Level Of Problem Solving Ability Research Articles

PROFILE OF MATHEMATICAL COMMUNICATION’S ABILITY BASED ON LEVEL OF PROBLEM SOLVING’S ABILITY

Abstract : This study was aimed to define profile of mathematical communication based on the level of problem solving ability on secondary students. This study used mixed methods model with explanatory type. This sample used 30 secondary school students who was chosen based on teachers’ recommendation. The result shown that there are 16,67% students whose problem solving’s ability were placed on low level If we look on mathematical communication ability’s side, most of students faced on the diffulties of projecting figures into mathematical ideas. Students still made mistakes on calculating and the indicators was difficult when it stated to project any figures into mathematical ideas while the indicator that appear frequently was stated events or ideas in mathematical laguage. There are 70% students that whose problem solving ability were placed on medium level. If we look on mathematical conection ability most of information as shown unclearly and faced on difficulties when they summarize conclusion, they stated it into mathematical symbol. There are 13,33% students whose problem solving ability were pleced on high level and unclear to every single information that was told within solving strategy which directly on solving essentials. Keywords: Profile of mathematical Ability, Mathematical Communication, Problem Solving

A Study of Problem Solving Ability and Creativity among the Higher Secondary Students

Creativity is universal. Every one of us possesses creativity to some degree. Although creativity abilities are natural endowments. Though creativity expression, something new or moral is produced. Problem-solving ability is a mental process that is the conducting part of the larger problem process that includes problem finding, shaping, and reaching towards a final goal. A problem is any situation where you have an opportunity to make a difference to make things better Sharma- 2006. There is a need for the development of the same among school students who will become the future citizens of the country. This paper presents our attempt to study problem-solving ability and creativity among higher secondary students in Nagapattinam District. The results of the study indicate that the level of problem-solving ability among the higher secondary students is high. The results of the study indicate that the level of creativity among the higher secondary students is moderate. There is no correlation between creativity and problem-solving ability among the higher secondary students, there is no significant difference between boys and girls concerning their problem-solving ability, and There is no significant difference between higher secondary boys and girls in their creativity.

THE ANALYSIS OF DIFFICULTY OF STUDENT’S GEOMETRY PROBLEM SOLVING BASED ON VAN HIELE’S THINKING THEORY WITH MACROMEDIA FLASH

This study aims to describe the level of students' geometry thinking based on Van Hiele's thinking theory, the level of students' geometric problem solving abilities, and analyzing students' difficulties in solving geometric problems. This type of research is qualitative descriptive research. The researcher took six research subjects consisting of low, medium, and high level geometry problem solving abilities to be interviewed and analyzed the types of difficulties experienced. The results of this study indicate that there are 26 students reaching level 0 (visualization), 21 students reach level 1 (analysis), 13 students reach level 2 (informal deduction), 6 students reach level 3 (deduction) and no one can reach level 4 (rigor). Furthermore, there are 13 students who have a low level of problem solving ability, 7 students have a medium level of problem solving ability, and 6 students have a high level of problem solving ability. The difficulties experienced by the research subject are described in each problem.

Kemampuan Pemecahan Masalah Matematis Peserta Didik yang Diajar Dengan Model Pembelajaran Missouri Mathematics Project (MMP) Disertai Strategi Think-Talk-Write (TTW) di SMP Negeri 2 Lengayang Pesisir Selatan

This research is driven by the low level of problem solving ability of 8th grade students of SMPN 2 Lengayang. This study aims to determine the problem-solving ability of mathematics students taught by matrix Missouri mathematics project with a strategy of Think-Talk-Write better than students who use the scientific approach. This research is a quasy experiment research. The population of this research is all students of class VIII SMPN 2 Lengayang, and sampel is this research class VIII.A and class VIII.E. Based on the results of this study obtained the average value of mathematical problem-solving skills of learners who were taught by MMP method with TTW strategy is 76 and the usual learning is 68. After hypothesis testing using t-test, known ttable = 1,64 and tcount = 2,23 with 95% confidence level, this means that this indicates that the accepted hypothesis means the ability to solve mathematical problems of students with MMP with scientific approach.Keyword : Mathematical Problem Solving Skills, Learning Model Type Missouri mathematics project (MMP), and strategy of Think-Talk-Write (TTW)

ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMA

This study aims to determine the extent of high school students' mathematical problem solving abilities. The method used in this study is descriptive with a qualitative approach. The population in this study were all high school students in West Bandung Regency, while the sample was 20 students of class XI in one of the high schools in West Bandung Regency. The results obtained from this study indicate that the percentage of indicators 3 chooses and applies strategies to solve mathematical problems or outside mathematics and indicator 4 explains or interprets the results according to the problem and checks the correctness of the results or answers, gets the lowest percentage with 60% and 31%. Then the students' mistakes in solving the problem of mathematical problem solving ability lies in the process of selecting and implementing a calculation strategy and students have not been able to elaborate on the strategies that will be carried out to carry out the next calculation. Based on the results of student answers, it can be said that the level of problem solving ability of students in one of the high schools is quite sufficient even though they still have many difficulties in working on the questions on indicators 3 and 4.

Vocational High School Teachers’ Efforts in Equipping Graduates with Soft Skills Based on Work Demands

A preliminary study in Yogyakarta showed that the graduates’ enthusiasm to enter building construction study program in vocational high school was low. One of the factors affecting the graduates’ enthusiasm was related to the low-level teachers’ efforts in preparing the graduates’ soft skills. This study aimed to identify (1) the integration level of soft skills elements, and (2) the teachers' obstacles to equipping the graduates' soft skills. It was descriptive quantitative research conducted in the study program of building construction at vocational high schools. The results of the study showed: (1) the integration level of communicative ability, integration level of cooperative competence, integration level of motivating ability, integration level of developing etiquette and moral, and integration level of building responsibility were wholly integrated. Then, the integration level of problem-solving ability and integration level of science and technology mastery was mostly integrated; (2) the obstacles included: the students’ ignorance attitude, the lack of collaboration between the students’ parents and the school stakeholders in developing the graduates’ soft skills, the absence of soft skills training and the unsupported school culture. Those obstacles impeded the graduates’ soft skills.

Centralized vs. decentralized supply chains: The importance of decision maker's cognitive ability and resistance to change

This paper contributes to behavioral supply chain management research, by examining the influence of managers' problem solving ability and resistance to change as regards their choice of the level of centralization to adopt in the management of a supply chain. Since such factors play a critical role in influencing decision maker behavior, they are expected to moderate the relationship between the centralization of decisions and performance. A methodology coming from complexity science is adopted, i.e. NK agent-based model, which is particularly suited to the study of supply chains as complex systems and the modelling of decision-makers as cognitively limited agents. The model proposed reproduces how supply chain managers solve different types of decision-making problems and simulate the resulting supply chain performance in two cases: high and low centralization. The main results show that high levels of problem solving ability and low resistance to change positively moderates the relationship between centralization and supply chain performance. We also find that high centralization should be preferred for complex decision-making problems, especially when the manager is characterized by a high problem solving ability and low resistance to change. In the other cases, low centralization is an option to take into consideration.

Identifikasi Kemampuan Berpikir Kritis Matematis Mahasiswa Berkemampuan Pemecahan Masalah Level Rendah dalam Pembelajaran Kalkulus Integral Berbasis Problem Based Learning

The aim of this research is to describe crithical thinking ability of the students with low problem solving ability in solving problem in Riemann Integral based on the criteria of critical thinking in problem based learning. This is qualitative research with the subject is the students in the class IIE of year 2016/2017 mathematics education departement of FPMIPATI UPGRIS who join the the Calculus Integral course. The data collection used is test and interview. Based on the result of this research can be known that profile of critical thinking ability with the low level of problem solving ability was can do basic clarification, can not do bases for a decision, can not do inference, can not do advance clarification, and can not do supposition and integration .

PROBLEM SOLVING ABILITY IN PROBABILITY THEORY THROUGH PROBLEM SOLVING BASED LEARNING

<p>The aims of this study are to determine level of problem solving ability after being given problem solving based<br />learning and to determine the effect of problem solving based learning to problem solving ability in probability theory. The<br />method used is quasi experimental, with pre-experimental design and one shot case study design. The population are the students<br />of fifth semester in IKIP PGRI Pontianak and it consists of 3 classes. Sample just consists of a class, which obtained through<br />cluster random sampling technique. Instrument used is problem solving ability test. Data is analyzed using descriptive statistics<br />and inferential statistics. The study show that the problem solving based learning doesn’t give good effect to problem solving<br />ability, but it has average score is 67 or good level. Beside of that, the study also show that students have ability of understanding<br />the problem with the average score is 75 or high level, ability of devising the plan with the average score is 66 or high level,<br />ability of carrying out the plan with the average score is 50 or middle level, and the average score is 19 or very low level for<br />ability of looking back.</p>

Latest Trends in Problem Solving Assessment

Problem solving is the skill that coordinates all the cognitive, metacognitive and behavioral processes taking place when individuals encounter a previously unprecedented situation or difficulty. Metacognitive processes seem to play the most important role for resolving a problematic situation as individuals reflect on their acquired knowledge, skills and experiences, thus become aware of their capabilities and how to regulate them. Therefore, metacognitive awareness is the competence that mostly assists individuals in their attempt to construct new knowledge and reach their goals. Furthermore, individuals’ self-assessment and peer-assessment processes could reveal their level of metacognitive awareness and therefore, by far, their problem solving competency. Consequently, ICTs could capture individuals’ problem solving skills through tracking down and analyzing the latters’ cognitive and metacognitive processes as well as their behavioral patterns. The aforementioned computer-based assessment could consist of a fuzzy expert system with domain knowledge from an automated task-based test with particular solution strategies in combination with log data for identifying and classifying one’s level of problem solving ability according to specific criteria.

Problem Solving & Critical Thinking between Instructor and Senior Debriefing in Simulation Education for Nursing Students

This study was performed to compare the level of problem solving ability, critical thinking ability and capability of performing clinical nursing care of simulation practice with instructor and senior in nursing students. Data were collected from 63 junior nursing students in Y college, Daegu, Korea. Self describing performance questionnaire included problem solving ability, critical thinking ability and capability of performing clinical nursing care. We had received the consent from students. The data was analyzed by X2-test, t-test, Fisher’s test and paired t-test using the SPSS 21.0 Program. Critical thinking showed significant improvement after simulation practice regardless who did debriefing. Especially it is showed Received (January 22, 2016), Review Result (February 5, 2016) Accepted (February 16, 2016), Published (April 30, 2016) 705-703 School of Nursing, Youngnam College of Sciense and Technology, Hyunchung-ro 170beon-gil, Nam-gu, Daegu, Korea email: eh5472@ync.ac.kr (Corresponding Author) 617-736 Dept. of Nursing, Silla University, 140 Baegyang-daero 700beon-gil, Sasang-gu, Busan, Korea email: k100479@silla.ac.kr Problem solving & Critical Thinking between Instructor and Senior Debriefing in Simulation Education for Nursing Students Copyright c 2016 HSST 192 prudence was significantly improved after simulation practice with senior debriefing although no differences in senior. Results indicate simulation practice with senior debriefing was effective education method to improve critical thinking as much as instructor debriefing.

Effects on Problem Solving Ability and Learning Satisfaction of Nursing Students of Receiving a Teaching Method Using Standardized Patients - Blood Transfusion

Purpose: This study was conducted to investigate the effects on problem solving ability and learning satisfaction in nursing students using a teaching method with a standardized patient (SP) receiving blood transfusion. Method: The research design was a quasi-experimental pre-and-post-test control and experimental group for the methodological comparison study. Participants were 43 (Exp.=22, Cont.=21) nursing students in G city. The experimental group participated in the teaching class using SP. The control group received conventional education using a simple model. Data were collected between June 5 and July 15, 2015, through self-report structured questionnaires and data were analyzed using the SPSS/WIN 21.0 program. Results: There were significant differences in the level of problem solving ability (t=-2.75, p=.009), and learning satisfaction (t=-2.53, p=.016) between the experimental and control groups. Conclusion: The research findings indicate that, the teaching method using an SP is more effective in improving nursing students' problem solving ability and learning satisfaction compared to conventional education using a simple model. In the future it is necessary to develop scenarios of various cases and content, and to test their effectiveness.

The Effect of Cognitive-Behavioral Group Marital Therapy on Marital Happiness and Problem Solving Self-Appraisal

Problem solving self-appraisal affects problem solving performance and marital adjustment. This study investigated the effects of cognitive-behavioral group marital therapy on couples’ adjustment and their self-appraisal of problem solving activities. Sixty-six couples participated in group couples therapy. Subjects were randomly assigned to an experimental or a waiting list control group. They completed the Problem Solving Inventory and the Marital Happiness Scale. Therapy was effective in improving global couple adjustment and problem solving self-appraisal. The program had a differential effect on the improvement of self-perceived problem solving abilities depending on the spouses’ initial self-appraised problem solving ability level.

The effect of academic risk taking levels on the problem solving ability of gifted students

The ability of Academic risk taking is a critical component which considers academic success at the top level. To increase the academic success to a higher level needs adaptation to the present conditions. Adaptation will be possible via problem solving. In this study it has been described that the relationship between the levels of taking academic risk of gifted student with their levels of problem solving abilities. The study data is collected by using data collection tools which are the scale of academic risk taking one of which was developed by Clifford (1991) and was adapted to Turkish by Korkmaz (2002) and another scale of problem solving skills which was developed by Yaman (2003). The opinions of totally 103 students who answered the questions were taken. According to the results; the conclusion was “academic risk taking levels and problem solving ability level of gifted students is positively high. There is a significant relationship between them”.

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

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

Becoming Problem Solvers: The Case of Three Future Administrators

This study examines how students in an administrative credential program developed collaborative problem-solving competence through their participation in two problem-based learning classes. Data collected at three times over the course of a year (videotapes, student reflective papers, faculty and student evaluations, final group projects, and interviews) were analyzed to assess how students develop problem-solving skills within a group. The data indicate that these classes allowed students to acquire knowledge and skills in group processes and problem-solving as well as course content. Follow-up studies of three students who served as telling cases, and who are the focus of this study, suggest students could see the link between theory and practice, and between the classes and their jobs as administrators. Although the students entered the classes with differing levels of problem-solving ability, all three perceived that the experiences in the problem-based learning classes enhanced their skills. The data also suggest that more active guidance by the faculty could enhance students’ reflective skills and their ability to identify implicit theories of practice. Thus, a metacognitive framework for acquiring and improving problem-solving skills in collaborative groups was developed to enable students to explore personal and organizational factors that shape their theory of practice.

Problem solving and diabetes regimen adherence by children and adolescents with IDDM in social pressure situations: a reflection of normal development.

Investigated problem-solving ability and reported regimen adherence among children, early adolescents, and middle adolescents with IDDM in response to hypothetical social situations where a choice between diabetes regimen adherence and peer desires must be made. Sixty-seven 8- to 17-year-olds with IDDM from two distinct U.S. geographical areas participated. Results indicated that compared to children with IDDM, adolescents with IDDM had better problem-solving abilities in response to social pressure situations, possibly reflecting their greater cognitive maturity. However, adolescents were also more likely to choose behaviors that are less regimen adherent. Differences in levels of problem-solving ability and adherence between the two regional subsamples were also found. Similar developmental patterns were found in both groups, showing the robust nature of the observed age-related trend of decreasing adherence in social situations despite increasing problem-solving abilities. Findings were interpreted in the context of normal adolescent development. Results are conceptually important for those interested in the transaction between peer and social influences and adherence for children and adolescents with IDDM, as well as other health behaviors.

Are study dropouts different from completers?

In recent years, researchers have tried to identify possible contributing factors to the dropout rates in clinical trials, usually ranging between 20% and 40% (Feighner and Boyer 1992; Feighner et al 1991). In particular, medication efficacy (Claghom and Feighner 1993; Cunningham et al 1994), side effects (Cochran 1986; Dunner 1994), and doctor-patient interaction (Johnson 1974; Montano 1994) have been viewed as important factors. However, very little is known about how patient characteristics may affect treatment participation (Keller et al 1982). In order to determine whether specific patient characteristics were predictive of failure to complete a clinical trial, we compared depressed outpatients who did not complete an eightweek open trial of fluoxetine with the patients who did complete the same trial. We assessed whether lifetime and current Axis I and II comorbidity, degree of anxiety sensitivity, depression, anxiety, and hostility, level of problem solving ability, or degree of quality of life would differentiate completers from dropouts.

The Acquisition of Addition and Subtraction Concepts in Grades One through Three

Children's solutions to simple addition and subtraction word problems were studied in a 3-year longitudinal study that followed 88 children from Grades 1 through 3. The children were able to solve the problems using a variety of modeling and counting strategies even before they received formal instruction in arithmetic. The invented strategies continued to be used after several years of formal instruction. Four levels of problem-solving ability were found. At the first level, children could solve problems only by externally modeling them with physical objects. Modeling strategies were gradually replaced with more sophisticated counting strategies. The results of the study are at variance with important aspects of models of children's performance proposed by Briars and Larkin and by Riley, Greeno, and Heller.