Problem-solving Ability Research Articles

유아대상 디자인씽킹을 활용한 창의적 문제해결 프로그램의 개발 및 효과

Objectives This study aims to develop and apply a creative problem-solving problem using design thinking for young children in the field to verify its effect. Methods In order to achieve the purpose, an experiment was conducted on 52 young children between the ages of 4-5 in Gyeonggi-do (26 in experimental group, 26 in control group). Young children in the experimental group participated in the 14-session program that was developed in this study. To verify the effects of program, significant positive changes were observed with creative problem-solving ability, creativity, and scientific inquiry ability set as the dependent variable. Results The analysis of the effects of creative problem-solving program using design thinking displayed that the young children in experimental group who participated in the program displayed significant increases in the overall scores of creative problem-solving ability, creativity, and scientific inquiry ability and the scores of sub-variables compared to the control group that did not participate in the program. Conclusions The creative problem-solving program using design thinking that was developed in this study is applicable in the early childhood education field as an effective program for future core competencies, which are creative problem-solving ability, creativity, and scientific inquiry ability, of young children between the ages of 4-5. The program developed in this study may be utilized actively in the arly childhood education field in order to play a part in cultivating young children’s creative problem-solving ability to contribute to the fostering of human resources that can respond to the future society.

Comparison of Problem-based Learning and Didactic Lecture as a Teaching–Learning Method among Undergraduate Medical Students: An Interventional Study

Background Didactic lecture (DL) is a teaching method that has been there for a long time in our educational system, but student involvement is minimal. Problem-based learning (PBL) differs in that it involves students in the learning process. Various skills are learned, such as self-learning, group discussion, communication skills, teamwork and knowledge retention. Critical thinking, analysis and the ability to solve real problems are some benefits of PBL, which can help medical students understand clinical scenarios and analyse, interpret and come up with possible solutions based on sound knowledge. Thus, there is a need to assess the effectiveness of PBL in recall, interpretation and problem-solving skills as compared to the traditional lecture method, as there are very few Indian studies related to PBL in Indian medical students. Materials and Methods A non-randomised interventional study was carried out in the Department of Pharmacology at East Point Medical College, Bengaluru. Groups A and B, each with 60 medical students, participated in PBL and DL for either of the two competencies (myocardial infarction and iron deficiency anaemia). After the completion of the DL and PBL sessions, 20 multiple-choice questions (MCQs) were given to the students. The effectiveness of the teaching method was determined by comparing the mean scores of MCQs of both groups. Results The group scores were compared using an independent sample t-test and expressed as mean ± standard deviation. The total mean score of PBL for the topic myocardial infarction (11.00 ± 2.64, p value = .001) was statistically significant compared with the total mean score in the DL group (9.38 ± 2.52), and the total mean score of PBL for the topic iron deficiency anaemia (15.28 ± 3.53, p value = .001) was significant compared to the total mean score in the DL group (12.98 ± 3.61), respectively. The mean score for recall and problem-solving for the topic of myocardial infarction was statistically significant in the PBL group compared to the DL group. The mean score for recall, interpretation and problem-solving for the topic of iron deficiency anaemia was statistically significant in the PBL group compared with the DL group. Conclusion PBL showed marked improvement in recall, interpretation and problem-solving abilities compared with DL. So, including PBL as a teaching–learning method can promote active and student-centered learning.

Enhancing digital literacy in later life: the role of perseverance and consistency of interest

ABSTRACT In an era where digital competence is increasingly crucial, understanding the factors that influence successful learning outcomes, especially among older adults, is vital. This study investigates the impact of psychological motivation, perseverance, consistency of interest, and instructor interaction on cognitive problem-solving abilities, subsequently affecting digital competence and individual impact. Utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM) on a sample of 459 older adults who have completed digital competence training, this research provides empirical insights into the learning process. Findings reveal that psychological motivation significantly influences cognitive problem-solving, which, in turn, enhances digital competence and personal achievement. Interestingly, while perseverance and interaction with instructors also positively impact problem-solving, consistency of interest does not show a significant effect. These results suggest the need for educational strategies that foster motivation and effective instructor-learner interaction to improve digital learning outcomes. The study underscores the importance of tailored digital education approaches for older adults, highlighting the role of motivational and cognitive factors in bridging digital divides and enhancing life quality through digital literacy.

Evaluating the Impact of a Rebt-Based Suicide Prevention Program for Individuals with Alcohol Use Disorders

The purpose of this study was to evaluate the effectiveness of a suicide prevention program based on Rational Emotive Behavior Therapy (REBT) for individuals with Alcohol Use Disorder. Theoretical Framework: The study is grounded in the Rational Emotive Behavior Therapy (REBT) framework, which aims to reduce irrational beliefs, one of the root causes of emotional disturbances, including depression and suicidal ideation. Methods: A nonequivalent quasi-experimental design was employed, involving participants from two Addiction Management Integrated Support Centers in K Province, South Korea. Forty-eight individuals were divided into two groups: 24 in the experimental group and 24 in the control group, each assigned to a different center. The experimental group underwent 10 REBT sessions over 5 weeks, in addition to standard interventions. The control group received only the usual interventions. Outcome variables measured included irrational beliefs, depression, suicidal ideation, and problem-solving ability. Data were collected at baseline and again five weeks after the program ended. Statistical analyses were conducted using chi-square, Fisher's exact test, and independent t-tests. Results: Prior to the intervention, no significant differences in demographic characteristics or baseline outcome variables were observed between the two groups. After the intervention, the experimental group exhibited a significant reduction in irrational beliefs (t=2.36, p=.023), depression (t=3.80, p<.001), and suicidal ideation (t=4.59, p<.001) compared to the control group. Additionally, the experimental group demonstrated a significant improvement in problem-solving ability (t=4.59, p<.001). Discussion/Implications: The study demonstrates that the REBT-based suicide prevention program was effective in reducing irrational beliefs, depression, and suicidal ideation, while also enhancing problem-solving ability in individuals with Alcohol Use Disorder. These results underscore the potential benefits of integrating cognitive-behavioral approaches like REBT into suicide prevention programs for this population. Originality/Value: This research contributes to the limited literature on suicide prevention programs tailored for individuals with Alcohol Use Disorder and offers valuable insights into the applicability of REBT in community-based mental health interventions. The findings suggest the importance of developing structured therapeutic programs that address both cognitive distortions and emotional well-being to prevent suicide in vulnerable populations.

Meningkatkan Hasil Belajar (Pada Materi Aku Memiliki Kemampuan) Bagi Peserta Didik Kelas VII SMP Negeri 1 Kualuh Hulu

This study aims to improve the learning outcomes of Grade VII students on the topic "I Have Abilities" through the application of the Problem-Based Learning (PBL) model for students at SMP Negeri 1 Kualuh Hulu in the 2024/2025 academic year. The PBL method was chosen for its ability to enhance student engagement, critical thinking skills, and problem-solving abilities relevant to everyday life. This research employs a classroom action research (CAR) design involving two cycles of action. Data were collected through learning outcome tests, observations of the learning process, and evaluation questionnaires. The results of the study show a significant improvement in students' learning outcomes, as evidenced by increased test scores and positive feedback from students regarding the learning process. The implementation of the PBL model also demonstrated improvements in students' collaboration skills and learning motivation. Therefore, the use of the Problem-Based Learning model can be considered effective in improving students' learning outcomes in the taught material.

The Development of Discovery Learning Model Teaching Materials to Improve Students’ Mathematical Problem Solving Ability on Junior High School

In order to enhance students' mathematical problem-solving skills, this study looks at how teaching materials are developed using the Discovery Learning model. Since every student nowadays needs to be able to think critically, the study specifically looks at the process and outcomes. development, viability testing, feedback from students, and improving mathematical problem-solving skills. This kind of research makes use of the Research and Development (R&D) or Research-based Development research method, which is a way to create a specific product and use a model to test the product's viability. Students in class VII at MTs Al Bidayah West Bandung Regency served as the research sample for S. Thiagarajan's 4D (Define, Design, Develop, and Disseminate) study. The process and outcomes of creating educational materials lead to the conclusion that the materials, when viewed from the various stages, follow the procedures or methods outlined in 4D. Based on students' responses, which were 68.4% and 70.2% in the good category, the viability of teaching materials made possible by the Photoshop program can be concluded, along with the students' improved problem-solving skills. If this teaching material is used in a classroom setting, it is imperative that the necessary facilities be set up ahead of time because learning with it requires sufficient facilities. There are tasks and content in this teaching resource that need to be altered. so that students' learning experiences are not dull and monotonous.

The Implementation of a MOOC-Based Flipped Classroom Teaching Method in the Context of Oncology Radiotherapy Residency Training.

The objective of this study is to examine the efficacy of the flipped classroom blended teaching method in the context of massive open online courses (MOOCs) for implementing standardized training and teaching of residents in oncology radiotherapy. A total of 48 junior residents who received standardized training at the Oncology Radiology Department of Harbin Medical University Cancer Hospital between September 2021 and August 2023 were randomly divided into two groups-i.e., the research group (24 cases) and the control group (24 cases)-using the random number table method. The control group received conventional didactic training, whereas the research group participated in a blended learning approach based on the MOOC model. The assessment results, along with the evaluations of teaching effectiveness, self-learning ability, and teaching satisfaction questionnaires, were observed and compared for the two groups of students. Compared with the control group, the research group presented significantly higher scores on theoretical foundations, skill operation, and case analysis (P < 0.05). The research group also showed greater outcomes than the control group in terms of improved theoretical knowledge, problem-solving skills, self-learning ability, teamwork, and communication (P < 0.05). The students in the research group presented significantly higher scores on measures of self-motivation beliefs, task analysis, self-monitoring and adjustment, and self-evaluation than those in the control group (P < 0.05). The research group also demonstrated significantly higher levels of satisfaction than the control group in terms of improvements in learning interest and initiative, clinical thinking ability, problem-solving ability, team cooperation ability, and the level of radiotherapy target delineation (P < 0.05). The implementation of MOOC-based flipped classroom blended teaching was shown to have positive effects on the standardized training and teaching of residents in the field of oncology radiotherapy. This approach can undoubtedly enhance students' academic performance, problem-solving abilities, and self-learning aptitudes while effectively stimulating their learning interests and initiative. Therefore, MOOC-based flipped classroom blended teaching is a valuable candidate for clinical application and promotion.

The pedagogical insights of mathematics teachers integrating artificial intelligence in rural upper primary schools of Namibia

This paper presents a qualitative intervention study that explores the pedagogical experiences of mathematics teachers integrating Artificial Intelligence (AI) technologies into teaching mathematics in rural upper primary schools in Namibia. The Technological Pedagogical Content Knowledge (TPACK) framework, which intersects teachers’ understanding of technology integration with pedagogical techniques and subject matter knowledge, was adopted for the study. The research involved 13 mathematics teachers selected through purposive sampling. Data collection included two sharing circle discussions, lesson observations, and semi-structured interviews. A thematic analysis approach was employed to interpret the collected data. The findings reveal a diverse range of AI tools used by the selected teachers, such as Geogebra, Khan Academy, Virtual Tutors, and various problem-solving mobile applications, including Photomath, Mathway, and Microsoft Math Solver. These AI resources were noted for enhancing the visualisation of mathematical concepts, providing adaptive learning experiences, and promoting independent, paced learning that supports learners' learning styles. Teachers reported a marked improvement in learners’ comprehension and problem-solving abilities attributable to AI integration. Despite the benefits of AI in education, challenges remain, particularly in rural areas. Key issues include inadequate infrastructure, limited access to devices, and the need for ongoing teacher training in technological pedagogical content knowledge. Additionally, the lack of culturally relevant AI technologies hinders effective AI-supported learning in diverse contexts. Greater investment in localised AI educational tools is needed to achieve equitable and effective learning outcomes.

Investigating fraction computation problem-solving among pre-service primary school teachers

The ability to solve problems involving fractions is a fundamental aspect of mathematics education. This study explores how Pre-Service Primary School Teachers approach problem-solving in fractional computations. A workbook is designed to support pre-service primary school teachers ' computational thinking in fraction-context challenges. The study employs a qualitative descriptive method encompassing interviews, study documentation, and observation to assess fraction computation problem-solving abilities. Twenty-seven participants were involved in this study. They were first-year students enrolled in the Primary School Teacher Education Department at one of the private universities in Jakarta, Indonesia. The findings reveal a notable outcome in pre-service primary school teachers ' understanding of fraction computation problem-solving, marked by recognizable strategies in their problem-solving approach. This research suggests that designing a series of workbooks containing various strategies in computational fractions and building a strong fractional number sense can help pre-service teachers reduce misconceptions and better understand fraction operations. These findings offer guidance for mathematics teacher education on how to effectively teach and embed the concept of fraction calculations to their future students so that they can only teach procedurally if they understand the meaning of fraction operations.

Enhancing mathematical problem-solving ability through project-based learning: A study of vocational high school student

This study aims to improve the mathematical problem-solving ability of students at Vocational High School (VHS) through implementing Project Based Learning (PjBL). The research method used was a quasi-experiment with a matching-only pretest-posttest control group design, with a sample of 64 students divided into two classes, namely experimental and control classes, each consisting of 32 students. The sampling technique used was purposive sampling, where the sample was selected based on specific criteria relevant to the research objectives. Data were collected using tests of mathematical problem-solving ability administered before (pre-test) and after (post-test) the treatment. Data were analyzed using an independent sample t-test and a two-way ANOVA test with univariate general linear model (GLM) analysis. The results showed a difference between the experimental and control groups before the treatment. However, after the treatment, the experimental group had higher mathematical problem-solving ability than the control group, including the improvement and interaction between PjBL implementation and the Early Mathematics Skills (EMS) category.

Meningkatkan Hasil Belajar Pakat melalui Penerapan Model PBL Berbantuan Video pada Materi Ishak Dipersembahkan Kepada Allah Kelas II SD Witama Pekanbaru

The main problem in this paper is focused on efforts to improve student learning outcomes in Catholic religious learning activities using the PBL (problem based learning) learning method. Considering that producing a scientific work requires a long process such as exploring ideas, finding references, conducting research or analysis, obstacles and problems are often unavoidable. The aim of problem-based learning was developed to help students develop thinking abilities, develop problem-solving abilities, intellectual skills, and become independent students. The problem-based learning method consists of 8 stages, namely finding problems, defining problems, collecting facts, formulating hypotheses, conducting investigations, refining problems that have been defined, concluding alternative problem solving collaboratively, and testing the results (solutions) of problem solving.

Meningkatkan Hasil Belajar (pada Materi Aku Memiliki Kemampuan ) Bagi Peserta Didik Kelas VII-2 SMP Negeri 1 Nainggolan

This study aims to improve the learning outcomes of Grade VII-2 students on the topic "I Have Abilities" through the application of the Problem-Based Learning (PBL) model for students at SMP Negeri 1 Nainggolan in the 2024/2025 academic year. The PBL method was chosen for its ability to enhance student engagement, critical thinking skills, and problem-solving abilities relevant to everyday life. This research employs a classroom action research (CAR) design involving two cycles of action. Data were collected through learning outcome tests, observations of the learning process, and evaluation questionnaires. The results of the study show a significant improvement in students' learning outcomes, as evidenced by increased test scores and positive feedback from students regarding the learning process. The implementation of the PBL model also demonstrated improvements in students' collaboration skills and learning motivation. Therefore, the use of the Problem-Based Learning model can be considered effective in improving students' learning outcomes in the taught material.

Exploring the Impact of Swahili Literature Reading on Cognitive and Emotional Abilities Among Kenyan Students: Implications for Academic Performance in K-12

Swahili literature in Kenya represents a vibrant canvas of cultural expression deeply rooted in Arabic poetry and indigenous folklore. This essay explores the evolution and contemporary relevance of Swahili literature, tracing its journey from early oral traditions to modern literary forms. The discussion highlights the surge in Swahili literary publications over the past decade, underscoring its growing importance in both national and educational contexts. Specifically, the integration of Swahili literature into Kenyan K-12 education is examined, focusing on influential works like Ken Walibora’s "Siku Njema" and Dr. Assumpta K. Matei’s "Chozi la Heri," which tackles diverse themes such as social justice and human rights. Later, the cognitive effects of reading Swahili literature among Kenyan K-12 students are explored, drawing on studies that demonstrate enhanced cognitive skills and language proficiency resulting from literary engagement. These studies, including research by nurse Mwangi and educator at the Ministry of Home Affairs in Tanzania, M.K, highlight improvements in memory, attention, and problem-solving abilities, particularly beneficial for students from marginalised backgrounds. Neuroscientific evidence from a researcher at the Jaramogi Oginga Odinga University of Science and Technology Ochieng and Mwanyumba further illuminates how Swahili fiction stimulates brain regions associated with language processing and emotional regulation, contributing to academic readiness. Furthermore, the emotional impact of Swahili literature on students is explored through studies by author of children literature Pamela M Ngugi and Flavia Aiello Traore, which emphasise heightened emotional intelligence, empathy, and cultural understanding among readers. These emotional responses not only enrich students' personal development but also

Keefektifan Pembelajaran Proyek Sains terhadap Kemampuan Pemecahan Masalah dan Sosial Emosional di TK Kenanga Kelompok B

The inability of group B children at Kenanga Kindergarten to solve problems and it is known that their social and emotional abilities are still low is the problem of this research. This research aims to determine the effectiveness of science project-based learning on the problem-solving and socio-emotional abilities of children aged 5-6 years at Kenanga Kindergarten, Karanganyar Village. The research approach is quantitative with a quasi-experimental type. The research sample consisted of 30 people and was divided into two sample classes (experimental samples and control samples). The research results show that the results of the t test for problem solving ability show a value of Sig. (2-tiled) 0.001 &lt; 0.005, which means there is a significant difference in the average value of the pretest and posttest problem solving ability variables. The N-Gain Score test is 78.23%, meaning that science project learning is effective in improving children's problem solving abilities. Meanwhile, the results of the social ability t test show the significance value of the t test Sig. (2-tiled) 0.015 &lt; 0.05, meaning there is a significant difference in the average pre-test and post-test scores for science project learning on children's social-emotional abilities. The n-gain score test results were 76.48%, this means that science project learning is effective in improving children's social emotional abilities.

THE RELATIONSHIP BETWEEN EMOTIONAL STABILITY AND COPING STRATEGIES IN ADOLESCENTS

This article explores the relationship between emotional stability and coping strategies during adolescence. Emotional stability refers to adolescents' ability to manage their emotions and maintain balance in stressful situations. Coping strategies encompass the methods used to handle stress-inducing situations. The article illustrates the role that increased emotional stability plays in adolescents' problem-solving abilities and improving their mental health. Additionally, it analyzes various types of coping strategies and their impact on emotional stability. The research findings are significant for developing psychological support and intervention programs for adolescents.

Literature Review on the Teaching Engineering Mathematics: Issues and Solutions for Student Engagement

Engineering mathematics is essential for fostering analytical and problem-solving abilities in engineering education, especially in Malaysia, where it plays a crucial role in the nation's technical and industrial ambitions. Nevertheless, students encounter substantial obstacles such as the need to strike a balance between grasping abstract concepts and acquiring practical skills, surmounting feelings of apprehension about mathematics, actively participating in crowded classrooms, and adapting to the demands of online education and self-directed study. This paper examines the difficulties and suggests remedies, with a focus on incorporating active learning methods, creating supportive learning environments, and using digital resources to improve student involvement and understanding. The study emphasizes the significance of visualizing abstract mathematical ideas and establishing connections with practical engineering applications. These strategies are important to maintain the sustainable development of engineering education. By using these strategies, instructors may enhance pupils' readiness for prosperous engineering jobs, guaranteeing that they grasp mathematical ideas, and possess the ability to apply them proficiently in real-world situations.

Development of Multiple Representation Models in Physics Mechanics Learning Using a Self-Regulated Learning Approach

Abstract The challenge of learning mechanical physics is to help students with different characteristics learn to solve problems. Backgrounds education, initial abilities, understanding concepts, and self-regulated learning which can have an impact on representational abilities in solving physics problems. Model development needs to be carried out in an effort to facilitate students in learning to solve physics problems through a multiple representation model approach. Development uses the Dick &amp; Carey model with descriptive analysis with pre and post-test design. The research was conducted at the Mathematics Education Departement, Mathematics and Science Faculty of Universitas Indraprasta PGRI, with a sample of 27 students taking physics mechanics course. Development has produced the VIFOCA learning model which consists of Visualization, Formulation, and Calculation. Formative evaluation involving instructional design experts, material and language experts obtained an average score of 4.75, while the formative evaluation of students showed an average score of 4.35, with a mean combined score of 4.55. The result of the evaluation formative show that the VIFOCA model is feasible for use in physics learning mechanics. The ability of physics problem solving is known based on the pre-test results of 61.33, while the post-test average is 68.74, with an increase of 12.08%. The results of this research indicate that the VIFOCA learning model can help facilitate learning and improve physics mechanics problem solving abilities.

Challenges of entrepreneurship in nursing: A narrative review

With the expansion of the global healthcare business market, nursing entrepreneurship is also expected to grow. The concept of entrepreneurship in nursing is linked to personal and professional attributes such as independence, flexibility, creativity, confidence, and responsibility. The challenges of entrepreneurship in nursing are categorized into three main areas: traditional nursing education perspectives, individual factors, and lack of support. The first challenge, traditional nursing education, includes subcategories like the absence of student start-ups, the lack of entrepreneurial content in nursing curricula, entrepreneurial knowledge among nursing educators, and the non-practical nature of nursing research in entrepreneurship. The second challenge involves individual factors, which include risk aversion, low self-belief, resistance to change, lack of knowledge, conflicting ideas, and lack of perseverance. It's important to note that perseverance is vital to overcoming these challenges. The third challenge is the lack of social support for nursing entrepreneurship, which includes subcategories like job burnout and unprofessional behavior from peers. Based on the results of this study, nursing curricula must be reviewed, with greater emphasis placed on entrepreneurship during postgraduate education. Increasing entrepreneurial knowledge and skills among nurses can enhance problem-solving abilities and risk-taking in nursing. This, in turn, can increase motivation and job satisfaction in nursing.

Development of Comic Media to Improve Problem Solving Abilities and Interest in Learning Mathematics Subjects of Elementary School

This research aims to develop Class IV Mathematics Comic Media with Fraction Material that is valid, practical and effective to improve elementary school students' problem solving abilities and interest in learning mathematics subjects. This research method is development research or Research and Development (R &amp; D). The procedure used is to simplify the Borg &amp; Gall development model (in Sugiyono, 2015: 298-331) which consists of 10 steps, in this research it will be limited to the seventh step. The population in this study is the population in this study are students at SD Negeri 02 Amban. The research sample chosen was class IV students for the 2023/2024 academic year. The sample in this study was divided into two, namely class IV A students as the experimental class and class IV B students as the control class. Data collection techniques used in this research include questionnaires, interviews, validator assessment sheets, and problem solving ability tests. The data analysis techniques used in this research consist of three, namely validity, practicality and effectiveness data analysis. The research instruments consisting of learning implementation plans, student worksheets, comic media, problem solving ability tests, and learning interest questionnaires that have been developed are in the very good category based on the assessments of the three validators. Practicality obtained a positive response from students of 88.6%, which is in the very practical category. Students' problem solving abilities are better than the problem solving abilities of Control class students. The average problem solving ability of Control Class students is 60.31, while the average problem solving ability of experimental class students is 72.50. There is an influence of interest in learning on students' problem solving abilities.

Evaluating the Impact of the Kampus Mengajar Program on Problem-Solving Skills in Primary School Teacher Education Students

Problem-solving is an essential skill for students, necessary for both acquiring knowledge and preparing for future challenges. The Kampus Mengajar Program, part of the MBKM (Independent Learning Independent Campus) initiative by the Directorate General of Higher Education, aims to enhance students’ soft and hard skills, including problem-solving abilities. This study investigates the impact of the Kampus Mengajar Program on the problem-solving skills of Primary School Teacher Education students. This qualitative research focused on students from the Primary School Teacher Education program at Riau University who participated in the Kampus Mengajar Program Batch 3. Data were collected through case studies, with participants' problem-solving abilities being the primary focus. Descriptive analysis was used to present the findings. The findings revealed that the Kampus Mengajar Program had a positive impact on students' problem-solving skills. Through this program, students were able to develop their soft skills, particularly problem-solving, by engaging in real-world teaching experiences and addressing challenges in primary school education. The Kampus Mengajar Program provided a practical platform for students to apply theoretical knowledge in real-world contexts, thereby enhancing their ability to analyze and solve problems. This hands-on experience proved effective in improving the students' problem-solving abilities, making it a valuable component of their teacher education. The Kampus Mengajar Program significantly contributed to the development of problem-solving skills in Primary School Teacher Education students, offering an effective approach to enhance both their soft and hard skills through practical, real-world engagement.