The Increasing Students' Problem-Solving Abilities and Social Attitudes Using the Reciprocal Learning Model

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.

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 purpose of this study was to examine the steps of the Index Card Match learning model with the problem posing approach assisted by MATLAB software and its effect on the problem solving ability of high school students. This research is a quasi-experimental research with non-equivalent control class design. The population in this study were all students of class XI Senior High School 2 Kuningan, with purposive sampling technique taken two classes as a sample. A distinctive feature of this combined model is that students make their own questions and answers on separate cards, so that after the cards are collected and randomized, students are asked to find suitable questions and answers. While the results of the data analysis showed the average initial problem solving ability of students in the experimental class is equal to the average initial ability of students in the control class with a significance value of 0.212. But after the treatment, there were differences in the average problem solving ability in the experimental class and control class that is equal to 3.38 and p-value of -2.563 with asymp. sig 0.010, rejection for H0 which means the mathematical problem solving ability in the experimental class is better than control class.

This study aims to determine the effect of the problem-based learning model on the problem-solving abilities of Imelda Medan Private Middle School students. This research was conducted at Imelda Medan Private Middle School in the odd semester of the 2022/2023 school year. The subjects in this study were class VIII students of Imelda Medan Private Middle School. The research sample was taken using the cluster random sampling method, with a post-test only control group research design. The hypothesis test shows the results of tcount 5.459 > ​​ttable 2.074, it can be concluded that the level of problem solving abilities of students in the experimental class is better than that of control class students. To see how much influence is carried out using the effect size which shows the value of d = 1.608 so that it is known that the magnitude of the influence of the problem based learning model on students' problem solving abilities is 94.5%. This can prove the hypothesis that the problem-solving abilities of students who are taught by the problem-based learning model are better than the problem-solving abilities of students who are taught by ordinary learning.

This research originated from the low ability of mathematical problem solving and creative thinking of students of MTs se Kecamatan Sutera. This research is Quasy Experiment. The population in this research were students of class 1 th MTs se Kecamatan Sutera. Techniques used in sampling is random sampling. Test use to see the ability of problem solving and creative thinking students. Data were analyzed using mean aquality test that t-test and U-test. These result indicate that (1) the ability of mathematical problem solving and creative thinking of the students taught by using open-ended approach was better than ability mathematical problem solving and creative thinking of the students who taught by using conventional learning. (2) the ability of mathematical problem solving and creative thinking of the students with high entering behavior by using open-ended approach was better than the ability of mathematical problem solving and creative thinking student high entering behavior with taught conventional learning. (3) the ability of mathematical problem solving and creative thinking of the student with low entering behavior by using open-ended approach was better than the ability of mathematical problem solving and creative thinking of student low entering behavior with taught conventional learning.

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

This research aims to see whether there is an influence of the problem-based learning model on students' problem-solving abilities in physics material at SMAN 9 Gowa. This research is Pre-Experimental research using One Group Pretest-Posttest Design so that only one class without control class. The population of this study were students of class XI MIPA 1 until XI MIPA 5. The research sample was taken using a simple random class technique, namely class XI MIPA 5 SMAN 9 Gowa. The research instrument is a test instrument for students' physics problem solving abilities in the form of 6 selected essays that use the valid criteria. The research results showed that the physics solving abilities of class XI MIPA 5 students before being taught by applying the problem based learning model were in the low problem category as indicated by the average score of 42.5. Problem solving ability of students before the application of the PBL model is 64% in the medium category, 32% in the low category and 4% in the very low category. The ability to solve physics problems of class XI MIPA 5 students after being taught by applying the problem based learning model is in the high category as shown by the average score of 61.7. Problem solving ability of students after applying the PBL model is 56% in the high category, and 44% in the medium category and nothing student have low and very low problem solving ability. In the pretest, problem solving ability has the lowest score is 19, the highest score is 47 and the average score is 42.5 which is in the medium category with a standard deviation is 6.7, while in the posttest, the lowest score is 50, the highest score is 75, and the average score is 61.7 which is in the high category with a standard deviation is 6.8. There was a significant increase in the physics problem solving abilities of class XI MIPA 5 students after being taught using the problem-based learning model with the N-Gain category = 0.34 (medium criteria).

The development of technology and science has progressed very rapidly. Students are required to master various kinds of abilities, one of which is problem-solving ability. Problem-solving ability need to be developed in the learning process. The learning model that can facilitate students in practicing problem-solving ability is the Reading, Identifying, Constructing, Solving, Reviewing and Extending (RICOSRE) learning model. The purpose of this study was to determine the effect of using the RICOSRE learning model to the problem-solving abilities of Senior high school students on environmental change topic. This research was conducted at Senior High School 3 of Tangerang in January-June 2022. This type of research is quantitative with a quasi-experimental research method. The research sample amounted to 62 students with each class totaling 31 students who were selected by random sampling. Based on the t-test calculation at α = 0.05, a significance of 0.028 was obtained, which means that there is an effect of the RICOSRE learning model on the problem-solving abilities of students on environmental change topic.

The problem solving abilities of students in learning mathematics are still not well trained, and there are varying degrees of difficulty experienced by students in learning mathematics. Factors that influence the ability to solve problems include interest in learning. This study aims to analyze the ability of problem solving based on students' interest in learning mathematics. This type of research is a descriptive qualitative study, which was conducted at Babussalam Pekanbaru High School with research subjects coming from Class X MIPA 1 selected based on the level of problem solving skills and student interest in learning. Problem solving abilities consist of categories: high, medium, low. Learning interest is categorized as positive and negative interests. Data collection techniques are written tests and non-tests in the form of questionnaire interest in learning and interviews. Based on the research results, the problem solving ability of high category students with positive learning interest is able to meet all indicators of problem solving ability. The problem solving ability of the medium category students with positive learning interest is able to meet the indicators of planning for solving, solving problems, and checking. The problem solving ability of low category students with positive learning interest is only able to meet the indicators of planning a solution, and solving a problem. The ability of problem solving students in the moderate category with negative learning interest is able to meet the indicators of planning for solving, solving problems, and checking.

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.

This study aimed to describe and explain the effect of the Problem Based Learning (PBL) model on students’ problem solving and critical thinking skills. The study used a quasi-experimental research method with a non-equivalent pre-test post-test control group design. The population of the eighth grade students of SMP N 1 Singaraja were 222 students. The research sample was taken 2 classes using cluster random sampling techniques, namely Eighth grade A3 as the experimental class and Eighth grade A4 as the control class. Data collection used tests of problem solving abilities and critical thinking skills. the data were analyzed using MANCOVA (Multicovariate Analysis of Variance) with a significance level of 5%. The results of the study showed that there are differences in problem solving abilities and simultaneous critical thinking skills between students who follow the Problem Based Learning (PBL) model and students who follow the Guided Discovery Learning (GDL) model. There are differences in problem solving skills between students who follow the PBL learning model and students who follow the GDL learning model. There are differences in critical thinking skills between students who follow the PBL model and students who follow the GDL model. The average score of problem solving ability in PBL is higher, namely 83.06 compare to the average score of problem solving ability on GDL, which is 74.34. The average score of critical thinking skills in PBL is higher at 82.56 compare to the average score of critical thinking skills on GDL, which is 73.28.

This type of research is quasi-experimental research that aims to 1) Determine the influence of problem-based learning (PBL) and Double Loop Problem Solving (DLPS) learning models on improving students' problem-solving ability. 2) Knowing the difference in the problem-solving ability of students with high creative and low creative thinking abilities. 3) Knowing the interaction of PBL and DLPS models with the ability to think creatively about problem solving. The population used in this study was grade VII students of state junior high schools in Lamongan Regency for the 2021/2022 academic year. The samples in this study consisted of 4 classes. The experimental class uses 1 PBL model for as many as two classes, and the experimental class 2 DLPS models for as many as two classes. Data collection using problem-solving ability test instruments and creative thinking test instruments. Hypothesis testing of the study using a two-way anava test with the study's results 1) There was no influence of the PBL and DLPS learning models on improving students' problem-solving ability. 2) there are differences in the problem-solving ability of students with high and low creative thinking abilities. 3) there is no interaction of the PBL and DLPS models with the ability to think creatively about students' problem-solving abilities.

The purpose of the mathematics learning basically to increase three aspects that are how to thinking and reasoning, to developing the ability of problem solving and to developing the ability of communication. But the fact is many students of Madrasah Tsanawiyah in Banda Aceh haven’t got those three aspects, especially to thinking and to solve the problem. It happens because the mathematics learning that teaches by the teacher didn’t implicate the student actively and didn’t give the chance to the student to solve the problem with some ways to solve, so the ability of creative thinking and the problem solving of the students is not optimal. Cause of that implemented the learning which is help the student in develop the idea or the strategy and increase the activity that is the learning of the project based learning model. The purpose of this research is to knowing the ability of creative thinking and problem solving of the student after applying project based learning model comparing with before applying project based learning model and correlation between the ability of creative thinking and problem solving. This research is the experimental research with the research design one-group pretest-postt test group design. Population of this research is the students of Madrasah Tsanawiyah Swasta Darul Ulum Banda Aceh, and the sample of this research is the students in grade second-eight (VIII-2). Instrumental of this research consisted the test of the ability of creatively thinking and problem solving. Data Analyze does with quantitative using the t-test which is paired samples T-Test to testing the difference of the score that is got by the students before the test and after the test. The result of this research shows that the ability of the creative thinking and problem solving of the student after applying the project based learning model is better than before applying the project based learning model. Besides that, there is the correlation between the creative thinking abilityand problem solving of the student that is learnt through applying the project based learning. The correlation of ability of creative thinking and problem solving is in sufficient category.

The ability to solve problems is a skill that students should have in the 21st century to support better life activities. Observations on learning activities found that students were still relatively passive in learning activities, lacked confidence in conveying ideas, lacked the motivation to learn, and had no more interaction between students during learning, which affected low problem-solving abilities. It is in line with the evidence obtained through the acquisition of pre-research data where the results of problem-solving abilities include indicators of understanding problems with an average score of 55.63, indicators of preparing a settlement plan with an average value of 43.78, indicators of implementing a settlement plan with an average value of 50.37, and the indicator checks back with an average value of 46.53. Low problem-solving abilities can impact the quality of life of students who are less able to compete for jobs in the future. Increasing student solving needs to be considered so that from these problems, it is necessary to conduct classroom action research using the inquiry learning model to improve student problem-solving abilities, where this model has learning steps in guiding students to study in a directed manner and be able to solve problems. The research sample was 21 undergraduate students in Biology Education program. They obtained data through student activity questionnaires, student responses to learning models, model teacher activity questionnaires, and the results of problem-solving skills through giving test questions in the form of essays. This classroom action research was conducted in 3 learning cycles, with an average score between cycle I of 45.96%, cycle II of 94.78%, and cycle III of 95.26%. The acquisition of the average value shows an increase in problem-solving results between cycles I and II, cycles I and III. Testing the effectiveness of the learning model was carried out by the N-Gain test of 86.63% with the interpretation of "effective," and the distribution of the N-Gain score of 0.86 was greater than g > 0.7 with the "high" category. Obtaining these data can be concluded that the inquiry learning model effectively improves students' problem-solving abilities.

Developments in mobile technology and mobile phone have significantly improved. Learning using multimedia and networking becomes a mindset that must be applied. The low level of problem solving abilities of students requires educators to apply new approaches on learning. For this reason, this research aims to develop and determine the feasibility of android product based mobile learning application on Problem Based Learning and investigate individual completeness and classical completeness on students' problem solving abilities on Problem Based Learning assisted by Mathematics Mobile Learning Application. This research used the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The technique of collecting data uses tests, questionnaires, documentation, observation. The technique of analysis data uses a Likert scale, average test, and proportion test. The product of application was tested on 4 groups of respondents according to the research flow, namely material experts, media experts, teachers, and students of Junior high school 16 Semarang. The android-app products are named learning rectangle. Results 1) Based on the research that has been carried out, mobile learning applications have been developed to support mathematics learning in square and rectangular sub-material for junior high school students. This application is named Learning Rectangle which can be run on an Android smartphone. After going through the feasibility test phase, learning rectangle application is worthy of being used as a support for mathematics learning in square and rectangular sub-material for junior high school students with a percentage of eligibility of 93,68% and included in the criteria of very feasible. 2) Problem solving ability of 7th Grade Students in quadrilateral with rectangular and square sub-material in the PBL model Assisted by MMLA reached the learning completeness criteria. 3) Students' responses to the application have a positive effect on students' problem solving abilities in PBL assisted by MMLA, with a determination coefficient of 0,132 or an influence of 13,2% on students' problem solving abilities