Differences In Problem-solving Ability Research Articles

Pengembangan LKPD Elektronik Berbasis Masalah Terintegrasi Potensi Lokal TPST Piyungan pada Materi Perubahan Lingkungan untuk Meningkatkan Kemampuan Pemecahan Masalah dan Literasi Lingkungan Peserta Didik Kelas X SMA

This research aims to determine the characteristics and produce problem-based electronic student worksheets that are integrated with the local potential of TPST Piyungan in appropriate, practical, and effective environmental change material to improve students' problem-solving abilities and environmental literacy. This research is research and development (R&D) using the 4D model (Define, Design, Develop, and Disseminate). A field trial of electronic worksheets was carried out through quasi-experimental research with a pretest-posttest control group design. The field trial subjects were 72 students from two classes. Data analysis was carried out using the MANOVA test to analyze differences in students' problem-solving abilities and environmental literacy. The results of the research show that based on the assessment of expert lecturers, the content of electronic worksheets is very suitable for encouraging problem-solving abilities and environmental literacy, and the MANOVA test results show that there are differences in problem-solving ability and environmental literacy when using electronic worksheets based on problems integrated with the local potential of TPST Piyungan. It can be concluded that the integrated worksheet based on local potential problems at TPST Piyungan is feasible, practical, and effective for use in implementing environmental change materials

신생아 출생 간호에 대한 Head Mounted Displays기반 가상현실(Virtual Reality)시뮬레이션과 블렌디드 교육 프로그램 효과

Objectives This study confirms the effectiveness of a virtual reality simulation and blended education program based on Head Mounted Displays on newborn nursing for nursing college students.
 Methods The participants were 48 nursing students. The experimental group(n=24)received a blended simulation, combining a HMD based virtual reality simulation and a high-fidelity simulation, while the control group(n=24) received only a HMD based virtual reality simulation. Data were collected from January 9 to 12, 2023, and analyzed using SPSS version 25 for Windows.
 Results A blended education program was applied that includes an HMD-based VR and high-fidelity simulation education for neonatal nursing. There was a significant difference in problem-solving ability(t=3.47, p=.009)and clinical performance confidence(U=-3.68, p<.001)of the experimental group that received blended simulation training. Critical thinking disposition(t=2.86, p=.004),problem-solving ability(t=3.47, p<.001), and clinical performance confidence(U=-3.68, p=<.001) were significantly affected before and after training between the experimental and control groups. The difference in scores was statistically significant.
 Conclusions A blended simulation that integrates an HMD based virtual reality simulation program and high-fidelity simulation education for neonatal nursing was found to be effective in education. The goal is to provide basic data for children's nursing simulation education to operate more efficiently. Therefore, since the HMD based virtual reality simulation program can be integrated into the existing simulation program and used as an effective education method, it is believed that alternative practical education design research that applies various simulation education methods is necessary.

간호대학생의 진로선택유형에 따른 문제해결능력과 임상수행능력 차이 분석

Objectives This study examined nursing students' Patterns of Career Choice and investigated the difference of problem solving ability and clinical performance ability according to the patterns.
 Methods The subjects of this study were 195 nursing students in third and fourth grades located in J province, and data were collected using self-administered questionnaires. To analyse the data, Cronbach's α, t-test, ANOVA, χ2-test, Scheffé test were used with an SPSS 20.0 program.
 Results The patterns of career choice of subjects showed ‘stable pattern'(34.9%), ‘conventional pattern'(30.3%), ‘unstable pattern'(25.1%) and ‘multiple trial pattern'(9.7%). Mean score of subjects was 3.31 problem solving abil-ity score and 3.57 clinical performance ability score. Problem solving ability and clinical performance ability showed a significant difference in patterns of career choice. Problem solving ability showed a significant difference in ap-plication motivation and satisfaction with nursing as a major. Clinical performance ability showed a significant dif-ference in gender and satisfaction with nursing as a major.
 Conclusions As a result of this study, those with stable career choices and high major satisfaction also showed better problem-solving and clinical skills. This highlights the importance of strengthening the high school-uni-versity link for early career exploration based on students' interests and providing tailored educational programs to enhance satisfaction with major among nursing students.

간호대학생의 임상실습 교육 유형에 따른 문제해결능력, 의사소통능력, 자기주도적 학습능력 비교

Objectives The purpose of this study is to identify the differences in problem-solving ability, communication ability, and self-directed learning ability according to the types of clinical practice education of nursing students, that is, offline practice, online practice, and online/offline concurrent practice.
 Methods A survey was conducted on 159 nursing students, and the collected data were analyzed using SPSS 22.0 to determine the differences in problem-solving ability, communication ability, and self-directed learning ability according to offline practice, online practice, and online/offline concurrent practice. Analysis, the Kruskal-Wallis test, was performed, and the difference between groups was analyzed using the Mann-Whitney test.
 Results Nursing students' divergent thinking (χ²=8.09, p=.006) and problem-solving ability (χ²=3.48, p=.033) were significantly higher in the online practice group than the offline practice group and online/offline concurrent practice group, and the leading For communication (χ²=4.45, p=.037) and understanding others' point of view (χ²=4.92, p=.029), the scores of the online practice group were higher than those of the offline and online/offline concurrent practice groups, and the learning needs diagnosis (χ²=5.78, p=.045), resource identification for learning (χ²=4.45, p=.037), and self-directed learning ability (χ²=3.70, p=.027) showed that the online practice group had both offline practice group and online/offline. significantly higher than that of the practice group. In addition, problem-solving ability, communication ability, and self-directed learning ability were found to be positively correlated.
 Conclusions Online practice is effective in improving problem-solving ability, communication ability, and self-directed learning ability of nursing students.

Relevance of Problem Based Learning based on Science Education for Sustainability Development towards Problem Solving Ability

One of the skills that students must master is problem solving abilities, in which students will learn to solve problems in their surroundings. This study aims to determine the effectiveness of the PBL (Problem Based Learning) model integrated with the Science Education for Sustainability Development (SESD) approach to students' problem solving abilities. The use of the SESD-integrated PBL model in problem solving ability is something new that has never been done. The study used a quasi-experimental design quantitative method with a pretest-posttest design. The research sample was 24 students of grade 8th junior high school as an experimental class that applied the integrated PBL model with SESD and 24 students of grade 8th junior high school as the control class that applied the non-PBL model integrated with SESD. Data collection techniques used observation sheets, tests, and questionnaires, which were analyzed using descriptive and inferential statistics. The results of the two-tailed t-test yielded a P-Value of 0.001, where if the P-Value < α = 5% (0.05), then H0 was rejected. So it shows that there is a significant difference in problem solving ability between the experimental class and the control class. The results of the one-tailed t-test that has been carried out produce a P-Value of 0.001 so that H0 is accepted. The results of the one-tailed t-test also show an estimate for a difference of 13.85. Therefore, the test decision can be stated that the problem solving abilities of students in the experimental class are better than those in the control class. The ANCOVA test shows that the value of Sig. of 0.010 < α (0.05) shows that the PBL model integrated with SESD is considered effective for problem solving abilities. So it can be concluded that students' problem solving abilities using integrated PBL models with SESD are more effective than students' problem solving abilities using non-PBL models integrated with SESD.

STUDENTS' MATHEMATICS PROBLEM-SOLVING VIEWED FROM MATHEMATICS ANXIETY AND GENDER

Some internal factors influence problem-solving ability. Some internal factors that presumably influence problem-solving are mathematics anxiety and Gender. This study aims to determine problem-solving abilities regarding mathematics anxiety and Gender. It is a quantitative research that involves 66 students of a Junior High School in Yogyakarta. The sampling technique used is a simple random sampling technique. The instruments in this study were a problem-solving ability test and a mathematics anxiety questionnaire. The data analysis technique used is Two Way ANOVA. The results show differences in problem-solving ability regarding the students' mathematics anxiety levels. However, there was no difference in students' mathematical problem-solving abilities between male and female students. On the other hand, there is no difference in students' mathematical problem-solving abilities in terms of the level of mathematics anxiety and Gender.

프로젝트 기반학습을 활용한 간호학개론 수업이 문제해결능력, 비판적 사고성향에 미치는 효과

This study was attempted to investigated the effect of introduction to nursing science class using project based learning on problem solving ability, critical thinking disposition for nursing students. Tthis is a single group pre and post experimental design study comparing differences in problem solving ability and critical thinking propensity before and after receiving an introductory nursing course using project based learning. In accordance with the changing times that require the qualifications of competent nurses, it is very important to confirm if there is a change in competency after applying project-based learning (PBL), which can enhance nursing competency, such as problem solving ability required in nursing practice, to the introduction to nursing science class. This study was conducted on 50 first grade students who took introduction to nursing science class in the nursing department of G university located in S city, in the order of pre-investigation, project-based introductory nursing course operation, and post-investigation. The data were collected from September 1 to December 15, 2021, after obtaining approval from the G University Institutional Review Board(202109-HR07-07). The collected data were analyzed as frequency, percentage, average, standard deviation, and pared t-test using SPSS WIN 23.0. As a result of the study, problem solving ability average 3.50±.72 points before learning and 3.88±.33 points after learning and critical thinking disposition average 3.26±.63 points before learning and 3.78±.45 points after learning. Problem solving ability increased after learning than before project based learning, and among them, problem recognition (t=-3.055, p<0.005), information collection (t=-4.052, p<0.001), and analysis ability (t= -4.238, p<0.001), divergent thinking (t=-3.824, p<0.001), and feedback domain (t=-3.486, p<0.005) showed statistically significant differences. Critical thinking disposition increased after project based learning, and among them, intellectual fairness (t=-1.330, p<0.005), prudence (t=-4.623, p<0.001), and self-confidence domain (t=-3.374, p<0.005) was statistically significant. The significance of this study is to develop and apply a project based class suitable for the introduction to nursing science class, and to confirm that the project based learning applied to the introduction to nursing science class improved the problem-solving ability and critical thinking disposition. Since this study was applied to one university nursing student, there is a limit to generalizing it. Therefore, it is necessary to conduct repeated studies to verify the learning effect by applying the results of this study to various subjects in the future.

A-123 Problem Solving and Mental Workload in Binge and Non-Binge Drinking College Students

Abstract Objective: Chronic sustained alcohol abuse is known to impact cognitive functioning. We examined potential differences in problem solving ability and mental workload in a more short-term population, binge-drinking college students. Method: Binge-drinking (BD) (n = 129) and non-binge-drinking (NBD) (n = 163) college students completed a computerized test of problem solving, a 3-disk and 4-disk version of the Tower of Hanoi (TOH). After each TOH session, they also completed an assessment of mental workload via the NASA-Task Load Index (NASA-TLX). Mental workload was defined as the Mental Demand subscale of the NASA-TLX. Results: No significant group difference was found in mean number of moves to complete the TOH in either the 3-disk version or 4-disk version. For mental workload, no difference was evident for the 3-disk TOH (BD M = 28.81, SD = 21.05 vs NBD M = 27.09, SD = 21.59, p = 0.497), but there was a difference for the 4-disk TOH condition (BD M = 47.22, SD = 21.86 vs NBD M = 41.84, SD = 22.94, p = 0.044). Conclusion(s): While no group differences in test performance were evident, there was a difference in mental workload on the more difficult TOH condition. We propose that mental workload, which is not normally considered in neuropsychology, might be a valuable tool in assessment of cognitive status, especially when there are subtle cognitive differences. In this case, even with similar test performance, cognitive status might not necessarily be the same between the two groups, with the BD group showing greater mental workload.

Development of BioPhy Magazine Containing Local Wisdom to Improve Problem Solving Ability and Promote Environmental Awareness Campaign

The purpose of this study was to describe the validity and effectiveness of BioPhy Magazine based on local wisdom, which was developed to improve problem-solving skills and encourage students to conduct environmental awareness campaigns. This type of research was development research with the Tessmer formative evaluation model. The small group trial subjects are Chemistry Tadris students who are taking Basic Physics courses in the 2021/2022 academic year. Data were obtained through validation sheets, problem-solving tests, and poster assessment sheets. The data were then analyzed using the Aiken formula, N-gain, effect size, and Wilcoxon test. The results of the analysis showed that the developed magazine was valid from the aspect of content, presentation, and language. Magazines were also effective in improving problem-solving skills, with an N-gain score on the small group test of 0.90 with a high category and an effect size of 3.34 with a strong influence category. In addition, based on the Wilcoxon test, it was known that Asymp. Sig. (2-tailed) of 0.005, which meant that there was a significant difference in problem-solving ability between before and after learning. In addition, magazines could encourage students to carry out environmental awareness campaigns as indicated by the average student environmental poster score of 95.38. So, BioPhy Magazine was valid, effective, and successful in encouraging students to carry out environmental awareness campaigns

COMPARISON OF PROBLEM SOLVING ABILITY IN PBL MODEL WITH INDEX CARD MATCH AND THINK PAIR SHARE STRATEGIES IN FUNCTIONAL MATERIALS

This study has the aim of knowing the development of problem solving abilities before and after the implementation of each model and knowing whether or not there are differences in problem solving abilities between the models in the experimental class 1 and experimental class 2. The approach used in this study is quantitative with a quasi design. experimental. The sampling technique was purposive sampling and class X IPS 2 was taken as the experimental class 1 which was given the PBL model with index card match. Meanwhile, class X IPS 3 as experimental class 2 was given a PBL model with think pair share. The results of the analysis in this study obtained conclusions including: 1) experimental class 1 there was a significant development of problem solving ability in the results before and after giving the model, 2) experimental class 2 there was a significant development of problem solving ability in the results before and after giving the model, 3) there is no significant difference in problem solving ability between experimental class 1 and experiment 2. Thus it can be concluded that the two models are equally able to improve students' problem solving abilities.

PROBLEM SOLVING ABILITY IN EARLY CHILDREN'S MATHEMATICS LEARNING

The problems in this study were (1) what kind of problem solving abilities the children had before the use of beams in learning mathematics in group B at Kartika Kindergarten class X-1 (2) what kind of problem solving ability of children after using bea media in mathematics learning in group B at Kartika Kindergarten class X-1 (3) Is there a difference in problem solving ability in group B at Kartika Kindergarten class X-1 before and after using beam or block media. The general objective in this study is to determine whether there is an effect after using beam media on problem-solving abilities in early childhood mathematics learning. This study used a pre-experimental method, the research subjects were group B children in Kartika Kindergarten class X-1 Bandung. As for the data to be obtained is the result of observations, interviews, documentation and tests. Researchers performed a pretest and posttest on group B to increase problem-solving abilities in early childhood mathematics learning. The results showed that there was an effect of beam media on the problem-solving ability in group B they got an average of 22.66% in the initial test while the final test were 27.26%. Keywords: Beam or Block Media, Early Childhood Problem Solving Ability

PENGARUH MODEL PEMBELARAN BEBASIS PROYEK TEHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA PADA MATERI FLUIDA STATIS

This study aims to determine the effect of the PjBL learning model on students' problem-solving abilities on the material of Static Fluids at MA Sabilurrasyad in Class XI MIA 1 and XI MIA II. The type of research used is a quasi-experimental which aims to determine the problem solving ability of students who learn to use PjBL and conventional models. Data analysis was obtained from the results of the pretest and posttest of students using SPSS. Based on the results of the one-way ANOVA analysis, F-count 182.34 was obtained with a P-value (0.000 < 0.05) which means that there is a very significant difference in problem solving ability between the experimental class and the control class. The percentage score of problem solving ability at the logical solution level is 50% in the experimental class. While the percentage in the control class at the level of students' logical physics solutions is 0%. Students still have difficulty at the stage of connecting some physics concepts and determining solutions.

Problem Solving Ability in Mathematics Among Secondary School Students with Respect to Parents Educational Qualification

Problem solving ability in mathematics is perhaps one of the most difficult abilities for students to develop. It takes practice and many students are easily frustrated when they don’t see a solution to a problem right away. The most important thing for any problem solver to remember is to think critically, not giving up easily and trying other approaches. Problem solving ability plays an important role in the subject of mathematics. In mathematics all the exercises are based on problem solving ability, without this ability nobody can perform well in mathematics. Students without conceptual knowledge of the subject matter will find it difficult to solve problem. Both problem solving skills of an individual and learning of contents are interrelated with each other. The present study was conducted on 600 secondary school children from Mahabubnagar district of Telangana State. The result reveals that there was a significant difference in problem solving ability in mathematics among secondary school children with respect to parent’s educational qualification.

PROBLEM SOLVING ABILITY IN MATHEMATICS AMONG PRIMARY SCHOOL STUDENTS WITH RESPECT TO LOCATION

Problem solving ability plays an important role in the subject of mathematics. Problem solving ability in mathematics is perhaps one of the most difficult abilities for students to develop. It takes practice and many students are easily frustrated when they don’t see a solution to a problem right away. The most important thing for any problem solver to remember is to think critically, not giving up easily and trying other approaches. In mathematics all the exercises are based on problem solving ability, without this ability nobody can perform well in mathematics. Students without conceptual knowledge of the subject matter will find it difficult to solve problem. Both problem solving skills of an individual and learning of contents are interrelated with each other. The present study was conducted on 120 primary school children from Medchal district of Telangana State. The result reveals that there was a significant difference in problem solving ability in mathematics among primary school children with respect to locality.

Problem Solving in Animals: Proposal for an Ontogenetic Perspective.

Simple SummaryAnimals must be able to solve problems to access food and avoid predators. Problem solving is not a complicated process, often relying only on animals exploring their surroundings, and being able to learn and remember information. However, not all species, populations, or even individuals, can solve problems, or can solve problems in the same way. Differences in problem-solving ability could be due to differences in how animals develop and grow, including differences in their genetics, hormones, age, and/or environmental conditions. Here, we consider how an animal’s problem-solving ability could be impacted by its development, and what future work needs to be done to understand the development of problem solving. We argue that, considering how many different factors are involved, focusing on individual animals, and individual variation, is the best way to study the development of problem solving. Problem solving, the act of overcoming an obstacle to obtain an incentive, has been studied in a wide variety of taxa, and is often based on simple strategies such as trial-and-error learning, instead of higher-order cognitive processes, such as insight. There are large variations in problem solving abilities between species, populations and individuals, and this variation could arise due to differences in development, and other intrinsic (genetic, neuroendocrine and aging) and extrinsic (environmental) factors. However, experimental studies investigating the ontogeny of problem solving are lacking. Here, we provide a comprehensive review of problem solving from an ontogenetic perspective. The focus is to highlight aspects of problem solving that have been overlooked in the current literature, and highlight why developmental influences of problem-solving ability are particularly important avenues for future investigation. We argue that the ultimate outcome of solving a problem is underpinned by interacting cognitive, physiological and behavioural components, all of which are affected by ontogenetic factors. We emphasise that, due to the large number of confounding ontogenetic influences, an individual-centric approach is important for a full understanding of the development of problem solving.

Effects of 7-step Problems Based Learning and Scientific Reasoning on Problem Solving Abilities

The end of this study to decide how the differences in problem-solving abilities of students who take part in learning using 7-step PBL and conventional methods are reviewed from high and low scientific reasoning ability. The sample in this study (N) numbered 125 students who were selected using convenience sampling statistical techniques. The method used in this study is a quantitative research method with a factorial 2 x 2 research design. Data on problem-solving ability was analyzed using a two-way ANOVA statistical test. The results of the study show that the learning method provides statistical differences in students' problem-solving abilities. This is due to several reasons, the first PBL 7-step learning in terms of clarification of terms and concepts provides an opportunity for the teacher to intervene if students provide incorrect explanations of the problem given. Second, students are given the opportunity to establish agreed problems not only to mention them but to discuss the problem formulation and also to examine broader relevance. Third, the ability to apply the knowledge gained during learning to new situations/problems in the PBL 7-step class is better than the conventional class. Keywords: problem-solving abilities, 7-step PBL, scientific reasoning ability. DOI: http://dx.doi.org/10.23960/jpf.v8.n1.202006

Pengaruh Model Pembelajaran Index Card Match (ICM) dengan Problem Posing Berbantuan Software MATLAB terhadap Kemampuan Pemecahan Masalah

The purpose of this study is to examine the effect of Index Card Match (ICM) learning model with Problem Posing approach and assisted by MATLAB software to improve problem-solving abilities both overall and reviewed from the students' early mathematical abilities. This research is quasi-experiment research with non-equivalent control group design. The population in this study is all students of class XI SMA N 2 Kuningan, with purposive sampling technique took two classes as a sample. The result of data analysis shows the average of students' initial problem-solving ability in the experimental group is equal to the average of students' initial ability in the control group with a significance value are 0.212. After the treatment, there are differences in problem-solving ability in the experimental class and control class that are 3.38 and p-value of -2.563 with asymp. sig 0.010, the rejection for H0 which means the ability to solve mathematical problems in the experimental class is better than the class control. But there aren’t differences in problem-solving abilities in the experimental class and control class with p-value 0.515 and sig 0.476, the acception for H0 which means there aren’t differences the improvement of mathematical problem-solving ability in the experimental class and the control class.

PENGARUH MODEL PEMBELAJARAN FSLC TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI MOTIVASI BELAJAR SISWA

This study aims to decide the effect of learning models on the ability to solve mathematical problems seen from student learning motivation. Learning model used is FSLC and conventional learning model. This type of research is a quasi experiment. The population in this research is the students of class VIII SMP N 1 Trimurjo academic year 2017/2018. The sample of this research is taken by using cluster random sampling technique with sample in experiment class as much as 32, and control class counted 31. The result of this research are as follows: 1) There is difference of problem solving ability between student learning by using FSLC learning model and model of learning conventional. 2) Problem-solving abilities in highly motivated students are better than those with moderate motivation and problem-solving skills in better-motivated students than low motivated students. 3) There is no interaction between FSLC and conventional learning model and learning motivation toward math problem solving ability. The FSLC learning model provides better mathematical problem-solving skills than conventional learning models in both high and medium motivations.

HE EFFECT OF PROBLEM BASED LEARNING MODEL AND PROBLEM POSING TO STUDENT PROBLEM SOLVING OF MATHEMATICS ABILITY

his research aims to: (1) find out whether is there the influence of problem based learning toward the student problem solving of mathematics ability at seventh grade of SMP N 1 Balong, (2) find out whether is there the influence of problem posing toward the student problem solving of mathematics ability at seventh grade of SMP N 1 Balong, and (3) find out whether the difference of problem solving ability between the students get problem based learning with the students get problem posing learning. The research design was pre-experimental with the population covering all seventh grade students of SMP N I Balong consisting of eight classes. Classes VII G and VII H were selected as the sample. The selection of sample class used purposive sampling technique. From eigth classes, Class VII G was treated problem based learning and class VII H was treated problem posing. Data collection technique was test ability to solve mathematical problems. Data analysis technique was used paired sample t-test and t sample independent test.The results on 0.05 significant level showed that the problem based learning has an influence to the students’ mathematics problem solving ability. Similarly, problem posing learning has an effect to the students’ problem solving ability of mathematics. When reviewed from the both of problem solving ability of mathematics model, problem based learning isn’t different with problem posing.

PENGGUNAAN MODEL KOOPERATIF TIPE TEAM GAMES TOURNAMENT UNTUK MENINGKATKAN KEMAMPUAN SISWA SEKOLAH DASAR

The purpose of this study was to obtain empirical evidence about the use of cooperative models of Team Games Tournament to increase the ability of students on solving problems with the summation material fractions. To achieve these objectives, the research carried out in the form of an experiment by comparing the problem solving ability of students to the material sum of fractions through the use cooperative model of TGT and students who received conventional learning. The design is a pretest-posttest control group design. The sampling technique used is purposive sampling technique. The instrument used is to use tests that pretest and posttest. The data were analyzed quantitatively for the results of the pretest, posttest, and normalized gain value. Based on data analysis in this study we concluded that there are differences in problem solving ability of students to the material sum of fractions through the use of cooperative models of Team Games Tournament with students who studied with conventional models, and improved problem solving abilities of students in the material that follows the fractional summation cooperative learning of TGT better than students who take the conventional learning model. Therefore, the ability of solving problems of students at grade material fractions summation cooperative modeled of TGT has increased quite good.