Problem-solving Ability Research Articles

Needs Analysis for Designing English Course for Tourist Police in Mandalika Special Economic Zone

In the era of globalization and increasing international travel, effective communication in English has become a fundamental requirement for individuals working in various professional fields.The objectives of this research are to find out the authentic tasks and authentic texts that needed to be included in designing English for the tourist police in Mandalika Special Economic Zone (Mandalika SEZ), and to know how the design of the English course for tourist police in Mandalika Special Economic Zone (Mandalika SEZ) to improve language skills in their workplace. The subjects of the study are five tourist police officers who are fluent in English from 15 Tourist Police officers who work in the Mandalika Economic Zone. The techniques used to collect the data are observation, interview, questionnaire, and focus group discussion. The data analysis technique follows Miles and Huberman’s model (reduction, data display, conclusion drawing/verification, and syllabus design). The syllabus encompasses a total of seven key authentic tasks tailored to enhance the officers' communication and operational capabilities in various scenarios. These tasks include: Communicating During Emergencies, Giving Directions, Conducting Safety Checks, Conflict Resolution, Writing Reports, and Providing Assistance. In conclusion, the English syllabus for tourist police officers in Mandalika SEZ is carefully crafted to meet their needs through practical tasks, relevant materials, and effective assessment methods. This design enhances both language skills and real-life problem-solving abilities, serving as a valuable model for future training and improving the overall service quality and efficiency of the officers.

Evidence of positive influence: soft skills competence and organizational culture on innovative work behavior

This study investigates the innovative work behavior (IWB) of marine lecturers, considering work motivation (WM), organizational culture (OC), and soft skill competence (SSC). Data from 145 respondents representing ten higher education polytechnics in Indonesia were analyzed using partial least squares-structural equation modeling (PLS-SEM). Respondents answered 54 Likert-scale questions, revealing that SSC significantly shapes IWB (estimated value: 0.504), primarily through problem-solving ability. However, WM showed no significant impact on IWB, possibly due to non-influential dimensions like science, technology, environment, and society. Incorporating technological developments as moderating variables could enhance this relationship. Notably, SSC and OC exhibit crucial relationships with IWB, highlighting their importance over WM. These findings shed light on the complex dynamics influencing IWB among marine lecturers, emphasizing the significance of SSC and OC in fostering innovation in the maritime education sector.

스포츠참여 동호인의 사회적지지와 문제해결능력 및 사회성의 관계

Objectives The purpose of this study was to verify causal relationship between social support, problem solving ability and sociality of sports participating club members as an approach to improving sports participating club members’ expectation for their future. Methods In order to achieve the objectives of this study, a group of sports participating club members living in C province was set up as a population in 2024 and 373 sports participating club members were selected by using convenience sampling, and the main research results are as follows. Results First, social support has direct effect on problem solving ability and sociality. Second, problem solving ability has direct effect on sociality. Third, problem solving ability has partial mediation effect between social sup-port and sociality. Conclusions Combining these findings above, it was inferred that social support directly effects on problem solv-ing ability and sociality. problem solving ability directly effects on sociality and partial mediation effect between social support and sociality.

온라인 수업을 경험한 간호대학생의 학습몰입과 문제해결능력이 학업성취도에 미치는 영향

This study was conducted to determine the impact of learning immersion and problem-solving ability of nursing students who experienced online classes on academic achievement and to provide basic data for nursing education. Data collection for this study was conducted from April to May 2023 on 156 third and fourth-year nursing students from five universities in City B. The collected data were analyzed using the SPSS 26.0. As a result, there was a significant correlation between learning flow and problem-solving ability, and between learning flow and academic achievement, and problem-solving ability showed a significant correlation with academic achievement. In this study, factors influencing academic achievement include Among the satisfaction with college life, the satisfaction level was ‘satisfaction (β=-.232, p=.014)', ‘average (β=-.409, p<.001)’, ‘dissatisfied (β=-1.268, p<.001)’, and among the online class problems, ‘decreased concentration in class (β=-.236, p=.014)’ and problem-solving ability (β=.303, p<.001) were influential factors. Therefore, it is necessary to develop various curricula and programs to equip nursing students with problem-solving skills, provide them with a successful direction for academic achievement, and ensure a smooth college life.

시나리오기반 시뮬레이션실습 교육의 효과와 경험에 대한 연구

Objectives The purposes of this study were to investigated the effectiveness of scenario-based simulation prac-tice education for nursing students. Methods Data were collected through a questionnaire from 169 senior nursing students enrolled at a university in J city between April 15 and June 30, 2024. Quantitative data were gathered from these students, and qualitative data were collected through focus group interviews with 15 students who consented to participate. The quantita-tive data collection was conducted in two phases, pre- and post-surveys, using self-report questionnaires to as-sess problem-solving skills, critical thinking disposition, self-directed learning ability, communication skills, and grit. The data were then analyzed using descriptive statistics and paired t-tests. Qualitative data collection was conducted after the course grades were fully disclosed, as they could influence the research outcomes. Focus group interviews were held with three groups, each consisting of five students, and each interview lasted between 1.5 to 2 hours. The interview questions were provided in advance to allow participants time to reflect. During the qualitative data collection, four researchers took on roles as a moderator, two recorders, and one observer. All in-terviews were recorded and documented. Results In this study, quantitative research results showed that after scenario-based simulation practice educa-tion, nursing students' problem-solving abilities (t=-8.02, p=<.001), critical thinking disposition (t=-6.86, p=<.001), self-directed learning abilities (t=-6.10, p=<.001), communication skills (t=-3.62, p=<.001), and grit (t=-7.26, p=<.001) significantly improved. The qualitative research results, obtained through focus group inter-views, revealed three themes: the coexistence of positive and negative feelings towards the new educational method, the expansion and growth of knowledge through new educational experiences, and self-reflection through role experiences. Conclusions Through scenario-based simulation practice education, students had diverse experiences and showed improvements in cognitive aspects such as problem-solving abilities, critical thinking disposition, and communication skills. It was also confirmed that the integration of theory and practice and clinical performance abilities were enhanced. This study suggests that there is a continuous need for research comparing scenar-io-based simulation practice education with other teaching methods, involving comparison and control groups.

Enhancing University Students' Soft Skills: A Quantitative Study on Problem-Solving and Social Competence

This study investigates the development and interrelation of problem-solving skills and social competence among university students using the quantitative methodological approach. It addresses massive gaps in our knowledge regarding soft skill manifestation and evolution in higher education. Data was collected from 300 university students using validated survey instruments about problem-solving ability, social competence, academic performance, and other related variables through systematic sampling. There were a few significant positive correlations between problem-solving confidence, social competence, and academic performance. Multiple regression analysis demonstrated that problem-solving confidence and problem-solving skills are the principal predictors of academic outcome accounting for 25% of soft skill variance. Furthermore, the investigation indicates large substantive correlations between stress-coping mechanisms and social competence. This predicts that emotional resilience is influential in academic environments. This research analyzes the socioeconomic aspect of skill acquisition. Therefore, it underlines the need for specific education interventions. This contribution of the research to the theoretical discourse on the development of soft skills in higher education is further augmented by providing evidence-based recommendations for curriculum upgrading and institution policy reforms. The results of the study hold enormous implications for pedagogy practices and the development of education policy within higher education institutions.

Redesigning Building Thermal Science Education Through Inquiry-Based Experiential Learning

Mastering building thermal science is essential for architectural professionals, as it supports the design of energy-efficient and thermally optimized buildings, which are critical for addressing the growing demands of sustainable architecture. However, traditional teaching methods often disconnect theoretical instruction from practical application, limiting students’ ability to apply core concepts in real-world scenarios. This study introduces a pedagogical reform that integrates design-oriented and inquiry-based experiments, hands-on physical activities, and field-based testing into the teaching of building thermal science. The revised curriculum focuses on applying theoretical principles in real architectural contexts, allowing students to directly design and experience thermal phenomena such as heat transfer and thermal resistance in building envelope structures. To evaluate the effectiveness of this reform, a control group using traditional confirmatory experiments (following predetermined instructions to complete experiments and validate the results) was compared to a reform group engaged in inquiry-based experimental learning. Over the course of three cohorts (2019, 2020, 2021), the reform group consistently outperformed the control group, with statistically significant improvements in average course grades. Specifically, the reform group had mean grade differences of 7.21 points higher in 2019, 4.55 points higher in 2020, and 5.83 points higher in 2021, as demonstrated by t-test results (p < 0.05). The reform group also exhibited more concentrated grade distributions, reflecting enhanced comprehension and retention of key thermal concepts. In addition to improved academic performance, students in the reform group demonstrated superior problem-solving abilities and a heightened awareness of energy conservation and sustainable design practices. This approach not only deepened their understanding of theoretical knowledge but also fostered a greater commitment to integrating sustainability into their architectural projects.

An untapped resource: social media accounts show problem solving in numerous new animal species

Abstract Problem solving in animals is often studied by measuring an animal’s ability to solve man-made puzzles, such as puzzle feeders. Outside of scientific studies, puzzle feeders are also presented to captive animals housed in zoos, aquaria, and sanctuaries as a form of enrichment. Footage of these interactions is commonly posted on social media accounts to increase public engagement with the institution. However, because these puzzle feeders are not presented to animals for research purposes, the problem-solving abilities of numerous species may not be recorded in the scientific literature. Therefore, we searched through three social media platforms (Facebook, Instagram and X) for footage of captive animals solving problems to determine if social media could be a useful tool for behavioural scientists. For each video, we recorded what species was featured, what the puzzle was, how it was solved, and whether this was the first documentation of problem solving for the species (to the best of our knowledge). We found 111 records of successful problem solving across 74 species, including mammals (), birds (), and reptiles (). Overall, this was the first record of problem solving in 29 of these species. We suggest that social media could be a useful tool for researchers studying problem solving, particularly of mammalian and avian species.

Mobile-Based Realistic Mathematics Learning Design to Improve Students' Reasoning Ability and Problem-Solving Ability

<p> Mathematical reasoning and problem-solving skills have become a very necessary need at this time. Students who do not have mathematical reasoning and problem-solving skills will have difficulty adapting to current technological advances. The purpose of this study is to design mobile-based mathematics learning to improve students' mathematical reasoning and problem-solving skills. The subjects of this study were junior high school students. The research method developed was ADDIE (Analysis, Design, Development, Implementation, Evaluation). The results of the study showed that improving students' mathematical reasoning skills had a very positive impact on students' mathematical problem-solving skills. These results provide additional contributions and references for mathematics teachers who want to add knowledge related to improving the quality of mathematics learning in the classroom.</p>

Transforming Assessment in Education: A Critical Reflection

Abstract: This article systematically explores the evolution of educational assessment, particularly the transition from traditional summative assessments to student-centered formative assessments. Traditional summative assessments, such as final exams and standardized tests, focus on evaluating students' learning outcomes at the end of an instructional period, emphasizing final scores. In contrast, formative assessments focus on continuous feedback throughout the learning process, helping students adjust their learning methods and improve self-regulation skills. The article highlights that formative assessments not only foster the development of critical thinking and problem-solving abilities but also encourage students' self-directed learning and reflection. Additionally, with the advancement of modern technology, educational assessments have become more flexible and personalized, utilizing data analysis and online tools to enable teachers to monitor students' learning in real-time and make dynamic adjustments. The introduction of culturally responsive assessments ensures fairness by considering students' diverse backgrounds, reducing potential biases. The article emphasizes that educational assessments should continuously adapt to changing educational needs, providing practical guidance for educators to design effective strategies, which play a significant role in improving student learning outcomes and teaching quality.

The Impact of Cooperative Learning Activities using the Team-Assisted Individualization (TAI) Technique Combined with Activity-Based Learning on Problem-Solving Abilities and Mathematical Connections Abilities in the Subject of Congruence

The Impact of Cooperative Learning Activities using the Team-Assisted Individualization (TAI) Technique Combined with Activity-Based Learning on Problem-Solving Abilities and Mathematical Connections Abilities in the Subject of Congruence

Teachers’ Views on the Importance of Critical Thinking Skills in Early Childhood Education in Tanzania

In the 21st century, critical thinking skills are essential for children in early childhood education, to help them in their learning and life in general. To cultivate and promote these skills in early childhood education, children need the support and guidance of their teachers. It is therefore imperitive to understand teachers’ views on the importance of critical thinking skills in early childhood education. The aim of this study is to address this question and explore teachers’ views on the importance of critical thinking skills in early childhood education in Dodoma, Tanzania. Methodology. This study employed a qualitative research approach with a phenomenography research design. The total sample of the study was five informants, selected through purposive sampling technique. The study used in-depth interviews with pre-primary schoolteachers to elicit data on their views towards the importance of critical thinking skills in early childhood education in the Kongwa District of the Dodoma region. After the data collection process, the analysis was done using the Miles and Huberman Model (2014). The findings demonstrate that critical thinking skills are important in early childhood education: they enhance children’s’ problem-solving abilities, their creativity and the foundations of learning; they foster intellectual development among children and they enhance their socialisation and language development. In conclusion, this study contributes to understanding teachers' views on the importance of critical thinking skills in early childhood education in Tanzania, and in other areas around the world. Conclusion. Based on the importance of critical thinking skills in early childhood education, this study recommends the need to incorporate critical thinking skills into the core curriculum, across several subject areas in early childhood education by including activities that encourage and motivate children to think critically.

Artificial Intelligence Assistance and Cognitive Abilities: Harnessing AI-Assisted Heuristic Methods for Transitioning from Critical to Creative Thinking in English Language Learning

Transitioning from critical to creative thinking is an essential component of English language learning, fostering problem-solving abilities, innovative idea generation, and effective communication skills. Purpose. This study examines the potential of AI-assisted heuristic methods in facilitating this cognitive shift. Methodology. Three distinct AI-driven approaches are investigated: adaptive learning systems, intelligent tutoring, and data-driven feedback. A mixed-methods approach is employed to evaluate the effectiveness of the AI-assisted heuristic methods and learners' experiences during the intervention. The study involves 60 participants, divided into three groups of 20, each exposed to one of the three AI-driven methods. English language learning resources, including reading passages, audio recordings, and interactive exercises, are integrated with the AI-assisted techniques. The 8-week intervention commences with a pre-test assessing participants' initial critical and creative thinking skills. Post-tests and surveys are administered following the intervention to measure cognitive development and gather feedback on learners' experiences. Results. Results demonstrate significant improvements in problem-solving and originality of idea generation among participants. Furthermore, learners report positive experiences and recognize the value of AI-driven approaches in personalizing learning and promoting cognitive growth. However, challenges such as technological barriers and teacher training needs are highlighted. The current research underscores the potential of AI-assisted heuristic methods in English language learning, offering valuable insights into effective teaching strategies, learning tools, and platforms. Conclusion. Findings contribute to the development of innovative interventions supporting learners in acquiring essential thinking skills amidst rapid technological advancements, ultimately empowering them to succeed in today's interconnected and knowledge-driven world.

Pengaruh Model Problem Based Learning Berbantuan Media Assemblr Edu terhadap Kemampuan Pemecahan Masalah Siswa Kelas V

Problem-solving skills are essential competencies that need to be developed in elementary school students. The application of innovative learning models, such as Problem-Based Learning supported by interactive technology media like Assemblr Edu, can be an effective solution for enhancing these skills. This study aims to analyze the impact of the Problem-Based Learning (PBL) model supported by Assemblr Edu media on the problem-solving abilities of fifth-grade students. The research method used is an experimental method with a Pre-test Post-test Non-Equivalent Control Group Design. The results of the study showed that the use of the PBL model supported by Assemblr Edu significantly improved students' problem-solving abilities compared to conventional learning methods. This can be seen from the significant difference in the N-Gain scores, with the experimental class reaching 0.7 (moderate category) and the control class only 0.2 (low category). These findings suggest that interactive technology media like Assemblr Edu can be an effective tool in enhancing students' critical and analytical thinking skills.

Perceived effectiveness of the person–environment–occupation innovative teaching model in rehabilitation therapy students

BackgroundGiven the characteristics of the rehabilitation therapy specialty and the drawback of the traditional didactic teaching approach, we developed the innovative teaching approach from the students’ perspective using the person–environment–occupation (PEO) model. The new model was developed from the original PEO model to be applied in pedagogical contexts and tailored to the characteristics of an application-oriented specialty, such as rehabilitation therapy. The present study aimed to examine the perceived effectiveness of the PEO innovative teaching model applied to rehabilitation therapy students.MethodsA pre–post descriptive study was conducted to compare the perceived effectiveness of the PEO innovative teaching model for two consecutive student cohorts. A purposive sampling method was used to recruit students from two cohorts of junior medical students majoring in rehabilitation therapy in the spring semesters of 2020 and 2021. A questionnaire was developed to evaluate the perceived effectiveness of the PEO innovative teaching model. SPSS version 26.0 was used to perform data analysis.ResultsA total of 112 students were included in the study and completed both pre- and post-tests. Of 112 received questionnaires, 101 were considered as valid questionnaires after the quality check (effective rate 90.18%). In the 2020 and 2021 cohorts, students rated the PEO innovative teaching model significantly higher than the didactic teaching approach in the following aspects: the teaching content is highly professional and valuable; the course is extensively expounded; the clinical reasoning is strengthened; problem-solving ability is developed; communication skills are improved; and teamwork skills are developed.ConclusionThe PEO innovative teaching model was perceived to be an effective teaching strategy to enhance students’ academic performance. In addition, three core skills including clinical reasoning, problem-solving ability, and communication skills were improved by the PEO innovative teaching model.

PHƯƠNG PHÁP DẠY HỌC “BẮC GIÀN GIÁO” VÀ VIỆC ỨNG DỤNG VÀO GIẢNG DẠY MÔN KHẨU NGỮ TIẾNG TRUNG QUỐC Ở TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI

The “scaffolding” teaching method is a teaching model originating from Constructivist Theory and the Zone of Proximal Development (ZPD) developed by Vygotsky. It offers new insights into dealing with the relationship between “teaching” and “learning”. The changing roles of teachers and students, promoting students' collaborative learning and exploration abilities, and cultivating students' independent problem-solving abilities of this teaching model have helped teachers improve their skills and enhance their educational and teaching abilities. In the process of implementing “scaffolding” teaching, we need to grasp the following key points: teachers need to clarify their roles, arrange a reasonable conceptual framework according to students’ levels, and check control interactive teaching in the student's “ZPD” and gradually reduce the role of the “scaffolder”. In this article, we would like to analyze the birth of the concept of “scaffolding”, its basic characteristics, and teaching steps. Finally, we applied it to teaching Chinese oral courses for students majoring in Chinese language at HNUE.

The Effect of Project Based Learning in Realizing Performing Arts on Entrepreneurial Motivation in Art Learning in Vocational School Students

The competence that must be possessed by Vocational School (VS) students is to be able to find business opportunities independently. Related to the subjects of art and culture, it is hoped that VS students have the motivation that can be carried out by the presence of performing arts in the form of performances that can be used as opportunities for entrepreneurship. Thus, VS students must have entrepreneurial motivation to have business opportunities in the arts and culture sector. One of the learning strategies that can be used is to use PBL. PBL can increase students' learning motivation and also facilitate students' problem-solving abilities. This study aimed to determine how the implementation of PBL in realizing performances and the influence of PBL on entrepreneurial motivation in art learning for VS students. The research method uses an experimental research method with a one-group pretest-posttest design. Participants in this study were 37 students in one of the VS in the Indramayu district, and the study was conducted using a systematic sampling technique. The research instrument used an entrepreneurial motivation questionnaire. Data analysis techniques using statistical descriptions and Paired-Sample T-Test. This study concludes that PBL affects VS students' entrepreneurial motivation in art learning. PBL can motivate students to reflect on what they learn in an actual project and provide opportunities for students to think and be creative when realizing a project in the arts and culture. Students can understand that in the performance, various job descriptions can be used for business opportunities or jobs in arts and culture to conduct further research with more participants so that the results of this study can be more generalized.

Analysis of Student Problem-Solving Ability Through Field Study in Chemistry Education Study Program

This study's purpose is to analyze student problem-solving based on field study. The subjects are chemistry education study program 3rd year or semester 5 class B consisting of 9 students, Manado State University. The subjects that be held are Population and Environmental Education Subjects. This study is descriptive qualitative research. This research consists of two steps, planning and implementation. The study used a purposive sampling. The data were obtained from problem-solving questions tests, papers, presentations, and discussions with question-answers. The results showed that the problem-solving analysis test got 74% and it can conclude that students' problem-solving ability is high. The research results showed that we could analysis the problem-solving ability of students using field studies methods in lectures.

문제중심학습 교육이 간호대학생의 문제해결능력, 자기주도 학습능력, 임상추론역량에 미치는 효과

Objectives The purpose of this study was to determine the effect of problem-based learning education on problem-solving ability, self-directed learning ability, and clinical reasoning competency of nursing students. Methods The research design is a quasi-experimental study with a single-group before/after design. A preliminary survey was conducted on April 3 and 4, 2024, targeting 55 fourth-year nursing students, and a follow-up survey was conducted on April 24 and 25. Data analysis included descriptive statistics, paired t-test, and Pearson correlation analysis using the SPSS Statistics 22.0 program. Results After problem-based learning education, nursing students' problem-solving ability(t=-5.91, p<.001), self-directed learning ability(t=-6.02, p<.001), and clinical reasoning ability(t=-7.39, p<.001) was statistically significantly improved. Conclusions Through this study, it was confirmed that problem-based learning is an effective teaching and learning method in improving nursing students' problem-solving ability, self-directed learning ability, and clinical reasoning competency. Therefore, efforts should be made to strengthen the capabilities of nursing students by expanding subjects that apply problem-based learning in nursing education.

유아대상 디자인씽킹을 활용한 창의적 문제해결 프로그램의 개발 및 효과

Objectives This study aims to develop and apply a creative problem-solving problem using design thinking for young children in the field to verify its effect. Methods In order to achieve the purpose, an experiment was conducted on 52 young children between the ages of 4-5 in Gyeonggi-do (26 in experimental group, 26 in control group). Young children in the experimental group participated in the 14-session program that was developed in this study. To verify the effects of program, significant positive changes were observed with creative problem-solving ability, creativity, and scientific inquiry ability set as the dependent variable. Results The analysis of the effects of creative problem-solving program using design thinking displayed that the young children in experimental group who participated in the program displayed significant increases in the overall scores of creative problem-solving ability, creativity, and scientific inquiry ability and the scores of sub-variables compared to the control group that did not participate in the program. Conclusions The creative problem-solving program using design thinking that was developed in this study is applicable in the early childhood education field as an effective program for future core competencies, which are creative problem-solving ability, creativity, and scientific inquiry ability, of young children between the ages of 4-5. The program developed in this study may be utilized actively in the arly childhood education field in order to play a part in cultivating young children’s creative problem-solving ability to contribute to the fostering of human resources that can respond to the future society.