Improve Problem Solving Skills Research Articles

Integration of Dalihan Natolu's Local Wisdom in the Sets Learning Model to Improve Student's Problem Solving Ability

This study integrates the Science, Environment, Technology, and Society (SETS) learning model with the cultural framework of Dalihan Natolu (DNT), aimed at fostering active, effective, and creative learning. The objective was to examine the impact of this integrated DNT-SETS approach on students’ problem-solving skills, particularly in the context of environmental pollution. A quasi-experimental design was employed, involving 60 students from SMA GKPS Pematang Raya, divided into an experimental group (30 students) and a control group (30 students). The learning materials included lesson plans, student worksheets, learning model guides, and six essay questions related to environmental pollution, designed to assess problem-solving skills. Data were analyzed using the Kolmogorov-Smirnov test for normality and Levene's test for variance homogeneity, both at a 5% significance level. A t-test was conducted to determine the effectiveness of the DNT-SETS model. The t-test results showed a significance value of 0.000, indicating a statistically significant difference between the experimental and control groups. The experimental group, which used the DNT-SETS model, demonstrated a 59% improvement in problem-solving skills, compared to a 38% gain in the control group. This suggests the DNT-SETS model effectively enhanced students' abilities to address environmental issues. The integration of the DNT-SETS model enabled students to approach environmental problems holistically, linking scientific concepts with real-world challenges. This model encourages students to gather evidence and develop effective solutions based on their understanding. The DNT-SETS model significantly improves problem-solving skills in environmental education, offering a practical and culturally relevant teaching strategy.

Development of New Todame Learning Media to Improve Problem-Solving Skills on Newton's Law for High School Students

The problem-solving skills of Indonesian students are still relatively low, especially in complex subjects like Newton's law in Physics. Therefore, a learning Media is needed to improve these skills, such as the Tournament-based Truth or Dare Online Card (New Todame) to enhance problem-solving abilities, specifically on Newton's law. This study aims to: (1) gather information about media needs from teachers and students, (2) develop New Todame media, (3) assess the feasibility of the media, (4) gather feedback on user satisfaction, and (5) examine the improvement in problem-solving skills after using the New Todame media. This research is development research (R&D) using the ADDIE design, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. Data collection was done through interviews, preliminary study questionnaires, validation sheets, feasibility questionnaires, and pretest & posttest sheets. The results indicate that New Todame is feasible for use, and there is an improvement in problem-solving skills on Newton's law after using the New Todame media, with an N-Gain score of 0.455, categorized as moderate.

창업교육이 예비창업자의 창업의지에 미치는 영향: 고객인터뷰와 문제해결능력의 매개효과를 중심으로

Objectives This study aims to examine the relationship between entrepreneurship education and entrepreneurial intention of prospective entrepreneur, considering entrepreneurship education as the independent variable and entrepreneurial intention as the dependent variable. A partial mediation model was established to investigate the effect of entrepreneurship education on entrepreneurial intention through customer interviews and problem-solving skills. Methods To do this, a mediation model analysis was conducted through the responses of 389 learners from 16 universities who performed the KDB entrepreneurial education program conducted by the Korea Entrepreneurship Foundation. The study employed STATA 17 version to conduct basic statistical analysis, correlation analysis, as well as partial mediation analysis and significance testing using the khb analysis method. Entrepreneurship education was assumed as an independent variable, entrepreneurial intention of prospective entrepreneurs was assumed as a dependent variable, and customer interviews and problem-solving skills as mediating variables. Results Firstly, entrepreneurship education had a positive (+) effect on entrepreneurial intention of prospective entrepreneur. Secondly, entrepreneurship education positively influenced entrepreneurial intention of prospective entrepreneur through customer interviews. Thirdly, entrepreneurship education positively influenced entrepreneurial intention of prospective entrepreneur through the improvement of problem-solving skills. Through the results of this study, it was confirmed that entrepreneurship education is necessary to strengthen entrepreneurial intention. To enhance the effectiveness of entrepreneurship education, it was found that customer interviews and problem-solving skills are important during the process of entrepreneurship education, and these educational methods improve entrepreneurial intention of prospective entrepreneur. Conclusions The finding that entrepreneurship education positively influences entrepreneurial intention of prospective entrepreneur is significant in confirming the effectiveness and necessity of entrepreneurship education. Additionally, the study is significant in verifying and confirming the partial mediating effect of customer interviews and problem-solving skills in the relationship between entrepreneurship education and the enhancement of entrepreneurial intention. By confirming whether customer interviews and problem-solving skills mediate the effect in the process where entrepreneurship education manifests as improved entrepreneurial intention, this study contributes to elucidating in detail that the effects of entrepreneurship education can lead to entrepreneurial intention. Furthermore, the academic and practical implications are also found in identifying the role of intermediate variables such as customer interviews and problem-solving skills in the process where the effects of entrepreneurship education emerge.

Re-inventing Vernacular Heritage for the Modern World: Integrating the Philosophical Values of Traditional Games in Early Childhood Education in Indonesia

Traditional games have a special place in the culture of every nation. They are an integral part of the cultural heritage of each country, meant not only for entertaining but also to pass down deep philosophical values. In Indonesia, many such games exist and they are being now integrated into early childhood education in order to infuse the philosophical values they propagate, into the children’s educational upbringing. This study explores the integration of the philosophies and values of traditional games in a project learning model in Indonesia to improve the problem solving skills in early childhood. The setting is the schools offering early childhood education in Indonesia. The research employs a qualitative approach using observations, interviews, and document analysis as data gathering techniques. It employs case studies where the observations take place and the interviews are held with the teachers of selected schools. Findings show that the integration of philosophies and values of traditional games in the project learning models provide rich and meaningful learning experiences for young children. It affirms that the values such as cooperation, perseverance, creativity, and fairness highlighted in the traditional games help in the development of problem-solving skills. These findings indicate the need to pay attention to cultural heritage in early childhood education and the importance of integrating cultural values in the learning process. The paper concludes that the integration of the philosophical values of traditional games in the project learning models can be an effective strategy to improve problem solving skills in early childhood education.

Enhancing Early Childhood Problem-Solving Abilities through Game-Based Learning and Computational Thinking: The Impact of Cognitive Styles

Children's understanding of solving problems related to early cognitive abilities with several levels of complexity makes children feel difficult, and students are less able to solve problems correctly according to the sequential order of how to do them. The main factor that causes low problem-solving abilities is the use of inappropriate learning strategies. So that children in the process of solving problems in a lesson also become less than optimal. This study explores the effects of computational thinking strategies with game-based learning compared to conventional approaches on early childhood problem-solving abilities, considering the cognitive styles of field-independent (FI) and field-dependent (FD) children. A quasi-experimental pretest-posttest nonequivalent control group design involved 60 children from Blitar Kindergarten. The experimental group received computational thinking instruction through game-based learning, while the control group followed conventional methods. Posttests followed a pretest established baseline abilities and an eight-week intervention. Data were analyzed using a two-way ANOVA, revealing significant improvements in problem-solving skills for the experimental group (p < 0.05). FI children outperformed FD peers, indicating cognitive style's impact on learning outcomes. An interaction effect between learning strategies and cognitive styles was identified, emphasizing the importance of tailored educational approaches. The study's findings suggest that computational thinking through game-based learning enhances critical thinking, creativity, and engagement in young learners. However, limitations such as a small sample size and short intervention duration highlight the need for further research. Future studies should involve diverse populations and longer interventions to understand the long-term effects better and optimize educational strategies for individual cognitive styles. These results underscore the potential of innovative educational methods in developing foundational skills essential for academic and life success.

Trends Research Project Based Learning (PjBL) Model to Improve Problem Solving Skills in Students' Science Learning (2015-2024): A Systematic Review

Problem-solving ability is an important ability for students to have in science learning. With the ability to solve problems, students' critical, logical, and creative thinking skills can increase. Problem solving skills can be facilitated through learning with a project-based learning (PjBL) model. This research aims to identify and analyze research trends of PjBL model to improve problem solving skill in science learning. This research method is descriptive and analytical. The data used in this research was obtained from documents indexed by Google Scholar from 2015-2024 using Publish or Perish and Dimension.ai. Research procedures use PRISMA guidelines. The data identified and analyzed are the type of publication, publication source, and the title of research on PjBL model to improve problem solving skill in science learning that is widely cited. The data analysis method uses bibliometric analysis assisted by VOS viewer software. The results of the analysis show that research trend on PjBL model to improve problem solving skill in science learning indexed by Google Scholar from 2015 to 2024 has experienced a fluctuating increase. However, in 2024 there will be a decline in the research trend on it. There are many documents in the form of articles, proceedings, chapters, preprints and edited books that discuss research into the PjBL model to improve problem solving skill in science learning. Key words that are often used in research about it are STEM project, creative thinking skill, technology, critical thinking, discovery, etc.

User Engagement in an Online Digital Health Intervention to Promote Problem Solving

Abstract Digital health interventions (DHIs) can facilitate positive health outcomes. User engagement (UE) plays an important role in DHI efficacy. Yet, DHIs vary in functionality, design and intended outcomes, underscoring the importance of incremental, user-centred design to understand engagement in specific settings. This study explores the relationship between user engagement and DHI implementation in three design iterations, or rounds, of a unique, multi-week asynchronous intervention that leverages online discussion and problem-solving therapy (PST). The intervention seeks to engage older adults to improve problem solving skills relating to the intervention focus, health aging (two rounds) and Lewy Body Dementias (LBD) caregiving (one round). The PST component drew upon personas, a common user-centered design method, in a novel way. Exit interviews were conducted at the end of each round to understand participants' experiences. Using thematic analysis, we identified factors that contributed to social engagement (‘engaging with others’) and learning engagement (‘engaging with content’) with the DHI. The findings demonstrate how iterative changes in the design and delivery of a DHI can contribute to user engagement, increasing the likelihood of knowledge acquisition and developing problem-solving skills as part of health self-management.

Enhancing problem-solving skills through physical education learning: a comprehensive analysis

Physical education (PE) has long been recognized as an important component of holistic education, contributing not only to physical fitness but also to cognitive, social, and emotional development. This research is to find out whether physical education can improve problem solving skills. The type of research used in this research is associative (relationship) research. This research was conducted on high school students in Padang, West Sumatra with a sample size of 50 people (23 men and 27 women) using a purposive sampling technique. The Problem Solving Inventory (PSI) was the tool used in this research. This instrument consists of (1) problem solving beliefs (r =.85), (2) approach-avoidance style (r =.88), (3) personal control (r -.83). The research results that can be seen in the anti-image matrix table determine the level of suitability of the variables studied. In this case, the three variables in the Problem Solving Inventory all have values ​​> 0.50 with the following details: 1) Problem solving confidence 0.643; 2) Approach avoidance style 0.501 and 3) Personal control 0.501. Furthermore, the Total Variance explained above in the Initial Eigenvalues ​​section only has 1 factor which is formed from the 3 variables used. Because the requirement to become a factor is that the Initial Eigen Value > 1 is able to explain 43.273%, while the Extraction Sums of Squared Loadings value is 1.298 or > 1 and is able to explain 43.273% of the variation. And has a cumulative variation of 43.273%. Based on the research results above, it can be concluded that the problem-based learning model can improve the learning outcomes of high school students in Padang. Problem solving is an important component in life, therefore problem-solving skills must be included in every lesson. Keywords: physical education, problem solving, problem-based learning, school students

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.

Penerapan Kelas Virtual Sevima Edlink dengan Pendekatan Realistik untuk Memecahkan Masalah Matematika Kelas XI MAN 3 Jombang

ABSTRACT Education is the most important aspect for the progress of a nation. In the last year, Indonesian education is being tested by the COVID-19 pandemic, which forces all those involved in education to carry out online learning routines. This is a new challenge for both teachers and students. The teacher must think of the most effective way for learning so that it does not seem monotonous and boring. One alternative is with semiva edlink virtual class. The purpose of this study is whether there is an increase in mathematical problem solving skills by using a virtual class Sevima Edlink with a realistic approach. This research is a quantitative research with pre-experiment that applies the Sevima edlink application as a learning medium using a realistic approach to improve problem solving skills. The sample in this study was class XI IPS 6 MAN 3 Jombang, amounting to 47 students. The data were processed using inferential statistical techniques. The results of this study indicate that there is an increase in the value of students' mathematical solutions before the treatment (pretest) and after the treatment (posttest). Judging from the results of the statistical price = 20,207, with db = 46 and sig. = 0.00 < 0.05 or H0 is rejected. Thus H1 is accepted, which means there is an increase in mathematical problem solving ability by using a virtual class Sevima Edlink with a realistic approach

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.

Breaking Ground in Skill Assessment: The Construction and Validation of a Problem-Solving Scale for University Students

Students today is expected to possess 21st-century skills, one of which is Problem Solving Skills (PSS). The importance of mastering this skill needs to be accompanied by the availability of a measuring tool. This research addresses this need by developing and validating the Problem-Solving Skill Scale. The development of this scale is focused on guidance and counseling students. The research and development of this instrument follow the educational design research method according to Plomp and Nieveen. Four hundred students were involved to test the construct validity. Problem-solving skills were measured based on three aspects: (1) Problem-Solving Confidence, (2) Approach-Avoidance Style, (3) Personal Control. Data were analyzed using the Rasch model by the WinSteps software. The research results describe the instrument's quality, the person-item interaction , the item difficulty level (item measures), fit and misfit items, and the distribution of respondents' abilities and the distribution of item levels on the same scale, and the scale’s ability to measure what it intends to measure. The Rasch analysis results show that the PSS Scale is good, precise, and has item fit with the model. The PSS Scale is a valid and reliable measuring tool for accurately measuring students' problem-solving skills. This research discusses implications and recommendations for further research efforts to facilitate the improvement of problem-solving skills in students using this measurement tool.

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.