Improve Problem Solving Skills Research Articles

A Study of Problems Faced by Engineering Students in Mathematical Subjects using Fuzzy Cognitive Mappings

Introduction: One of the main concerns and issues for educators, particularly for engineering students, has been the caliber of mathematics instruction and learning. There are many different concepts and skills that make up mathematics. The improvement of problem-solving skills is one of mathematics' key functions. Numerous colleges struggle with the issue of students quitting because of mathematics because it is frequently thought of as a topic that students find difficult to master. Objectives: The study's goal is to examine the reasons why engineering students struggle with math. In this research, using fuzzy cognitive map techniques (FCM), we analyze the challenges engineering students encounter when trying to earn grades in math-related courses. FCM is a blend of some fuzzy logic and neural network ideas. FCM is made up of collections of concepts and all the different causal relationships that connect them. Methods: We created a model of the issues and causal relationships that engineering students faced when trying to succeed in mathematics classes. Both statically and dynamically, utilizing concepts from graph theory and simulations, the model is examined. Also we applied DEMATEL one of the Multi Criteria Decision Making method. Results: The analysis reveals that the main issue is not just the students' lack of mathematical background knowledge, but also their attitude toward learning, psychological response to the first failure, and lack of effort to complete additional tasks or attend tutorials. Conclusions: Using the FCM method, a model was created for the case of problems faced by engineering college students in scoring marks in mathematical related subjects based on the opinion of a domain expert. The model was first examined statically. The model was then simulated in a dynamic and it was predicted that there should be an attitude change in teachers and as well as students. Through the above static and dynamic studies of the FCM model was identified as important and useful decision support system, since it capable to provide support to decision makers, by making predictions on various scenarios that are imposed on the FCM model.

Virtual Laboratory and Self-Efficacy in Optimizing Problem-Solving Skills: A Case in Applied Chemistry Learning in Vocational College

Virtual Laboratory and Self-Efficacy in Optimizing Problem-Solving Skills: A Case in Applied Chemistry Learning in Vocational College

Flip Science Module Using an Integrated PBL Model for Market Snacks to Improve Problem Solving Skills

Science education at junior high school level has a strategic role in forming students' problem-solving abilities. This research aims to see the effect of the Flip science module using a PBL model integrated with market snacks to improve middle school students' problem solving abilities. The experimental method carried out in this research used a one group pretest-posttest design. This research was conducted at SMPN 6 Yogyakarta in the even semester of 2023. This research was conducted in one class, namely class VIII D. The sampling technique used cluster random sampling. random sampling. The class is determined by the school with the assumption that the class is assumed to have the same abilities based on even gender. The data analysis technique for measuring problem solving abilities uses a normalized gain score. The research results show that the Science flip module flip module using a PBL model integrated with market snacks can improve students' problem solving abilities based on the results of a gain score of 0.7 in the high category. The results of this research can be used by teachers to improve the problem solving abilities of junior high school students in science subjects

Development of Physics Interactive Learning Media based on Problem Based Learning assisted by SAC Application to Improve Student Problem Solving Ability

This study aims to see the feasibility and effectiveness of interactive learning media based on problem-based learning to improve problem solving skills. This type of research is research and development with ADDIE model and one group pretest-posttest design. The results showed that the physics interactive learning media was very feasible to use based on the results of the assessment from the validator with a value of 0.92. The increase in problem solving ability can be seen from the highest average pretest score of 46, in the posttest it rose to 82. It can also be seen from the results of the paired sample T-test test that the significance value <0.05 is inaccordance with the test criteria if Sig. (2-tailed) is smaller than 0.05, it means that there is a significant difference berween the result of the pretest and posttest score. The result of the paired sample T-test test are reinforced by the N-Gain test, which is 0.66, these result can be explained that N-Gain category is in the moderate category with 0.3 ≤ 0.66 ≤ 0.7. It can be said that interactive learning media is effective in improving student problem solving skills and the average improvement result are in the moderate category.

ОСОБЛИВОСТІ ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇКОМПЕТЕНТНОСТІ УЧНІВ НА УРОКАХ МАТЕМАТИКИ

To delineate and substantiate the nuances of developing information and communication competence in students during mathematics lessons, we conducted an extensive analysis of state educational regulations, including the Law of Ukraine "On Education," the New Ukrainian School Concept, the Concept of Digital Competence Development, the State Standard of Basic Secondary Education, and mathematics curriculum materials. We also scrutinized sources available on the Internet related to international educational monitoring studies and synthesized both international and domestic pedagogical experience. The study asserts that the formation of information and communication competence in students during mathematics education arises from the demands of the school mathematics curriculum. Mandatory learning outcomes in the mathematical education sector encompass requirements characterizing students' information and communication competence. The process of learning mathematics should facilitate not only the overall development of students' personalities but also the acquisition of a system of mathematical knowledge, improvement of problem-solving skills, and an understanding of the importance of mathematics as the language of science, technology, and innovation. Additionally, students should recognize the significance of information and communication technologies in effectively addressing mathematical challenges. The integrated use of information technologies in the educational process, especially in the context of distance and blended learning, contributes to the development of students' information and communication competence. This is contingent upon the methodically sound selection of educational content, didactic materials, and teaching strategies by educators. It is elucidated that the primary means of cultivating students' information and communication competence lies in the specialized system of educational tasks and examples present in school mathematics textbooks. These materials are designed to foster students' personal qualities, creativity, critical thinking, and their ability to generate and articulate their thoughts.

Development of a Digital Module with an Ethnomathematic Nuance with the Problem Based Learning Model to Improve Solving Capability Primary School Student Problems

Problem solving skills for primary school students are very important. Because problem solving ability is an understanding of how to solve problems in everyday life. One of the learning models that can improve problem solving skills is the Problem Based Learning model. Ethnomathematics is a learning approach that is carried out by teaching mathematics by linking mathematics to a person's cultural work. This research aims to develop a digital module with ethnomathematics nuances with a problem-based learning model to improve elementary school students' problem-solving abilities. This research uses a research and development (R&D) design with the ADDIE model. The subjects in this research were 33 class V students at SDN Pudak Payung 02. Data collection techniques in this research were observation, interviews, questionnaires and tests. The data analysis techniques for this research include analysis of media validation results, analysis of media practicality data, analysis of classical completeness, and analysis of student test results. The results of this research include: 1) A digital module with ethnomathematics nuances with a problem based learning model; 2) The digital module with an ethnomathematics nuance with a problem based learning model is very valid with an overall average score of the media validation test of 0.87 and the digital module developed is of very practical quality with an overall average score of the media practicality test of 93%; 3) The classical completeness value of testing the potential effects of digital media with an ethnomathematics nuance using the problem based learning model obtained high effectiveness results with a percentage of 88%; 4) The digital module with an ethnomathematics nuance with a problem based learning model was declared effective with the difference between the pretest and posttest scores, as well as the results of the n-gain test with an average of 0.55 classified as medium. The conclusion of this research is that digital modules with ethnomathematics nuances with problem-based learning models are effectively used to improve elementary school students' problem-solving abilities. Keywords: digital module, ethnomathematics, problem-based learning and problem-solving abilities.

Application of Problem-Based Learning to Improve Problem Solving Skills and Creative Thinking Skills of Class XI Students

The learning paradigm shift emphasizes the integration of 21st century skills into learning activities. SMAN 4 Malang as a driving school in Malang City has implemented Independent Curriculum in producing students who have the competence and character of the Pancasila Student Profile. The Pancasila Student Profile has relevance to the skills needed in the 21st century. Problem solving skills and creative thinking skills as dimensions of the Pancasila Student Profile are classified into the main abilities that students need to have to face the challenges of the 21st century. However, based on observations of problem-solving skills and creative thinking skills of students in class XI MIPA 3 are still low. Efforts can be made by implementing Problem-based Learning. This study aims to improve problem solving skills and creative thinking skills of XI grade students in Biology learning using Problem-Based Learning. This type of research is a Classroom Action Research which was conducted in two cycles. Each cycle includes planning, implementation, observation, and reflection stages. The research subjects were students of class XI MIPA 3 totaling 31 students. The research data in the form of qualitative data were reduced, grouped, and narrated. Quantitative data were analyzed descriptively inferentially using paired sample t test. The results showed a difference in the average problem-solving skills and creative thinking skills before and after PBL was applied, so this study proves that the application of PBL can improve students' problem-solving skills and creative thinking skills in Biology learning.

Team-based learning in the internal medicine clerkship didactics.

Active-learning approaches, such as team-based learning, are infrequently used in internal medicine clerkship didactics even though there is increasing evidence to suggest medical students prefer it over traditional lecture-based learning. In this study, five team-based learning sessions were incorporated into three blocks of a 12-week internal medicine clerkship. The goal of this quasi-experimental study was to compare learner engagement, satisfaction and preference between team-based learning and lecture-based learning in the internal medicine clerkship didactics. Outcomes were compared using the Classroom Engagement Survey, a satisfaction questionnaire and the Team-Based Learning Student Assessment Instrument (TBL-SAI). There was a statistically significant difference in the classroom engagement scores between team- and lecture-based learning (P < 0.0001) with a median of 39.0 and 33.0 in the team-based learning and lecture-based learning groups. For learning preference, the median TBL-SAI score was substantially above neutral. Across all team-based learning sessions, 100% of students were satisfied or strongly satisfied with the learning style as a valuable experience and as a way to learn course material, and only one student was not satisfied or strongly satisfied with team-based learning to improve problem solving skills. The classroom engagement and learning style preference findings were consistent with previously published data in other clerkship settings. Student satisfaction was more consistent with team-based learning than with the lecture-based learning, which may be because of the consistent format whereas lecture-based learning style was faculty dependent. Students preferred team-based learning and had improved engagement and satisfaction when compared to lecture-based learning. This study provides evidence in favour of team-based learning as a strategy to incorporate active learning in clerkship didactics.

Application of Problem-Based Learning in Biotechnology Learning Contains Local Potential Jruek Drien Aceh to Improve Problem-Solving and Self-Directed Learning Skills of High School Students

Mastery of 21st-century skills by students is very dependent on the education and learning process. This research aims to measure the increase in students' problem-solving and self-directed learning skills. One of the biotechnology lessons that highlights the local potential of Aceh's Jrek Drien which can be a solution to overcome this problem. The research method used was quasi-experimental with a nonequivalent control group design. The population in this study was class X (Ten) students with a research sample of two classes, experimental and control classes, the research sample was determined based on convenience sampling. Data collection instruments used a problem-solving skills description test and a self-rating scale self-directed learning (SRSSDL) questionnaire. The results of the research showed that students' problem-solving skills increased with an average gain score for the experimental group of 22.44, while for the control group, it was 15.00 with the N-gain score for the experimental group being in the medium category and the control group being in the medium category of 0.320. Meanwhile, the students' self-directed learning ability obtained an average score of 81.61 for the experimental group and 79.12 for the control group. Students showed a positive response to the implementation of problem-based learning containing the local potential of Jrek Drien in the good category. Based on the research findings and results, it is stated that there is a significant difference in the increase in learning outcomes of students' problem-solving skills and self-directed learning between the experimental and control classes

The Effect of Problem Solving Skills Training on Moral Distress of Neonatal Intensive Care Unit Nurses

Introduction: Moral distress is one of the ethical challenges in the nursing profession. Nurses in the neonatal ward are at risk of moral distress most commonly results from disproportionate interventions perceived to not be in the child’s best interests. The aim of this study was to determine the effect of problem-solving skills training on the moral distress of neonatal intensive care unit nurses. Methods: This quasi-experimental study performed on70 nurses working in neonatal intensive care units at Pediatric Medical Center affiliated Tehran University of Medical Sciences from December 2019-June 2020. They were assigned randomly in two equal groups. Corley Ethical Distress Scale Corley was completed before and four weeks after the intervention in two groups. Problem-solving skills training was conducted in (6 sessions of 1.5 hours (2 sessions per week) as a group for the intervention group. Data were analyzed using the software SPSS 22 and tests, chi-square, Fisher's exact, t-test, and paired t-test with significance. 0.5% . Results: The results of comparing the moral distress of nurses working in the neonatal intensive care unit showed that before the intervention, the score of moral distress in the intervention group (150.07 ± 6.87) and in the control group (146.05±6.36) Although before the intervention, the moral distress score of the nurses in the test group was significantly higher than the intervention group P=0.013, but 4 months after the intervention, this score decreased significantly (P &lt;0 01). Conclusion: According to the findings of this study, problem-solving skills improve moral distress in nurses. Therefore, due to the destructive effects of moral distress on the quality of nurses' work, it is suggested that nursing managers develop programs to improve problem solving skills in nurses.

Development of PBL Modul-El to Improve Problem Solving Students of Physics Education Program

Electronic modules are teaching materials that are systematically arranged to achieve learning objectives in electronic form with which includes writing, animation, video, and navigation that makes learning more interesting, interactive, active, and motivating which can facilitate students' problem solving skills. This study aims to see whether there is an increase in students' problem solving skills after using PBL-based el-modules. The method in this research is research and development, which is a research method used to produce and test the feasibility of certain products. The subjects of this study were second semester students who were taking basic physics courses. This research was conducted at the Physics Education Study Program of Sarjanawiyata Tamansiswa University with the subject matter of "Effort and Energy". This research used pre-test and post-test one group design. The results of this study indicate that the science el-module PBL model can improve students' problem solving skills as shown by the results of the normalized gain test of 0.70. It was concluded that there was a significant increase in the post-test results which indicated that the el-modulemade could be used to improve problem solving skills.

Design thinking dalam Mata Pelajaran Desain Komunikasi Visual sebagai Upaya Meningkatkan Kemampuan Penyelesaian Masalah dan Mencipta

This study aims to determine the application of the Design thinking method in Visual Communication Design learning to improve problem solving skills and create students. The Design thinking method combines creative and analytical approaches, has been applied in various industries as a tool to overcome complex challenges. However, its application in education is still relatively new, especially in the subject of Visual Communication Design. This research uses a qualitative approach by applying case study strategies in the Visual Communication Design learning environment. Data was collected through classroom observation, interviews with teachers and students, and analysis of creative products produced by students during the learning process. The results showed that the application of Design thinking significantly improves students' ability to identify, analyze, and solve complex problems in the context of visual communication design. In addition, this study also revealed that the application of Design thinking positively affects students' ability to create. Overall, this study concludes that the application of Design thinking in Visual Communication Design subjects has great potential in improving problem-solving and creating abilities. The practical implications of this research point to the need for further exploration in integrating these methods into broader learning approaches, with the aim of producing students who are able to face real-world challenges with creativity and confidence.

Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables

Rural students' lack of access to high-quality educational resources leads to lagging academic achievement and a deficiency in 21st-century skills. Smart classrooms integrate advanced technology to provide equitable digital learning and interactive environments for these students. However, determining optimal pedagogical approaches for smart classrooms and investigating the potential technology novelty effect remain areas of exploration. This study delved into the impact of smart classrooms combined with various student-centered pedagogies (SC-SCP)—team-based learning (TBL), problem-based learning (PBL), and project-based learning (PjBL), on rural students' learning outcomes. These outcomes encompassed academic achievement, collaboration, and problem-solving skills. Additionally, the research examined how student-centered pedagogies and intervention duration moderated the effects of SC-SCP. A meta-analysis across 24 rural schools in Taiwan was conducted, each with a comparison class and an experimental class, resulting in a total of 48 classes. While the comparison classes within traditional classrooms combined with teacher-centered pedagogies (TC-TCP), the experimental classes embraced SC-SCP in smart classrooms. The findings indicate that: 1) The experimental classes outperformed the comparison classes in enhancing students’ learning outcomes; 2) when considering the moderating impact of student-centered pedagogies, PjBL exhibited the most substantial improvement in problem-solving skills, followed by PBL, and finally TBL; additionally, 3) SC-SCP demonstrated a minor improvement effect size in problem-solving skills after four weeks of intervention, which escalated to a significant effect size after eight weeks of intervention. In summary, these results suggest that a combination of smart classrooms and PjBL, implemented for a duration of over two months, leads to the most substantial enhancement in learning outcomes for rural students.

Use of Problem-Based Learning Strategies in Improving Problem Solving Skills

Education for a child is very important for motor development and his thinking becomes critical in responding to an incident. His skills can be honed properly and master skills that support his future career. So that the potential for the progress of each child can be achieved and learning objectives can be completed optimally. In life, of course, you will not be separated from various kinds of problems, so the solution to every problem must exist and be able to solve it. The problem based learning strategy is the answer to improve problem solving skills. This strategy is a problem-triggered learning model, which encourages students to learn and work cooperatively in groups to find solutions, think critically and analytically, be able to determine and use appropriate learning resources. For this reason, it is necessary to apply this method in education. The purpose of this research was to improve problem solving skills using the problem based learning (PBL) method. By maximizing this method many positive impacts will be obtained. The method used in this research is a quantitative method. The data obtained is through the distribution of a questionnaire. The questionnaire was made using the Google form application. The results of this study explain that the use of problem based learning strategies to improve problem solving skills in education can help students solve problems with the right solutions. As well as sharpening the ability to think critically and systematically, so that they can be more mature in responding to various problems. The conclusion of this study is that the use of problem-based learning strategies to improve problem-solving skills by students can be maximized, because they have mastered the right and effective way to solve a problem. The limitation of this research is that researchers only conduct this research at the school level where the method requires new strategies in learning such as the use of problem based learning strategies.

Upaya Meningkatkan Kemampuan Pemecahan Masalah Siswa Kelas VIII Dengan Model Pembelajaran Problem Based Learning (PBL) Berbantuan Geogebra Pada Materi Bangun Ruang

This research is a Classroom Action Research (PTK) which is carried out in 2 cycles. Before carrying out research or taking action, an initial test is given to measure students' problem-solving ability and at the end of each cycle a problem-solving ability test is given. This study aims to determine how to improve problem solving skills through the application of the Geogebra-assisted Problem Based Learning (PBL) learning model. Students experienced an increase in problem-solving skills, in the initial test the average problem-solving ability was 42.19%. In the first cycle, the test results showed an increase of 57.81%. From the results of the second cycle test also increased to 88.50%. The test results showed an increase in students' problem-solving abilities. Thus, it can be concluded that the application of the Geogebra media-assisted PBL model can improve students' problem-solving abilities.

Using ADDIE approach for development of student worksheet based STEM (Science, Technology, Engineering and Mathematic) to improve problem solving skills at state junior high school 3 in Ternate city Indonesia

This study aims to develop Student Worksheets based STEM teaching materials to improve problem-solving skills in conventional biotechnology materials, as well as to see the validity of the developed Student Worksheets based STEM. This research is a type of research and development or R&amp;D, using the ADDIE approach (Analysis, Design, Development, Implementation, and Evaluation). The analysis step with analysis needs and curriculum carried out by researchers obtained information that the curriculum at Junior High school 3 in Ternate city was the 2013 curriculum by identifying Competency Standards (SK) and Basic Competence (KD) as indicators and learning objectives in conventional biotechnology materials to develop Student Worksheets based STEM teaching materials. The design step is carried out by compiling a draft or Student Worksheets based STEM learning framework, which contains a cover, introduction, table of contents, learning objectives, material descriptions, work procedures and bibliography. The product development stage that has been developed in the form of Student Worksheets based STEM teaching materials was validated by expert validators in the STEM field showing that Student Worksheets based STEM teaching materials were very feasible to be tested in the field with a percentage of 89%. The implementation phase was carried out by looking at the results of teacher and student responses in the form of a questionnaire with the results of evaluating teacher responses of 97.33% and 91.44% students towards Student Worksheets based STEM teaching materials on conventional biotechnology material in the field with very good categories. The evaluation stage for the development of Student Worksheets based STEM on learning outcomes in conventional biotechnology material is in the medium category with a percentage of 67.6%. from the results of this study it can be concluded that the development of Student Worksheets based STEM teaching materials on conventional biotechnology material can improve the problem solving skills of class IX students at Stated Junior High School 3 in Ternate city.

Keefektifan Model Pembelajaran JIGSAW Berbantu Flashcard dengan Pendekatan Realistik untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa di SDN 1 Wanglu

Learning models and strategies are important in education in Indonesia. The purpose of this study was to determine the effectiveness of applying the JIGSAW learning model assisted by flashcards with a realistic approach to improve problem solving skills at SDN 1 Wanglu. The research method used is a research approach using a quantitative approach. The type of research used is purposive sampling using non-probability sampling techniques. The results showed that the experimental class by applying the JIGSAW learning model assisted by flashcards with a realistic approach was better than the control class, it was proven that most of the students were no longer familiar with problem-solving questions in science learning, students' problem-solving abilities were maximized, this was expressed by learning Science which was originally rote and now has been overcome by applying the JIGSAW learning model assisted by flashcards with a realistic approach, so that students really pay attention to the learning process. the JIGSAW learning model has proven that aspects of problem-solving ability in science learning are included in the learning implementation plan (RPP), the textbooks used already show a balanced proportion of problem-solving stages categories. So it can be concluded that there is an effectiveness of the flashcard assisted JIGSAW learning model with a realistic approach to improve students' problem solving abilities.

Improving Problem-Solving Skills With Problem-Based Learning Models in Optical Wave Courses

Objective: Problem-solving skills are one of the skills one has to live in the 21st century. Therefore, this research aims to explain the improvement in problem-solving skills using a problem-based learning model in optical wave courses. This research was carried out on 3rd-semester students majoring in undergraduate program Science Education at the State University of Surabaya in two classes. Method: The research design used the one-group pretest-posttest design with one repetition—data collection techniques using observation and test techniques. Observations were made to review practical aspects and tests for reviewing the effectiveness aspects. Results: The observation results indicate that the learning process is classified as practical. The average result of problem-solving skills in class U students is better than in class B. Based on their problem-solving skills, students can solve problems to completion. The knowledge test results are in the moderate range. A paired T-test in each class shows a significant difference between the results before and after learning. The achievement of knowledge and skills shows that the problem-based learning model effectively improves their problem-solving skills in the waves and optics courses. Novelty: The novelty of this research is the use of four indicators adapted to optical wave material under learning conditions after the COVID-19 pandemic.

Practicality and Effectiveness of the Physics Independent Learning (PIL) Model Toolkit in Online Tutorials to Improve Physics Independent Learning Skills and Physics Problem-Solving Skills

This study aims to analyze the practicality and effectiveness of the PIL model tool in online tutorials to improve self-learning and problem-solving skills in DL physics students in introductory quantum physics courses. This type of research is educational development research with a sample of 75 undergraduate physics education students at Universitas Terbuka in Indonesia. This research was carried out in three stages, namely preliminary and development studies, limited trials, and extensive trials. The results showed that tutors could carry out all stages of online tutorial activities using the PIL model very well with the percentage of implementation of syntax, social systems, and reaction principles. There was an increase in students' problem-solving abilities and independent learning abilities in each class after taking PIL with high N-gain categories. It can be concluded that the PIL model set is valid, practical, and effectively applied to improve problem solving skills and students' independent skills in learning Introduction to Quantum Physics.

Appropriate Scaffolding Format in Physics Learning through Lesson Study on Improving Students' Problem Solving Skills

Each learning material has a different form of scaffolding to achieve maximum mastery. This study aims to analyze the differences in students' problem solving on temperature material due to scaffolding and find the right form of scaffolding on temperature material through lesson study on the achievement of students' problem solving skills. This type of research is a pre-experiment design with a replication class. The instruments used in this research are temperature conversion essay test and learning reflection sheet. The analysis of this study used SPSS Version 17. The instrument of this research is an essay test of 5 questions that are valid and reliable with an Alpha Cronbach value of 0.97 and a learning reflection sheet. The improvement of problem solving ability was analyzed based on the Gain-score. The provision of scaffolding has an impact on the difference in improving students' problem solving skills in temperature material through lesson study. The form of scaffolding that can improve problem solving skills on temperature material is the provision of teaching materials equipped with menemonic technique approach, pauses are made to open questions during the learning process, the need for U-shaped seating rules to increase interaction in one group. Suggestions for this research need to be done interaction between groups and making evaluations with digital applications to measure individual abilities with fast results.