Problem-solving Ability Research Articles

The Influence of a Realistic Mathematical Approach on Student Learning in Elementary Schools

This study investigates the impact of the Realistic Mathematics Education (RME) approach on students' critical thinking skills and learning outcomes in elementary schools. The research employs a literature review method by analyzing findings from previous studies, including experimental and quasi-experimental designs. The RME approach, characterized by its emphasis on real-world problems and contextual learning, enables students to connect mathematical concepts with practical applications, fostering critical thinking and problem-solving abilities. Various studies indicate that students using the RME approach exhibit significantly improved critical thinking skills compared to those taught using conventional methods. For example, one study showed an increase in the average critical thinking score from 63.29 to 80.29, with a significance value of 0.001 < 0.05, confirming the approach's effectiveness. Additionally, students demonstrated the ability to apply mathematical formulas in daily life and actively engage in learning activities, leading to higher academic achievement. The analysis highlights three key aspects of the RME approach: its ability to transform abstract concepts into relatable experiences, its adaptability to diverse student needs, and its effectiveness in promoting active participation. These attributes make RME a viable alternative for improving mathematics education in elementary schools. In conclusion, the RME approach provides a practical and effective solution for enhancing students' critical thinking skills and mathematical understanding, bridging the gap between theory and real-world application. This study recommends integrating the RME approach into mathematics curricula to achieve more meaningful and engaging learning experiences for elementary students.

Development of an Information and Communication Technology Literacy Evaluation Model for Vocational College Students in Guangxi

Background and Aims: As the global digitalization process accelerates, the rapid development and widespread application of new ICT technologies, such as AI, cloud computing, big data, blockchain, and the metaverse, have made digitalization the main driver of global social and economic development. Evaluating the ICT literacy of vocational college students is crucial for enhancing their ICT skills and serves as an important foundation for their future career development. This study aims to: 1) investigate the current issues and solutions in the assessment of ICT literacy among vocational college students in Guangxi, and 2) develop an ICT literacy evaluation model. Methodology: The research methods include semi-structured interviews and the Delphi technique. This study successfully constructed an ICT literacy evaluation model for vocational college students in Guangxi and provided corresponding recommendations, aiming to offer theoretical references and practical guidance for improving students' ICT literacy. Results: Social responsibility and vocational competency are two components of the ICT literacy model that Guangxi vocational students use to improve their digital literacy and problem-solving abilities. It supports the creation of successful curricula, enhances instructional strategies, and harmonizes evaluation procedures. Curriculum development and educational policies are informed by this model, which also gets students ready for the workforce. Conclusion: For Guangxi vocational students, the ICT literacy model improves digital skills, problem-solving abilities, and vocational competence, helping to prepare them for the workforce. It also supports the creation of successful curricula and informs policy in education.

How is Math Problem-Solving Skill in Terms of Learning Style?

Learning style is one of the critical factors influencing the development of problem-solving skill. This study aims to examine mathematical problem-solving abilities in relation to students' learning styles. The research involved 32 eleventh-grade students from SMAN Banyuasin III. Data were collected through problem-solving tests and learning style questionnaires. A qualitative analysis was conducted to evaluate the students' problem-solving skills based on their learning styles. The findings revealed significant variations in problem-solving skills among the different learning style groups. Students with a visual learning style performed better on geometry problem-solving tasks, particularly when aided by visual elements. Conversely, auditory learners faced difficulties in comprehending the problems and often required additional verbal explanations from the teacher. Kinesthetic learners, however, struggled the most, exhibiting very low problem-solving abilities. These results underscore the importance of tailoring instructional strategies to accommodate diverse learning styles

The Role of Critical Thinking in Enhancing Students' Problem-Solving Abilities in Higher Education

Critical thinking plays a crucial role in enhancing students' problem-solving abilities, particularly in higher education, where students are increasingly expected to tackle complex, real-world issues. This paper explores the relationship between critical thinking and problem-solving skills, focusing on various educational strategies that promote the development of critical thinking, such as problem-based learning (PBL), Socratic questioning, and collaborative learning. Through an analysis of case studies, quantitative studies, and qualitative insights, the paper highlights how critical thinking programs improve students' ability to analyze, evaluate, and solve problems effectively. The findings suggest that fostering critical thinking not only improves academic performance but also equips students with essential skills for professional success. Furthermore, the paper discusses the implications for educators and institutions, offering recommendations for integrating critical thinking into curricula to enhance students' problem-solving abilities.

The Current Status and Structural Analysis of College Students’ Employability

Abstract With the rapid development of the social economy and the advent of the knowledge economy era, the employability of college students has become a key indicator for measuring the quality of higher education and promoting social progress. Currently, improving the employability of college students is not only related to their personal development but also to the overall level of the national innovation system and economic construction. This study aims to explore the employability of students at Liuzhou Vocational and Technical College. Through random sampling, we surveyed 300 recent graduates (covering various majors) and 200 previous graduates (covering various majors) from Liuzhou Vocational and Technical College, and invited 10 companies that hired graduates from the college to participate in an online questionnaire survey. We also conducted interviews with five companies that recruit graduates from Liuzhou Vocational and Technical College to analyze in depth the current status of college students' employability, covering aspects such as cognitive ability, professional skills, social skills, and innovative spirit. The research results show that college students have rich theoretical knowledge but lack soft skills such as teamwork, problem-solving ability, interpersonal communication skills, and coordination ability. To address these issues, this paper proposes the development of training courses to enhance the employability of college students.

Exploring how generative AI contributes to the motivated engagement and learning production of science-oriented students

Generative AI is transforming the educational landscape by offering new ways for students and educators to engage in personalized, adaptive learning. Unlike traditional tools, generative AI enables students to access a vast repository of information, interact with content in real-time, and generate responses, which collectively support individualized learning pathways. This study explored the role of generative AI, particularly ChatGPT, in students’ self-directed learning (SDL) process. College students (n=15) from science-oriented programs were purposively sampled to be interviewed. Findings revealed that students used AI to enhance efficiency in completing tasks, generate content, and engage in deeper learning experiences. Students reported that AI tools, such as ChatGPT, helped break down complex subjects, provided instant feedback, and allowed them to manage learning at their own pace. These features supported autonomy, motivation, and competence, core components of SDL, by enabling students to make independent learning choices and confidently tackle challenging content. Student narratives illustrated how generative AI aided in organizing study material, understanding science topics, and even learning to troubleshoot code, which supported mastery of complex science program skills. The findings also suggested that AI tools contributed to active learning, as students engaged more meaningfully with content, enhancing their analytical and problem-solving abilities. The integration of generative AI in education may shape future pedagogical approaches, enabling educators to promote personalized and adaptive learning environments that support students' intrinsic motivation, SDL, and critical thinking.

Introduction To Basic Mathematical Concepts Through Learning Media

Understanding fundamental mathematical concepts is essential for developing students' logical reasoning, critical thinking, and problem-solving abilities. This study employs a literature review methodology to analyze foundational mathematical concepts—such as numbers, arithmetic operations, geometry, algebra, and statistics—and their impact on students' learning and cognitive development. The findings indicate that interactive tools, cultural contexts, and hands-on learning media significantly enhance students' comprehension and retention of these basic concepts. Studies reviewed include applications of traditional games, visual aids, and realistic mathematics approaches, which help bridge abstract concepts with everyday life, thus fostering a deeper, more applicable understanding of mathematics. This research provides insights for educators to utilize varied, engaging approaches that support students' foundational knowledge, encouraging better academic outcomes and practical skills. The findings suggest that contextual and interactive methods in early mathematics education are crucial for cultivating a robust foundation for further learning.

The effect of problem-based learning on improving problem-solving, self-directed learning, and critical thinking ability for the pharmacy students: A randomized controlled trial and meta-analysis.

This study aimed to comprehensively evaluate the effect of PBL on problem-solving, self-directed learning, and critical thinking ability of pharmaceutical students through a randomized controlled trial (RCT) and meta-analysis of RCTs. In 2021, 57 third-year pharmacy students from China Pharmaceutical University were randomly divided into a PBL group and a lecture-based learning (LBL) group. Mean scores were compared between the two groups for problem-solving, self-directed learning, communication skills, critical thinking, and final exam grades. Students' feedback on the implementation of PBL was also collected. A meta-analysis was subsequently performed. Two authors independently conducted a comprehensive search of two databases (PubMed and CNKI). Eligible studies with effective data were included and the valuable data were extracted for analysis. Quality of involved studies was assessed by the Cochrane Collaboration's tool. All analyses of statistics were conducted using the 'metafor' package in R software. The PBL group had significantly higher mean scores for problem-solving (8.43±1.56) and self-directed learning (7.39±1.19) than the LBL group (7.02±1.72 and 6.41±1.28, respectively). The PBL group also showed better communication skills (8.86±1.47) than the LBL group (7.68±1.89). The mean level of critical thinking was significantly higher in the PBL group than the LBL group (p = 0.02). The PBL group also had better final exam grades (79.86±1.38) compared to the LBL group (68.1±1.76). Student feedback on PBL implementation was positive. The outcome of subsequent meta-analysis including 8 eligible studies involved 1819 participants showed that the use of PBL significantly improved problem-solving ability (SMD = 1.12, 95% CI = 0.25-1.99) and PBL was also associated with better performance in self-directed learning (SMD = 1.55, 95% CI = 0.64-2.45). However, there was no significant difference in the final exam score in the PBL group compared to the LBL control group (SMD = 0.23, 95% CI = -0.08-0.53). This study found that PBL is an effective teaching method for pharmacy students.

혼합현실(Mixed Reality, MR)에 기반한 디자인 수업 사례연구 : 인간과 기술의 상호작용 중심으로

This study aimed to analyze the impact of design classes based on mixed reality (MR) on the learning experiences and outcomes of elementary school students and to explore the characteristics of human-technology interactions in the MR environment. The research was conducted with 24 sixth-grade students at S Elementary School in Seoul, allowing learners to experience creative learning in an immersive environment where virtual and real worlds are combined through MR technology. The results show that MR-based design education significantly enhanced students' spatial understanding and problem-solving abilities, and positively influenced collaborative learning and creative interaction. Additionally, human-technology interaction in the MR environment provided students with the experience of handling both virtual and physical objects simultaneously, contributing to the improvement of digital literacy and collaborative problem-solving skills. These findings suggest the potential of MR technology as an innovative educational method suitable for the digital age, highlighting its applicability in future educational settings.

2022 개정 교육과정에서 미술과 서술형·논술형 평가의 교육적 의의 및 적용 방향성

To actively respond to the diversifying modern society, the ability to accept and utilize new knowledge creatively and critically is required, and the perspective on teaching methods and evaluation is changing accordingly. In particular, it is pointed out that it is difficult to adequately measure learners' understanding with the existing multiple-choice, short-answer, question-based evaluation. In Korea, descriptive type and essay type assessments are stipulated in the curriculum. Therefore, this study aimed to explore the direction of application of descriptive type and essay type assessments to the field of art education. To this end, the educational significance of these assessments was examined, and the contents related to descriptive type and essay type assessments were analyzed in the 2022 revised national art curriculum. As a result, it was confirmed that descriptive type and essay type assessments in the national art curriculum are useful in measuring students' advanced thinking skills such as analytical ability, critical ability, judgment, problem-solving ability, and creativity, and through this, it can lead to a virtuous cycle as a teaching method that can cultivate critical thinking skills. The significance of the study lies in the fact that such conclusions suggest a direction for future descriptive type and essay type assessments.

Evolution of the Model Core Curriculum for Pharmacy Education and Issues Concerning the Six-year Pharmacy University Education Program

The six-year pharmacy university education program that began in 2006 was guided by the Model Core Curriculum for Pharmacy Education which started as process-based education. It was first revised in 2013 and further revised in 2023 to provide outcome-based education. There remains a need to develop a consistent six-year curriculum spanning basic science to clinical pharmacy. The overall goal is to develop problem-solving abilities; however, there are still many challenges to overcome. There has also been little progress in incorporating the basic qualities required of pharmacists into pharmacy education programs. In conjunction with the revision, guidelines have been established for practical pharmacy training, and the promotion of participatory, experiential training. However, the results are still insufficient. This article examines changes in pharmaceutical university education over the past 15 years and proposes future pharmacy education solutions.

Analisis Kemampuan Pemecahan Masalah Matematika Siswa dalam Menyelesaikan Soal Trigometri

This study aims to describe the mathematical problem-solving abilities of Grade 10 students at SMA Negeri 10 Sinjai in solving trigonometry problems. This research is qualitative with a descriptive approach. The subjects of this study were three Grade 10 students from SMA Negeri 10 Sinjai, selected based on their problem-solving abilities categorized as high, medium, and low after administering a prior problem-solving ability test. Therefore, the selection of research subjects was conducted purposively. The data collection methods used were tests and interviews. The test employed was a Problem-Solving Ability Test designed by the researcher based on Polya's Theory, while the interviews were guided by an interview protocol developed to deepen the information regarding the students' problem-solving abilities. The data analysis involved data reduction, data presentation, and conclusion drawing. The findings of this study indicate that students in the high category can accurately understand the problems in solving trigonometry questions, plan the solutions, implement the problem-solving steps correctly, draw conclusions from their answers in the form of representations, and recheck their work to ensure the correctness of their answers. Meanwhile, students in the medium category generally have a good understanding of the problems; however, they sometimes forget to write down one of the given or asked elements in the trigonometry questions. They can correctly write equations or formulas and execute the solution process appropriately but occasionally forget to summarize their answers. Lastly, students in the low category struggle to perform problem-solving steps, such as understanding the problem, planning the solution, executing the solution, and drawing conclusions for the trigonometry problems.

Correlation Between Mathematical Literacy Abilities and Students' Mastery of Problem Solving Abilities

This research aims to determine whether or not mathematical literacy skills influence students' problem-solving abilities. The research method used is quantitative research with a regression approach. The subjects were 64 class XI students, who were selected using cluster random sampling from a population of 133 students. Data was obtained using the Mathematical Literacy Ability Questionnaire and Mathematical Problem Solving Ability Test Instrument. Data were analyzed using appropriate test statistics, namely the Chi-Square and Simple Linearity Test as prerequisite tests. Hypothesis testing is carried out in stages: (1) Pearson's Product Moment Correlation analysis, (2) Correlation Significance Test, and (3) Coefficient of Determination Test. After the data analysis, it was concluded that mathematical literacy abilities (X) positively influenced mathematical problem-solving skills (Y). This is proven by the calculation results of Sig.=0.000 < Sig.α =0.05 and the coefficient of determination value of 0.906. This means that mathematical literacy skills strongly influence mathematical problem-solving abilities, and the effect is 90.6%. The regression equation Y = -53.813 + 0.8189X shows that for every additional unit of variable X, the Y value or students' mathematical problem-solving ability increases by 0.8189.

Course Knowledge, School Support, and Student Competencies Among Chinese Media Production Majors

This study investigates the perceptions of students enrolled in Media Production Majors in China, focusing on three critical educational dimensions: Course Knowledge, School Support, and Student Competencies. Utilizing a comprehensive survey method, the research aimed to assess students’ satisfaction with the curriculum, the support services provided by their institutions, and the competencies they developed during their academic tenure. Findings indicate moderate to high satisfaction with the theoretical content of Course Knowledge but point to significant deficiencies in practical skill application and the integration of modern technological tools, which are crucial for students’ professional readiness. While academic resources such as libraries and online materials were generally appreciated, there was notable dissatisfaction with career development services and mental health support, highlighting the need for more robust career guidance and enhanced psychological support systems. Additionally, students reported that while existing courses effectively developed basic skills like communication and collaboration, they were insufficient in fostering advanced competencies such as leadership, strategic thinking, and innovation. There was a specific demand for improving training in critical thinking and complex problem-solving abilities, which are vital for navigating the rapidly evolving media landscape.Based on these insights, the study recommends a comprehensive revision of the curriculum to incorporate more industry-relevant practices and cutting-edge technology training. This research underscores the urgent need for educational institutions in China to adapt and evolve in response to the dynamic requirements of the media industry, ensuring that graduates are well-equipped to excel in their future careers.

Defragmentation of Students' Conceptual Understanding in Solving Non-Routine Mathematics Problems

This study investigated the impact of concept fragmentation on students' understanding of mathematics and examines efforts to reduce it. Concept fragmentation hinders problem-solving abilities, often occurring when students struggle to create meaningful connections or new representations from existing ones. Limited interventions, such as cognitive conflict and scaffolding, are suggested to address this issue. This study employed a qualitative descriptive approach, focusing on two seventh-grade students in Sukoharjo, Indonesia, who exhibited concept fragmentation. Data collection involved tests, interviews, and observations, with analysis following qualitative methods. The findings indicate two main types of fragmentation: translational thinking fragmentation and meaningless connection fragmentation. These arise when students attempt to build new representations but make errors due to disconnected prior knowledge. Interventions revealed a pattern of developing schemas, where students knit together concepts to minimize problem-solving errors. Techniques such as rereading problems and substituting information into formulas improved concept comprehension. The study concludes that defragmentation aids students in connecting existing knowledge with new information, enhancing their problem-solving strategies. Future research should investigate other fragmentation types and effective interventions for reducing fragmentation in mathematics learning.

The effectiveness of the teaching program “scientific creativity in practice”

This study examines the impact of the Scientific Creativity in Practice program on students’ scientific creativity. This comprehensive teaching program aims to foster general creative skills, domain-specific competencies, and certain personality traits in science education. The program includes a variety of interventions and reflection tools that focus on divergent thinking, problem-solving, bisociation, imagination, and metacognition, which promotes strategies for developing, selecting, and evaluating creative solutions to scientific problems. The study used a two-group, repeated-measures design in Austrian secondary schools, with 26 classes taught using teaching techniques from the program and 12 control classes using traditional teaching methods. The effectiveness of the teaching program was assessed using the Divergent Problem-Solving Ability test, which was administered at the beginning and end of the school year. The results showed that the intervention classes achieved significantly higher scores, indicating improved divergent problem-solving ability.The study also emphasized the importance of intervention fidelity, with the quality of implementation (adherence) having a significantly higher impact on outcomes than the quantity (number of interventions). The results confirm the effectiveness of the Scientific Creativity in Practice program in fostering academic creativity and emphasize the importance of a well-structured teaching program. Future research will focus on measuring the impact of individual techniques of the program on different aspects of scientific creativity.

Kemampuan Pemecahan Masalah Matematika Peserta Didik dengan Pendekatan Onto-Semiotic Ditinjau Dari Gender

Mathematics is one of the important sciences for every human being. In mathematics there is problem solving listed in the goals of mathematics. So that students are required to have the ability to solve mathematical problems. To analyze students' problem-solving abilities, an approach that discusses procedures for solving mathematical problems is needed, one of which is the onto-semiotic approach. The onto-semiotic approach is a relevant approach to be used in analyzing students' mathematical problems solving abilities. In problems solving it is known that each student has their own ability, especially in gender differences. Therefore, this study aims to analyze students' mathematical problems solving abilities with an onto-semiotic approach in terms of gender. This study used a descriptive method with a qualitative approach and the instruments used to collect data were test questions and interviews. Data analysis techniques used include data reduction, data presentation, and drawing conclusions. Checking the validity of the data is done by using the triangulation method. The conclusion of this study shows that students with male and female gender are able to fulfill the indicators in the onto-semiotic approach by relatively the same way of thinking.

Improving Students' Problem-Solving Skills and Self-Confidence through Ratiolib-Assisted Problem-Based Learning

The purpose of this study is to investigate and assess how the use of Problem-Based Learning (PBL) with RatioLib has improved the mathematical problem-solving abilities and self-confidence of seventh-grade students at SMP Maitreyawira Batam in the area of comparing two amounts. In this study, a mixed methods design is used. A quasi-experimental pretest-posttest control group approach is used in the quantitative phase. The two sets of research participants are the experimental group, which received PBL with RatioLib's assistance, and the control group, which received PBL without RatioLib. Tests were used to gauge mathematical problem-solving abilities, while questionnaires were used to gauge self-confidence. Several students participated in in-depth interviews throughout the qualitative phase to learn more about their learning experiences, opinions about RatioLib, and the elements affecting the development of their problem-solving abilities and self-assurance. The findings of the study should give a thorough picture of how PBL, with RatioLib's help, has been used to boost students' confidence and mathematical problem-solving abilities while also contributing to the creation of more efficient math instruction.

An Analysis Of English 9th Grade Turkish Efl Coursebook For High School According To Critical Thinking And Problem Solving In 21st Century Principles

This study looks at how critical thinking and problem-solving abilities can be developed using Uplift Coursebook, a Ministry of National Education English Course textbook intended for English language instruction (ELT) at the ninth grade level. The study is to look into how course materials assist these abilities in a setting where problem-solving and critical thinking are becoming more and more crucial in reading skills. The document analysis method, which is a qualitative research method, was used in the process of finding and analyzing the values in the book.A checklist for reading skills that was based on the Facione Model was used to conduct the analysis. Critical thinking and problem-solving abilities were assessed in relation to the coursebook's objectives, exercises, and provided materials. The coursebook's capacity to promote student participation and its student-centered approach were also taken into consideration.Results indicate that the coursebook has a great deal of promise for fostering critical thinking and problem-solving abilities. It is said, meanwhile, that certain areas still need work and that putting the suggested tactics into practice can assist support these skills more successfully.As a conclusion, this study offers a foundation for comprehending the function of Grade 9 ELT coursebooks in fostering critical thinking and problem-solving abilities as well as pinpointing areas in which these abilities may be strengthened.

The Mediating Role of Generative AI Self-Regulation on Students’ Critical Thinking and Problem-Solving

Within the rapid integration of AI into educational settings, understanding its impact on essential cognitive skills is crucial for developing effective teaching strategies and improving student outcomes. This study examines the influence of generative artificial intelligence (GenAI) on students’ critical thinking and problem-solving skills in higher education. Our research specifically investigates how the perceived ease of use, usefulness, and learning value of GenAI tools might influence students’ critical thinking and problem-solving skills, and whether self-regulation serves as a mediator in this relationship. Utilising a quantitative approach, we surveyed 223 students and analysed their responses using a structural equation modelling method. The results reveal that the ease of use of GenAI significantly enhances self-regulation, which in turn positively impacts both the critical thinking and problem-solving abilities of students. However, the perceived usefulness and learning value of GenAI were not found to significantly influence these skills through self-regulation. These findings suggest that, while AI tools can offer an environment conducive to developing higher-order cognitive skills, this might not necessarily translate to the enhancement of students’ skills. This research contributes to the ongoing literature on the role of technology in education by highlighting the importance of designing GenAI tools that support self-regulated learning. Furthermore, it calls for educators and developers to focus not just on the functionality of AI, but also on how these tools can be integrated into curricula to effectively support critical thinking and problem-solving. The practical implications of our research highlight the need for AI tools that are user-friendly and aligned with educational goals, enhancing their adoption and effectiveness in improving student outcomes. It is crucial for educators to integrate strategies that promote self-regulation within AI-enhanced learning environments to maximise their impact on student learning.