Enhance Problem Solving Skills Research Articles

Enhancing problem-solving skills among pre-service teachers in higher education: A systematic literature review

Enhancing problem-solving skills among pre-service teachers in higher education: A systematic literature review

Enhancing problem-solving and collaborative skills through RICOSRE learning model: A socioscientific approach in physics education

Background: Problem-based learning fosters critical thinking by requiring students to analyze information, evaluate solutions, and make well-judged decisions, thereby enhancing their problem-solving skills.Aim: The study aims to assess the impact of the RICOSRE learning model, which is based on socioscientific issues, on students' problem-solving and collaboration skills.Method: Quasi-experimental research was used in this research involving students in classes XI MIPA 2 and XI MIPA 3. Purposive random sampling was used to select participants. Data were collected using test and non-test instruments: essay questions assessed problem solving skills, while questionnaires measured collaboration skills. Hypothesis testing was carried out using Multivariate of Variance (MANOVA).Results: The RICOSRE learning model based on socioscientific issues can influence the problem-solving ability and collaboration skills of students, as evidenced by the MANOVA test's significant value (0.000). It was also observed that students with higher levels of collaboration tend to have stronger problem-solving capabilities, suggesting a proportional relationship between these two skills. Notably, students in the experimental class who exhibited outstanding collaborative abilities also showed a high problem-solving rate of 80.67%.Conclusion: The study concludes that the RICOSRE learning model, when combined with the Discovery Learning model and a scientific approach, positively influences students' problem-solving and collaboration skills. This model provides an effective learning strategy, enhancing students' ability to apply theoretical concepts to real-world scenarios, thereby making learning more engaging and relevant. Additionally, it prepares students for teamwork, improving their communication and interpersonal skills.

Meta-Analysis of Problem Based Learning Models Impact

Objective this study is to analyze problem based learning models effect towards skills of problem solving in learning Physics. Problem based learning in physics learning can trigger students to participate in the teaching and learning process actively. It can motivate students to increase interest in scientific problems that occur and simultaneously stimulate skills in solving scientific problems. Method used in this study is meta-analysis, namely by conducting a literature review of 15 scientific articles that several national and international journals have published regarding problem based learning models impact on skills of problem solving published from 2018 to 2022. Results of this research are a problem based learning model that has a significant impact on improving problem solving skills in learning Physics. So, problem based learning model able to be implemented in learning Physics to enhance problem solving skills. Novelty of this research is a type of scientific article that is used not only published by national journals but also published by international journals published from 2018 to 2022

Enhancing Problem-Solving Skills in Mathematics: Applying LDMAT and SRL for Students with Learning Difficulties

This study examines the effectiveness of the LDMAT and SRL models in improving problem-solving skills in students with learning difficulties in mathematics. The research involved 18 junior high school students and employed a mixed research design. The assessment of problem-solving skills was conducted through pre-test and post-test measurements, consisting of 10 essay-based tests and weekly assignments. Furthermore, problem-solving understanding was assessed based on the strategies utilized by students in the post-test. Data analysis involved using paired t-tests to compare pre-test and post-test results. The findings indicate that applying the LDMAT and SRL models significantly enhanced problem-solving skills in students with learning difficulties in mathematics, particularly among female students. Moreover, the students exhibited an improved understanding of problem-solving procedures. This study underscores the efficacy of the LDMAT and SRL models in enhancing problem-solving abilities and promoting deeper comprehension of problem-solving strategies among students with learning difficulties in mathematics.

Development of Learning Media for Earthquake Disaster Through Physics Subjects to Improve Problem Solving Ability and Disaster Preparedness

Intensity of the earthquake disaster in Indonesia is quite high. The impact in the form of casualties and infrastructure damage was very severe. It is very important to teach disaster preparedness knowledge from an early age, including in the field of education. The learning being taught is still glued to the material that has not linked disaster knowledge. The purpose of this research is to produce learning media for earthquake disasters based on android through proper physics subjects to improve problem solving skills and disaster preparedness. The design of this research is R D using the 4D model. The data collection instruments are in the form of expert validation sheets which include media experts and material experts. The research data were collected through observation sheets, questionnaire sheets, and inferential analysis. The results of the development of android-based disaster learning media met the very feasible criteria of 92.1 for media experts and 94.1 for material experts. The Manova test statistical results were 95% for problem-solving skills and 92.7% for disaster preparedness, so it was concluded that Android-based earthquake disaster learning media were used effectively to enhance problem solving skills and disaster preparedness.

Enhancing problem-solving skills with smart personal assistant technology

Smart Personal Assistants (SPAs; such as Amazon's Alexa or Google's Assistant) let users interact with computers in a more natural and sophisticated way that was not possible before. Although there exists an increasing amount of research of SPA technology in education, empirical evidence of its ability to offer dynamic scaffolding to enhance students problem-solving skills is still scarce. To fill this gap, the aim of this paper is to find out whether interactions with scaffolding-based SPA technology enable students to internalize and apply problem-solving steps on their own in a 10th grade high school and a vocational business school class. Students in the experiment classes completed their assignments using Smart Personal Assistants, whereas students in the control classes completed the same assignments using traditional methods. This study used a mixed-method approach consisting of two field quasi-experiments and one post-experiment focus group discussion. The empirical results revealed that students in the experiment classes acquired significantly more problem-solving skills than those in the control classes (Study 1: p = 0.0396, study 2: p < 0.001), and also uncovered several changes in students' learning processes. The findings provide first empirical evidence for the value of using SPA technology on skill development in general, and on problem-solving skill development in particular.

Enhancing Problem-Solving Skills Of 8th-Grade Students in Learning the First-Degree Equations in One Unknown

Mathematics education aims to help students understand and solve problems in their daily lives. Facilitating mathematical problem-solving for most students is a major challenge for teachers and students. The research was carried out to support students in developing their ability to resolve problems by learning the first-degree equations in one unknown. This experimental study was conducted on a random sample of 82 eighth-grade students at An Thoi junior high school in Can Tho City, Vietnam. This sample of 82 students was divided equally in experimental group and control group with 41 participants each. The tools used were real-world problems associated with the first-degree equations in one unknown. During the experiment, data were collected through study sheets, pre-test and post-test, and student interviews. Quantitative and qualitative analysis methods were applied to evaluate the results obtained and verify research hypotheses. Research results showed that most experimental group students showed improvement in the manifestation of problem-solving ability. Furthermore, it was observed that the problem-solving activities positively impacted students' positivity, initiative, creativity, and confidence in learning. It is recommended to provide more opportunities to students for practicing problems of the first-degree equations in one unknown, showing them how to discover, pose and solve problems encountered in learning in the lives of individuals, families and communities.

Teaching Problem Solving Skills using an Educational Game in a Computer Programming Course

Problem solving skills are considered an important component in learning to program in an introductory programming (IP) course for novices. This study introduced a PROSOLVE game to enhance problem solving skills of novice programmers in the introductory programming course. The game is based on pseudo-code technique. A survey was employed to collect students' feedback and semi-structured interviews were organized to collect instructors' opinion about the game. The results show that the game helped most of the students in understanding the programming concepts, structures and problem solving strategies. Moreover, the game supports students' cognitive engagement, gains, and affective engagement in the IP course. Instructors appreciated the game and considered it as an additional supporting teaching tool in the IP course. Moreover, they considered the game as good alternative of traditional pen and paper learning approach in attracting students' interest in the programming domain.

Enhancing problem-solving skills of students through problem solving laboratory model related to dynamic fluid

Problem-Solving Skills (PSS) is one of the skills needed to prepare the student to face the development of science that can support the world of work. This study aims to determine the improvement PSS of students after applied Problem Solving Laboratory (PSL) model on the dynamic fluid topic. The method used was pre-experiment with one group pretest-posttest design. The subject of the research was 30 students of class XI senior high school 27 Bandung. PSS of students was measured with student worksheet and essay test. The result of the study shows that based on the student’s answer on the student worksheet there was an increase of PSS during the three meetings related to the topic of dynamic fluida. Average normalized gain <g> of PSS value of 0.60 indicates there was an increase in PSS of students of the medium category. The based result of paired sample t-test values of significance (2-tailed) of 0.000 < 0.05 indicated the use of PSL can enhance PSS of students. Thus, the PSL model can be used to improve PSS of students on the dynamic fluid topic. Finally, PSL could be applicated in other topics of physic and increase another thinking skill.

Mathematical Problem Solving Skills Among High Achiever Students

This study aims to examine the problem solving skills among form four high achievers in a boarding school. 52 students from two classes were purposively chosen based on their mathematics achievement in mid-year examination and PT3 results. As this study was to test students’ problem solving skills with the daily life problem, the Mathematical Problem Solving Skills Test (UKPMM) was created for this purpose. The items in this test were adapted from PISA mathematics questions and consists of ten multiple answer questions and eight openended questions. Data was analyzed using descriptive statistics. Results showed that high achiever students have problems in solving mathematics questions especially in real life context. Most of the students managed to extract important information from the questions but possess limited ability to utilize and manipulate the information to solve the problem given. The students have tendency towards finding the correct solution rather than processing the information during the thinking process. Therefore, there is a need to introduce an alternative way of teaching approach to enhance problem solving skills among high achievers.

The effect of concept map based education on the problem solving skills of students

This study was carried out semi-experimentally to evaluate the effect of concept map basedteaching on nursing students’ problem solving skills. The students who took the course in fall term were determined as control and those who took it in spring term were determined as experimental group . Both groups were simultaneously administered Student Information Form and Problem Solving Scale (PSS) at the beginning of the fall term, and PSS at the end of the fall and spring terms.It was also found that PSS increased significantly at the beginning of the course period in the experimental group, and that although there was not a statistically significant difference between the groups at the end of the term regarding PSS mean scores,There was a positive and significant relationship between the increase in academic achievement and problem solving skills of the experimental group students. It is recommended that concept map based education should be used as a method providing effective learning in nursing education to enhance problem solving skills and academic success positively.Keywords: Concept map, problem solving skill, nursing.

Development of Collaborative Learning Using Case-based Learning via Cloud Technology and Social Media for Enhancing Problem-solving Skills and ICT Literacy within Undergraduate Students

This study is conducted in terms of research and development aiming for developing collaborative learning using case-based learning via cloud technology and social media. The research process is divided into 2 phases: 1) the development of collaborative learning using case-based learning via cloud technology and social media, and 2) the affirmation of collaborative learning using case-based learning via cloud technology and social media. The research samples are five experts selected by purposive sampling. The research instruments are the model of collaborative learning using case-based learning via cloud technology and social media, and the evaluation of the model's appropriateness analyzed by means and standardized deviations statistically. The research result shows that: 1. There are four components consisted in the model which are 1) the principles of instruction model, 2) the objective of instruction model, 3) the instruction process which is divided into 2 stages: 3.1) the preparation process before actual instruction, and 3.2) the operation of instruction, and 4) evaluation and examination of data collection. 2. The five experts assessed the instruction model, and pointed out that the developed instruction model is highly appropriate. This shows that the developed instruction model can be used for enhancing problem-solving skills and ICT literacy, and improve the instruction as a whole effectively.

Enhancing Problem-Solving Skills in an Authentic Blended Learning Environment: A Malaysian Context

Enhancing Problem-Solving Skills in an Authentic Blended Learning Environment: A Malaysian Context

Ubiquitous Scaffold Learning Environment Using Problem-based Learning to Enhance Problem-solving Skills and Context Awareness

The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate the developed model. The research procedures divide into two phases. The first phase is to design of Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is to evaluate the developed model. The sample group in this study consists of five experts selected by purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and context awareness 2) objectives of the model are to enhance problem solving skill and context awareness and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment Using Problem-based Learning model model is high level of appropriateness.

UBIQUITOUS SCAFFOLD LEARNING ENVIRONMENT USING PROBLEM-BASED LEARNING TO ENHANCE PROBLEM-SOLVING SKILLS AND CONTEXT AWARENESS

The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate the developed model. The research procedures divide into two phases. The first phase is to design of Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is to evaluate the developed model. The sample group in this study consists of five experts selected by purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and context awareness 2) objectives of the model are to enhance problem solving skill and context awareness and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment Using Problem-based Learning model model is high level of appropriateness.

Ubiquitous Scaffold Learning Environment Using Problem-based Learning to Enhance Problem-solving Skills and Context Awareness

The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate the developed model. The research procedures divide into two phases. The first phase is to design of Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is to evaluate the developed model. The sample group in this study consists of five experts selected by purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and context awareness 2) objectives of the model are to enhance problem solving skill and context awareness and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment Using Problem-based Learning model model is high level of appropriateness.

PERSONALIZED KNOWLEDGE MANAGEMENT IN ENVIRONMENTS OF WEB-BASED EDUCATION

This paper is focused on the use of Knowledge Management techniques to develop environments of Web-Based Education to leverage the individual learning process for learners. Evolving use of Knowledge Management plays an important role to enhance problem solving skills. Recently, innovative approaches for integrating Knowledge Management into practical teaching activities have been ignored. The knowledge is defined as combination and organization of data and information in given context, and Knowledge Management provides acquire, storage, sharing, application and creation of knowledge objects. A new Architecture for the development of adaptive and intelligent Web-Based Education systems is presented. This architecture is based on a Learning Model for Personalized Knowledge Management.

The dilemma of diabetic patients living with hypoglycaemia

To examine the impact of the threat of hypoglycaemic episodes on people with diabetes in Taiwan. Intensive diabetes treatment in people with diabetes helps them to achieve better glycaemic control. However, it also causes more frequent hypoglycaemic episodes and has an impact on their overall quality of life. Hypoglycaemia is accompanied by various distressing symptoms which may cause excessive fear, affecting decision making in hypoglycaemic management. Purposive sampling and in-depth, face-to-face interviews were used to collect data. Semi-structured interviews were conducted from July 2008-January 2009 with 17 individuals treated with insulin who had previous hypoglycaemic episodes. Data were analysed using qualitative content analysis. Four themes were generated from the analysis, 'inability to control fluctuations in health', 'challenges to interpersonal relationships', 'facing the disease alone' and 'finding a balance between competing symptoms'. Hypoglycaemia is a major health issue for many people with diabetes. Understanding individuals' experiences with hypoglycaemic episodes should help practitioners become more fully involved in promoting self-management. We identified key areas that health care providers should address, including concerns about patient education and professional support for people with diabetes experiencing hypoglycaemia, to enhance problem solving skills for them and their families. We recommend that health care providers make proper use of support groups for family caregivers or other important individuals in the lives of people with diabetes to provide education, clarification, support and guidance. In addition, health care providers also need to provide clients with hypoglycaemia-related emotional support, while enhancing diabetes self-management and problem-solving skills.

From Walls to Windows: Using Barriers as Pathways to Insightful Solutions

The purpose of this study was to explore and develop a conceptual model for how individuals unlock insight. The concept of insight — the ‘out of the box’ or ‘aha!’ solution to a problem — offers a framework for exploring and understanding how best to enhance problem solving skills due to the cognitive shift insight requires. Creative problem solving (CPS) is inherent to a variety of performance realms including effective decision making, innovation, and organizational development; however, related processes of insight, innovation and creativity remain intangible. The model, based on a review of the problem solving literature, proposes that insight involves a five stage, cyclical process emerging as: primary appraisal of the problem, secondary appraisal based on prior knowledge, initial focus, problem representation, and solution generation when, if no solution is found, the cycle begins again. The research has implications for individual, team and organizational settings suggesting that performance on a wide variety of problems may be improved by utilizing an integrated focus rather than a barrier or goal focus alone.

Thomas Reid and Philosophy with Children

This paper presents a rationale for doing philosophy with children. It suggests a rationale that differs from more usual arguments supporting philosophy with children—for such reasons as that it will enhance problem solving-skills or will help pupils' thinking to be more logical. These worthy objectives are not denied but only considered somewhat subordinate to the rationale proposed. This is presented in three steps. In the first step the issue of whether philosophy should be done with children is considered in the context of claims that children may be too young to do philosophy or too inexperienced in the ways of academic discipline to be able to discern proper philosophy. These objections are weighty enough, especially in view of general teacher reluctance to engage with philosophy itself in any form. In the second part, I invoke the common sense philosophy of Thomas Reid as a method of philosophy particularly significant for, and appropriate to, philosophy for children. Finally, I show how these aspects arising out of my understanding of Reid's philosophy can help resolve at least some of the misgivings people have about doing philosophy with children. It is hoped that these discussions will illuminate the question of how it may be appropriate for children to do philosophy in classrooms today.