that makerspace engagement fosters hands-on experimentation, iterative problem-solving, and collaborative learning, enabling students to generate innovative ideas and apply scientific reasoning effectively. The study underscores the role of makerspaces as a practical and theoretical framework for enhancing cognitive, creative, and social competencies in science education. Recommendations include the integration of makerspace activities into the curriculum, teacher training, provision of resources, and further research on long-term and technology-enhanced makerspace interventions.

Science education at the primary level plays a critical role in fostering students’ higher-order thinking skills, particularly their problem-solving abilities. However, many elementary students continue to face challenges in developing these competencies, leading to generally low levels of performance. This study investigates the effectiveness of the Eco Explorers educational game in enhancing the problem-solving skills of fifth-grade students within the topic of ecosystems. A pre-experimental one-group pretest-posttest design was employed, involving 25 participants selected through a non-probability sampling technique. Data were collected using observation sheets and standardized problem-solving tests, and analyzed using descriptive statistics, paired sample t-tests, and effect size calculations (Cohen’s d) with SPSS version 26. The results revealed a statistically significant improvement in students’ problem-solving abilities (p = 0.000 < 0.05), with a large effect size (Cohen’s d = 2.55). These findings reinforce previous studies highlighting the benefits of game-based learning for cognitive development. In conclusion, the Eco Explorers game is a highly effective instructional tool for improving students’ problem-solving skills in science education, particularly within ecological contexts. The study implies that incorporating interactive digital games into science instruction can significantly enhance student engagement and higher-order thinking, ultimately supporting more meaningful and effective learning experiences in primary education.

Problem-Based Learning (PBL) and Cooperative Learning (CL) methods have an important role in improving problem-solving abilities. In the PBL method, students are invited to face real problems with problem-solving skills in finding solutions. Meanwhile, in CL, students work in small groups and share knowledge to achieve deeper understanding. The aim of this research is for students to improve their problem-solving abilities through PBL and CL learning methods. This research is an experimental type with data collection techniques in the form of pretest and posttest in experimental classes 8A and 8B. Normality test data analysis uses Shapiro Wilk, while hypothesis testing uses independent and paired sample t-tests and N-gain tests. The results of this study show that the PBL and CL methods can improve students' problem-solving abilities with experimental class 8A (PBL) learning outcomes of 77.125%; while for experimental class 8B (CL) 71.490%. Meanwhile, the independent sample t-test showed that there were no significant differences in the pre-test and post-test learning results with ρ-value = 0.758 and 0.347 (>0.05). The conclusion in this research is that there is no significant difference in problem-solving abilities in the concept of tolerance through PBL and CL. Furthermore, the implications of this research emphasize real problems that require a tolerant approach. This research recommends teachers in implementing an important learning model by using case studies about interreligious conflicts in society and how to apply the principles of tolerance in resolving these conflicts.

COVID-19 pandemic spreading all around the world, the higher learning institutions were forced to shut or limit the person in contact to control the spread of diseases. Under this circumstance, remote learning that emphasized learning via online setting embraced in higher education to replace the physical classroom during the pandemic time. This study designed a single Problem-Based Learning (PBL) module using remote learning to examine the students experience in PBL, and to what extent the PBL module helps students to improve their critical thinking and problem-solving skills. The remote learning PBL module conducted using reflection method to assess the students' experiences in PBL learning. On the other hand, a set of survey questionnaires was distributed to 34 undergraduate students to gather the responses for the assessment of critical thinking and problem-solving skills. This study employed both quantitative and qualitative analysis to investigate the students’ critical thinking, problem-solving skills and their experience in remote learning PBL. Using paired sample t-test to test the difference between pre- and post- remote learning PBL class, results indicated that there was a significant improvement of students’ critical thinking and problem-solving skills after remote learning PBL class. On the other hand, thematic analysis on students’ feedback on remote learning PBL class- first, second, and third meeting, indicated that students gradually improved their critical thinking and problem-solving skills. Although students implied positive feedback on the class, however, some of them were facing difficulties in understanding the module or physical disruptions that distract their learning. The findings gave insights for the lecturers to design a suitable learning course during the pandemic time. Moreover, the findings highlighted challenges that gave insights for the lecturers to look at the students’ feedback from time to time to improve the learning mechanisms and to create a better learning environment.

With the COVID-19 pandemic spreading all around the world, higher learning institutions were forced to shut down or limit the people in contact to control the spread of diseases. Under this circumstance, remote learning that emphasized learning via online setting was embraced in higher education to replace the physical classroom during the pandemic time. This study designed a single Problem-Based Learning (PBL) module using remote learning to examine the students' experience in PBL, and to what extent the PBL module helps students improve their critical thinking and problem-solving skills. The remote learning PBL module was conducted using the reflection method to assess the students' experiences in PBL learning. On the other hand, a set of survey questionnaires was distributed to 34 undergraduate students to gather the responses for the assessment of critical thinking and problem-solving skills. This study employed both quantitative and qualitative analysis to investigate the students’ critical thinking, problem-solving skills and their experience in remote learning PBL. Using paired sample t-test to test the difference between pre- and post- remote learning PBL class, results indicated that there was a significant improvement in students’ critical thinking and problem-solving skills after remote learning PBL class. On the other hand, thematic analysis of students’ feedback on remote learning PBL class- first, second, and third meetings, indicated that students gradually improved their critical thinking and problem-solving skills. Although students implied positive feedback on the class, however, some of them were facing difficulties in understanding the module or physical disruptions that distracted their learning. The findings gave insights for the lecturers to design a suitable learning course during the pandemic time. Moreover, the findings highlighted challenges that gave insights for the lecturers to look at the students’ feedback from time to time to improve the learning mechanisms and to create a better learning environment.

Abstract: Analysis Of Effect Of Model-Based Learning Problems (Problem Based Learning) Motivation And Learning Ability Of Students Physics Problem Solving. This study is aimed to determine the differences: (1) The ability of problem solving of student using Problem Based Learning (PBL) and Direct Instruction (DI), (2) The ability of problem solving students who have high and low motivation. This is a quasi-experimental research. The population is 12th grade high school students at one state high school and the sample is determined by random-sampling technique. There are two instruments of this research, namely student learning motivation questionnaire and problem solving ability test. The data are analyzed using two-way ANAVA. The result showsthat the ability of problem solving students who used Problem Based Learning (PBL) are better than used Direct Instruction (DI). This research also finds that the ability of problem solving students who has high motivation were better than low motivationKeywords: Student Motivation, Ability of Problem Solving, Problem Based LearningAbstrak: Analisis Pengaruh Penerapan Model Pembelajaran Berbasis Masalah (Problem Based Learning) dan Motivasi Belajar Siswa Terhadap Kemampuan Pemecahan Masalah Fisika. Penelitian ini bertujuan untuk mengetahui perbedaan : (1) kemampuan pemecahan masalah fisika siswa yang diajarkan dengan model Problem Based Learning (PBL) dan Direct Instruction (DI), (2) kemampuan pemecahan masalah fisika siswa pada kelompok motivasi belajar tinggi dan motivasi belajar rendah. Penelitian ini merupakan penelitian quasi eksperimen. Populasi penelitian adalah siswa kelas 12 Sekolah Menengah Atas (SMA) dan sampel ditentukan berdasarkan teknik random-sampling. Instrumen penelitian ini ada dua yaitu angket motivasi belajar siswa dan tes kemampuan pemecahan masalah. Adapun tes yang digunakan adalah berbentuk essay. Data dalam penelitian ini dianalisis dengan ANAVA dua jalur. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah fisika yang menggunakan Problem Based Learning lebih baik dibandingkan siswa yang menggunakan Direct Instruction, Studi ini juga menemukan bahwa kemampuan pemecahan masalah fisika siswa yang merniliki pemahaman konsep tinggi lebih baik dibandingkan siswa yang memiliki motivasi belajar rendah.Kata Kunci: Motivasi Belajar Siswa, Kemampuan Pemecahan Masalah, Problem Based Learning

Problem-solving ability is one of the higher-order thinking skills that students must possess, as it enables them to apply scientific knowledge to real-life situations. This study aimed to investigate the effect of problem-based learning (PBL), based on coastal abrasion cases, on improving students’ conceptual understanding and problem-solving ability. A quasi-experimental method with a pretest-posttest control group design was employed. The research was conducted in two classes: the experimental class used PBL, while the control class applied Discovery Learning. The sample consisted of 60 students. Instruments included tests designed to measure both conceptual understanding and problem-solving ability. Data were analysed using ANOVA. The results showed that the significance value was less than 0.05. This indicates that students who received PBL instruction achieved significantly higher scores in conceptual understanding and problem-solving ability than those taught using Discovery Learning. These findings suggest that PBL based on real-world issues, such as coastal abrasion, is effective in enhancing students’ scientific thinking and problem-solving skills