Problem Solving Ability Of Students Research Articles

Students-staff classroom co-creation as model of employability skills development in a Nigerian university

PurposeThe paper explored students-staff classroom co-creation and students' involvement in out-of-class engagements as means of fostering employability skills in higher education institutions (HEIs). The paper aimed to present an alternative but equally effective means that HEIs can leverage to foster relevant 21st Century employability skills among undergraduates using day-to-day in-class and out-of-class activities and other non-formal campus activities.Design/methodology/approachThe study adopted descriptive survey design. A total of 350 undergraduates who participate in out-of-class activities were purposively selected from seven (7) faculties. An instrument designed by the author was used to gather data for the study. The instrument was subjected to Cronbach Alpha analysis for item-by-item consistency and it yielded the reliability co-efficient of 0.88. Data collected from the respondents were analyzed using descriptive statistics of frequency count, mean and standard deviation.FindingsInteractive classrooms, where students and lecturers co-create to provide solutions to problems enhance students' self-esteem, problem solving, analytical, communication and leadership skills amongst others. It was also found that students who got involved in one or more out-of-class activity on campus acquire specific competencies such as networking, collaboration, communication, leadership, multidisciplinary thinking, etc.Research limitations/implicationsDue to a limited sample size, it might be inappropriate to generalize findings. Researchers are encouraged to test this proposition further.Practical implicationsThe paper highlights the need for HEIs to leverage student-staff co-creation and out-of-class engagement in their bid to produce employable graduates.Originality/valueThis paper clearly presents alternative but effective means of fostering employability in HEIs.

Effects of a Math Single-Case Intervention on Word Problem-Solving in Students With Learning Disabilities and Emotional and Behavioral Disorders

Word problem-solving is one major area in mathematics that has been identified as being particularly challenging for students, specifically for those with learning disabilities (LDs) and emotional and behavioral disorders (EBD). This study aims at evaluating the effects of a strategic math intervention with concept maps on the ability to solve word problems (addition and subtraction problems, number range of thousand) among students with LDs and EBD from the eighth grade. A multiple-baseline design across participants ( N = 9) was applied to evaluate the intervention, which was held three times a week over a 6-week period. Overall, the results demonstrated a functional relation between the amount of correctly solved word problem tasks and the intervention. All nine students improved in word problem-solving, as evidenced by the fact that more tasks were solved, with a higher score in the intervention phase compared with the baseline (between-case standardized mean difference was 1.84; 95% confidence interval [1.24, 2.44]). The social validity data display that all students found the intervention helpful but also partly exhausting. The limitations and implications of this study are discussed.

The Effect of Project-Based Learning Method on Creative Problem-Solving in Students of the Entrepreneurship Study Program, Indonesian University of Education

The effectiveness of learning is significant in preparing students' skills paradigms. This research aims to instill the influence of the Project Based Learning (PjBL) method on students' Creative problem-solving abilities in the context of entrepreneurship learning. This research focuses on Indonesian Education University Entrepreneurship Study Program students who have taken the Start-up course. Creative problem-solving skills are considered important in preparing students to face the demands of an increasingly complex world of work. The research method used is quantitative with a descriptive verification approach, and data collection is carried out through questionnaires. The results of the research show that project-based Learning (PjBL) has a significant influence on increasing creative problem-solving abilities in students of the Entrepreneurship Study Program at the Indonesian University of Education. This research shows that Project Based Learning significantly improves the quality of Creative Problem Solving for Entrepreneurship Study Program Students at Universitas Pendidikan Indonesia

Development of Electronic Worksheet Based on Problem-Based Learning in a Course on Acid-Bases to Develop Students' Problem-Solving Ability

This study aimed to analyze the characteristics and feasibility of electronic worksheets based on problem-based learning in the course on acid-base to develop student problem-solving abilities. This was a Research and Development (R & D) using a 4D modified model by Thiagarajan. The 4Ds were Define, Design, Develop, and Disseminate. Product validation was performed by experts. The product practicality test was performed by a reviewer and peer reviewer. Students performed the readability test. Instruments of data collection were product feasibility validation sheets, practicality test assessment sheets, and readability tests. Data analysis techniques were used to calculate the average score, which was categorized according to ideal assessment criteria. The results of the development research showed that an electronic worksheet based on problem-based learning was developed in the form of a website consisting of four learning activities with problem-based learning syntax adapted to the course on acid-base and an electronic worksheet based on problem-based learning in the course on acid-base was very feasible to be used. Based on validation from expert judgments, practicality test assessments from reviewers and peer reviewers, and readability tests by students, including the very good category, meaning that the electronic worksheet is very feasible for learning activities. Therefore, electronic worksheets based on problem-based learning were suitable for chemistry courses on acid-bases to develop problem-solving abilities.
 Keywords: electronic worksheets, problem-based learning, acid-base, problem-solving

The Implementation of Digital Entrepreneurship Learning in Higher Education: A Systematic Literature Review

The phenomenon and topic of digital entrepreneurship learning remain popular for analysis in the era of digitization. Previous literature reviews discussed the context and concept of digital entrepreneurship only. This article presents a literature review aimed at facilitating the search for research publications on digital entrepreneurship, in order to understand the track record, learning models, the impact of implementing digital entrepreneurship learning, and future research opportunities. The article has used the Systematic Literature Review (SLR) method using the Scopus database. This article has used "digital entrepreneurship" keyword for search the resources in January 2014 to May 2023 period. The result of the literature screening process yielded 19 relevant journals. The results of the literature review indicate that research on this topic has shown a significant increase and has the potential to continue to grow. Digital entrepreneurship learning can be designed using experiential learning approaches or the Internet of Things (IoT) and technology approaches. The implementation gives an impact on business opportunities, entrepreneurial intention, innovation, entrepreneurial attitude, and student problem-solving. This study contributes to providing an overview of learning models that can be replicated or modified in future research.
 Highlights:
 
 Growing research on digital entrepreneurship education; impactful learning approaches identified.
 Experiential and IoT-based methods enhance digital entrepreneurship learning outcomes.
 Positive impact on business opportunities, innovation, and entrepreneurial skills observed.
 
 Keywords: Digital Entrepreneurship, Entrepreneurship Learning, Learning Model

Mathematics and Language: A One-to-One Correspondence in Bilingual Environments

Previous research has shown that language is an essential part of the development of mathematical skills and, specifically, in solving verbal problems. We know that using a different language from one’s mother tongue is highly beneficial for students, and that language plurality and bilingualism is more and more habitual and present in current educational environments. However, what is still not clear is how it influences certain tasks, especially the most naturalistic ones, such as the formation of the concept of numbers and in tasks with a greater verbal component, such as solving problems in the early ages. The present research examined the problem-solving performance of first- and second-grade elementary education students in bilingual environments, comparing the problem solving of students whose language of instruction (LI) is the same as their mother tongue (MT) and those whose MT differs from the LI. Through an analysis of variance, the results showed that there exist differences in change and combination problems. Discrepancies in performance were also found, depending on the evolutionary moment. These results suggest that it is necessary to study how the LI can shape mathematical skills in the early years.

Correlation between Relational Understanding and Cognitive Style on Mathematical Problem Solving Ability

Problem-solving ability is needed in mathematics learning. This study aimed to find out about the correlation between relational understanding and cognitive style on the problem-solving ability of students. Relational understanding was taken into account because this understanding is related to a person's ability to use mathematical procedures obtained by correlating various mathematical concepts that are relevant in problem-solving and to understand why such procedures can be used. Cognitive style was also considered because this style is related to how students think and understand, including how they solve problems. The study used multiple correlation analysis with independent variables of relational understanding (X1) and cognitive style (X1), while the dependent variable was problem-solving ability (Y). The samples of this study were 22 High School students in Malang, selected randomly. The multiple correlation analysis resulted in R = 0,965, indicating that there is a significant correlation between relational understanding and cognitive style on problem-solving ability. In addition, the result of F test also showed that the multiple correlation coefficient was significant.

Analysis of Mathematical Problem Solving Ability of XI Class Vocational Students on Composition Function Material

This study aims to find out how well vocational students solve mathematical problems based on the composition function material. Mathematical problem solving ability is an ability that must be mastered by students because this ability is the core of mathematics. The location of this research is at SMK TI Garuda Nusantara and the main object of research is class XI students totaling 32 people in one class. The author used a descriptive qualitative approach. Several test questions were used as data collection methods. of 32 students in one class. It can be said that only 9 people were able to complete the test questions and get a good rating on each indicator. The results show that the problem solving ability of students in class XI of SMK TI Garuda Nusantara is classified as sufficient or moderate. This is very clear from the fact that only 28% of students who achieved perfect scores in the good category. 56% were rated medium, and 16% were rated low. The acquisition of the highest indicator value is in problem solving ability, while the lowest indicator is in the indicator of understanding the problem, this is due to the lack of understanding of basic mathematical concepts in students. In order for students' problem-solving skills to improve, researchers suggest that further research should use learning models or media that can help students understand mathematical concepts.

The Development of Quizziz Assisted Think-Talk-Write Approach Teaching Materials to Improve Students Problem Solving Skills on Social Arithmetic

The development of this research was driven by the low academic achievement of high school students in the field of social arithmetic. This study aims to develop teaching materials through a test-assisted think-speak-write approach to improve problem-solving skills. The type of research used is development research with the 4D development model (Define, Design, Develop, Dissemination). Research using this model is limited to stage 3 (define, design, develop) due to limited research time. The object of this study was students of class VII at Al-Fatih KBB integrated college with data analysis techniques using descriptive qualitative techniques. Data was collected and then analyzed using Microsoft Excel. Results shows that the feasibility of teaching materials can be seen from the results of the evaluator's assessment, small-scale tests and large-scale tests. At 91% and 95% in the "Very Decent" category. Thus the student response to teaching materials has developed with a percentage of 82% and 84% are in the "Very Realistic" category. The limitations encountered in the development of educational materials are supported by the quizizz application. Study time is limited and school facilities are very inadequate to carry out learning in the classroom. Learning by using teaching materials media assisted by the quizizz application can be used and can be developed by the teacher on ongoing basis with different materials and themes.

The Effect of Size Project Based Learning on Problem Solving Skills In Government Science Students

The purpose of this study was to determine the effect of Size Problem Based Learning on problem solving ability in government science students. This study is a type of meta-analysis research. Data sources in this study come from 10 national and international journals published from 2020-2024.  The criteria for data eligibility are research derived from SINTA and Scopus indexed journals and proceedings, participants in this study of social science students, research related to the effect of size project based learning on problem solving ability in political science students, and the sample size must be large 20 students. Purposive sampling data collection techniques. Data analysis is calculating the effect size value with the help of Microsoft Excel 2020. The results of the study concluded that there was a significant influence of differentiation learning on the profile of Pancasila students in social science students in Indonesia with an average value of effect size 10 studies of 0.878 and Standard error of 0.342 with a high effect size category.

How can procedural flowcharts support the development of mathematics problem-solving skills?

AbstractSupporting students’ problem-solving skills, solution planning and sequencing of different stages that are involved in successfully developing a meaningful solution to a problem has been a challenge for teachers. This case study was informed by reflective investigation methodology which explored how procedural flowcharts can support student mathematics problem solving in a senior Mathematical Methods subject in Queensland. The paper used thematic analysis to analyse and report on teachers’ perceptions of the utility of procedural flowcharts during problem solving as well as content analysis on how student-developed flowcharts can support their problem-solving skills. Results show that development of procedural flowcharts can support problem solving as it helps with integration of problem-solving stages.

Impact of Physics Modules Based on Problem Based Learning on The Problem-Solving Abilities of Students in the Material of Optical Instruments

The purpose of this study is to ascertain how students' problem-solving skills are affected by the use of a problem-based learning physics module. A nonequivalent control group design and a quasi-experimental research methodology are used. Test instruments in the form of descriptive questions and non-test instruments in the form of a questionnaire on student replies make up the instruments utilized. Students in grade XI at SMA Darul Falah for the academic year 2022–2023 make up the study population. Purposive sampling was used to choose the research sample, resulting in the experimental group consisting of 21 students from class XI MIPA 2 and the control group consisting of 21 students from class XI MIPA 1. For the experimental group, a customized problem-based learning module in physics was employed. The Problem-Solving Ability instrument consists of descriptive questions that have been tested for validity, reliability, difficulty level, and item discrimination. The experimental group's average post-test score was 83.66, compared to 60.09 for the control group. Both groups' data were uniformly distributed and homogeneous. The hypothesis test results indicated that the calculated t-value was greater than the critical t-value, specifically 6.33, which is higher than 2.02 for the post-test data. Therefore, the alternative hypothesis ( ) is accepted, and the null hypothesis ( ) is rejected, indicating an influence of using the physics module based on problem-based learning on students' problem-solving abilities in the topic of optical instruments. Based on the analysis of the questionnaire responses, students' responses improved after the implementation of the physics module based on problem-based learning, with an implementation percentage of 72%. In conclusion, there is an influence of using the physics module based on problem-based learning on students' problem-solving abilities in the topic of optical instruments.

Relationship among Secondary School Students’ Physics Academic Achievement Scores, Conceptual Knowledge and Problem-Solving Skills

The study aimed to explore how improving conceptual understanding and problem-solving skills in secondary school students can lead to better academic success in the field of physics. The research utilised a multistage sampling technique, selecting 64 schools as clusters and randomly selecting 2350 male and female students for the study. The focus is on increasing enrolments and enhancing the overall quality of education by improving students' abilities in critical thinking and problem-solving. The ultimate goal is to boost academic achievement and ensure a higher standard of education in the sector. Two self-designed achievement tests were utilised in this research based on the updated Bloom's taxonomy to assess the conceptual understanding and problem-solving abilities of students. Conceptual Knowledge Test (CKT) was of 20 MCQs items whereas the Problems-Solving Skills Test (PSST) consisted on five problem-based supply type questions. The tests were validated by the experts. The pilot study revealed 0.87 of reliability for CKT and 0.67 for PSST. This reliability was verified with Ferguson delta 0.99 for both tests. The item difficulty and discrimination index remained moderate. The significance of the variables was determined using an independent samples t-test, while the correlation between the variables was assessed using the Pearson product moment correlation. The analysis revealed moderately significant relationships between the variables. The study revealed statistically significant gender differences in academic performance, with females outperforming males across all variables examined. Therefore, educators are advised to implement concept learning strategies and problem-based learning approaches in order to improve students' conceptual understanding and problem-solving abilities

Meta-analysis The Influence of the Flipped Classroom Model on Problem Solving Ability in Revolution 4.0 Era

This study aims to determine the effect of the flipped classroom model on the problem-solving ability of students in the industrial revolution era 4.0. This study is a type of meta-analysis research. Data sources come from 13 national and international journals published in 2021-20224. The inclusion criteria in this study are research derived from journals indexed by Sinta and Scopus, research related to the influence of the flipped classroom model on students' problem-solving abilities, tracing data sources from Researchgate, SciencedDirect, Mendeley, and ERIC, and research has complete data to calculate the value of effect size. Data analysis with the help of Microsof Excel and Jamovi applications. The results of this study concluded that the application of the flipped classroom model had a significant effect on students' problem-solving abilities with an average effect size value of 1.14 and Standard Error of 0.42. This finding has a positive impact on teachers to apply this flipped classroom model in developing students' problem-solving skills.

Development of Problem Based Learning Collaborative (PBL-C) Physics E-Worksheet to Improve Student Problem Solving and Collaboration Skills

Problem-solving skills are needed in the 21st century because, in life, humans will always be faced with problems. One way to solve the problem is through collaboration. This research was done with the purpose of improving students' problem-solving and collaboration skills through problem-based learning e-worksheets. This method in research was research and development through the model by ADDIE (analysis, design, development, implementation, and evaluation). The analysis carried out on development is one of validity and practicality. At the implementation stage, problem-based learning e-worksheets were tested in schools to determine the e-worksheets effectiveness. The design in research used was the one-group pretest-posttest design. The research results obtained were: 1) PBL-C physics e-worksheets that were developed fall into the category of valid and practical; 2) PBL-C physics e-worksheets are effective for use in learning to increase problem-solving skills and collaboration of students.

The impact of a gender mainstreaming-based blended learning flipped classroom model on the solidarity values and problem-solving abilities of students

This study examines the impact of a gender mainstreaming-based blended learning flipped classroom model on the solidarity values and problem-solving abilities of students. The acquisition of problem-solving skills and the cultivation of values related to solidarity are imperative proficiencies in the context of 21st-century dynamics. These competencies serve as pivotal attributes for students aspiring to navigate the intricacies of communal and national challenges. An existing quandary lies in the domain of primary education within the Aceh province, and the pedagogical landscape within primary schools has not incorporated the essential dimension of nurturing adeptness in problem-solving. This is because learning is still teacher-centered and needs more student engagement. Therefore, a model should be developed to address the issue of gender mainstreaming-based blended learning in a flipped classroom model. This research aims to develop a model for developing a blended learning flipped class based on gender mainstreaming to increase students' solidarity values ​​and problem-solving abilities. This study employed a development model that referred to the 4-D model proposed by S. Thiagarajan et al., consisting of definition, design, development, and dissemination. The sample consisted of fifth-grade elementary school students from SD Negeri Kajhu, Aceh Besar Regency, who were taught using the gender mainstreaming-based blended learning flipped classroom model. The results showed that the developed learning model created more meaningful learning experiences. Solidarity values and problem-solving abilities of students increased when taught with the learning model.

VHDLISTE: An Instructional Strategy to Cover the Additional Content beyond the Curriculum

Abstract: In current scenario of engineering education, Students must have more practical knowledge and skills required to work in the technologies that are currently used in industries though they are not the part of the curriculum. The instruction based videos help students to develop their hands on the new skills that are essential for their adaptability to new technologies. Handout is the guided document which contains the instructions to follow during the laboratory session to complete the problem statement given in the assignment. Assessment of their knowledge acquirement and skills is done through grading of assignments given to them. So in this article, VHDLISTE (Instructional Videos followed by Handout Learning – Implement, Submit, Test, and Evaluate) instructional strategy is designed and implemented for Tableau: A Visual Data Analytics Tool which is the part of the course Business Intelligence and Big Data Analytics of Final Year Computer Science and Engineering but is not covered in the syllabus. This VHDLISTE instructional strategy consists of six phases V- Instructional Videos, HDL- Handout Learning, I – Implement, S – Submit, T-Test, and E – Evaluate. In first phase V - Instructional Videos phase, students watch the instructional videos prepared by the instructor to get acquainted with the Tableau tool. In second phase HDL, students go through the lab handouts to read the instructions given for completing the lab assignment. In I – Implement phase, students implement the problem statement related to Tableau tool while test on covered topics is conducted in T-Test phase. In S – Submit, students submit the problem statement on institutional MOODLE. Instructor conducts the test on covered topic in T-Test phase. Instructor evaluates the problem statement as well as test submitted by students on institutional MOODLE in E – Evaluate phase.Learning objective (LOs) of this study is to teach the problem analysing and solving ability. These LOs are 1) Apply Filters on Dimensions and Measures for given dataset using Tableau (LO1) and 2) Apply K-means Clustering on given dataset in Tableau (LO2). The research question is - Whether the use of instructional strategy VHDLISTE is useful for learning the content beyond the curriculum? This activity is conducted for two Academic Years 2020-21, 2021-22 and 2022-23. The result of applying this strategy and perception of students are also explained. The result showed that this strategy improves the problem analysis as well as problem solving ability of students. Using t-test statistical analysis, it is found that there is significant difference in mean score between sample and overall population means for LO1 as well as LO2 for all these three years. Keywords: Learning Objectives, Handouts, Instruction based Videos, t-Test

Digital Games in Education: An Interdisciplinary View

Digital games have emerged as a promising tool in educational settings, offering engaging and interactive experiences that improve student motivation and learning outcomes. This paper explores the interdisciplinary nature of the use of digital games in education, highlighting their potential impact across disciplines and subject areas. Drawing on literature from fields such as psychology, education, computer science, and game design, we examine the key elements of game-based learning, including serious games, gamification, game mechanisms, and player experience. We also discuss the criteria for selecting games in educational contexts and provide practical recommendations for finding and modifying games to meet specific learning objectives. We also provide examples of games that can be used effectively across disciplines, including science, mathematics, computer science, and social science. Through this interdisciplinary lens, we emphasize the importance of integrating digital games into educational practices to foster student engagement, critical thinking, problem solving, and collaboration skills. By embracing the potential of digital games, educators can harness their transformative power to create dynamic and immersive learning environments that prepare students for the challenges of the 21st century.

Accelerating Preservice Elementary School Teacher Students Problem Solving Skills through Online Case Study Discussion (OCSD)

Accelerating Preservice Elementary School Teacher Students Problem Solving Skills through Online Case Study Discussion (OCSD)

초등 과학영재의 그릿이 회복탄력성과 창의적 문제해결력에 미치는 효과

This study explored the effects of grit on resilience and creative problem-solving in elementary science-gifted students. For this purpose, data were collected from 56 elementary science gifted students at a university-affiliated science gifted education center. The data were first subjected to descriptive statistics and correlation analysis, and then to multiple regression analysis with grit as the independent variable and resilience and creative problem solving as the dependent variables. The results of this study were as follows: First, the grit of elementary science gifted students was higher in perseverance of effort than consistency of interest and resilience was higher in all sub-factors. Second, perseverance of effort was more highly correlated with resilience than consistency of interest and was significantly predictive. In particular, the correlation with the self-regulation sub-factor of resilience was the highest, and the predictive power of the perseverance of effort on self-regulation was 81.6%. Third, grit did not correlate with creative problem-solving and did not show significant predictive power.