Problem-solving Ability Research Articles

The Effect of the Application of Project-Based Learning Model on Improving Problem-Solving Skills

The learning process is a learning activity designed to provide a learning experience that involves mental and physical processes through interaction between children, teachers, learning environments and other learning resources in achieving basic competencies In child development some several aspects and abilities need to be developed, one of which is the cognitive aspect. The development of cognitive aspects is the ability of thinking that a person has to understand and understand something. The cognitive aspect is that children need to develop their abilities according to their respective ages. One of the skills that needs to be developed in children (5-6) years old is problem-solving skills. Problem-solving skills need to be possessed and developed from an early age. Because, in daily life, of course, children will be faced with various problems. So, every child must be able to solve and overcome this problem. This study aims to determine the effect of the application of the project-based learning model on improving problem-solving skills in children aged 5-6 years. The research method used is quantitative research with the Quasi-experimental method, or pseudo-experimentation. The design form used in this study is Nonequivalent Control group Design, which is a design that provides pre-test before treatment, as well as post-test after applying treatment to each group The results of the study show that: 1) An overview of children's problem-solving skills in the control group aged 5-6 years and an overview of children's problem-solving skills in an experimental group aged 5-6 years with the application of a Project-Based Learning Model so that it can be It was concluded that there was an influence of the project method on the problem-solving ability of children aged 5-6 years.

TRANSFORMATIONAL LEADERSHIP IN MYTHOLOGY: ODYSSEUS AND OGUZ KAGAN COMPARED

The aim of this research is to examine the Odyssey and Oguz Kagan epics with a focus on transformational leadership theory (TLT). It compares the responses of the epic heroes, Odysseus and Oguz Kagan, to the events that they encountered. It also evaluates the heroes based on the adjectives used to describe them. Both epics were analyzed with the help of descriptive content analysis and comparative narrative analysis techniques. It was found that the Odyssey contained 39 cases of exemplary leadership whilst Oguz Kagan contained 54. Upon closer examination of the characteristics attributed to each leader, it was observed that Odysseus had 17 apparent characteristics while Oguz Kagan had 16; among these characteristics, strategic thinking, bravery, handsomeness, and nobility were common to both heroes. From the perspective of TLT dimensions, Odysseus stands out in terms of idealized influence, and Oguz Kagan in intellectual stimulation. Among the leadership traits that constitute the dimensions, problem solving, change orientation, ethical values, and mentorship constitute the main four qualities that both heroes have in common. It has been found that the core values that are authentic to heroes include bringing solutions to the challenging situations that they encounter; not deviating from their moral paths while doing so; and being able to set examples to their followers in every way and shedding light on them. As a result of the analysis, by looking at all the cases in the associated epics, both Odysseus and Oğuz Kağan can be explained via transformational leadership theory. In this sense, both heroes are charismatic characters with strong problem-solving abilities, the ability to manage change, an adherence to ethical values, and good mentoring skills. As a result, this comparative study makes a modest contribution to a deeper understanding of leadership theory and practice by benefiting from the rich mythology and folklore texture of different civilizations.

Bridging the Skills Gap: The Role of Vocational Education in Developing Competent Human Resources for Sustainable Tourism

The increasing demand for skilled human resources in the sustainable tourism sector highlights the critical role of vocational education in bridging the skills gap. This study aims to explore how vocational education programs can effectively equip individuals with the competencies needed for sustainable tourism development. Using a qualitative approach, the research employs literature review and library research methods to analyze existing studies, reports, and theoretical frameworks. The findings reveal that vocational education contributes significantly to the development of technical and soft skills, such as hospitality management, cultural sensitivity, environmental stewardship, and problem-solving abilities. Moreover, integrating sustainability principles into vocational curricula enhances students' awareness of ecological and socio-cultural impacts, fostering a workforce that aligns with global sustainability goals. The study identifies challenges, including outdated curricula, limited industry collaboration, and insufficient funding, which hinder the full potential of vocational education in addressing skills gaps. However, strategies such as strengthening partnerships between educational institutions and industry stakeholders, updating curricula to reflect current market needs, and investing in training infrastructure are crucial for overcoming these barriers. This research underscores the transformative potential of vocational education in shaping a competent workforce that can drive sustainable tourism practices. The findings provide practical insights for policymakers, educators, and industry leaders to enhance vocational education's contribution to the sustainable tourism sector.

Illuminating the Palace Lantern: Enhancing High School Students’ Creative Thinking and Problem-Solving Ability Through OBE-STEAM Activities

Illuminating the Palace Lantern: Enhancing High School Students’ Creative Thinking and Problem-Solving Ability Through OBE-STEAM Activities

Critical Thinking and Problem Solving Ability of Students in the Merdeka Curriculum

The purpose of this study is to compare the project-based learning model in the "Merdeka Belajar" curriculum and the inquiry learning model in terms of students' critical thinking and problem-solving abilities. The research question is whether there is a difference between these two learning models in terms of students' critical thinking and problem-solving abilities. The independent variable (X) is the project-based learning model (X1), while the dependent variables (Y) are critical thinking ability (Y1) and problem-solving ability (Y2). The research sample was taken from 10th-grade students at SMA Muhammadiyah 4 Surabaya, consisting of 4 classes with a total of 120 students. The research sample was selected from students who have a normal distribution, possess similar characteristics (homogeneous), and have the same average scores. Then, two groups (classes) of students were selected as samples, named as the experimental group and the control group. The analysis technique used was Multivariate Analysis of Variance (MANOVA). Based on Pillai's trace, Wilks' lambda, Hotelling's trace, and Roy's largest root, the value obtained was 0.000. As 0.000 < 0.05, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. This indicates that there is a difference in critical thinking and problem-solving abilities between the project-based learning model and the inquiry learning model.

Kemampuan Pemecahan Masalah Matematika Siswa SMP dalam Menyelesaikan Soal Sistem Persamaan Dua Variabel (SPLDV)

Mathematical problem-solving abilities are important to support the development of 4C skills (Communication, Collaboration, Critical Thinking, Problem-Solving, Creativity, and Innovation) in the 21st century. However, in reality, students' ability to solve problems is still relatively low and does not meet expectations. This research aims to identify students' mathematical problem-solving abilities in solving System of Equations in Two Variables (SPLDV) problems. The research method used is descriptive quantitative, with data collection through tests in the form of descriptions. The population of this study was all students in class VIII in one of the junior high schools in Sukabumi Regency, with a sample taken of 24 students from class VIII. The research results showed that the average student score was 34.5, with the majority of students being in the low category at 87.5%, and only a few students were able to reach the medium category with a percentage of 4.17% and high with a percentage of 8.33%. Analysis of the problem-solving stages shows that although 70.83% of students were able to understand the problem, 41.67% could plan the problem, only 12.5% succeeded in solving the problem, and 8.34% could check the solution. These results also show that the students' mathematical problem-solving abilities in solving System of Equations in Two Variables (SPLDV) problems at this school are mostly in the low category and still need a lot of improvement.

The Effect of Blended Learning of Management Course on Art Management Students’ Performance at College of Sichuan, China

Background and Aim: Blended learning, or hybrid learning, is the integration of online educational resources and opportunities for interaction with traditional face-to-face classroom approaches. This study examined the impact of blended learning on the academic performance of art management students taking management courses at Sichuan College, China, with a specific focus on the application of the Chaoxing platform. Additionally, it explored the students' viewpoints regarding the utilization of the Chaoxing platform. The research objectives had been to determine the effectiveness of blended learning methods in enhancing the performance, management skills, and problem-solving ability of art management students in their management course, and to determine the extent to which blended learning methods influenced students' attitudes towards their intention to adopt the Chaoxing platform for management learning. Materials and Methods: The study employs a combination of qualitative and quantitative approaches and combines quantitative analysis of pre-test and post-test scores with qualitative insights obtained from the open-ended questionnaire. There were a total of 61 undergraduate students who were studying art management and took part in the pre-test/post-test design. Each group underwent a single modality of teaching for a duration of eight weeks. The JAMOVI software program was used to analyze the quantitative data. The NVivo program was used to analyze qualitative data to investigate the experiences, usage, and recommendations of students regarding the Chaoxing platform. Results: The quantitative analysis revealed significant enhancements in performance, management skills, and problem-solving ability among students in the experimental group. Independent sample t-tests for all evaluated variables confirmed that there were statistically significant differences between the experimental and control groups. The inclusion of qualitative observations provided additional depth, highlighting the favorable impact of blended learning on experience, usage, and recommendation. Conclusion: The study revealed that blended learning had a favorable impact on student learning outcomes, improving their performance, managerial skills, and problem-solving ability. The experimental group, which got blended learning using the Chaoxing platform, showed significant score changes compared to the control group, indicating the effectiveness of this platform in management education. The qualitative data indicates that the effective integration of blended learning can greatly improve the outcomes of art management education.

Cognitive Insights from Emotional Intelligence: A Systematic Review of EI Models in Educational Achievement

Objectives: This study aims to investigate the relationship between Emotional Intelligence (EI) and academic achievement within educational settings. It seeks to determine how different EI models—specifically, Ability EI and Trait EI—impact students' academic performance, behavior, engagement, and motivation. The goal is to provide insights that can guide the integration of EI into educational practices to foster a more supportive and effective learning environment. Methods/Analysis: The study is based on a systematic review of sixty-four (64) peer-reviewed studies published between 2016 and 2023. These studies include randomized controlled trials (RCTs), longitudinal studies, and meta-analyses. The selected studies were analyzed to explore the effects of EI on various academic outcomes, including performance, behavioral engagement, and motivation. Findings: The analysis reveals that both Ability EI and Trait EI are positively associated with academic success. These models of EI appear to contribute significantly to the development of key skills such as emotional control, empathy, and problem-solving, which in turn support effective classroom management and academic achievement. The findings suggest that incorporating EI into educational curricula can lead to improved communication, better problem-solving abilities, and enhanced relationships between students and faculty. These improvements can create a more conducive learning environment and enhance overall academic outcomes. Novelty/Improvement: This study adds to the existing literature by offering a comprehensive review of recent studies that examine the role of EI in academic settings. It highlights the importance of implementing EI-focused interventions and curricula in schools, emphasizing the practical implications for educators and policymakers. Doi: 10.28991/ESJ-2024-SIED1-016 Full Text: PDF

Meta-Analysis: The Effect of Realistic Mathematics Education (RME) on Improving Mathematics Learning Outcomes

The PISA results indicate that the average mathematics score of Indonesian students is below the OECD average, with one in four 15-year-old students categorized as low performers in mathematics, reading, and science. Therefore, one alternative solution is to implement the Realistic Mathematics Education (RME) approach. This study aims to identify the impact of the RME approach on improving elementary school students' mathematics achievement. It addresses students' perceptions of difficulties in mathematics lessons, the tendency to merely memorize formulas, and limited understanding of mathematics learning, which lead to boredom and lack of comprehension. This research employs the Systematic Literature Review (SLR) method. From research articles published in SINTA 1-4 journals from 2015 to 2023, the articles discuss the Realistic Mathematics Education model's effect on mathematical problem-solving abilities. Keywords: Realistic Mathematics Education, Student Learning Outcomes, Mathematics

Effect of Group Work on Students’ Performance in Mathematics at Elementary Level in District Larkana

This research investigates the effect of group work on students’ learning in mathematics at the elementary level in District Larkana. Given the concern over declining performance in mathematics, the study aims to enhance academic outcomes through cooperative learning strategies. A pre-test and post-test experimental design was implemented with fifty randomly selected sixth-grade students at a government girls' high school. Data were collected through structured questionnaires assessing knowledge, understanding, and application in alignment with Bloom's taxonomy. The findings revealed a significant positive effect of group work on student performance, evidenced by improved mean scores in understanding mathematical concepts and problem-solving abilities. For example, students’ post-test scores in the Application domain improved by 14.8%. These results support the hypothesis that collaborative learning methods can effectively enhance academic performance in mathematics. The study underscores the necessity of integrating group work into elementary education to foster student engagement and improve learning outcomes in mathematics. This study’s findings have practical implications for policymakers and curriculum designers aiming to enhance education quality through innovative teaching practices.

Associations between clustering of hypoglycemic symptoms, psychological traits, and problem-solving abilities in adults with type 1 diabetes: baseline data analysis of the PR-IAH study

Associations between clustering of hypoglycemic symptoms, psychological traits, and problem-solving abilities in adults with type 1 diabetes: baseline data analysis of the PR-IAH study

Computational thinking in complex problem solving based on data analysis: exploring the role of problem representation using the Tower of Hanoi

This article investigates the role of problem representation in complex problem-solving based on quasi-experimental data analysis, specifically within the context of computational thinking. Using the Tower of Hanoi task, researchers compared the performance of computer science students (with algorithmic background) and non-computer science students (novices). The data research results revealed that participants with stronger problem representation skills, i.e., computer science students, demonstrated superior problem-solving abilities, particularly as task difficulty increased. Additionally, practice was found to significantly improve problem-solving efficiency for novices, suggesting that enhancing problem representation skills through experience can effectively boost complex problem-solving abilities. The data research highlights the critical role of problem representation in computational thinking and provides valuable insights for programming practices, emphasizing the importance of developing problem representation skills to foster effective problem-solving in complex scenarios.

경험 이야기나누기 활동을 통한 지속발전교육이 예비유아교사의 문제해결력 및 교사효능감에 미치는 영향

Objectives The purpose of this study was to effect of experience story activites from the perspective of sustainalbe development education on the problem-solving ability and teacher efficacy of pre-child teachers and to examine the process of change in experience story activity. Methods To this end, 40 male and female students in the second year of A university in Seoul were selected and constituted an experimental group and a comparison group. As an experimental study, both groups conducted 11 classes once a week for 3 hours per session. conducted. As a qualitative study, the data collected during class in both groups were analyzed. Results As a result of the study, it was found that the experience story activity from the perspective of education for sustainable development had a positive effect on problem solving ability and teacher efficacy compared to the journal writing activity from the perspective of education for sustainable development. Next, it had a positive effect on the changing aspects of pre-service early childhood teachers from the perspective of education for sustainable development. It was found that there was a change in the perspective of looking at the problem and the problem-solving process, and there was a change in the attitude of thinking and the ability to practice. Conclusions In conclusion, the experience story activity from the perspective of education for sustainable development suggests an efficient and meaningful educational method in the teacher training process.

Strategies for Cultivating High School Students' Mathematical Abstraction Ability under the New Curriculum Standards: A Case Study of Inequalities

Under the guidance of the new curriculum standards, mathematical abstraction ability is a critical aspect of developing students' core mathematical literacy. Taking inequalities as an example, this paper explores effective strategies for cultivating high school students' mathematical abstraction ability. The strategies are based on practical teaching examples of inequalities and include guiding students to understand abstract concepts, strengthening the expression of mathematical language, expanding the breadth and depth of students' mathematical thinking, and fostering students' ability for self-reflection. These strategies aim to help students understand and master the abstract concepts of inequalities, further understand abstract concepts in high school mathematics, improve students' mathematical literacy, and enhance their problem-solving abilities.

Analysis of Mathematics Problem Solving Ability Viewed from Self-Regulated Learning

Analysis of Mathematics Problem Solving Ability Viewed from Self-Regulated Learning

Enhancing economics education: the impact of upside-down drawing exercises on cognitive and analytical skills

As the world economy evolves, there is a growing need for educational methods that foster students’ creative problem-solving abilities. This study examines integrating Betty Edwards’ Upside-Down Drawing Exercise (UDE) into economics education to enhance cognitive and analytical skills. Using a mixed-methods approach with 90 economics students, the study reveals that the UDE helped solidify students’ understanding of theoretical economic concepts, promoting holistic and intuitive thinking. Specifically, the study focused on creativity, creative thinking, decision-making processes, thinking outside the box (innovative thinking), and brain functions in the hemispheres. Semi-structured interviews and Python-based template matching identified patterns in student responses and were analyzed using MAXQDA software. Results show significant improvements in understanding theoretical economic concepts, advocating for including creative exercises in the curriculum. Grounded in Dual Coding Theory and Cognitive Load Theory, this study hypothesizes that engaging in the UDE reduces cognitive load and enhances mental and analytical skills.

Using design kits to test the problem-solving abilities of engineering students

Problem Solving; Application of Scientific and Engineering Knowledge; as well as Engineering Design, are core attributes the Accreditation Board for Engineering and Technology (ABET) requires in engineering graduates. The author investigated these three skills in two classes of second year students at the Botswana International University of Science & Technology (BIUST) in the 2019/2020 and the 2020/2021 academic years. Two different practical engineering problems were given to the participants. The 2019/2020 class designed a sanitizer dispenser, while the 2020/2021 designed a vehicle and trailer locking system. In both cases, participants were given problems to solve and corresponding toolkits of components to use. The toolkits were, essentially, illustrated scrambled lists of components, which, if correctly put together would achieve the solutions to the posed problems. The participants were first asked to generate functional steps to be achieved by the designs. Secondly, the participants were asked to use the generated functional steps to arrange the given components in meaningful ways to achieve the functionalities stipulated in design problems. The works of the participants were evaluated against moderated functional and design models generated by the module instructor. The time limit in both investigations was 90 min. The results show poor performance by the participants who did not only fail to deliver meaningfully functional models in both cases but also produced below average schematic designs. This paper presents the two investigations as follows. The vehicle/trailer project of the 2020/2021 class is presented in the main body of this paper as a representative case study given that both investigations used similar approaches and delivered comparable performance levels. The 2019/2020 sanitizer dispenser project, whose results were slightly lower than the former, is presented as an addendum.

Analysis Workshop Management, Time Management and Problem Solving Ability to Automotive Electrical Competence

In the 21st century, the industrial revolution 4.0 occurred where required to change aspects of human life. Therefore, the quality of human resources must also be carried out increase. The quality of human resources can be seen in terms of their competence at work. In this study, we want to identify the factors that influence competence, especially in the automotive electrical. The data analysis of this research is using SEM analysis to see the direct and indirect effect on competence. The results showed that workshop management had a significant effect on the ability to solve problems, while time management did not directly affect the ability to solve problems and competence. Partially, workshop management and problem solving ability have a significant direct influence on competence. Competence is influenced indirectly by workshop management through the ability to solve problems. In contrast to time management which does not affect competence indirectly through problem solving ability. Therefore, in order to improve student competence, it is necessary to do improvement of problem solving ability and improvement of workshop management qualityIn the 21st century, the industrial revolution 4.0 occurred where required to change aspects of human life. Therefore, the quality of human resources must also be carried out increase. The quality of human resources can be seen in terms of their competence at work. In this study, we want to identify the factors that influence competence, especially in the automotive electrical. The data analysis of this research is using SEM analysis to see the direct and indirect effect on competence. The results showed that workshop management had a significant effect on the ability to solve problems, while time management did not directly affect the ability to solve problems and competence. Partially, workshop management and problem solving ability have a significant direct influence on competence. Competence is influenced indirectly by workshop management through the ability to solve problems. In contrast to time management which does not affect competence indirectly through problem solving ability. Therefore, in order to improve student competence, it is necessary to do improvement of problem solving ability and improvement of workshop management quality.

Differentiated Learning Using ESS-MATH-Based PBL Model on Problem-Solving Ability Reviewed from Learning Style

Differentiated Learning Using ESS-MATH-Based PBL Model on Problem-Solving Ability Reviewed from Learning Style

Students' Mathematical Problem-Solving Ability Based on Pedagogic Analysis of Mathematics Learning

Students' Mathematical Problem-Solving Ability Based on Pedagogic Analysis of Mathematics Learning