Critical Problem Solving Research Articles

ACHIEVING THE CORRECT FORMATION OF STUDENT ABILITIES THROUGH EDUCATIONAL TECHNOLOGIES

This article covers the issue of proper formation of student's abilities with the help of educational technologies. Modern digital technologies provide students with a wide range of opportunities to develop critical thinking, creativity, problem solving, and communication skills. The article analyzes the methods of forming the abilities of students through individual education through technologies, interactive educational programs, simulations and online discussion platforms. In addition, the contribution of artificial intelligence and virtual laboratories to the development of skills in the educational process is also discussed. This article includes approaches to improve student learning through the effective use of technology in education.

Exploring 21st-Century Skill Portrayals in an Indonesian EFL Textbook

This study investigates how 21st-century skills are represented in an Indonesian government-funded EFL textbook designed for first-grade junior high school students. Through content analysis, the study examines the integration of these skills within the textbook components, employing Rinekso’s (2021) framework of analysis. Results indicate comprehensive coverage of all four Cs skills (critical thinking and problem solving, communication, collaboration, creativity, and innovation), with communication skills being most prominent and creativity skills less emphasized. The representation of these skills varies across different tasks, encompassing goals, inputs, procedures, and teacher and learner roles. The findings underscore the need to expand tasks fostering creativity skills. Moreover, the study anticipates that English teachers provide practical examples of 21st-century skills in everyday contexts, fostering enthusiasm for skill development in the era of globalization.

Enhancing Students’ Knowledge-Based Economy Skills at Sultan Qaboos University

This study examines the readiness of Sultan Qaboos University (SQU) students for the knowledge-based economy, focusing on their awareness, perceptions, and skills. As Oman transitions towards a knowledge-based economic model, understanding and enhancing students’ preparedness has become crucial. This research employs a quantitative approach, utilizing a questionnaire distributed to SQU students across various colleges and academic levels, achieving a 66.04% response rate. The key findings reveal that while many students consider knowledge economy skills very important, some express neutral awareness about these skills. Students ranked creativity and innovation (85.82%) and critical thinking and problem solving (85.11%) as the most essential skills. The study identifies significant relationships between enhancing students’ knowledge-based economy skills (ESKBE) and both awareness of the knowledge-based economy (AWS) and the impact of technology on education and employment (ITEE). Students generally view the knowledge economy positively, with 55% agreeing it will have a positive societal impact. However, they recognize challenges, including resistance to change (53.5% agreement) and limited access to education and training (49.3% agreement). The need for government involvement in addressing these challenges was strongly emphasized (54.3% agreement). Based on these findings, the study recommends that SQU enhance its curriculum to explicitly develop key skills, improve awareness of knowledge economy demands, further integrate technology into educational practices, strengthen industry partnerships, promote lifelong learning initiatives, and engage more actively with policymakers. This paper also provides a unique look at higher education’s role in the changing economy, as seen through graduates. It offers empirical evidence for the necessity of universities to change to serve the knowledge economy and, at the same time, make a case on how complex this transformation is. The results matter not only for SQU but also—in a more general sense, at least as far as knowledge-based economies are concerned—globally with respect to higher education institutions.

PROJECT WORK AS AN ESSENTIAL PROBLEM-SOLVING SKILL

The article under consideration focuses on the importance of project work and its role in problem-solving issues as well as a tool motivating the students to learn a foreign language. Project works enable to develop various skills such as critical thinking, problem solving, communication, collaboration, time-management and research. Students research different information relevant to the problem, analyze data and identify potential solutions. These processes strengthen their research skills and teach them to evaluate information critically. Moreover, project-based activities allow students to go beyond the curriculum and develop a range of vital skills from job searching and resume building to effective teamwork and cyber security. Working in a team, they develop communication skills, learn to cooperate and understand each other. These skills help them successfully adapt to an ever-changing world. The authors, relying on their own teaching experience, focus on some issues envisaging how some types of project work are designed and adopted into the English Language Department (hereafter ELD) of Satbayev University (hereafter SU). Keywords: project work, problem-solving skills, project-based learning, motivation, critical thinking, independent work, SU, ELD.

Analysis Of Soft Skills Of Students Of The Faculty Of Economics, Jakarta State University In Facing The World Of Work

This research aims to determine the soft skills needed by students at the Faculty of Economics, Jakarta State University in facing the world of work. This research uses qualitative research methods, where the data collection process is carried out through filling out questionnaires, interviews and observations. The analysis technique used is data collection, data reduction, data presentation and drawing conclusions. The validity of the data was tested using triangulation techniques. Based on research results, currently students have mastered several soft skills such as critical thinking, public speaking, public relations, problem solving, team work and time management. Meanwhile, the soft skills that students need in the future to face the world of work are team work, problem solving, public relations, public speaking and leadership. When compared with the soft skill indicators used in this research, in general students have three of the five abilities needed to face the world of work, where these three abilities are emotional intelligence, problem solving, and leadership. Currently, students need to focus on improving the soft skills they already have to be truly ready to enter the world of work.

Engaging Undergraduate Students in Course-based Research Improved Student Learning of Course Material.

Course-based undergraduate research experiences (CUREs) offer students opportunities to engage in critical thinking and problem solving. However, quantitating the impact of incorporating research into undergraduate courses on student learning and performance has been difficult since most CUREs lack a comparable traditional course as a control. To determine how course-based research impacts student performance, we compared summative assessments of the traditional format for our upper division immunology course (2013-2016), in which students studied known immune development and responses, to the CURE format (2017-2019), in which students studied the effects of genetic mutations on immune development and responses. Because the overall class structure remained unaltered, we were able to quantitate the impact of incorporating research on student performance. Students in the CURE format class performed significantly better on quizzes, exams, and reports. There were no significant differences in academic levels, degree programs, or grade point averages, suggesting improved performance was due to increased engagement of students in research.

Using a Technology-Enhanced Active Learning Classroom to Teach English: A Help or Hindrance?

Educators view active learning as a pedagogical enabler for preparing students for the demands of today’s workplaces and equipping students with 21st century skills such as critical thinking, problem solving, collaboration, and teamwork. However, there seems to be a noticeable incongruity between the eagerness on the development of 21st century skills and the learning spaces where these skills are intended to be acquired. The significance of learning spaces and their potential for facilitating or impeding students’ active engagement should not be overlooked. Considering the indispensability of technology in today's world, its integration becomes crucial not only in today's pedagogy and curriculum but also in the design of learning spaces. This study aims to investigate teachers’ perspectives of teaching in a technology-enhanced active learning (TEAL) classroom by exploring their experiences of using the TEAL classrooms, the factors affecting their experiences, and how these factors shape teaching experiences from the viewpoint of teacher participants. This study adopts a mixed methods approach where quantitative and qualitative data collection and analysis are incorporated to address the research questions. Findings of the study suggest that the majority of classroom users had a positive overall impression of the TEAL classrooms with some discussing the challenges they encountered. Analysis of the data shows both classroom-related and non-classroom related factors influencing teachers’ teaching experiences. Classroom-related factors encompass aspects such as classroom layout and the technology embedded within the classroom environment. On the other hand, non-classroom related factors are classified into course-related, teacher-related, and student-related factors.

EFFECTIVENESS OF USING EDUCATIONAL GAME-BASED SCIENCE MEDIA PRODUCTS IN IMPROVING SCIENCE LITERACY IN ELEMENTARY SCHOOL

This study examines the effect of using educational game-based science media products on improving science literacy , especially in terms of critical thinking or problem-solving skills in elementary school students. Through an experimental research design, the results showed a significant increase in the aspects of science literacy studied in the group of students who used educational game media compared to the control group. The results showed a significant increase in the aspects of science literacy studied in the experimental group. These findings indicate that the use of educational games can be an effective method for improving high-level thinking skills in students, such as critical thinking and problem solving. This study emphasizes the importance of integrating educational games into the elementary education curriculum to support the development of science literacy in more depth. In addition, these results also open up further opportunities for research related to the effectiveness of educational games in various other aspects of education.

Constructing Assessment for Evaluating Critical Thinking and Creative Problem-Solving Skills in the Lesson on Soundwave

The objective of this article is to develop an instrument that can be used to assess the ability to solve creative problems (CPS) and critical thinking (CT) in the context of sound waves. This work is a component of our research on developing a teaching material that includes assessment as a component of the final product. The objective of this instrument is to evaluate students' critical thinking (CT) and critical problem-solving (CPS) abilities both before and after implementing the recently developed mobile learning teaching resources. To construct the instrument, we adhere to the Facione and Osborn-Parness frameworks for CTs and CPSs. Validity testing and reliability testing comprise this instrument development process. We utilize Cronbach's Alpha to assess reliability and the content validity index to assess validity. According to the content validity index results, four of the six items in the CT instrument were determined to be valid. Conversely, the empirical validation test of the creative problem-solving skills instrument demonstrated that the results were valid and suitable for use. The Cronbach's Alpha results also indicated that both tools accurately evaluated students' creative problem-solving and critical reasoning abilities.

Project -based Learning and Students’ Performance

Project-based learning (PBL) is an educational model that is believed to enhance student learning experience and academic achievement. The Buck Institute for Education (BIE) is the promoter of PBL. The Chinese Ministry of Education emphasizes the importance of project-based learning in its curriculum standards. Research shows that PBL improves student academic achievement, engagement, critical thinking, and promotes collaboration and innovative thinking. However, the implementation of PBL faces many challenges, such as project design complexity, individual student differences, time management, assessment standards development, teacher role changes, resource constraints, and curriculum integration. Addressing these challenges requires teachers with keen insight, flexible teaching strategies and continuous professional development. There are differences between project-based learning and traditional teaching in student performance, such as initiative and engagement, critical thinking and problem solving, teamwork and communication skills, as well as in-depth understanding and transfer of knowledge. This study uses quantitative research design to numerically describe the implementation of investigation-based project-based learning and analyze its relationship with student achievement. The subjects were teachers and students (172 teachers, 2,154 students) from three schools in Guangdong, China, and the sampling was purposeful, focusing on teachers and students using project-based learning.

Impacts of British Council’s Core Skills Activities on Students-Teachers’ Performance and Whole School Environment in Khyber Pakhtunkhwa, Pakistan

A good teacher can bring more positive changes in the behavior of students, the teacher’s knowledge and skills are important to achieve the required targets of the institution. The researcher aimed to explore the effectiveness and benefits of British Council’s trainings programs, a professionally skillful teacher may impart knowledge and skills to the students. The main objective of the study is to know the impacts of British Council’s Core Skills Activities on the student-teachers’ performance and whole school environment in Khyber Pakhtunkhwa, Pakistan. It was a descriptive and survey type research. The population of the study was 480 governments male-female primary, middle and high schools and 960 teachers trained by British Council for connecting classrooms Core Skills Activities. The sampling of the study was 200 teachers of 100 randomly selected schools of Khyber Pakhtunkhwa. The six core skills are Critical Thinking & Problem Solving, Communication & Collaboration, Creativity & Imagination, Citizenship, Digital Literacy, and Student Leadership & Personal Development. The selected data was properly analyzed, tabulated, explained and interpreted through some statistical tools and a chi square test was used. The major findings showed that British Council is an international organization which works positively for the professional development of teachers and uplift of students. The findings depicted that majority the teachers greed with the statement that British Council Connecting Classrooms activities i.e. Core Skills also called Twenty First Century Skills improved the overall performance of students-teachers and whole school environment. The traditional teaching methodology of teaching was changed to activity and conceptual based teaching. The most important fact was found that critical thinking and problem solving skills was the need of the day, it really develops the thinking approach of the students and teachers. Communication, computer and leadership skills of students were also developed by adapting core skills activities in and outside the class. On the basis of findings some recommendations were made that the Core Skills activities may be embedded by the teachers in school curriculum. Such training session may be provided to all teachers and head teachers by the Elementary & Secondary Education Department Khyber Pakhtunkhwa under the supervision of British Council experienced and skillful team.

Peran Guru dan Strategi dalam Meningkatkan Pembelajaran Aktif Siswa di Kelas IV SD Al-Huda Sidoarjo

Active student learning is an approach in which students are actively involved in the learning process, not just as passive recipients of information from the teacher. Active learning involves student participation in learning activities such as discussions, problem solving, experiments, and collaboration, which allows them to construct their own understanding in a deeper and more relevant way. The purpose of this study was to analyze the role and strategies of teachers in improving active learning in grade IV students of Al-Huda Elementary School, Sidoarjo. The research method used was qualitative with data collection techniques through observation, interviews, and literature studies. The data analysis techniques used were data reduction, data presentation, and drawing conclusions. The informants in this study were homeroom teachers of grade IV at Al-Huda Elementary School. The results showed that the role of teachers in improving active learning in the classroom had gone well even though there were some obstacles in its implementation. Through the role and strategies of teachers, it aims to encourage critical thinking, problem solving, and student independence in their learning

Investigation on the effect of social problem-solving instruction on nursing students' thinking and decision-making capacity

Registered nurses require individuals with outstanding mental skills like problem-solving, decision-making, and analytical abilities due to the complicated healthcare system and demanding patient care setting. Examining the impacts of a societal troubleshooting course on a group of college registered nurses was the goal of this quasialmost scientific inquiry. Prior to and following the treatment, the study attempted to compare changes in numerical poll results, corporate interviews, updates to the Social Handling Issues Stock, scores on the Critical Analysis Test, and answers to private questionnaires. 50 college registered nurses were randomly selected and assigned to two groups: the experimental group (n = 25) and the uncontrolled group (n = 25). The data obtained from the study were analyzed using the SPSS (Statistical Package for the Social Sciences) program. Resolving societal issues sure has a beneficial impact on pupils. Ability to solve societal challenges, make decisions, and suspect critically after the training session in the experimental group (P =0.05), but in the custody group (P >0.05), that result was not seen. The findings indicated that formal societal instruction could enhance intellectual critical thinking, problem solving, and decision-making abilities. In light of this finding, nursing education should be delivered in novel, inventive, and unconventional ways compared to conventional teaching techniques. Instruction in mental abilities has to be included in the nursing curriculum. Therefore, it is advised that nursing pupils receive mental formation, including problem-solving.

PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI SIFAT-SIFAT PERIODIK UNSUR KELAS X DI SMAN 1 SURANENGGALA

This research is classroom action research which aims to improve the quality of learning and student learning outcomes. The objects of this research were students in class The method in this research is a qualitative descriptive method. Classroom action research design with three steps, namely Planning, Implementation, and Reflection. The indicator of success in this research is the achievement of student competency from cognitive learning outcomes which reached 92% completion with a KKM = 75. In carrying out the assessment in this activity, learning technology media through Quizizz is used to facilitate data processing to make it more efficient and effective. Through this learning, it is hoped that students will be able to grow their imagination and develop their thinking power to achieve the 4 character skills of the 21st century, such as: Critical Thinking and Problem Solving, Communication, Collaboration, and Creativity and Innovation.

Implementasi Project Based Learning dalam Pembelajaran Abad 21 pada Mata Kuliah Kesehatan Perempuan dan Perencanaan Keluarga

Education in Indonesia is experiencing development, students are required to compete in the era of industrial revolution 4.0 in the 21st century to be able to improve their abilities, namely collaboration, communication, creative and critical thinking and problem solving skills. So an effort is needed that can be applied to learning activities and one of them is through the application of the Project Based Learning learning model. This project-based learning is a learning strategy that empowers students to gain knowledge and understanding. The aim of this research is to increase student creativity through project-based learning to create teaching media to introduce the female reproductive organs and their functions. Classroom action research research design. The population of this research is all students taking women's health and family planning courses for the 2022-2023 academic year with a sample size of 13 odd semester (three) students. The data collection technique looks at activity during the lecture process and monitors the progress of projects carried out by students using observation assisted by instruments, namely written tests, performance tests and observation sheets. The results show an increase in learning outcomes in the category of students' thinking skills and creativity, which can be seen from the students' enthusiasm in completing the Teaching Aids for Introduction to Female Reproductive Organs project as well as presenting and publishing the results of their work. So it can be concluded that the application of the Project Based Learning (PjBL) learning model can improve the learning outcomes of thinking skills and creativity of students at the Tahirah Al Baeti Bulukumba Midwifery Academy for the 2022/2023 Academic Year.

Participatory Learning with Critical Problem-Solving Approaches in Teaching Simple Machines: Its Effectiveness on Students' Science Process Skills

This study investigates the effectiveness of participatory learning combined with a critical problem-solving approach on junior high school students' science process skills in the context of simple machines. Conducted with 61 students from Central Lombok, the research involved an experimental group (31 students) and a control group (30 students). The experimental group received participatory learning treatment with a critical problem-solving approach, while the control group was taught using traditional expository methods. The intervention included three sessions focusing on pulleys, inclined planes, and levers, each lasting 90 minutes. Students' science process skills were assessed across five aspects: preparing practical tools, assembling practical tools, reading measurements, collaborating with peers, and conveying information. The results revealed that the experimental group significantly outperformed the control group in all aspects of science process skills, with higher mean scores and lower variability. The findings indicate that participatory learning with a critical problem-solving approach is more effective than traditional methods in enhancing students' science process skills. This study's outcomes suggest that integrating interactive and student-centered approaches in science education can foster critical thinking, collaboration, and practical application of scientific concepts. The research contributes to the existing literature by demonstrating the benefits of combining participatory learning and critical problem-solving in teaching complex topics like simple machines. Future research should explore the long-term effects of these approaches and their applicability across various educational contexts and subjects.

Implementation of Post-Pandemic Learning Independence Culture in Elementary Schools

The COVID-19 pandemic has had an impact on the Indonesian education system, causing changes in students’ cultural learning patterns and decreased creativity. Schools are restructuring their learning culture to focus on students and adapt to the environment. Indonesian government education system law no. 20 of 2003 mandates cultural values, cultural acculturation, and fostering independent learning. Teachers play an important role in motivating students and implementing a culture of independent learning, which has a positive impact on their learning process. This research aims to determine the effectiveness of implementing a culture of independence in learning at SD Negeri 1 Pangkalan Baru, Central Bangka Regency, Bangka Islands Province. This research uses a phenomenological approach and qualitative methods to collect data and information from informants. The research aims to build a culture of independence, minimize teacher-student understanding and increase effective communication relationships between students. The research was conducted at SD Negeri 1 Pangkalan Baru Central Bangka, Bangka Belitung Islands Province. Data collection in qualitative research includes observation, interviews, and documentation and data can be taken from several sources. The analysis and sharpness of qualitative research is greatly influenced by the strength of the words and sentences used in the literature. The objects of the research were students at SD Negeri 1 Pangkalan Baru, Central Bangka Regency, Bangka Belitung Islands Province. The results of the research show that at SD Negeri 1 Pangkalan Baru, the focus on independent learning is emphasized through emotional intelligence, cultural habituation, and the character education system. The Pancasila learner profile emphasizes six dimensions: faith, piety, noble character, global diversity, and independence. Independent learning involves creating a study schedule, discussing with teachers, and applying critical reasoning skills. Constructivism theory encourages critical thinking, creativity, and problem solving, thereby leading to increased motivation and academics success.

Menumbuhkan Tunas Kreativitas: Strategi Pembelajaran Pendidikan Pancasila yang Efektif untuk Kelas 1 SD/MI

Education is the main foundation in forming the character and intelligence of the nation's next generation. In Indonesia, Pancasila education has a very important role in directing students' moral and ethical development from an early age. Therefore, this research was conducted to analyze effective Pancasila education learning strategies for grade 1 SD/MI. This research is qualitative research that uses the literature review method with Google School as a database. Based on the literature review that has been carried out, it can be concluded that creative learning methods, such as stories, games and art activities, are very effective in increasing grade 1 SD/MI students' understanding of the values ​​of Pancasila. These methods not only make the learning process more interesting and enjoyable, but also help students internalize the values ​​taught, develop critical thinking and problem solving skills, and form character in accordance with the principles of Pancasila. The successful implementation of creative learning methods is very dependent on the role of the teacher, family support and the school environment. Therefore, joint efforts are needed from various parties to overcome challenges and maximize the potential for creative learning in Pancasila Education.

The Implementation of Cognitive Strategy in Teaching English at SMPN 2 Sungguminasa

This research aims to determine the implementation of cognitive strategy in teaching English and the influence of implementing cognitive strategy on students’ English learning process. Researchers conducted this research at SMPN 2 Sungguminasa. This research method is descriptive qualitative. The instruments in this research are observation, interviews and documentation. Data collection was carried out using observation sheets and interview techniques. Participants in this research were two English teachers at SMPN 2 Sungguminasa. The results of this research showed that English teachers implement this cognitive strategy by forming discussion groups, utilizing learning models (PJBL, PBL and direct methods) and conducting questions and answers to students. The influences of implementing this cognitive strategy are students who were initially very passive in learning English became motivated to participate in English learning after implementing this cognitive strategy. They spoke actively in expressing opinions, suggestions, creative ideas and actively collaborated. This shows that the results of the implementation of cognitive strategy have met the four indicators (critical thinking, creative thinking, decision making and problem solving). This strategy is very influential on students' learning process because it can improve students' thinking process through the application of cognitive strategies, so that students can develop their knowledge in learning.

ANALYSIS OF COLLABORATIVE PROBLEM SOLVING LEARNING IN 9 NAMANG PRIMARY SCHOOLS, CENTRAL BANGKA DISTRICT

This research aims to analyze Collaborative Problem Solving (CPS) learning at Elementary School 9 Namang, Central Bangka Regency. Analysis uses qualitative analysis techniques with the Miles and Huberman model. The analysis is divided into 3 (three), namely: project, case and simulation-based Collaborative Problem Solving (CPS) learning. The sample in this study consisted of one school principal and 8 class teachers. The results of this research are that in project-based Collaborative Problem Solving (CPS) learning practices, the main obstacles faced by teachers are mainly related to class I, where students are still learning to read and write, experiencing a lack of attention and focus. However, progressive development is seen from class III to class VI, where students are faced with increasingly complex challenges, such as designing projects that are relevant to the curriculum and looking for project ideas from literature. In sixth grade, students engage in thorough evaluation of project ideas, selecting the best solution, and planning concrete steps for implementation. Case-based Collaborative Problem Solving (CPS) learning is designed to develop critical thinking and problem solving skills along grade levels. Simulation-based Collaborative Problem Solving (CPS) learning in grades I-VI takes students through a series of progressive stages, starting from simple games that emphasize cooperation to real-world situations using technology and role-playing. This research provides in-depth insight into the implementation of various Collaborative Problem Solving (CPS) methods in educational contexts, with an emphasis on developing students' skills over time.