Problem Posing Learning Model Research Articles

Pengaruh Model Pembelajaran Problem Posing Tipe Within-Solution Posing Terhadap Kemampuan Pemecahan Masalah Matematika Siswa

The problem in this research is the low ability of students to solve mathematical problems because students are less accustomed to solving problem-based questions and also the learning model used is less effective in improving mathematical problem solving abilities. This research aims to see the influence of the Problem Posing learning model of Within Solution Posing type on the mathematical problem solving abilities of class VIII students in cube and block material. This type of research is quasi-experimental research with a non-equivalent control group design. The population in this study were all class VIII students at MTs Nurul Ummah Kotagede Yogyakarta, totaling 73 homogeneous students. The sampling technique in this research was simple random sampling, class VIII C and class VIII D were selected as samples for this research. With the number of students in class VIII C totaling 19 students and class VIII D totaling 18 students. The research instrument used was essay questions to test students' mathematical problem solving abilities using cube and block material in the form of a pretest and posttest. The results obtained show that there is a significant influence on students' mathematical problem solving abilities after being given treatment using the Within Solution Type Problem Posing learning model.

Comparison Of Students' Analitical Abilities In Learning Geography Using Models Problem Solving And Problem Posing At SMAN 1 Salimpaung

This research aims to see a comparison of the analytical abilities of students in class X using problem solving and problem posing learning models. The research method uses quantitative descriptive. The type of research used is quasi experimental research. Based on the research results, it was found that the comparison of the analytical abilities of students in the experimental class 1 class obtained an average of 75.76, experimental 2 obtained an average of 80.47, while the control class obtained an average of 71.41. Based on the results of the hypothesis that has been carried out, it is found that the Sig of experiment class 1 and control is .019, experiment 2 and control is .000 and experiment 1 and experiment 2 is .009 which is <0.05 which is significant which means H0 is rejected and Ha is accepted. From these three classes, it can be concluded that there is a comparison of students' analytical abilities where the problem posing learning model has a higher average than the problem solving learning model.

PENGARUH PENERAPAN MODEL PEMBELAJARAN PROBLEM POSING DAN KEPERCAYAAN MATEMATIKA TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VII SMPN 1 KUTA UTARA

The problem that we often find in class is that students are less focused on learning mathematics, where teachers teach using conventional learning models. Students act as followers and passive recipients of the activities carried out. Therefore, it is necessary to apply a learning model that involves students in the teaching and learning process, so that they can develop the potential of each student independently. One of them is the problem posing learning model. The problem posing learning model is a learning model that requires students to compose their own questions or solve a problem. The purpose of this research is to find out whether there are differences in the mathematics learning outcomes of students who follow the problem posing learning model, whether there is an interaction effect between the application of the problem posing learning model and the belief in mathematics on learning outcomes, whether there are differences in learning outcomes between students who follow the problem posing learning model and students who follow conventional learning models in groups of students who have high mathematical confidence and low mathematical confidence. The results of hypothesis testing using two-way ANOVA. Based on the results of the research and data analysis, it was found that 1) there were differences in the learning outcomes of students who took the problem posing learning model and those who followed the conventional learning model. 2) There is an interaction effect between the application of problem posing learning models and mathematical beliefs on learning outcomes. 3) There are differences in the learning outcomes of students who follow the problem posing learning model with students who follow conventional learning models in groups of students who have high mathematical confidence. 4) There is no difference in the learning outcomes of students who follow the problem posing learning model with students who follow the conventional learning model in groups of students who have low mathematical confidence.

Efforts to Improve Chemistry Learning Outcomes Through the Problem Posing Learning Model in Class X Tkr 1 SMK Negeri 2 Palembang

Efforts to Improve Chemistry Learning Outcomes Through the Problem Posing Learning Model in Class X Tkr 1 SMK Negeri 2 Palembang

Peningkatan Penguasaan Materi Kalor Dan Perpindahannya Melalui Implementasi Model Pembelajaran Problem Posing

This study aims to describe the improvement of the ability to master heat material and its transfer by implementing a problem posing learning model in grade VII students of SMP Santo Andreas Ambon. This research uses quantitative descriptive research methods. The instruments used are the initial test instrument and the final test. The results of this study showed that the initial ability of students in heat and transfer material was very low with an average score of 43.5 achievement being in the qualification of failing. After learning with the problem posing learning model, the average score of the final ability of students was 84.2 with good qualifications. The increase in student material mastery after applying the problem posing learning model is in the high category of 65% and the medium category of 35% with an average increase (N Gain) of 0.70% with moderate qualifications. Thus, it can be concluded that learning using the problem posing learning model can improve the mastery of heat material and its transfer to grade VII students of SMP Santo Andreas Ambon.

The Effect of Problem Posing, CUPs and Critical Thinking on HOTS-Based Learning Achievement

This study aimed to determine the effect of the learning model, which consists of problem posing and conceptual understanding procedures (CUPs) and critical thinking on learning outcomes-oriented (HOTS) on the content of mathematics lessons. The research was conducted at a state elementary school in Jakarta, with a sample of 68 students. The independent variables are learning models and critical thinking, while the dependent variable is HOTS-oriented learning outcomes on the content of mathematics lessons. The method is an experimental method with a 2 x 2 research design. Data were analyzed using normality, homogeneity and Anova tests; Tukey's test was also used as a follow-up test. The results showed: 1) there were differences in the learning outcomes of HOTS-oriented mathematics between students who used the problem-posing learning model and students who used the CUPs learning model; 2) there are differences in HOTS-oriented mathematics learning outcomes between students who have high critical thinking skills and those who have low critical thinking skills; 3) there is an interaction effect between learning models and critical thinking on HOTS-oriented mathematics learning outcomes; 4) there are differences in HOTS-oriented mathematics learning outcomes for students who have high critical thinking skills between those using the problem-posing learning model and the CUPs model; 5) there is no difference in the learning outcomes of HOTS-oriented mathematics students who have low critical thinking skills between those using the problem-posing learning model and the CUPS model. The conclusion of the research is the problem posing learning model and critical thinking skills affect the HOTS-oriented learning outcomes of mathematics lessons. This implies that problem posing and CUPs are effective learning models in improving learning outcomes, so they can be taken into consideration and as new alternatives for teachers.

Influence of Problem Posing Learning Model with Support Software Camtasia on The Ability of Understanding Student’s Mathematical

This study aims to find out how students 'activities in using the problem posing learning model with the help of Camtasia software affect to the ability of Mathematical Understanding, find out how the influence of the problem posing learning model with the help of Camtasia software on the Students' Mathematical Understanding Ability, to determine student responses in learning using problem posing learning models with the help of Camtasia software. The research is experimental method with the population all students of grade X in 7th State Senior High School Cirebon City. The respondent selected used purposive sampling technique. By comparing pretest (before being given treatment) with posttest (already given treatment). Data collection techniques using tests, observations and questionnaires. Data analysis used observation analysis, normality test, regression test and t test. The results of this study indicate that the learning outcomes of students whose learning using Camtasia-based video media is better than students with conventional learning models.

UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MATEMATIKA MELALUI MODEL PEMBELAJARAN PROBLEM POSING

The purpose of this study, first, is to explain the increase in students' mathematics learning activities, second, to find out the increase in students' mathematics learning outcomes, after the learning process uses a post solution posing problem posing model.This research is located at MAN 2 Padang City Jalan Gajah Mada no. 100 North Padang District. The subjects of this study were 36 students of class XI IPS 3 for the academic year 2019/2020, consisting of 12 males and 24 females. This research is a Classroom Action Research (CAR), which has two cycles, each of which consists of two meetings. The results of this study, first, for learning activities there was an increase from meeting 1 to meeting 2 in cycle I as well as in cycle II, there was an increase for each activity observed, second, students' mathematics learning outcomes in cycle I, the average value the average is 65, completed 12 people with classical completeness 33.33% and in the second cycle obtained learning outcomes with an average value of 77.94 and completed 23 people with classical completeness 64%. In conclusion, the post-solution posing type of problem posing learning model can increase the activity and learning outcomes of students in class XI IPS 3 MAN 2, Padang City.

The Effect of Problem Posing Model on University Students’ Creativity and Problem-Solving Skills

One of the goals of education is to prepare graduates to compete in a world of work that has undergone massive social and technological changes. For this reason, an ideal education should develop several skills that must be mastered in the 21st century, including problem-solving skills and creativity. This study aims to determine the impact of the problem-posing learning model on problem-solving creativity skills in learning statistics. A quasi-experimental research design is used in this study involving 29 students. Data were collected using two questionnaires, namely problem-solving skills creativity skills questionnaires. The data that has been collected is then analyzed quantitatively using SPSS 20.00 by running a t-test. The results showed that the problem-posing learning model was proven to have a significant positive impact on problem-solving and creative thinking skills compared to classes using conventional learning models.

The Impact of Implication Problem Posing Learning Model on Students in High Schools

Problem posing is a learning model that requires students to compose their questions or solve a problem into more straightforward questions that refer to solving the problem based on the initial situation. The study aimed to determine the increase of students in mastering the learning material through the Problem Prosing Learning Model. The type of research used in this study is quasi-experimental research. The sample used was 64 high school students with mathematics as the learning subject. There are two class groups: the experimental class with 31 students and the control class with 33 students. The research data obtained were processed by analysis of the paired sample t-test. The research results found that learning with the problem-posing approach made students active and creative, as seen from the ability of students to develop their questions based on the information provided. Students can process and explore existing information and ask problems or questions that can be resolved. Learning with the problem-posing approach can also increase student activity in the learning process, especially in interacting and sharing ideas with other students and with the teacher. Learning activities are meaningful, and student understanding of the concept becomes better.

The Impact of Implication Problem Posing Learning Model on Students in High Schools

Problem posing is a learning model that requires students to compose their questions or solve a problem into more straightforward questions that refer to solving the problem based on the initial situation. The study aimed to determine the increase of students in mastering the learning material through the Problem Prosing Learning Model. The type of research used in this study is quasi-experimental research. The sample used was 64 high school students with mathematics as the learning subject. There are two class groups: the experimental class with 31 students and the control class with 33 students. The research data obtained were processed by analysis of the paired sample t-test. The research results found that learning with the problem-posing approach made students active and creative, as seen from the ability of students to develop their questions based on the information provided. Students can process and explore existing information and ask problems or questions that can be resolved. Learning with the problem-posing approach can also increase student activity in the learning process, especially in interacting and sharing ideas with other students and with the teacher. Learning activities are meaningful, and student understanding of the concept becomes better.

Penerapan Model Pembelajaran Problem Posing dan Direct Instruction dalam Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa

The research was motivated by the problem of the low mathematical problem-solving ability of students. As an alternative to solving problems, research was conducted by applying the Problem Posing and Direct Instruction learning model in learning mathematics. The purpose of this research is to analyze the improvement of students' mathematical problem-solving abilities who study with Problem Posing and Direct Instruction learning models. The research method used is quasi-experimental with a population of all students of class XI SMA Negeri in Garut. The sample was selected based on the purposive sampling technique, and two classes were obtained as research samples. The research instrument used was a mathematical problem-solving ability test. Based on the results of statistical analysis, it was concluded that the improvement of students' mathematical problem-solving abilities who studied with the Problem Posing learning model was better than the Direct Instruction learning model. The Problem Posing learning model is recommended to develop students' mathematical solving abilities.

A model design to be used in teaching problem posing to develop problem-posing skills

A model was designed herein to be used as a common approach in learning environments to teach problem-posing and improve problem-posing skills, which was named the Problem Posing Learning Model (PPLM). It was attempted to design a framework for problem-posing in line with this objective. The PPLM consists of 6 steps, comprising understanding the desired situation to pose a problem for, designing the story, forming the problem statement, solving the problem formed, assessment, and finalizing the problem formed. Understanding the desired situation to pose a problem for includes understanding what the desired situation is about and what can be achieved from it. The designing the story step includes determining or designing a realistic daily-life situation related to the desired mathematical situation to pose a problem for. The forming the problem statement step comprises forming the verbal sentences related to the situation to pose a problem for. The solving the problem formed step comprises solving the problem statement that was formed. The assessment step is the assessment of the problem formed. The finalizing the problem formed step includes finishing the action of problem-posing after checking the problem formed in the assessment and making any necessary modifications. These steps are hierarchical and it is recommended that each step should be implemented in the problem-posing process. The applicability and effectiveness of the PPLM designed to teach problem-posing in learning environments can be examined.

THE IMPLEMENTATION OF PROBLEM POSING WITH FERRIS WHEEL HYDROLYSIS TO IMPROVE SCIENCE PROCESS SKILLS

This study aims to determine the students’ science process skills towards Salt Hydrolysis material in class XI IPA of SMA Katolik Talino Ambawang before and after being given the problem-posing learning model by using Ferris wheel hydrolysis and how much it improves the skills. It is a pre-experimental study with a one-group pretest-posttest design. The sampling technique used is saturated sampling, of which the subjects are 12 students of XI IPA. The normality test used on the pretest and posttest results is the Shapiro-Wilk test, which results in a normal distribution, Asymp.Sig. (2-tailed) greater than 0,05 with a significance pretest of 0,197 and postest of 0,547. The t-test results of the pairing sample indicate that the Asymp. Sig. (2-tailed) value is less than 0.05, which is 0,000 < 0.05. It was concluded that there is a difference between the students’ science process before and after the treatment. The mean scores of the students’ skills before and after the treatment are respectively 45,69% and 82,36%, with a high category. The value of 0,68 from the N-Gain calculation showed that the problem-posing learning model using Ferris wheel hydrolysis on Salt Hydrolysis material improved the students’ skills with the medium category.

Analisis Kebutuhan Model Problem Posing Berorientasi STEM

This research is a descriptive survey to determine the needs of lecturers and students for STEM-oriented problem posing learning models that can activate students to ask questions so that students can learn independently and can improve their problem solving skills in calculus. This research sample were students who took Calculus and lecturers who taught calculus. The research instrument used an online needs analysis questionnaire with two forms of statements, namely statements containing qualitative data. The research object consisted of 156 students from Padang State University, Bung Hatta University and STKIP PGRI Padang, as well as 2 lecturers teaching from the three colleges. The results of data analysis showed that on the part of lecturers and students is needed this learning model. Based on this results shows that the importance of designing a multidisciplinary oriented problem posing (STEM) learning model to increase problem solving abilities

Peningkatan Kemampuan Berpikir Kritis dan Disposisi Matematis Siswa Antara Guided Inquiry dan Problem Posing

This study aimed to analyze the improvement differences of critical thinking skills and mathematical dispositions between those who got the Guided Inquiry learning model and the Problem Posing learning model. The method of this research was quasi-experimental. The instrument was a mathematical critical thinking ability test, a Likert scale questionnaire, and an observation sheet. The population was all students of class X MIPA in one of the public high schools at Garut. The sample was class X MIPA 6 the Guided Inquiry learning model and class X MIPA 1 as the class the Problem Posing learning model. Purposive sampling was chosen in defining the sample. The results showed that there was no difference in the improvement of critical thinking skills and students' mathematical critical thinking dispositions between those who received the Guided Inquiry learning model and Problem Posing. The improvement of students' critical thinking skills who received the Guided Inquiry and Problem Posing learning model was interpreted to have a high increase, while the critical thinking disposition both had a low increase. There was no relationship between critical thinking enhancement through mathematical critical thinking disposition of students who got the Guided Inquiry and Problem Posing learning model.

Improve Creative Thinking Ability of Vector Material Through Problem Posing Type Pre Solution Posing at SMAN 3 Semarang

In learning process, students often appear reluctant to read mathematics books. So that the students do not understand the meaning and concept of the material they have heard and recorded. This research offers a pre-solution posing type of problem posing model. Students make questions according to the situation given by the teacher and then it solve by themselves or finish them as discussion materials. The research objective is to examine, to describe the increase in creative thinking skills which have the effect of increasing learning achievement through the pre-solution posing type of problem posing model. The research was conducted at X-MIPA 2 SMAN 3 Semarang on vector material. Research variables are creative thinking skills and learning achievement. Data on creative thinking abilities were taken using observation sheets, data on learning achievement were taken by tests. The obtained data were scored, processed and presented descriptively. The results showed, the number of students completed, respectively, on the creative thinking variable was 57% and 86%, while the learning achievement was 60% and 91%. The increase that occurs shows the application of improved learning actions on vector material with the pre-solution posing type of problem posing learning model.
 Keywords: Creative Thinking, Pre Solution Posing, Learning Achievement, Problem Posing

Development of Mathematics Learning Tools Based on Problem Posing Learning Models to Improve Mathematical Communication Ability and Learning Independence of Junior High School Students

This study aims to produce a valid, practical, and effective problem posing learning model-based learning tool for Class VIII students of SMP Nusantara Lubuk Pakam, to analyze the improvement of students' mathematical communication skills taught with learning tools developed based on the Problem Posing Learning model in SMP. Nusantara Lubuk Pakam, to analyze the achievement of student learning independence taught with learning tools developed based on the Problem Posing Learning model at SMP Nusantara Lubuk Pakam, as well as to analyze the answer process of SMP Nusantara Lubuk Pakam students in solving test questions of mathematical mathematical communication skills. The data were obtained through the validation sheet of teaching materials, observation sheets, student response questionnaires, mathematical communication skills test instruments and student learning independence questionnaires. This study uses the 4-D development model Thiagarajan, Semmel and Semmel by developing teaching materials with problem posing learning. Based on the validation results of the value of learning tools developed through the Problem Posing learning model, the validator team met the valid and practical criteria. The implementation of the learning tools developed through the Problem Posing learning model was in good criteria, namely 87.78% in trial II. Classical mastery of student learning has been achieved in the second trial by 90%. The achievement of learning objectives has been achieved in the second trial, which is 83.39%. Student responses to components and learning activities 94.11% have shown a positive response to the components of learning tools and learning activities developed.

Improving monoid concept understanding ability through problem posing learning model at abstract algebra course

This study aims to improve the ability to understand monoid concepts through Problem Posing learning. The method used is a quasi-experiment. The research design used was pre-test post-test group design. The research sample was 32 undergraduate students of the Mathematics Education Study Program FKIP Universitas Bengkulu at the Algebra course of even semester of 2018-2019 academic year. The instrument used was a 4 item test about the concept of monoid. Data were analysed qualitatively and quantitatively. The results of the study are as follows: 1) an increase in the ability to understand the monoid concept of students by 0.67, including the medium category; 2) the achievement of the ability to understand the monoid concept is 74.75 in the high category. The results of this study have implications for the importance of the role of questions in learning mathematics.

Meningkatkan Hasil Belajar Materi Ciri-Ciri Makhluk Hidup Dengan Model Problem Posing Pada Siswa Kelas III SDN 1 Selopuro

The purpose of this study is to describe the improvement of learning outcomes and completeness of learning to present reports on the concept of the characteristics of living things after being given learning with the Problem Posing learning model to third grade students of SD Negeri 1 Selopuro, Batuwarno District, Wonogiri Regency, semester 1 of the 2019/2020 academic year. The research was conducted using a comparative method, namely comparing the results of observations and test results. Learning outcomes were indicated by the percentage of completeness in the pre-cycle 36.36%, in Cycle I the students completed to 54.55% and in the second cycle to 81.82%. This increase is shown that the Problem Posing Learning Model can improve learning outcomes in third grade students of SD Negeri 1 Selopuro, Batuwarno District, Wonogiri Regency in semester 1 of the 2019/2020 academic year.