Problem Posing Learning Model Research Articles

TOLSYASUPI-EduMed: Development of Educational Media Using the Problem-Posing Learning Model for Basic Programming Subjects

The importance of expertise in the field of programming today makesVocational High Schools as early as a possible incorporate curriculum that canlearn skills in programming, which is then called basic programming subjects.These subjects are the initial foundation, to study other productive subjects thatmust be studied by students in the field of ICT expertise. However, in reality,students tend to dislike these subjects because they feel difficulties inunderstanding and learning them. Therefore, we try to present a solution toovercome this problem by developing basic programming educational media,especially in the material of branching control structures by embedding thesyntax of problem-posing learning models in the type of open-posing into theinteraction flow. This educational media is called TOLSYASUPI-EduMed. Theresearch and development method (R&D) was used as the main method in thisstudy. The model for system development uses ADDIE by adapting the R&Dmethod. A/B testing methods are used to validate the initial selection ofeducational media design. The form of design until the development stage isvalidated by media and material experts as much as 3 iterations, to ensure thatthe educational media can look for effects on the effectiveness of learning. Atotal of 36 students were involved in the use of this educational media.Evaluation of the use of educational media to determine aspects of satisfactionand usability using the Computer System Usability Questionnaire (CSUQ)method. The results of the study stated that 90.9% of experts agreed that VeryStrong to choose design B to continue at the advanced design, development,and implementation stages. The results of the validation of media and materialexperts state that it is feasible to use. Based on functional requirementsspecifications, all features function properly, and non-functionally 94.49% withpredicates Very Strong that end-users (students) are satisfied and feel theusefulness of this TOLSYASUPI-EduMed.

Improve Creative Thinking Ability With Posing Problem Learning

The purpose of this study is to describe the students' creative thinking skills in social studies learning using the Problem Posing model. The subjects in this study were 28 eighth grade students of SMP Negeri 1 Tulangan academic year 2019. Researchers used primary data and data collection techniques, namely tests. Tests were carried out before and after learning. The results showed that the test results of independent sample t-test posttest creative thinking abilities of learners shows that there are differences in the ability of creative thinking between the experimental class and class control after being given treatment. Based on the analysis of the t-test, it was concluded that the problem posing learning model influenced students' creative thinking abilities. This research is useful for teachers, that is, they can develop teacher insights to be more innovative and creative in creating fun learning activities in the classroom and increasing students' knowledge competencies and creative thinking abilities. The problem posing learning model is implemented into the class because it can improve the ability of creative thinking and understanding in addressing problems and conflicts that occur in society and is expected to optimize the ability to think creatively.

Experimentation of Problem Posing Learning Model Assisted of Autograph Software to Students’ Mathematical Communication Ability in Terms of Student’s Gender

The study aimed at finding out in dept about the interaction between Problem Posing model assisted with Autograph Software with the student’s gender to students' mathematical communication ability. This study used quantitative research with quasi experimental method. The approach used was a scientific one. The population of this study were all the Class X students of MAN Kisaran. The sample in this study were the students of class X-IPA1 and X-IPA-2 in MAN Kisaran of Asahan Regency. This study was conducted in the even semester of the academic year 2017/2018. Data analysis was done by 2-way ANOVA test. Based on the statistical calculation, it can be concluded that the value of Fcount<Ftable is 0.778 <3.12. This shows that Fcount<Ftable(0.778 <3.12) is not significant so that it can be concluded that H0 is accepted and Ha is rejected which means there is no interaction between learning with students’ gender. The finding of students’ actitivity aspects is based on direct observation. Female students are more active in learning but are weaker in reasoning, meanwhile Male ones are quick in reasoning but are less active in learning.

PERBANDINGAN MODEL PEMBELAJARAN DISCOVERI LEARNING DAN MODEL PEMBELAJARAN PROBLEM POSING UNTUK MENINGKATKAN HASIL BELAJAR KONSEP SISTEM PENCERNAAN MAKANAN PADA SISWA KELAS VIII SMP KRISTEN YPKPM AMBON

Background: The use of the right learning model is an alternative to overcome the problem of students' low absorption of lessons, in order to improve the quality of teaching. In its implementation, an appropriate learning model is needed that is able to arouse students' motivation to learn. The use of the right learning model is to use Discovery Learning models and Problem Posing learning models.
 Method: This study aims to determine the differences in student learning outcomes taught using Discovery Learning models and Problem Posing learning models on the concept of the digestive system in the food of class VIII students of YPKPM Christian Middle School Ambon.
 Results: Based on the results of the study the use of the Discovery learning model the average value of cognitive aspects = 87.82, the affective aspect = 80.88, the psychomotor aspects = 90.4, the final value = 94.64, the final test value = 94. While the model Problem Posing learning the average value on cognitive aspects = 95.49, affective aspects = 93.76, psychomotor aspects = 93.32, final value = 93.90 and final test value = 96.17. With t count 2.04 and t table 2.01.
 Conclusion: Student learning outcomes in the problem posing learning model class are higher than students in the class of discovery learning models.

MENINGKATKAN PEMAHAMAN KELAS VII SMP AMALIA PALU DALAM PEMBELAJARAN PENJUMLAHAN DAN PENGURANGAN BILANGAN BULAT PADA PEMBERIAN TUGAS YANG MEMUAT PROBLEM POSING SECARA BERKELOMPOK

The main problem in this study is the low level of understanding of VII grade students of Amalia Palu in integer addition and subtraction material. Some things that cause these problems, including (1) students still have difficulty in solving problems related to the addition and subtraction operations of integers. (2) understanding the concept of addition operations and the reduction of integers is still lacking, this is because students are less active in learning and only receive information from the teacher without reciprocity from students. To improve students' understanding, the researcher applied a summing learning model and integer reduction on assignments that included problem posing in groups. Problem posing learning model that emphasizes constructivist understanding through group work and is heterogeneous. The results of the research carried out obtained student learning outcomes in the first cycle, of the 20 students who took the final test there were 12 students who completed the study with a percentage of classical completeness of 60 %. Student learning outcomes in the second cycle showed that of the 20 students who took the final test it was seen that 19 students who completed learning or classical learning completeness were 95%. In addition, there is also an increase in student activity in learning activities. Based on these results it can be concluded that addition learning and integer reduction in the assignment of tasks that contain problem posing in groups can improve students' understanding.

How does HOTS based problem posing model improve students’ attitudes toward mathematics?

Attitude toward mathematics is one of the challenges encountered by students while learning mathematics. The learning outcomes of the student prior to employ the learning model are still low. Based on the 2013 curriculum, it is a must for the learning at school to use the model and include Higher Order Thinking Skill (HOTS) in learning. 2013 Curriculum is expected to facilitate the students ‘attitudes toward math. One of the models expected to improve student ‘attitude toward mathematics is HOTS based Problem Posing learning model. The purpose of this study is to determine the effectiveness of HOTS-based Problem Posing model in facilitating the attitude toward mathematics compared to conventional teaching. The research method used is Two-Ways ANAVA, with the subjects of 124 students of the 7th grade from two different schools. The findings of this study indicate that the model of learning posing problem is able to facilitate student ‘attitude toward mathematics in learning it.

MODIFIKASI MODEL PEMBELAJARAN PROBLEM POSING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

The purpose of this paper is to describe the Problem Posing learning model with Task and Forced Strategy. As for the background of this writing is because of difficulties in understanding the material and also lack of enthusiasm of students in learning the material so that the impact on student learning outcomes is still low. The low student learning outcomes are, of course, many factors, one of which is the problem of applying a learning model that is still teacher-centered, so students tend to be passive. For this reason, the teacher can use the Problem Posing learning model that is modified by the task and force strategy (Task and Forced). Problem Posing learning model is a learning model that requires students to develop their systematic reasoning skills in making questions and answering questions. While the task and force strategy (Task and Forced) is a learning strategy that has little effect on students to complete the task until it is completed and on time to avoid the punishment given by the teacher as a consequence. So that students will be motivated in listening, understanding the material delivered and doing assignments on time. By combining this model and strategy can be a solution so that the learning process becomes quality.

Using The Problem Posing Learning Model Based On Open Ended To Improve Mathematical Critical Thinking Ability

The problem of this study is the low student mathematics learning outcomes caused by the lack of critical ability. The purpose of this study is to use the problem posing learning model based on open ended to improve mathematical critical thinking abilities. The population is the second semester of Asahan University students, amounting to 110 people. The sample is obtained using the cluster random sampling method. The study sample was two classes from 3 classes. The implementation of this research by giving use the problem posing learning model based on open ended. Data collection techniques by giving tests to students who are sampled. The research data shows that by applying the use of the problem posing learning model based on open ended to improve athematic critical thinking abilities in participating in probability courses.

EFEKTIVITAS PROBLEM SOLVING DAN PROBLEM POSING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VII SMPN 47 BATAM

This research aims to: (1). Knowing the effectiveness of the learning model problem solving toward of student’s mathematics communication abilities, (2). Knowing the effectiveness of the learning model problem posing toward of student’s mathematics communication abilities, (3). Knowing the difference between the effectivenees of the learning model problem solving and problem posing toward of student’s mathematics communication abilities. The experiment was using quasi-experiment methode. Population in this research were students of class 7th SMPN 47 Batam, a sampling technique that uses purposive sampling. Instrument in this research a essay test. The results show that: (1). The learning model problem solving not effectively toward of student’s mathematics communication abilities, (2). The learning model problem posing effectively toward of student’s mathematics communication abilities, (3). There is no difference in effectiveness between the learning model of problem solving and problem posing toward of student’s mathematics communication abilities.Keywords: problem solving learning model, problem posing learning model, and mathematics communication abilities

PENGARUH PROBLEM POSING MENGGUNAKAN ALAT PERAGA TERHADAP MOTIVASI DAN HASIL BELAJAR MATEMATIKA

<p><em>This study aims to determine the effect of learning model problem posing using props to motivation and mathematics learning outcomes in the geometry subject matter on students VIII grade SMPN 1 Sendang. The approach used is quantitative in the form of experimental research. The results of this study include: (1) results of mathematics learning with conventional learning outcomes in the geometry subject matter on grade VIII students an average of 71.6; (2) the result of learning mathematics with problem posing learningin the geometry subject matter on grade VIII students an average of 77,8; (3) there is influence of problem posing learning model to the result of students learning mathematics which magnitude of 10,3%.</em><em></em></p><p><em>Â </em></p><p><strong><em>Keywords</em></strong><em>: </em><em>problem possing, learning mathematics outcomes</em><em></em></p>

The Effect of Problem posing Learning Model and Problem Based Learning Model on Skills Writing Text Reviews Cilacap City middle School Students Reviewed from Critical thinking Ability

The Effect of Problem posing Learning Model and Problem Based Learning Model on Skills Writing Text Reviews Cilacap City middle School Students Reviewed from Critical thinking Ability

The students’ critical thinking ability through problem posing learning model viewed from the students’ curiosity

The students’ critical thinking ability through problem posing learning model viewed from the students’ curiosity

Pembelajaran dengan pendekatan Contextual Teaching and Learning (CTL) dan problem posing ditinjau dari kemandirian belajar siswa SMPN 4 Banjarbaru

Penelitian ini bertujuan untuk mengetahui proses dan hasil belajar pembelajaran Contextual Teaching and Learning (CTL) dan Problem Posing pada pembelajaran matematika ditinjau dari kemandirian belajar siswa. Penelitian ini merupakan penelitian eksperimental semu dengan desain faktorial 3 3. Populasi dari penelitian ini adalah seluruh siswa kelas VIII SMPN 4 Banjarbaru Tahun Ajaran 2016/2017. Sampel dalam penelitian ini berjumlah 87 orang dengan rincian 29 orang untuk kelas eksperimen 1 dan 28 orang untuk kelas eksperimen 2 dan 30 orang untuk kelas kontrol. Instrumen yang digunakan untuk mengumpulkan data adalah tes hasil belajar matematika dan angket kemandirian belajar siswa. Teknik analisis data yang digunakan adalah uji ANOVA dua jalan dengan sel tak sama. Berdasarkan uji hipotesis, diperoleh kesimpulan bahwa hasil belajar siswa yang diberi perlakuan model pembelajaran Contextual Teaching and Learning (CTL) sama baiknya dengan hasil belajar siswa yang diberi perlakuan model pembelajaran Problem Posing. Selain itu, hasil belajar siswa yang diberi perlakuan model pembelajaran Contextual Teaching and Learning (CTL) dan Problem Posing lebih baik dari hasil belajar siswa yang diberi perlakuan model pembelajaran konvensional.

Using puzzle to encourage students to do problem posing

Problem posing is very important in learning mathematics. Many studies have indicated that problem posing can improve the ability to solve mathematics problems. Therefore it is necessary to encourage students systematically to do problem posing. This research tries to pack problem posing in puzzle frame in order to increase student’s interest and ability to do problem posing. The puzzle game which is then directed to problem posing is assured can arouse students’ enthusiasm, thus encouraging their involvement in problem posing activities. Two groups of junior high school students each consisted of 31 and 32 students selected as samples. The first group follow mathematics class with problem posing learning model that preceded by playing a puzzle but still in a mathematical environment. The second group follow the mathematics class with problem posing learning model only. At the end of the research student’s interest and ability to do problem posing are compared by using MANOVA test. Wilks’ Lambda test results F = 10.8 on significance (p) = 0.002. Based on these findings, it is concluded that the problem posing learning model in mathematics that is preceded by playing puzzles can increase students’ interest and ability to do problem posing.

PENERAPAN MODEL PEMBELAJARAN PROBLEM POSING TERHADAP KREATIVITAS BELAJAR DAN HASIL BELAJAR SISWA KELAS XI TEKNIK KOMPUTER JARINGAN SMK NEGERI 1 NABIRE POKOK BAHASAN GETARAN DAN GELOMBANG

This Research aims to understand the impact of problem posing learning model (X) towards learning creativity (Y1) and result (Y2) of XI grade students of computer and network engineering 3 at SMK Negeri 1 Nabire.This qualitative research applies purposive sampling technique which involved 25 students. The obtained pre-test and post-test data were used to understand the students learning result and questionnaire data for students learning creativity. (1) There is significant impact of problem posing learning model towards learning creativity of XI grade students of computer and network engineering 3 at SMK Negeri 1 Nabire with the discussion on vibration and wave ; (2) There is significant impact of problem posing learning model towards the learning result of XI grade students of computer and network engineering 3 at SMK Negeri 1 Nabire with the discussion on vibration and wave that is showed by t-test as 0,003 (0,003 < 0,05) ; (3) there is increasing value on learning result of XI grade students of computer and network engineering 3 at SMK Negeri 1 Nabire with the discussion on vibration and wave that is show by n-Gain as 0,76 which can be categorized as high result.

KOMPARASI PENERAPAN MODEL PEMBELAJARAN PROBLEM POSING DENGAN PROBLEM SOLVING TERHADAP HASIL BELAJAR DASAR LISTRIK DAN ELEKTRONIKA SISWA KELAS X SMKN 5 PADANG

This research was focusing in the difference of learning outcome, specially on Basic Electrical and Electronic, in first grade at SMKN 5 Padang. The purpose was to reveal the difference of Problem Solving and Problem Posing learning model when they were implemented. By using quasi experimental dengan nonprobability sampling tecnique, was obtained two experiment classes. The first experiment class was X TAV 1E3A, which was implemented Problem Posing learning model. The second experiment class was X TAV 1E3B, which was implemented Problem Solving learning model. The primary data was measured by post test based on basic competence of subject. Based on the t-test, complying the pre-requisite such as normality test, this research found that t>t0 (2,627 > 1,697). However, the result has shown that Problem Posing learning model was providing student’s learning outcome better than Problem Solving. Therefore, the Problem Posing learning model is better implemented than Problem Solving.Keywords: Problem Posing, Problem Solving, Learning Outcome.

Problem Posing Learning Model For Developing Students’ Natural Disaster Responsiveness Characeters in Indonesia (A Case Study in State Senior High Schools in Kerinci)

This study aims to develop students’ responsiveness character on natural disaster through the implemtation of Problem Posing Learning Model in SMA Negeri Kerinci. The research was Mixed Method research. The data was obtained thorugh observation, interview and documentation. Furthermore, the data was analysed by calculating its percentage and scores followed data reduction, interpretation and research conclusion. The results showed that the implementation of Problem Posing Learning Model in developing the character of natural disaster responsiveness has been well conductedStudents’ responsiveness character on natural disaster, For example: throwing garbage in its place, planting trees that are beneficial for life requires: knowledge, understanding, appreciation, confidence, awareness and practice, awareness to reduce 5 disaster risks, awareness in investing to reduce disaster risk, eg reforestation to prevent flooding. One of the disaster mitigation efforts in developing natural disaster responsiveness characters can be done by students’ response attitude. The result of Geography learning in SMA Negeri 6 Kerinci was 83.621, higher that SMA Negeri 3 Kerinci based on the hypothesis testing . Obtained data showed a significant differences between the school that implemented Problem Posing Learning Model in Geography classroom the school that did not implement the learning model. Finally,it was ound that the implementation of Problem Posing Learning Model in geography learning could improve students’ respnsiveness character on natural disaster in Indonesia

Problem Posing with Realistic Mathematics Education Approach in Geometry Learning

One of the difficulties of students in the learning of geometry is on the subject of plane that requires students to understand the abstract matter. The aim of this research is to determine the effect of Problem Posing learning model with Realistic Mathematics Education Approach in geometry learning. This quasi experimental research was conducted in one of the junior high schools in Karanganyar, Indonesia. The sample was taken using stratified cluster random sampling technique. The results of this research indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students’ conceptual understanding significantly in geometry learning especially on plane topics. It is because students on the application of Problem Posing with Realistic Mathematics Education Approach are become to be active in constructing their knowledge, proposing, and problem solving in realistic, so it easier for students to understand concepts and solve the problems. Therefore, the model of Problem Posing learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on geometry material. Furthermore, the impact can improve student achievement.

PENERAPAN PENDEKATAN PROBLEM POSING PEMBELAJARAN MATEMATIKA DI KELAS VIII A SMPN 2 TAMAN

This research in the wake of the fact it can be said that the rapid technological development wasbased on the development of mathematics, math has been taught right from kindergarten up of a higher level.To print a future thinker with math experts needed for effective learning and efficientso that teachers should be able to select appropriate learning for students. formulation of the problem in this research is” how completeness of student learning outcomes, level of creative thinking abilitiesand the students' response to learning Problem Posing?” the purpose of this study was to describeclassically completeness of student learning outcome, level of creative thinking abilitiesand the students, and the response given students after learning Problem Posing.In this study to measure student mastery gained from achievement test(THB), to determine the level of students' creative thinking abilities(TKBKS) taken from the test results correlated learningwith components of creative thinkingthat is fluency, flexibility, originility, dan elaborationand to evaluate the response of the students was obtained from questionnaires source data from this study is the class VIII A SMPN 2 Taman. Data obtained from this study are as followsz: from the results THB stated that in the classical completeness of85,29 %,as much as 67 % students occupied TKBKS levelfour (very creative) and the students' response to the statement of learning Problem Posing have an average maximum of 3,51that is " I feel Problem Posing learning model is useful for learning mathematics”. From the above it can be concluded that the study results in the classical mastery learning Students Creative Thinking Ability level the student is able to be in a position TKBS 4 ( very creative ) , students can be said to be a positive response.
 Keywords: Creative thinking, level of creative thinking, fluency, flexibility, originility, elaboration, Problem Posing