PENGARUH PEMAHAMAN KONSEP DAN SELF CREATIVITY TERHADAP KEMAMPUAN PEMECAHAN MASALAH MELALUI SELF CONFIDENCE

This research is motivated by the case has not developed the ability of early childhood problem solving, one of which occurred in a group in a kindergarten in Bandung. This is shown when the teacher asks students to perform and imitate a simple experiment in science learning, the average student directly asks for help to the teacher and does not try to think to solve the problem he faces. Therefore, the researchers tested the demonstration method in science learning on the ability of early childhood problem solving.The purpose of this study to determine: 1) the ability of problem solving in science learning by using the demonstration method. 2) the ability of problem solving in science learning by using exploration methods. 3) differences in problem solving skills in science learning between using demonstration methods by using environmental exploration methods in early childhood. This study uses a quantitative approach with quasi-experimental method, with the subject of this study consists of two classes of experimental class amounted to 12 students and control class amounted to 12 students. Data collection techniques using observation sheets and documentation. Based on the results of data analysis showed that the average value (mean) of experimental class using the demonstration method is 25.75, while the average value (mean) of control class using environmental exploration method is 25.17. In other words, the average value of the experimental class is greater than the average value of the control class. So it can be concluded that Ha is accepted and Ho is rejected, which means Ha : ?_a ?_b: there is a difference in the ability of problem solving in science learning between those who use the demonstration method and those who use the method of environmental exploration in early childhood. Abstrak Penelitian ini dilatarbelakangi oleh kasus belum berkembangnya kemampuan problem solving anak usia dini yang salah satunya terjadi pada sebuah kelompok di suatu taman kanak-kanak di Kota Bandung. Hal ini ditunjukkan ketika guru meminta siswa untuk melakukan dan menirukan sebuah percobaan sederhana pada pembelajaran sains, rata-rata siswa langsung meminta bantuan kepada guru dan tidak berusaha berpikir untuk memecahkan masalah yang dihadapinya. Oleh sebab itu, peneliti menguji cobakan metode demonstrasi pada pembelajaran sains terhadap kemampuan problem solving anak usia dini.Tujuan penelitian ini untuk mengetahui: 1) Kemampuan problem solving pada pembelajaran sains dengan menggunakan metode demonstrasi. 2) Kemampuan problem solving pada pembelajaran sains dengan menggunakan metode eksplorasi. 3) Perbedaan kemampuan problem solving pada pembelajaran sains antara yang menggunakan metode demonstrasi dengan menggunakan metode eksplorasi lingkungan pada anak usia dini. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen, dengan subjek penelitian ini terdiri dari dua kelas yakni kelas eksperimen berjumlah 12 siswa dan kelas kontrol berjumlah 12 siswa. Teknik pengumpulan data menggunakan lembar observasi dan dokumentasi. Berdasarkan hasil analisis data menunjukkan bahwa nilai rata-rata (mean) kelas eksperimen dengan menggunakan metode demonstrasi yaitu 25,75, sedangkan nilai rata-rata (mean) kelas kontrol yang menggunakan metode eksplorasi lingkungan yaitu 25,17. Dengan kata lain, nilai rata-rata kelas eksperimen lebih besar dari pada nilai rata-rata kelas kontrol. Sehingga dapat disimpulkan bahwa Ha diterima dan Ho ditolak yang berarti Ha : : Terdapat perbedaan kemampuan problem solving pada pembelajaran sains antara yang menggunakan metode demonstrasi dengan yang menggunakan metode eksplorasi lingkungan pada anak usia dini.

In the era of the industrial revolution 4.0, the education system has used technology to assist the learning process. Technology-based learning makes it easy for students and teachers to carry out learning activities. However, teachers have not been able to optimally develop students' potential, low student learning outcomes and low problem-solving abilities in students. Problem solving ability is very important for a student in learning science. Problem-solving skills in science learning are the main key to training students' scientific thinking in solving phenomena in science. So, it is necessary for a teacher to improve the learning model for those who are able to develop students' problem solving abilities. Problem solving learning is a learning model based on problem solving. In addition, the problem solving learning model helps teachers to be more creative in carrying out the teaching and learning process. This study aims to analyze the effect of problem solving learning models on students' problem solving abilities in science learning. The data source for this research comes from an analysis of 30 national or international journals that have been published from 2010-2022. The search for data sources came from the Google Scholar, ScienceDirect, Emerald, Eric, Springer, Hindawi, ProQuest, Sage Journal, Wiley and Taylor of Francis databases. Sampling in this study was carried out by using purposive sampling technique. The data that can be used is related to the research variable. Furthermore, the research data search keywords are problem solving learning models, problem solving skills and science learning. Data analysis is a descriptive quantitative analysis technique with the help of the OpenMEE application. The results of the study concluded that the problem solving learning model had a significant influence on students' problem solving abilities in science learning with an effect size of 1.808, an average value of 83 and a standard deviation of 0.45

The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E 1 /E 2 ) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9 th grade level from Wapi Phatum School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. Using the 6-main instructional PBL method’s lesson plans to management of the activity-based learning conceptual approach in 12 hours, the 30-item Learning Achievement Assessing Test (LAAT), and the 20-item Solving-Problem Ability Measuring Test (SPAMT) were used. Statistically significant with the average mean scores, standard deviation, percentage, independent variable t -test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value ( R 2 ) were associated. The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the E 1 /E 2 results with the PBL method indicated that of 85.48/84.44, which was higher than standardized criteria of 80/80. Students’ learning achievements of their post assessing test and the scientific solving-problem learning ability outcomes at 80% with the PBL were differentiated that evidence at the 0.05 level, significantly. Students’ performances of their SPAMT and the criteria learning outcomes at 80% with the PBL toward science were also found of statistically significant that evidence of 0.01, differently. Associations between students’ learning outcomes of their LAAT and their SPAMT toward science, the R 2 value indicates that 67% of the variance in solving-problem abilities to their science class was attributable to their learning achievements of their Problem-Based Learning (PBL) instructional method toward science. Article visualizations:

This study aims to find out about the role of the scientific inquiry learning model in students’ problem-solving ability in science material for elementary school students. The method used in this research is descriptive qualitative research method. The place for this research is SDN Dinoyo 3 , Malang. The study was carried out on a total of 27e fourth grade students. Data were collected through observation, interviews, and documentation. The data analysis were done using data reduction, data presentation, and data verification. The results of this study indicated that the learning process that applies the scientific inquiry learning model is more efficient for problem-solving ability. Students in the scientific inquiry learning model will play an active role in the process of learning activities, where they are required to be able to solve the given problems. Based on the results of student tests and discussions, it can be concluded that the level of problem-solving ability of students of SDN Dinoyo 3 Malang needs to be improved. Factors that affect students’ problem-solving ability are, students’ lack of accuracy in doing questions, students rarely do questions that are oriented toward problem-solving ability, and lack of mastery of the concept of the topic of hydrology cycle from students. The implications of this study can provide information about the level of students’ problem-solving ability on the indicators displayed. This research is only limited to analysis to determine students’ problem-solving ability, so it is hoped that further research can be carried out which includes the development of learning instruments that can support students’ problem-solving ability. Keywords: problem solving, inquiry, learning, hydrology cycle

Problem-solving ability is an important cognitive skill in learning. The aims to analyze students' problem-solving ability based on Bransford-Stein theory by considering the Adversity Quotient (AQ) factor. The research method used is a quantitative method with simple linear regression analysis. Data were collected through problem-solving tests and administering adversity quotient (AQ) questionnaires. The sample was selected using the purposive sampling technique and obtained 100 high school students selected based on different AQ categories (climbers, campers, quitters). The results of the simple linear regression analysis showed that AQ had a significant effect on the level of students' problem-solving ability. Each increase in one unit of AQ will increase the problem solviing by 1,867 units. The R² value is 0.5506, which means that 55.06% of the variability of problem solving ability can be explained by AQ. This shows that students with high AQ tend to be more persistent in solving problems systematically. Reviewed Based on the five Bransford-Stein indicators (IDEAL Problem solving), students with high AQ (climbers) have a better level of problem-solving ability compared to students with medium AQ types (campers) and low AQ types (quitters). Students with the climbers type can solve all five problem-solving indicators in the questions very well. Campers type students have fairly good problem-solving abilities, but can only solve questions up to three Bransford-Stein indicators. Quitter type students can only solve one Bransford-Stein indicator well. The results of this study can provide input for educators in designing appropriate learning strategies, so that they can improve students' problem-solving abilities by considering their psychological factors, especially adversity quotient. This study only examines correlation, without testing causal relationships through experimental interventions.

The study aims at examining (1) The presence or not of the influence concept understanding and Mathematics reasoning ability of Problem Solving Ability in Mathematics based either individually or together with students of class VIII SMPN 29 Makassar, and (2) problem solving ability in Mathematics based on concept understanding and Mathematics reasoning ability. The study is descriptive research is a mix-methode with quantitave-qualitative approach. The researcher acted as the instrument who has guided by test of Mathematics concept understanding and valid interview guidance. Data were collected through test provision and verified by interview. The subjects of the study were three students in class VIII at SMPN 29 Makassar consisted of on students of PKPMT, on students of PKPMS, and one students of PKPMR. The results of the study reveal that (1) there is influence concept understanding of Problem Solving Ability in Mathematics based equal to 36,50% through estimate function = 15,659 + 0,751X 1 . There is influence Mathematics reasoning ability of Problem Solving Ability in Mathematics based equal to 40,05% through estimate function 14A¶> = 24,657 + 0,837X 2 . There is influence concept understanding and Mathematics reasoning ability of Problem Solving Ability in Mathematics based equal 44,20% through estimate function 14,774 + 0,361 14X1> + 0,550 14X2> (2) problem solving ability in mathematics of students who have concept understanding and high Mathematics reasoning ability : (a) able to understand the problems, (b) able to create the problem solving plan, (c) able to solve the problems, and (d) able to recheck the answers. The problem solving ability in mathematics of students who have concept understanding and medium Mathematics reasoning ability: (a) able to understand the problems, (b) able to create the problem solving plan, (c) able to solve the problems, and (d) able to recheck the answers. The problem solving ability in mathematics of students who have concept understanding and low Mathematics reasoning ability : (a) able to understand the problems, (b) unable to create problem solving plan so the concept understanding indicator and mathematics reasoning ability cannot be achieved, (c) anable to create the problem with appropriate and corret steps so the concept understanding indicator and mathematics reasoning ability cannot be achieved, and (d) unable to recheck the answers obtained so the concept understanding indicator and mathematics reasoning ability cannot be achieved

The purpose of this study is to determine the effect of learning models on students' problem-solving abilities and critical thinking skills. This study used a quasi-experimental study with a population of class VIII students. The sampling technique uses purposive sampling. The research design used was Noneequivalent (pretest and posttest) control group design. The data collection technique in this study was a test technique consisting of a pre-test and post-test in the form of a description test of students' problem-solving abilities and critical thinking abilities. The data analysis technique used is descriptive analysis and inferential analysis. Statistical techniques used for descriptive analysis include average, standard deviation, minimum score and maximum score. Meanwhile, to test the research hypothesis using the Hotteling's T2 test and the Independent Sample t-Test. The results of the study are as follows: 1). there is the influence of think pair share learning and scientific learning on problem solving abilities and students' critical thinking skills. 2). learning with think pair share has a greater influence than scientific learning on students' problem-solving abilities and critical thinking skills.

Natural science learning is a process of discovery, therefore science learning includes systematic exploration activities, which means not only mastering systematic accumulation but also the process of discovery. It's helps aid participants in solving problems. However, the phenomena encountered show that students' problem-solving abilities are still quite low. The low problem-solving ability is also influenced by students' self-efficacy. Therefore, it is necessary to innovate the development of science learning tools using appropriate models. One model that can be use is the integrated PBL model with the STEM approach. The development carried out aims to increase students' problem-solving abilities and self-efficacy. This type of research is R&D research with the ADDIE development model. Study findings indicate that students' problem-solving abilities have increased by 0.81 in the high category and their self-efficacy has increased by 0.30 in the medium category. These findings are based on the acquisition of the N-gain value. Consequently, it is beneficial to increase students' problem-solving skills and self-efficacy to design science learning resources that incorporate the PBL model and the STEM approach.

This study aims to determine the effect of using Problem Based Learning on problem-solving abilities of elementary school students in science learning. The study was conducted in two elementary schools namely Gunungreja Public Elementary School 02 and MI Mafatihul Huda Cipari involving 83 students in the 5th grade. The study design used a non-randomized pretest-posttest design by dividing students in two groups: 42 control group students and 41 treatment group students . The control group is learning the material "digestive system in humans" using conventional methods, while the treatment group uses the Problem Based Learning method. To measure students' problem solving abilities, a test consisting of multiple choices and descriptions is used. The validity and reliability of the instrument were evaluated using expert judgment which was then tested on class VI students of Kalierang State Elementary School 05. To find out the improvement of students 'problem solving abilities in both groups used a t test against normalized gain values of students' problem solving abilities. The results of the data analysis showed differences in the increase in problem solving abilities that were significant between the groups that applied PBL and conventional learning groups. Keywords: Problem Based Learning, problem solving, science learnin

The objectives of this study are (1) to test the mathematical problem solving ability with RME learning model assisted by Jarimatika better than the mathematical problem solving ability with conventional learning, (2) to test the mathematical problem solving ability with RME model assisted by Jarimatika better than the mathematical problem solving ability with conventional learning, (3) to test the improvement of mathematical problem solving ability with RME model assisted by Jarimatika better than the improvement of mathematical problem solving ability with conventional learning. This research is a pure experimental research. The design was pre test post test control group design. The population was fifth grade students at Jatilawang 1 State Elementary School and Kemantran 1 and 2 State Elementary School. While the sample was first grade Jatilawang 1 State Elementary School as the experimental class and Kemantran 1 State Elementary School as the control class. Data collection techniques in this study were documentation and tests. The data analysis used in this research (1) mathematical problem solving ability completeness test (one sample t test) and classical completeness test, (2) mathematical problem solving ability average difference test (independent t test), and two proportion difference test, (3) mathematical problem solving ability improvement test. The results of this study are (1) The problem solving ability of students with the RME model assisted by teaching materials exceeds 70, and the proportion of students with the RME model assisted by teaching materials reaches the completion of problem solving ability exceeds 80%. (2) The problem solving ability of students with RME model assisted by teaching materials is better than the problem solving ability of students with conventional learning, and the proportion of students with RME model assisted by teaching materials achieving completeness of problem solving ability is more than or equal to students with conventional learning, (3) the improvement of students' problem solving ability with RME assisted by teaching materials is better than the improvement of students' problem solving ability with conventional learning, (4) the influence of curiousity on problem solving ability is 90%. The implication of this research is that the use of the RME model assisted by Jarimatics can develop problem solving abilities, problem solving abilities with the RME model assisted by Jarimatics are better than conventional models.

The purposes of the research are to examine: 1) the effect of reading interests on senior high school students’ problem solving ability in Bekasi, Indonesia; 2) the effect of communication Skill towards senior high school students’ problem solving ability in Bekasi, Indonesia; 3) the effect of adversity quotient towards senior high school students’ problem solving ability in Bekasi, Indonesia;4) the effect of reading interests, communication skill, and adversity quotient towards senior high school students’ problem solving ability in Bekasi, Indonesia. The method used is quantitative. Afterward, the population of the research is thetenth grades of senior high school students inBekasi. The number of populations itself are488 students. Then, the sample is taken by random sampling using Slovin with 10% of error margin, thus the number obtained are 83 students. The data analyses used is correlation analyses, and multiple linear regression analyses. In determining the hypothesis, T and F test are used with 5 % alpha. Hence, the results shows that there is no significant effectof reading interests towards senior high school students’ problem solving ability in Bekasi, meanwhile there is significant effect of communication skill and adversity quotient towards senior high school students’ problem solving ability in Bekasi.

Democratic Character and Problem Solving Ability Students through Realistic Mathematics Education (RME) at Junior High School. Students' democratic character and problem solving skills are still low. One of the efforts is by implementing the RME approach. This study aims to analyze students' democratic character, students' problem solving ability improvement, and problem solving ability in terms of students' democratic character after learning through the RME. This is the quantitative research with a one group pretest-posttest design. The population in this study was four classes of grade 8 students from one islamic junior high school/madrasah tsanawiyah (MTs) at Takengon, Aceh, Indonesia. The sample technique was simple random sampling. There were 45 students from two of four classes as a sample. The instruments in this study were observation sheets od students democratic character and problem solving test. Data analysis used an percentage of students’ character score, n-gain of students’ problem solving ability, and paired t-test to analyze the increasing of students’ problem solving ability. The results showed that the development of students' democratic character during the learning process through the RME approach was getting better; there was an increase in students' problem solving ability after participating in learning through the RME approach; and students with high and medium problem solving abilities have a good democratic character. The students' democratic character was further developed at the fourth meeting. Students were seen often to give opinions during group discussions, giving opportunities to express opinions for others, daring to respond to their friends' opinions, listening to their friends' opinions well, actively discussing, working on students’ worksheet together, and deliberating to draw conclusions together. Students’ democratic character can be trained through RME which has an impact on increasing their problem-solving ability. Keywords: democratic character, problem solving ability, realistic mathematics education (RME).

The low problem-solving ability of chemistry students in solving contextual problems is related to their low conceptual understanding and environmental literacy. Based on these problems, this study aims to improve problem-solving abilities and conceptual understanding through the development of a biodiesel e-module with a valid, practical, and effective STEAM Web Based Blended Learning (STEAM WBBL) approach. This study uses the ADDIE model for research and development. This study was conducted on 40 Chemistry Education students of the Faculty of Teacher Training and Education. Data collection techniques used questionnaires and test instruments for problem-solving abilities, conceptual understanding, and environmental literacy. The effectiveness analysis technique used a written test in the form of problem-solving ability and conceptual understanding test instruments. Based on the validity test, the developed biodiesel e-module was declared valid, very practical, and effective in improving students' problem-solving abilities, conceptual understanding, and environmental literacy with N-gain values of 0.75, 0.73, and 0.68, respectively. The biodiesel e-module application with the STEAM WBBL approach is suitable for use as a teaching material.

Learning in the 21st century is directed at High Order Thinking Skills, one of which is problem-solving. Students still have difficulty understanding and solving problems. Model-Eliciting Activities (MEAs) is a model that helps solve problems with structured and systematic modeling. This research aims to determine whether there are a difference and the magnitude of the increase in students’ problem-solving ability before and after the implementation of MEAs learning on the pressure concept. This research was conducted at SMPN 1 Kamal. The research sample is 32 students of class VIII E. The instrument for collecting data uses an essay test based on Polya’s problem-solving steps. The data analysis technique used paired sample T-test with SPSS 20 software to determine whether there is a difference in students’ problem-solving ability and the N-gain score test to measure the magnitude of improvement in students’ problem-solving ability. Based on the results of data analysis using paired sample T-test obtained a significance value of 0.000 and a value of T count 11.555 with T table 2.040. From these results, it is known that the null hypothesis is rejected. While the results of the N-gain score obtained a value of 0.44 with a medium category. The results of this research can be concluded that there is a difference in students’ problem-solving ability before and after the implementation of MEAs learning on the pressure concept and improvement of students’ problem-solving ability with the medium category. So, MEAs learning is able to train and help students to understand and solve problems in the pressure concept.

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