Problem-solving Ability Research Articles

PRESERVICE TEACHERS’ ACHIEVEMENT AND RETENTION OF PROBLEM SOLVING SKILLS IN PROGRAMMING : A CHATGPT-BASED FLIPPED CLASSROOM ANALYSIS

This pre-experimental study, utilizing a one-group pretest and posttest design, aims to investigate the effects of a ChatGPT-based flipped classroom approach on preservice teachers’ achievement and retention of problem-solving skills in programming. The study sample comprised 33 preservice teachers (one intact class) from an Institute of Teacher Education Malaysia in Sabah, Malaysia, selected through cluster sampling. A Computer Programming Achievement Test (CPAT) were used as the research instrument, which were administered during pretest, posttest and delayed posttest. Data analysis was conducted using one-way repeated measures ANOVA. The results showed an increased in problem-solving skills from the pretest (M=16.84, SD=8.35) to the posttest (M=31.25, SD=13.25), indicating significant improvement in preservice’ teachers achievement. Additionally, retention of problem-solving skills was evident, with the delayed posttest scores (M=24.43, SD=6.68) significantly higher than the pretest scores, though slightly lower than the posttest scores, suggesting some decay over time but overall retention of the skills learned. This research suggests that integrating artificial intelligence (AI) tools, such as ChatGPT, in educational setting can lead to substantial improvements in learning outcomes, which provides valuable resource for educators aiming to foster advanced problem-solving abilities in their students.

Examining the Influence of Demographic Factors on Problem-Solving Ability: A Study of Gender, Family Structure, and School Characteristics

Problem-solving involves overcoming obstacles that hinder goal attainment and finding optimal solutions to issues. This ability empowers learners to address challenges they encounter effectively. Consequently, problem-solving has become one of the most crucial 21st-century skills for better future adjustment in a complex society. This paper examines gender, family type, school type, and locality as correlates of problem-solving ability. The researchers conducted descriptive research with 1,200 secondary school students from the Thoubal district of Manipur. They used the Problem-solving Ability Test (PSAT), which they constructed based on five dimensions of problem-solving ability, to collect data. The findings reveal that male students significantly outperformed female students in the PSAT. Although students from joint families performed slightly better than those from nuclear families, the difference was insignificant. Additionally, students in private schools significantly outperformed those in government schools. Moreover, students from urban schools substantially outperformed those in rural schools on the PSAT.

Mindfulness-based stress reduction (MBSR) for improving hope and happiness in men with visual impairment

Hope and happiness are positive emotions that affect an individual’s thoughts, feelings, and behavior. These two variables also affect different aspects of an individual’s life such as physical health, lifespan, academic performance, socialization process, creative thinking, problem-solving ability, and mental health. This study seeks to examine the effectiveness of mindfulness-based stress reduction (MBSR) in improving hope and happiness in visually impaired people. Employing a quasi-experimental pre-test–post-test design with a control group, this study sought to examine the degree of the effectiveness of MBSR therapy in improving hope and happiness in visually impaired people. The participants were selected from all visually impaired men aged 20 and 40 living in Tehran in 2023, who were supported by the State Welfare Organization of Iran and were members of the White Cane Society. A total of 40 visually impaired people were selected as the participants and randomly assigned to intervention and control groups (each with 20 members). The data were collected using Snyder’s Adult Hope Scale (1991) and Oxford Happiness Questionnaire (OHQ; 1990). The participants in the intervention group attended eight 90-min MBSR intervention sessions once a week. One-way analysis of covariance (ANCOVA) was used to analyze the data. The mean hope scores in the pre-intervention and post-intervention stages were 20 ± 3.28 and 25.53 ± 3.138, respectively. The mean happiness scores in the pre-intervention and post-intervention stages were 66.86 ± 5.91 and 75.93 ± 4.47, respectively (mean difference = 75.93 – 66.86). The findings showed that MBSR was effective in improving hope ( F = 32.7; p = .01) and happiness ( F = 45.86; p < .001) in men with visual impairment. As a result, MBSR can be considered an effective intervention to enhance happiness and hope while reducing the psychological complications associated with visual impairment in affected individuals.

The Effect of Remedial Program Practices on the Academic Performance of Slow Learners in Mathematics Subject in Public Lower-Day Secondary School in Rwanda: A Case of Kirehe District

This study investigates the effects of remedial program practices on the academic performance of slow learners in mathematics in public lower-day secondary schools in Kirehe District, Rwanda. The research aimed to assess the effectiveness of these remedial practices in enhancing mathematical problem-solving abilities among slow learners, comparing academic performance before and after participation, and identifying factors that influence the success or failure of these interventions. The study emphasizes the importance of remedial programs in bridging the achievement gap in mathematics and promoting academic equality in Rwanda. A descriptive survey design with a mixed-methods approach was employed, targeting a population of 87,208 individuals, including students, teachers, and headteachers from 64 public secondary schools in Kirehe District. Participants were selected through random and purposive sampling techniques. Data were collected via questionnaires and interview guides, capturing both quantitative improvements in academic performance and qualitative feedback on the effectiveness of remedial strategies from educators and students. Instrument validity was confirmed using the Content Validity Index (CVI), and reliability was verified with Cronbach's Alpha values of 0.60 and 0.7, respectively. Statistical analyses using SPSS and Microsoft Excel revealed significant outcomes. The study found that 83.32% of respondents either strongly agreed or agreed that remedial teaching methods enhance the mathematical problem-solving skills of slow learners, with a mean score of 4.33 (SD = 1.10). A strong positive correlation of 0.701 (p = 0.002) was observed between remedial teaching methods and mathematics test scores, underscoring their substantial impact. Additionally, the frequency of remedial sessions was positively correlated with sustained academic improvement (r = 0.454, p = 0.002), while active student participation was identified as a critical factor for success (r = 0.623, p = 0.043). These findings support existing literature on the necessity of structured remedial programs that address the unique needs of slow learners. Effective teaching methods, sufficient session frequency, optimal teacher-student ratios, and active student engagement emerged as key components for improving mathematical problem-solving skills and academic performance. The study recommends the implementation of structured, needs-based remedial programs with increased session frequency to support continuous learning and retention among slow learners.

Development of a New Media Marketing and Planning Course Based on Project-Based Learning combined with Outcome-Based Education Concept to enhance Problem-Solving Ability in Advertising at Xi'an University

Background and aim: At present, the phenomenon of insufficient problem-solving ability of college students in China is more prominent. The project-based learning（PBL) combined with the outcome-based education (OBE) concept provides new ideas and methods for addressing the problem of insufficient problem-solving ability among college students. The PBL combined with OBE teaching offers effective ways and means to enhance problem-solving ability. Outcome-based education concept (OBE) emphasizes student learning outcomes and focuses on the ability and qualities students acquire during the learning process. While project-based learning (PBL) enables students to participate in solving actual projects, clarifying their learning goals and outcomes, and enhancing their learning motivation and enthusiasm. This teaching model emphasizes practical ability. It focuses on cultivating students' practical ability by having them apply learned knowledge and ability in actual projects, thus improving their problem-solving and practical operation ability, which aligns with the requirements for practical ability in the advertising field. It promotes cooperation and innovation. PBL usually requires students to complete projects in groups, helping to cultivate their cooperation ability and team spirit. At the same time, during the project implementation process, students need to continuously propose innovative solutions, which also helps cultivate their innovation consciousness and innovation ability. This study aims to develop and evaluate the effectiveness of a new media marketing and planning course based on PBL combined with OBE teaching to enhance problem-solving ability in advertising students. Materials and approaches: The study employed a three-phase research design involving phase 1 was studying the background information through reviewing documents and interviewing experts and students, phase 2 was constructing and verifying the developed course by 5 experts, and phase 3 was implementing the course with the sample of 40 junior Advertising students at Xi'an University which were derived by cluster random sampling. The research instruments used to collect data in this phase were as follows:1) scoring rubric of students' problem-solving ability with reliability of 0.84. 2) questionnaire for students' satisfaction with the reliability of 0.75. Data collection was relevant to test papers and scales, and data were analyzed by using statistics including; means, standard deviations, t-test for dependent samples, and one sample t-test. Results: After implementation of a new media marketing and planning course based on project-based learning combined with outcome-based education concept, it revealed that 1) posttest scores of students' problem-solving ability is greater than pretest at.01 levels of statistical significance (t39= 16.01, p = 0.001). 2) students' satisfaction after implementing the course was statistically greater than the criterion of 70% at a.01 level of statistical significance (t39 =19.51, p = 0.001). Conclusion: The PBL combined with OBE teaching provides effective ways and methods for improving college students' problem-solving abilities. By clarifying learning outcomes, emphasizing practical ability, and promoting cooperation and innovation, the PBL teaching methods model can better meet the requirements for problem-solving ability in modern education and the advertising field.

Exploring Sex-Based Neuropsychological Outcomes in Pediatric Brain Cancer Survivors: A Pilot Study

Background: The increasing survival rates among pediatric cancer patients underscore the critical need to understand the long-term psychosocial impacts of cancer treatments, such as cisplatin and carboplatin. While these treatments are lifesaving, they may pose risks to neurodevelopmental processes. Despite the substantial body of research highlighting cognitive impairments associated with cancer treatments, there remains a gap in understanding how these effects differ by sex. As sex differences could inform tailored interventions and support mechanisms for affected individuals, this pilot study aimed to examine the sex differences in neuropsychological outcomes in patients treated for brain cancer with cisplatin and/or carboplatin. Methods: Our study employed rigorous/structured neuropsychological assessments to evaluate executive functions in pediatric cancer survivors treated with cisplatin and/or carboplatin. We utilized the BRIEF and TOL tests to assess the key domains of executive function, including inhibitory control, cognitive flexibility, and problem-solving abilities. Additionally, psychosocial factors were evaluated using the Resiliency Scale to measure resilience and the PAT test to assess family psychosocial risk. Results: In our cohort of 17 patients, significant sex differences emerged, where males outperformed females in areas such as inhibitory control, impulse regulation, and strategic planning. Conclusions: These findings highlight the complexity of cognitive outcomes in pediatric cancer survivors. Understanding sex-specific differences is essential for developing tailored interventions that optimize cognitive and psychosocial outcomes. Future research should focus on larger cohorts and longitudinal studies to validate these findings and guide targeted interventions to improve survivorship outcomes.

JUNIOR HIGH SCHOOL STUDENTS' PERCEPTIONS OF PROBLEM BASED LEARNING MODEL IN SCIENCE LEARNING

Problem Based Learning (PBL) is a learning approach that is often used in education in recent years. The purpose of this article is to find out how junior high school students perceive PBL model in science class and the benefits of PBL model in science learning. To find data related to junior high school students' perceptions of problem-based learning models in science classes, the researcher conducted a systematic review of several relevant sources with a period from 2014 to 2023, following the principles of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Based on the research results, it is known that the problem solving ability of students who learn using the PBL model is better than students who learn with conventional models. The results of this study prove PBL as an effective learning method for science compared to conventional teaching methods. PBL method is perceived to improve students' knowledge and communication skills. Based on several research results that have been conducted, it can be concluded that the PBL model has a positive impact on learning.

Development of a Photoshop course based on task-based Learning and Gagne's Teaching Model to Improve the Innovative Ability of First-year Students at Anhui Wenda University of Information Engineering

Background and Aim: Photoshop courses must incorporate both Gagne's teaching model and task-based learning to foster students' innovative thinking. This combination guarantees that students receive organized, efficient instruction while working on real-world projects, which enhances their creativity and problem-solving abilities. This research and development research aimed to 1) determine the effectiveness of the Photoshop course based on task-based learning and Gagne's teaching model to continuously improve the innovative ability by comparing the development of students' innovative ability after implementing with 4 times, and 2) compare students' satisfaction after implementing the Photoshop course based on task-based learning and Gagne's teaching model. Materials and Methods: The sample was a class of 37 first-year students, majoring in product design at Anhui Wenda University of Information Engineering. They were derived by cluster random sampling. The instruments used in this research were (1) a Photoshop course based on task-based learning and Gagne's teaching model, (2) lesson plans, (3) an innovative ability evaluation form with 0.89 reliability, and 4) a student satisfaction questionnaire with 0.98 reliability. The statistics used to analyze the data included the mean, standard deviation, one-way repeated measures ANOVA, and t-test for one sample. Results: Mauchly's test indicated a violation of sphericity, requiring Greenhouse-Geisser corrections. Significant improvements in students' innovative ability were observed across four-time points (F=251.830, p<0.001). Additionally, student satisfaction with the Photoshop course significantly exceeded the set criterion (t = 97.4, p < 0.05). Conclusion: The implementation results show that the difference in students' innovation ability each time different at the 0.05 level of significance, they were considered the students’ innovation ability was increasingly higher and continuously each time from the first time to the last time, students’ satisfaction was at a high level.

A Review of Research on the Concept of Global Competence

Abstract: With the acceleration of globalization, cultivating talents with cross-cultural communication skills, a global perspective, and problem-solving abilities has become a critical issue in the field of education. This paper aims to critically summarize and organize the academic discussions on the concept of global competence, offering an in-depth analysis of the controversies, debates, and emerging consensus surrounding this complex concept. The research finds that although there are broad disagreements regarding the definition, usage, and research paradigms of global competence, there is a basic consensus: global competence emphasizes an individual's ability to effectively communicate, collaborate, and solve global challenges in a globalized environment. This review hopes to provide a clear framework for further research in this field and to advance academic understanding and application of the concept of global competence.

Penerapan Model Pembelajaran Problem Based Learning Pokok Bahasan Permutasi Untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa Kelas XI TPM 2 Di SMK Negeri 1 Madiun

This research aims to determine the increase in mathematical problem solving abilities in permutation material through the problem based learning (PBL) learning model. This research is classroom action research (PTK) with research subjects being students of class XI TPM 2 SMK Negeri 1 Madiun, totaling 34 students. In this research, the instruments used were problem-solving ability tests and observation sheets. In this research there are two cycles, where each cycle consists of planning, implementation, observation and reflection which follows the Lewin model procedure. In this study, the minimum learning completeness obtained was >75%. The analysis technique used in this research is descriptive qualitative which is adapted to the Hiles and Huberman technique, including data collection, data reduction, drawing conclusions and verification. The results of this research show that there is an increase in problem solving abilities using the problem based learning (PBL) learning model. This can be seen from the number of students who have achieved the very good problem solving ability category, namely 15.63% in the pre-cycle, then increasing to 25 % in cycle 1, and then increased in cycle 2, namely 53%, and in cycle 2 learning completion had reached 84.38%.

The Effect of TGT (Teams Games Tournament) Learning Model on Statistics Material of Grade VII on Mathematical Problem Solving Ability

The purpose of this study is to determine the effect of the TGT (Teams Games Tournament) learning model on statistics material for class VII junior high school on mathematical problem solving abilities. This research was a quantitative research using Quasi Experimental Design. The sampling technique in this study used purposive sampling. Class VII D, consisted of 24 students as the experimental class and class VII C consisted 24 students as the control class. The instruments used in this research were Pretest-Posttest with 3 questions. The data analysis techniques used in processing the data were analysis prerequisite tests (normality test and homogeneity test), hypothesis testing, and the N-Gain test. Based on the results of calculations that have been carried out, the posttest average value for the experimental class was 92, while the posttest average value for the control class was 85. In addition, based on the data obtained from the results of the hypothesis testing, it results that the value is 0.000 then Ho is rejected and Ha is accepted. This is in line with the average N-Gain value in the experimental class resulting in 0.82 high criteria, while the average N-Gain value in the control class produces 0.66 medium criteria. So it can be concluded that there is an influence of the TGT (Teams Games Tournament) learning model on students' mathematical problem solving abilities.

Analysis of Mathematical Problem-Solving Ability in Terms of Multiple Intelligence, Cognitive Style and Learning Style of Junior High School Students

This study aims to describe: (1) the mathematical problem-solving ability of Sleman Regency's JHS students, (2) whether there is a difference in students' mathematical problem-solving ability in terms of multiple intelligence, (3) whether there is a difference in students' mathematical problem-solving ability in terms of cognitive style, (4) whether there is a difference in students' mathematical problem-solving ability in terms of learning style, and (5) whether there is an interaction between multiple intelligences, cognitive style and learning style. The research method used is a survey method with a quantitative approach. The research population is JHS students in the 2023/2024 school year in Sleman. The sample is 434 students, determined using a stratified proportional random sampling technique. The instruments used were a mathematical problem-solving ability test, a GEFT test, a multiple intelligence questionnaire, and a learning style questionnaire. The data analysis is descriptive statistics to determine students' mathematical problem-solving ability level and inferential statistics using a three-way ANOVA test to describe students' mathematical problem-solving ability's differences in terms of multiple intelligence, cognitive style and learning style, and to describe the interaction between multiple intelligences, cognitive style and learning style. The analysis showed that: (1) the mathematical problem-solving ability average score of Sleman's JHS students is 53.49 which is in the moderate category, (2) there is no difference in students' mathematical problem-solving ability in terms of multiple intelligence, (3) there is a difference in students' mathematical problem-solving ability in terms of cognitive style, (4) there is no difference in students' mathematical problem-solving ability in terms of learning style, and (5) there is no interaction between multiple intelligence, cognitive style and learning style of students.

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.

Comparison of group versus individual patient education for promoting safety skills of patients with autoimmune rheumatic diseases treated with biologics: a multicentre randomised controlled trial.

To evaluate the effectiveness of a nurse-led intervention combining face-to-face and group education sessions for the acquisition of safety skills by patients with autoimmune rheumatic diseases treated with biologics. This multicentre randomised controlled trial compared two individual patient education sessions against a combination of an individual session at baseline and a group session 3months later. The primary outcome was a validated questionnaire (BioSecure) scored at 6 and 12 months that assessed competencies and problem-solving abilities to deal with fever, infection, vaccination, and daily situations. Secondary outcomes were fear of disease, anxiety, depression, and arthritis helplessness. A total of 120 patients with rheumatoid arthritis and spondyloarthritis were included (60 in each arm) from 7 French rheumatology departments; 99 patients completed the study at 6months and 83 at 12months. The BioSecure score improved at 6months in both arms (delta from baseline 14.9 ± 16.3 in face-to-face education and 16.0 ± 17.9 in combined education) and was maintained for 12months but no significant difference was found between arms at 6 and 12months (p = 0.35 and p = 0.13, respectively). Fear of disease, arthritis helplessness, and anxiety were improved at 6 and 12months with no difference between arms. Educating patients using individual nurse-led sessions or a combination of individual and group sessions increased their safety skills on biologics, with no superiority shown for the combined format. Given the time and resources required to educate patients, these results could lead to potential cost savings. Clinical Trials: NCT03838939. Key Points • Face-to-face patient education has been shown effective in promoting safety skills of patients treated with biologics compared to information provided by the rheumatologist in usual care. • This randomised controlled trial showed that a patient education format combining one individual and one group session was not superior to two individual sessions regarding safety skills assessed at 6 and 12months • Safety skills, fear of disease, arthritis helplessness, and anxiety were improved in both arms. • As the most common barriers to the implementation of patient education are constraints in time and resources, these results could lead to potential cost savings.

The Use of Interactive Teaching Methods in Educational Institutions

The article is dedicated to the study of the use of interactive teaching methods in educational institutions and their impact on the effectiveness of the learning process. In the context of dynamic changes in society and the rapid development of information technologies, the education system requires new approaches to teaching that foster active student engagement and the development of critical thinking, creative abilities, and communication skills. Interactive teaching methods, which involve dialogic interaction between participants in the educational process, open new opportunities for improving the quality of knowledge acquisition and the development of practical skills among young people. The article analyzes theoretical and practical approaches to the implementation of interactive methods in the educational process. In particular, various forms of interactive work are considered, such as group and paired activities, discussions, role-playing games, problem-based learning, and the use of interactive technologies (multimedia tools, online platforms), among others. Special attention is given to methods that enhance learning by promoting student collaboration, teamwork skills, decision-making under uncertainty, and problem-solving abilities. The article also emphasizes the advantages of interactive methods compared to traditional teaching approaches. It has been found that interactive learning leads to deeper comprehension of the material, increases student motivation, reduces passivity in the learning process, and develops the ability to apply knowledge in practice. However, it also highlights the need to adapt interactive methods to specific educational conditions and student populations, as well as the importance of adequate teacher preparation. The article provides recommendations for the effective use of interactive methods in the educational process, including the integration of interactive technologies in school and higher education, teacher professional development, and the incorporation of modern information technologies.

Students' Physics Problem-Solving Skills Using a Problem-Based Learning Model Assisted by Interactive PowerPoint

This study aims to analyze the effect of a problem-based learning model assisted by interactive PowerPoint on students' physics problem-solving skills. The method used is a quasi-experiment with a non-equivalent control group design. The population of this study consists of all 11th-grade students at MAN 2 Mataram. The research sample consists of 21 students from class XI IPA 2 as the control group and 20 students from class XI IPA 3 as the experimental group, selected using purposive sampling. The research instrument used was a problem-solving ability test in the form of an essay. The results showed that the experimental class using the problem-based learning model assisted by interactive PowerPoint had a higher average final score of 84.12 compared to the control class, which had a score of 71.03 using a conventional learning model. Hypothesis testing obtained a sig. (2-tailed) value of 0.008 < 0.05, meaning that Ho is rejected and Ha is accepted. The conclusion is that the problem-based learning model assisted by interactive PowerPoint is effective in improving students' physics problem-solving skills.

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.

Pengaruh Self-Efficacy dan Motivasi Belajar Dengan Kemampuan Pemecahan Masalah Pada Mata Kuliah Pendidikan Kewarganegaraan

This study investigates the relationship between self-efficacy and learning motivation with problem-solving skills in the Citizenship Education course among students in the PPKn program at Pamulang University for the 2023/2024 academic year. Citizenship Education plays a crucial role in shaping students’ understanding of citizenship values, rights, obligations, and responsibilities. Problem-solving skills are seen as key to applying these values. The study focuses on psychological factors influencing problem-solving ability, specifically self-efficacy (belief in one’s capability to handle tasks) and learning motivation (internal drive to learn). The research uses a survey method with questionnaires assessing self-efficacy, learning motivation, and problem-solving skills among PPKn students. The collected data will be analyzed to identify relationships between the variables. This study aims to provide insights for developing learning strategies that support students' problem-solving skills, preparing them to become critical and active citizens.

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.

Analysis of Students Problem Solving Abilities Using Contextual Learning on Colloid Material at SMAS Pertiwi

Many students do not have good problem solving skills in solving problems in everyday life, especially in chemistry learning. Therefore, analysis of students' problem solving abilities is needed to determine the level of problem solving abilities in chemistry learning, especially in colloidal systems material in everyday life. The purpose of this study is to describe how students use cooperative learning, specifically contextual learning, to solve problems. The goals of this study will be accomplished since the data collected will take the shape of words or utterances derived from the outcomes of interviews and Polya's problem-solving abilities. The use of this innovative learning media is supported by a contextual learning model. The type of research used in this study is qualitative research with a descriptive approach. This research procedure includes: (1) preparation stage; (2) implementation stage and (3) Final Stage. The problem solving ability of class XI students of SMAS Pertiwi Medan is at the "very good" level with a total of 24 students and a percentage of 39% of the total 62 students. The difficulty in answering problem solving ability test questions that students often experience is not understanding the story content of the test questions given.