Differences In Problem-solving Skills Research Articles

Development of CORE-based Electronic-modules to Improve Students' Problem-Solving Skills

Students must be trained and develop problem-solving skills as part of 21st-century skills. The study aims to determine the feasibility and implementation of learning CORE-based Electronic-modules and the improvement of students' problem-solving skills on impulse-momentum material. The research method used is Research and Development with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The instrument used is a validation sheet (expert of material and media and teachers), student worksheets, and tests. The results show CORE-based Electronic-modules after validation an average feasibility of 80% and the implementation of learning activities using CORE-based Electronic-modules an average of 84% including in the very good category. Student worksheets with an implementation percentage of 81% with effective criteria Enhancing students' problem-solving skills of 0.64 with moderate interpretation. The results of hypothesis testing using a paired obtained a tcount of 31.00 > ttable of 2.04. The results show there are differences in problem-solving skills after the implementation of CORE-based electronic modules. The CORE-based electronic modules are feasible to use in the classroom learning process and can improve students' problem-solving skills on impulse-momentum material

Analysis on Students Problem-Solving Skill and Scientific Literacy Based on Higher Order Thinking Skills (HOTS) Viewed from Gender

Each student has differences in problem-solving, scientific literacy, and higher-order thinking skills. Gender differences partially influence student mindset. The purpose of this study was to analyze the problem-solving skill and scientific literation of students on different genders. The study adopted and modified the one-shot case study design. The subjects of this study were 76 students who took the Animal Ecology course. Both experimental classes were given treatment using practical activities. Data on students' problem-solving skill were collected by using a test consisting of 25 questions. Whereas scientific literacy was collected by using essay questions. Students’ scientific literacy were categorized into 5 scales that were analyzed by using percentages. Statistical analysis uses descriptive and t-tests to determine differences in problem solving skill on different genders. The results showed that (1) 37.66% of students’ scientific literacy are on a multidimensional and conceptual scale, while the remaining 62.34% were on a functional, nominal and literacy scale, (2) students' problem-solving skill are in the medium category, and there is no difference in problem-solving skill in males and females (p>.05).

Age-related differences in problem-solving skills: Reduced benefit of sleep for memory trace consolidation

We investigated the behavioural and neuronal functional consequences of age-related differences in sleep for gaining insight into novel cognitive strategies. Forty healthy young adults (20–35 years), and twenty-nine healthy older adults (60–85 years) were assigned to either nap or wake conditions. Participants were trained on the Tower of Hanoi in the AM, followed by either a 90-minute nap opportunity or period of wakefulness, and were retested afterward. Functional magnetic resonance imaging scans examined differences in brain activation from training to retest in young versus older adults as a function of sleep. Sleep enhanced performance and transformed the memory trace in young adults via hippocampal-neocortical transfer, but not older adults. This is consistent with the notion that as the consolidation of a newly formed memory trace progresses, the hippocampus becomes less involved; especially so when sleep occurs during that time. These results demonstrate a critical role for sleep in supporting problem-solving skills and suggest that the benefit of sleep for consolidation of these skills is reduced with age.

INVESTIGATION OF THE PROBLEM SOLVING AND DECISION-MAKING SKILLS OF KARATE REFEREES

Aim: The aim of this research is to examine the problem-solving skills and decision-making levels of karate referees. Method: The research group consists of 410 (161 female and 249 male) karate referees from different classifications who worked in the Turkish Karate Federation in the 2020-2021 season. As a data collection tool, the 35-item “Problem Solving Inventory” developed by Heppner and Petersen (1982) and adapted into Turkish by Taylan (1990) and the original Mann. et al. (1998) and adapted into Turkish by Deniz (2004) "Melbourne Decision Making Scale I-II" (MKVÖ) was used. Independent Sample T-Test, One-Factor Analysis of Variance and Pearson Correlation Test were applied to the obtained data after descriptive statistical operations were performed. Results and Conclusion: As a result of the research, while there was no significant difference in the decision-making levels of karate referees according to the refereeing year (p>0.05), there was a significant difference in the decision-making levels according to gender and refereeing classification (p<0.05). When we look at the problem-solving skills of karate referees, there were significant differences in problem-solving skills according to gender, refereeing year and refereeing classification (p<0.05).

Investigating Problem Solving Skills and Chemistry Learning Experiences of Higher Education Base on Gender and Grade Level Differences

The purpose of this study was to investigate the problem-solving skills (PSS) and chemistry learning experiences (LE) of teacher candidates. 191 pre-service chemistry teacher (130 women, 61 men) were taken as the research sample using the purposive random sampling technique. The research design used a cross-sectional survey with focus group interviews. The quantitative data obtained were analyzed using the MANOVA test and while the interview data using the Patton analysis technique. The research findings show that: 1) the level of the chemistry learning experience of pre-service chemistry teacher (LE) is higher than the ability of problem-solving skills (PSS); 2) the level of ability of female chemistry teacher candidates for PSS and LE was found to be higher than that of males; (3) there are differences in PSS and LE based on grades levels, but there is no difference based on gender; 4) there is a difference in PSS and LE between freshman, sophomore, and junior grades. The findings of the interview are relevant to the results of the survey which proved that male and female students both have positive attitudes towards chemistry, however, it was found that there were differences in PSS and LE between grade level (1stgrade, 2stgrade, 3st grade). Thus, it is suggested that the learning process in universities prioritizes the development of LE and PSS in chemistry learning so as to improve the soft skills and academic achievement of prospective chemistry teachers.

Analysis of Problem-Solving Skills of Vocational Teacher Candidates in Terms of Several Variables

The learning strategy applied so far is still not optimal to develop students' thinking skills. Learning that includes problem solving skills to students as teacher candidates have not yet substantially implemented. This research aims to find learning methods that can improve students' thinking skills as teacher candidates, especially problem solving skills. This research was conducted using a descriptive type of general survey method. Using Slovin formula and 5% error, a sample of 340 students was proportionally selected from 2289 students as a population. Data collection using a problem solving skills questionnaire that rearranged based on the concept of the simplexity thinking process Basadur. However, this study shows that there are significant differences (p<0.05) from problem solving skills based on the level of satisfaction of teacher candidates to the learning methods implemented by lecturers. However, there were no significant differences in problem-solving skills based on course, gender, middle school background, and year of admission (p>0.05) after analyzed with one-way ANOVA. This study shows that satisfaction with learning is in line with the problem-solving skills of teacher candidates. Therefore, it is important for institutions that produce vocational teacher candidates to teach problem solving skills and maintain their level of satisfaction in the learning process.

Visualizing Mathematics: The Use of Block Models for Strategic Problem Solving

The ability to visually manipulate problem quantities is often the key to understand effectively the concept towards proper solution process. Modeling blocks in a problem text is a visual mathematical technique that utilizes bar models to express relationship between known and unknown numerical elements. Facing a dismal performance among students entering high school with poor basic problem-solving skills, this study is an attempt to investigate how block model approach potentially reinforce students’ heuristic skills (analytical & procedural) in solving mathematical problems. Two classes of grade 7 students in Ibarra National High School, Maasin City, Philippines were used as participants which is assigned into groups, that is, control and experimental groups. Control group was taught using conventional method while the experimental group was taught using the concept of block model. Using quasi-experimental design, the data analysis revealed significant increase in scores and significant mean difference in problem-solving skills between groups who used and did not use block model method. In conclusion, utilization of block models gives high potential in developing strategic problem-solving ability of learners. Hence, this approach should be incorporated by mathematics teachers in their teaching strategies.

Problem Solving and Self-Efficacy Exploration of PAI Teacher Candidates based on Gender

Soft skills ability as a result of learning is very important for prospective teachers, including self-efficacy (SE), and problem-solving skills (PSS). However, based on previous research, it is revealed that the development of students’ SE and PSS tends to be neglected so that it affects the low ability of students' SE and PSS. The aim of this study is to investigate the level of SE, and PSS of pre-service Islamic teachers based on gender perspectives. A total of 150 pre service islamic teachers (60 male and 90 female) are taken as research sample with cluster and snowball random technic. The research design used a survey with focus group interviews. Survey data were analyzed using the MANOVA test at the significance level of  0.05, and interview data analysis using Patton technique. Some interesting findings include (1) There is no difference in PSS of PAI teacher candidates in gender perspective; (2) It was found that there were differences in the self-efficacy of pre-service Islamic teacher in gender perspective; and (3) The findings of the survey results were strengthened by the results of interviews which revealed that there was no difference between male and female students' PSS abilities, but SE of female students was higher than male students. The research conclusion is that there are no differences in student PSS based on gender, but there are differences in student SE based on gender.

Influence of Auditory Intellectually Repetition (AIR) and Self Efficacy Learning Models on HOTS Problem-Based Problem Solving Ability

This research aims to determine the differences in problem-solving skills in students taught using auditory intellectual repetition (AIR) learning models and conventionally reviewed from the self-efficacy level. The type of research used is a quasi-experimental design. The research population is high school students in the South Jakarta area. Determination of samples using random cluster sampling and stratified random sampling. The instruments used are problem-solving tests and non-test instruments that are questionnaires. Analyze data using two-lane Variance Analysis. Data analysis shows that; (1) there are significant differences in problem-solving skills in students using air learning models and conventional learning, (2) there are differences in problem-solving skills in students with high, medium, and low self-efficacy, (3) there is a significant interaction between AIR learning and self-efficacy to problem-solving ability, (4) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning that have high self-efficacy, (5) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning who have moderate self-efficacy, and (6) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning who have low self-efficacy.

Influence of Auditory Intellectually Repetition (AIR) and Self Efficacy Learning Models on HOTS Problem-Based Problem Solving Ability

This research aims to determine the differences in problem-solving skills in students taught using auditory intellectual repetition (AIR) learning models and conventionally reviewed from the self-efficacy level. The type of research used is a quasi-experimental design. The research population is high school students in the South Jakarta area. Determination of samples using random cluster sampling and stratified random sampling. The instruments used are problem-solving tests and non-test instruments that are questionnaires. Analyze data using two-lane Variance Analysis. Data analysis shows that; (1) there are significant differences in problem-solving skills in students using air learning models and conventional learning, (2) there are differences in problem-solving skills in students with high, medium, and low self-efficacy, (3) there is a significant interaction between AIR learning and self-efficacy to problem-solving ability, (4) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning that have high self-efficacy, (5) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning who have moderate self-efficacy, and (6) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning who have low self-efficacy.

Integrating problem-based learning with schoology in criminal law course

This study indents to investigate students’ perception of problem-solving skill and influence of Schoology on students’ ability to solve problems used in the criminal course in tertiary education. In reality, this course requires many activities involving students to solve various types of cases. This study used the quasi-experimental method at the class of criminal law. The students were from the Faculty of Law taking a 14 week enrolled in the Criminal course in the second semester. The instruments in this study were test and questionnaire.  Data were analyzed using descriptive and inferential analysis. The overall, There are significant differences in problem-solving skills between the students who learn the material of solubility and constant solubility product using Problem-solving learning model through Schoology in the learning activities. Furthermore, this learning model can also be applied to overcome the lack of time allocation for face-to-face learning.

Experimentation with Realistic Mathematic Education Learning Approach to Problem Solving Skills on Social Arithmetic Material From Learning Style

The purpose of this research is to know the difference in problem-solving skills in social arithmetic material is reviewed from the learning style and which learning style has the best problem solving ability. The type of research used is the QUASI experiment. This study was conducted at MTS Putri NW Narmada 2018/2019 school year. The population in this study is all students of MTS Putri NW Narmada. Sampling techniques using Cluster Random Sampling, the sample used is Class VII F. Data collected with tests and tested with ANAVA one way. The results of the study stated that: Students with auditory, visual, and kinaesthetic learning styles have different mathematical problem solving skills. To further need a further test post Anava with Scheffe method. From the average comparison test results The average between the row and the column obtained the conclusion as follows: (1) in a double-comparison test between students with visual and auditory learning style of Ho received. Because Ho is accepted, students who have a visual and auditory learning style have the same problem solving skills. 2 In the double comparison test between students with auditory and kinaesthetic learning style is accepted by Ho. Since Ho is accepted, students with kinaesthetic and auditory learning styles have the same problem solving skills. 3 In the double comparison test between students with visual and kinaesthetic learning Styles Ho was rejected. Because Ho is rejected, there is a difference in problem solving skills between students with kinaesthetic learning style with students of visual learning style.

Differences in Problem Solving Capabilities among Students Given a Problem-Based Learning Blended Learning with Conventional Learning

There are five mathematical skills that students must have in one of them is problem-solving. The implementation of problem-based blended learning is expected to demonstrate differences in problem-solving skills that are given problem-based learning blended learning and students who are given conventional learning. It is also known that there are interactions between the initial mathematical ability (KAM) and the learning model of problem-solving capabilities so that this is the purpose of this research. The research was conducted in the private junior high school Imelda Medan with the total population of students in the junior high school. And the research samples amounted to 60 students consisting of two classes, the experimental class and the control class. The results showed that there was a difference in problem-solving skills between students who were given learning-based blended learning and students who were given conventional learning. The student problem-solving capability in the experimental class has a higher average of 78,53, compared to an average control class of 71,56. Then there is the KAM interaction and learning model of problem-solving capability with Fhitung value of 3,766 and its significance of 0,029 < 0,05.

The influence of scientific approach on environmental problem solving skills in elementary school students

This study aims to determine the effect of using a scientific approach to problem-solving skills related to environmental problems in fourth-grade students in elementary school. This type of research is quasi-experimental with an equivalent control group design. The research subjects were students at SD LAB UPI Kampus Cibiru class IV-A (control/26 students) and IV-B class (experimental/26 students). Data collection used the pre-test – post test technique. Data analysis used descriptive and inferential parametric statistics with SPSS 23.0 for windows program. The result of the problem-solving skills (Pretest) earned tcount (0.087) < ttable (1.677), indicating no difference in problem-solving skills. After being given treatment, problem-solving skills (Post-test) obtain tcount (2.754)> ttable (1.677), indicating there are differences in student problem-solving skills. The problem-solving skills in the experimental class are higher than the control class. Based on data analysis, it was concluded that the scientific approach had a significant positive effect on problem-solving skills related to environmental problems.

Efficacy of a Maternal Depression Prevention Strategy in Head Start

Low-income and minority mothers experience a disproportionate incidence of depression and lack access to treatment services. Development of prevention strategies in accessible community-based venues is a potentially important public health strategy. To determine the efficacy of a depression prevention strategy embedded in Head Start. This randomized clinical trial was performed from February 15, 2011, through May 9, 2016, at 6 Head Start agencies serving families at or below the federal poverty level. Participants included mothers with depressed mood, anhedonia, or depression history but who were not in a current major depressive episode. Participants were followed up for 12 months with masked outcome assessments. Final follow-up was completed on May 9, 2016. Participants were randomized to a problem-solving education (PSE) intervention (n = 111) or usual Head Start services (n = 119). Primary outcomes were problem-solving skills and depressive symptoms. To capture the chronicity and intensity of symptoms, the Quick Inventory of Depressive Symptoms was administered bimonthly, and rates of clinically significant symptom elevations were compared across groups. Secondarily, the presence of a major depressive episode was assessed using the Structured Clinical Interview for DSM-IV Axis I Disorders. Among the 230 participants, 152 (66.1%) were Hispanic, with a mean (SD) age of 31.4 (7.3) years. An intention-to-treat analysis among 223 participants contributing follow-up data found no differences in problem-solving skills across groups. The mean (SD) number of depressive symptom elevations among the PSE participants was 0.84 (1.39) compared with 1.12 (1.47) among the usual service participants (adjusted incident rate ratio [aIRR], 0.60; 95% CI, 0.41-0.90). In analyses stratified according to baseline depressive symptoms, PSE exerted a preventive effect among those with lower-level baseline symptoms, with a mean (SD) of 0.39 (0.84) elevations among PSE participants compared with 0.88 (1.37) among usual service participants (aIRR, 0.39; 95% CI, 0.21-0.75). However, no difference was observed among those with higher-level baseline symptoms (mean [SD] elevations, 2.06 [1.92] for PSE and 2.00 [1.91] for usual service; aIRR, 1.10; 95% CI, 0.67-1.80). Analysis of symptom scores followed the same pattern, with an adjusted mean reduction of 1.33 (95% CI, 0.36-2.29) among participants with lower-level baseline symptoms. The PSE intervention is efficacious in preventing depressive symptom episodes and performs optimally among those with initial low-level symptoms. Additional effectiveness studies in Head Start are necessary to develop meaningful public health programs. clinicaltrials.gov Identifier: NCT01298804.

Changes in the Construct Systems of First-Year University Students: Impact on Psychological Symptoms and Problem-Solving Skills

This article studies the levels of psychological symptoms, problem-solving skills and self-construction in 28 freshmen, as assessed at the beginning and end of their first year at university. The repertory grid technique was used to assess self–ideal discrepancy, cognitive differentiation, and existence of implicative dilemmas. Results showed an improvement in psychological symptoms and self–ideal discrepancy, an increase in differentiation, but no significant differences in problem-solving skills. One or more implicative dilemmas were found in over half of the sample at the initial assessment and only in one-third at the final one, although this difference was not significant. Psychological symptoms at the end of the first year were predicted only by the initial reported symptoms. However, problem-solving skills at the end were predicted by a model including both initial skills and implicative dilemmas at the beginning of the year. Some implications for the adaptation of students during the first year at university are discussed.

Using Problem-Solving Skills Training to Reduce Negative Affectivity in Mothers of Children With Newly Diagnosed Cancer: Report of a Multisite Randomized Trial.

Mothers of children with cancer experience significant distress associated with their children's diagnosis and treatment. The efficacy of problem-solving skills training (PSST), a cognitive-behavioral intervention based on problem-solving therapy, was assessed among 430 English- and Spanish-speaking mothers of recently diagnosed patients. Participants were randomized to usual psychosocial care (UPC; n=213) or UPC plus 8 sessions of PSST (PSST; n=217). Compared with UPC mothers, PSST mothers reported significantly enhanced problem-solving skills and significantly decreased negative affectivity. Although effects were largest immediately after PSST, several differences in problem-solving skills and distress levels persisted to the 3-month follow-up. In general, efficacy for Spanish-speaking mothers exceeded that for English-speaking mothers. Findings also suggest young, single mothers profit most from PSST.

An Inter- and Intra-University Comparison With Short Case-Based Testing.

Comparisons between PBL and non-PBL medical schools on problem-solving ability often show no differences. This could be either due to the fact that no difference in problem-solving skills exists or that the instruments used are inadequate. In this study a key-feature approach case-based examination was used to compare two medical schools in the Netherlands, one of which has a PBL curriculum (Maastricht) and one which has a program half way a transition from a non-PBL towards a PBL curriculum (Groningen). Differences were found both in proficiency scores and in the pattern of response times, both supporting the assumption that a PBL approach would lead to a higher level of problem solving ability. The effect size, however, is not as large as originally assumed by the PBL proponents. Conclusions must be drawn with caution, but it seems likely that a test based on large numbers of short cases is the most sensitive in detecting differences in problem solving ability between students of different curricula.

Problem-solving deficits in depressed children, adolescents, and adults

Recent research has emphasized the importance of interpersonal problems with depression. It has been hypothesized that deficits in interpersonal problem-solving skills may account for many of these problems. Three studies that examined the relationship between problem-solving skills and depression are reported. Problem-solving skills among children, adolescents, and adults were assessed by the Means-Ends Problem Solving Test. Contrary to prediction, there were no differences in problem-solving skills between depressed and nondepressed groups; these findings were consistent across each age group. The external validity of such paper-and-pencil measures of problem solving is questioned; it is suggested that future research focus on how depressed individuals solve real-life problems.