Context Of Problem Research Articles

Fostering Thinking Skills Supported by e-Portals with Case Examples of Blended Mode Problem-based Learning (PBL) Participated by Secondary School Learners

The integration of Information and Communication Technology (ICT) in science learning has been identified as an important component in the transformation process of many educational systems to impart the technology skills that is an essential 21st century skills to serve the new learning paradigm among the Net Generation students. In the advent of digital era, World Wide Web has spawned a wealth of new network-based applications with an overarching vision that supports specific blended mode learning programmes incorporating interactive e-platforms and m-learning. Student-centred learning opportunities were widened with more interactive activities that could engage their interest for science learning in the ever expanding knowledge-based societies. This article analyses the roles of e-portals incorporating Open Educational Resources (OERs) that foster thinking skills of learners through ‘Problem-based Learning’ (PBL) programmes. Cases are extracted from a bigger scale of longitudinal study that examined students’ participation in the blended mode PBL anchored on social constructivist and socio-cultural framework. Blended learning activities were implemented leveraging on the effective use of OER to enhance learners’ investigative skills with transformation of values-based classroom practices beyond formal teaching. PBL scenario (six contextual problems) adapted from secondary science entitled ‘Water and Solution’ was presented to project teams from two case study schools. Problem case 4 using ‘withincase dynamic matrix’ was further reported with exemplars elaborated. Students were administered with ‘Fluid Intelligence Test’(FIT) encompassing evaluation of creative, critical/logical thinking and reasoning skills prior to PBL through scaffolded instruction (SI)(PBL-SI) with evaluation guided by POSITIVE rubric (accessible at http://forum.sp3aceman.net). Four aspects of POSITIVE rubric guide, ‘Skills’ enhancement (scientific/ICT), ‘Information’, ‘Training/transfer of Higher Order Thinking’ (HOT) and ‘Evaluation/exchange/enrichment/ exposure’ are illustrated with evidence of students’ enhanced HOT. Innovative learning designs and on-line assessment with evidences of exemplary students’ creative potentials involved in investigation using OER were identified which include interviews findings from two students who created web-portals using OER effectively. ‘More/moderately successful students’ were involved actively in mini science fair, congress/competitions and e-forum (http://forum.maays. net). Other pedagogical issues concerning of the importance of PBL and blended learning that promote thinking skills in line with research evidence as reported in TIMSS and PISA studies are also deliberated.

Developing a Problem Based Instruction Learning Model in Creative Entrepreneurship Product Subject to Achieve Entrepreneurial Competency and Business Creativity

Entrepreneurship education plays a very important role in preparing the younger generation to face the dynamics of modern business. In order to meet these demands, the focus of this research is the development of the Problem-Based Instruction (PBI) Learning Model in the subject of Creative Entrepreneurship Products at the Vocational High School (SMK) level. The aim of this research is to examine the effectiveness of PBI in improving students' entrepreneurial competence and business creativity. The method in this research is the ADDIE development method with research subjects as vocational school students. In the introductory stage, the importance of entrepreneurial competence and business creativity in the era of globalization and economic transformation is emphasized. The Entrepreneurship Creative Products subject at SMK offers an ideal platform to develop these skills. The PBI model was chosen because it emphasizes student-centered learning and contextual problem solving. Using a development research approach, this research involves the stages of problem definition, model design, material development, implementation and evaluation. It is hoped that the results of this research can contribute to the development of a learning model that combines entrepreneurial competence and business creativity through the PBI approach. Through the application of the PBI Model to the Creative Entrepreneurship Products subject, it is hoped that students will be better prepared to face future business challenges with broader insight and stronger skills. Keywords: problem based instruction, entrepreneurial competence, business creativity

Learning design of quadrilateral STEM-based through lesson study

Understanding quadrilateral and triangle material is still a problem for students. These problems occur because teachers did not design learning trajectories before they tough in the classroom, or they still did not apply innovative approaches and media in the learning process. Designing and developing a learning trajectory for the quadrilateral and triangle material as an activities series based on science, technology, engineering, and mathematics (STEM) using rubber-powered car projects through lesson study is the aim of this study. This design is referred to as a hypothetical learning trajectory in teaching quadrilateral and triangle material. This study used design research as a research method, which consists of three stages: preliminary design, design experiment, and retrospective analysis. The subject of this research was seventh-grade students at a state junior high school in Semarang City. Data were collected from various sources: pre- and post-test, student worksheets, interviews, documentation of photos, and video recording of the learning process. Data analyses through qualitative research about validity and reliability refer to the quality of the observation. This study result described the learning trajectory consisting of three activities, namely creating a rubber-powered car project, identifying the property and relation among quadrilaterals, and solving a contextual problem in the area and perimeter of quadrilaterals. This research indicated that a series of activities STEM-based designed through lesson study can make students understand material actively, joyfully, and meaningfully.

Should I Learn Division Algorithm?: An Investigation of Elementary Students’ Solution Strategies on Division with Remainder (DWR) Problems

The division with remainder (DWR) problems offer significant potential for students to make sense of the division operation. The purpose of the study is to investigate elementary school students' solution strategies for DWR problems. In particular, this study aims to compare the problem-solving strategies in DWR problems employed by second-grade students, who are versed in multiplication, but have not been introduced to division; with those of third and fourth-grade students who are familiar with division but have yet to engage with the interpretation of remainders. This qualitative research obtained data from 144 students in second, third, and fourth-grades in a public primary school. A total of six different DWR problems were presented to the students, including types as remainder divisible, remainder not divisible and remainder as a whole. The findings indicated that the strategies used by students in solving DWR problems differed. While second-grade students prefer strategies such as repetitive addition, repetitive subtraction, grouping, verbal explanation and using models, there is a noticeable tendency to use the division algorithm by fourth-grade students. However, it was noticed that students were unable to interpret the remainder in a meaningful way, especially from the third-grade, when they began to learn the division algorithm. According to the study, rather than moving immediately to the division algorithm, teachers should spend their time helping students understand division through contextual problems and representations.

PENGEMBANGAN BAHAN AJAR DIGITAL MATEMATIKA DENGAN BOOK CREATOR UNTUK MENDUKUNG PEMAHAMAN KONSEPTUAL PADA MASALAH ARITMATIKA SOSIAL

Social arithmetic is a useful topic for mastering numeracy skills that are useful in solving real-world problems. However, students' difficulties in solving social arithmetic problems are still found. In addition, the limitations of available digital learning resources are also an obstacle for some teachers. This article aims to describe the process and results of developing digital mathematics teaching materials with the Book Creator applications to promotes students' understanding of concepts in social arithmetic. The development of this teaching material is based on the ADDIE model with the following stages: analysis, design, development, implementation, and evaluation. Based on the conceptual understanding test on 6 subjects with various mathematical abilities, the average achievement result was 89%. The advantage of this teaching material is that it contains contextual problems that are in accordance with real-life situations, but on the other hand it is still necessary to develop more open-ended questions. This teaching material also contains questions for self-reflection to facilitate self-regulation in learning. For further development, teaching materials also need to be improved in terms of appearance, scope of lesson topics, and practicality in terms of collecting student written answer documents.

AN INSTRUCTIONAL DESIGN PROCESS WITH PROBLEM BASED LEARNING (PBL) IN PROBABILITY

One of the materials in mathematics that is taught at the secondary level is opportunity. Students do not fully understand because of the lack of application of opportunity material in everyday life. Then the solution offered is to use a learning model that is close to student problems, namely by using the Problem Based Learning model. The method used is literature review by describing the results of the literature review. It can be concluded that the use of the Problem Based Learning model on opportunity material can be done by presenting contextual problems that are closely related to the lives of students.

Teacher’s Strategies in Teaching Contextual English at SMK N 1 Wadaslintang

The objectives of this research are to find out the strategies used by the teachers in teaching contextual English, to find out the strategies aplied by the teachers in the classroom and to find out the strategies used by the teachers to improve the student’s enggagement in the classroom in merdeka curriculum by English Teachers of SMK Wadaslintang, Wonosobo Regency. The methodology of this reserach is qualitative. The data were collected through observation in the classroom, interview and questionaires. The results of the research shows that teachers use some teaching strategies which accomodate contextual English like Problem based learning. The teachers use the syntact of CTL, relating, experiencing, applying, cooperating and transfering even though it has another names. The teachers agree that the strtategies can engage student’s in participating actively in the classroom.

Tiered Assortment: Optimization and Online Learning

Due to the sheer number of available choices, online retailers frequently use tiered assortment to present products. In this case, groups of products are arranged across multiple pages or stages, and a customer clicks on “next” or “load more” to access them sequentially. Despite the prevalence of such assortments in practice, this topic has not received much attention in the existing literature. In this work, we focus on a sequential choice model that captures customers’ behavior when product recommendations are presented in tiers. We analyze multiple variants of tiered assortment optimization (TAO) problems by imposing “no-duplication” and capacity constraints. For the offline setting involving known customers’ preferences, we characterize the properties of the optimal tiered assortment and propose algorithms that improve the computational efficiency over the existing benchmarks. To the best of our knowledge, we are the first to study the online setting of the TAO problem. A unique characteristic of our online setting, absent from the one-tier MNL bandit, is partial feedback. Products in the lower priority tiers are not shown when a customer has purchased a product or has chosen to exit at an earlier tier. Such partial feedback, along with product interdependence across tiers, increases the learning complexity. For both the noncontextual and contextual problems, we propose online algorithms and quantify their respective regrets. Moreover, we are able to construct tighter uncertainty sets for model parameters in the contextual case and thus improve the performance. We demonstrate the efficacy of our proposed algorithms through numerical experiments. This paper was accepted by J. George Shanthikumar, data science. Supplemental Material: The data files and e-companion are available at https://doi.org/10.1287/mnsc.2023.4940 .

Learning strategies on ecosystem concepts and environmental change: A pedagogical study analysis

Human activity is one of the causes of environmental damage on earth. Prevention of environmental damage can be done by increasing ecological knowledge, problem-solving skills, and attitudes such as sustainability insights and environmental awareness. One way to improve these competencies is by learning about ecosystems and environmental change. This study aims to map out effective strategies for teaching ecosystems and environmental materials so that it can more optimally develop the expected competencies. The literature review method is used to map the learning strategies used to analyze patterns of effective strategy tendencies. Literature reviews were analyzed from scientific publications indexed by Google Scholar in the 2014-2023 range. The results of the analysis show that learning about ecosystems and environmental change is recommended (1) integrating technology; (2) raising the potential of local wisdom; (3) based on contextual problems; (4) improving problem-solving skills, ecological literacy and sustainable awareness; and (5) in the form of active learning. The recommended learning strategies for ecosystem materials and environmental change are environmental approaches and process approaches, problem-based learning models, learning methods in practice or field studies, and learning media in the form of real objects or phenomena that can be analyzed by students.

ARGUMENTATION SKILL IN STEM-EDP WORKSHEET FOR HIGH SCHOOL STUDENTS: VALIDITY ASPECT

Argumentation skill need to be enhanced through contextual problem with integrated STEM (Science, Technology, Engineering, and Mathematics). This study aims to develop worksheet of STEM-EDP based worksheets that focus on students' arguments on the topic of climate change. This research is a Research and Development (R&D) study using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) focused on ADD stages. Worksheet designs are prepared by containing STEM indicators accompanied by worksheets that refer to aspects of Toulmin's Argument Pattern. The validity by two lecturers of Physics Education obtained content feasibility aspects (90.00%), linguistic aspects (91.25%), presentation aspects (93.75%), and graphical aspects (83.75%). The conclusion is that STEM-EDP based worksheets fall into the very valid category with a validity value of 89.69%. STEM-EDP based worksheets that focus on students' arguments on the topic of climate change are feasible to implement in classroom learning.

Computers as a Tool to Empower Students and Enhance Their Learning Experience: A Social Sciences Case Study

Computers in mathematics education help foster abstract concepts and solve problems that are unsolvable by hand. Moreover, students whose major does not have a mathematical background often struggle with the topic and may require learning aid. Although extensive research has been conducted on the effect of computers and different software in learning, students’ perception on computers to solve mathematical problems has scarcely been studied. In this work, a group of undergraduate social sciences students were given computers to learn mathematics and solve contextual real-life problems, with the aim of facilitating learning and providing empowerment. After the courses, the students were asked their perception of computers and mathematics to obtain descriptive results on their perception. Responses indicated that with computers, students felt learning and solving mathematics problems was easier (85% of the answers), they felt more confident about their skills (69%), and could think of new ways to solve problems (54%). Moreover, a text analysis was conducted using software to assess open-ended questions, and the results indicated that most answers were positive in nature. Additionally, the students were given the chance to rate the mathematics course using computers, and the course received a rating of 9.5/10, indicating the methodology was liked.

Learning statistics using realistic mathematics education: A case of fifth-grade students of elementary school

This study aims to describe realistic mathematics education (RME) in helping students' understanding of concepts in statistical material about data collection. This research uses descriptive qualitative research methods with a design research approach. The subjects of the study were 29 fifth-grade students of a public school in Pekanbaru, Riau, Indonesia. The results of this study show that RME is applied in learning with the following steps, namely first, providing and explaining contextual problems to be solved by students; second, students solve contextual problems for mathematical models in their own way; third, discuss and compare each problem solving given by students; Fourth, students conclude and summarize the learning concept. From these activities, students can develop knowledge and skills in collecting and presenting data.

Analysis of Students' Computational Thinking Ability in Solving Contextual Problems

This study aims to examine students' computational thinking skills in solving contextual problems in the matter of a system of two-variable linear equations. This type of research uses descriptive qualitative approach. The subjects used in this study were 25 class VIII students of State Middle School in the 2022/2023 academic year on SPLDV material (System of Two-Variable Linear Equations). Data collection techniques and instruments in this study were written tests and interviews. Data analysis was carried out by first classifying the data, then presenting the data and ending by concluding the results of computational thinking indicators. The results showed that the percentage of students' computational thinking aspects, namely the decomposition aspect, was 70.30% in the good category, pattern recognition 58.63% sufficient category, abstraction 58.30% sufficient category, and thinking algorithm 50.47% sufficient category. So that students' computational thinking skills are included in the sufficient category. Meanwhile, based on the categorization of high-level students they have done well. However, there were several steps that were missed and not written down in the answer sheets, such as the decomposition and pattern recognition aspects which were not carried out properly. For the medium category, all stages of computational thinking have been carried out very well starting from decomposition, pattern recognition, abstraction, and thinking algorithms. For the low category, this category has not been able to carry out the stages of computational thinking properly.

Problem Based Learning Models to Numeracy Literacy Skills : A Study in Elementary School

: low numeracy literacy ability of students is a particular concern considering that in this 21st-century learning, students should have mastered this ability. The problem-based learning models is a learning model that presents a contextual problems so that students can be directly involved in the problem-solving process. Thus, this study aims to determine the effect of the problem-based learning model on the numeracy literacy skills of elementary school students. The research method used by researchers is a pre-experiment with one group pretest and posttest design using a quantitative approach. The sample in this study was eleven students in fifth grade at Waru Timur 2 Pamekasan Madura state elementary school. Data collection was carried out by administering tests (pretest and posttest) regarding students’ numeracy literacy abilities. Data were analyzed using descriptive statistics, prerequisite tests, and hypothesis testing with paired samples test. Based on the results of data processing, it is known that there is a significant influence of the use of problem-based learning models on students’ numeracy literacy skills. That is because learning is student-centered so that students can be directly involved in problem-solving

Chemistry teacher and pre-service chemistry teacher views: Can social media be used as chemistry learning media?

Chemistry learning should be able to integrate contextual chemistry problems and present the sophistication of 21st-century learning technology. As a product of 21st-century technology, social media can be used as chemistry learning media. Therefore, this study aims to investigate the views of chemistry teachers and pre-service chemistry teachers toward the potential use of social media as chemistry learning media. The Purposed-designed survey method that involved 76 chemistry teachers and 109 pre-service chemistry teachers as respondents was used in this study. A total of 40 question items were developed and distributed online using a Google form to respondents. Based on the results of the survey conducted, it is known that during online and offline chemistry learning, respondents are accustomed to using YouTube as chemistry learning media. In addition, Instagram is the social media most widely owned by pre-service chemistry teachers, while Facebook is the social media most commonly owned by chemistry teachers. Other results reveal that most respondents have the same screen time, more than 4 hours daily. This screen time is used by respondents for entertainment and looking for news information on social media. With this long screen time not used for learning, it can be a promising opportunity to use social media as chemistry learning media. This study is expected to be a reference for developing social media-based chemistry learning to increase student motivation and achievement.

Preservice Teachers’ Reflections on Learning Number Bases and Teaching Base Ten

This study aimed to reveal the solutions of pre-service teachers to contextual problems related to number bases other than the base ten. Furthermore, it was intended to investigate which issues pre-service teachers discussed about their learning in the problem-solving process, including context, and about student learning in their future teaching practices. To achieve this, task-based interviews were held with 12 pre-service primary school teachers. During semi-structured one-on-one task-based interviews, some questions were asked to reveal pre-service teachers’ way of thinking about the problems and their reflection on the learning. In this context, data were obtained from the audio recordings and the students' written responses. Besides, researchers’ notes are used as supporting documents for the validation of the data collection process. The main findings of the study revealed that context is a facilitator for preservice teachers in understanding number bases other than base ten. They gained insight and provided instructional explanations on how to teach the student by understanding the different number bases. Furthermore, context enabled preservice teachers to reflect on how to teach better by considering their own learning processes.

STUDI PENDAHULUAN PENGEMBANGAN MEDIA FLIPBOOK BERBASIS AJARAN TRI-NGA DALAM MENINGKATKAN KEGIATAN LITERASI NUMERASI SD

In order for the learning process to be successful and run well, the teacher must have the right initiatives and steps in terms of encouraging students to be active in learning and providing adequate learning experiences to students. One of the efforts that can be made in the field of education is through the use of learning resources, books and Student Worksheets, which are converted into digital learning resources that are more attractive, interactive and cost-effective without reducing their functions, benefits and uses. Numerical literacy is knowledge and skills in using numbers and symbols related to basic mathematics to solve contextual problems and analyze information presented in various forms, then interpret the results of the analysis to predict and make decisions. Research and development data analysis uses qualitative data which requires a different analysis to interpret the data that has been collected. The development of Flipbook media based on tri-nga teachings can increase elementary school numeracy literacy activities with significant results.

Analisis kesalahan Siswa SMP dalam Memecahkan Masalah Kontekstual pada Materi Perbandingan Ditinjau Dari Gaya Kognitif

The aim of this research is describe errors conducted by students of junior high schools with cognitive styles type field-dependent and field-independent in solving contextual problems in proportion and its causal factors. This research is a descriptive qualitative research. The research subjects for this research were 2 students with the most errors from each type of cognitive styles. The two subjects are of the same gender. Data was collected by interview techniques and test. This research used 3 kinds of instruments, those were interview guidelines, the GEFT test, and diagnostic tests. Data of this research is processed using Miles and Huberman technique which includes 3 steps. The results of this research shows the errors made by subject FD and FI cognitive style, and also the factors that cause the errors. Subject with FD cognitive style made errors such as, errors in understanding the problem, erros in devising a plan, erros in carrying out the plan, and looking back errors. The errors made by students with FI cognitive style included carrying out plans, and checking again. Factors that cause subject that has FD cognitive style made errors tend to be caused by difficulties in understanding problems, lack of the understanding of the mathematical concepts, and also lack of calculating skills. Factors that cause subject that has FI cognitive style made errors tend to result from a lack of thoroughness in students when solving problems.

A Deficiency of the Predict-Then-Optimize Framework: Decreased Decision Quality with Increased Data Size

This paper presents an analysis of the decision quality of the predict-then-optimize (PO) framework, an extensively used prescriptive analytics framework in uncertain optimization problems. Our primary aim is to investigate whether an increase in data size invariably leads to better decisions within the PO framework. We focus our analysis on two contextual stochastic optimization problems—one with a non-linear objective function and the other with a linear objective function—under the PO framework. The novelty of our work lies in uncovering a previously unknown relationship: the decision quality can deteriorate with increasing data size in the non-linear case and exhibit non-monotonic behavior in the linear case. These findings highlight a potential pitfall of the PO framework and constitute our main contribution to the field, offering invaluable insights for both researchers and practitioners.

Fenomena Literasi Spasial pada Siswa Kelas VII SMP Materi Bangun Datar

Spatial literacy is an important component that students must master. Spatial literacy supports students' understanding of flat shapes which are closely related to the real world. This study aims to describe the phenomenon of spatial literacy in student studies on flat shapes. This research design uses a descriptive with a qualitative approach. Data collection techniques used in this study were observation, pretest & posttest, and interviews. The research location in this study was VII Minqhotrotul Ulum Gumukmas Middle School. The subjects in this study consisted of 3 students who had high mathematical abilities and 2 students who had low mathematical abilities. The results of this study indicate that students who have high abilities can sketch spatial objects through visual images based on contextual problems, identify questions and statements of mathematical models and relate concepts and spatial object relationships in calculation techniques and are able to express ideas related to spatial object relationships through oral and written . Whereas students who have low mathematical abilities have known that a phenomenon cannot create spatial objects through visual images based on contextual problems, is unable to express ideas related to spatial object relationships through speech and writing, but can identify questions and statements of mathematical models, but cannot relate concepts and spatial object relationships in calculation techniques. so from this phenomenon it can be concluded that students who have high mathematical abilities have fulfilled the three aspects of spatial literacy indicators, namely the aspects of Visualization, Reasoning, and Communication, and students who have low mathematical abilities do not fulfill the three aspects of spatial literacy indicators. Keywords: Phenomena, Spatial Literacy, Flat Shape Study.