Problem-solving Ability Research Articles

사고 역량 계발을 위한 국가 교육과정 구성 방안 탐색

Objectives The purpose of this study is to identify problems by reviewing the contents of the 2022 revised curriculum general guidelines and subject curriculum on student thinking, and to explore organization of the National curriculum to develop students’ thinking competency. Methods By exploring the definitions and characteristics of the ability of creative thinking and problem-solving, which are higher-order thinking processes, to establish the foundation for understanding and improving creative thinking competency and knowledge information processing competency, and identified problems by analyzing the content dealing with students’ thinking in general guidelines and subject curriculum. Additionally, the definitions and characteristics of thinking competency in the curriculum documents of Australia and British Columbia, Canada, were examined, and the thinking competency presented in the subject curriculum was analyzed. Results In the general guidelines, the definition and elements of creative thinking competency and knowledge information processing competency are not clear, and the thinking process and the relationship between higher-order thinking processes are not considered. In addition, in the subject curriculum, it fails to demonstrate how procedural knowledge can lead to the development of higher-order thinking processes or competencies. In contrast, Australian and British Columbia have established thinking competencies and elements based on research on higher-order thinking processes, presented the development levels of thinking competencies, and provided subject curriculum contents that reflected the elements of thinking competencies. Conclusions Thinking competency needs to be established considering the relationship between higher-order thinking processes, and the elements and sub-elements of thinking competency must reflect the thinking process, not just the characteristics of thinking, so that they can be specified and applied to teaching, learning, and assessment. And, presenting the development of thinking competency can be used to deepen knowledge and skills in the curriculum content system and confirm the performance of students' competency in assessment.

Developing the Ability to Solve Mathematics Problems ‘Polygons’, Through Open Approach Learning Management for Sixth-Grade Students

This action research aims to develop the ability to solve mathematical problems, particularly in polygons, through open-approach learning management for sixth-grade students, with the goal of achieving an average score exceeding 70% of the total possible score. The target group consisted of eight students in the second semester of the academic year 2023. Data collection tools included lesson plans, mathematics problem-solving ability tests, student behavior observation forms, and student journal logs. The data were analyzed using statistical methods, including percentages, means, and standard deviations. The findings showed that an open approach to learning management can effectively enhance mathematical problem-solving skills. Furthermore, it was observed that the students demonstrated various problem-solving approaches, actively engaged in group and inter-group learning exchanges, displayed confidence in problem-solving, and improved their mathematical problem-solving abilities.

Facilitating Indonesian EFL pre-service teachers’ professional development through the “Kampus Mengajar” program

Research on the Kampus Mengajar program has revealed challenges for teachers, particularly in advancing their professional development. However, other studies suggest that the program holds the potential for a significant positive impact on teacher professional growth. This study explores how the Kampus Mengajar program contributes to the professional development of pre-service teachers, focusing on their perspectives and experiences. This narrative case study involved four pre-service teachers from a private university in Surabaya, Indonesia. Data were collected through reflective notes and semi-structured interviews. Data were analyzed using thematic analysis deductively to explore prominent themes. The findings indicate that the Kampus Mengajar program supports pre-service teachers' professionalism by enhancing their pedagogical knowledge, teaching skills, and problem-solving abilities. Participants appreciated the program for boosting their self-efficacy and helping them master the 4C skills: critical thinking, creativity, communication, and collaboration. This study underscores the value of teaching practicums in fostering future teachers' professionalism. Despite some challenges in the program's implementation, the empirical evidence suggests that the Kampus Mengajar program should be continued.

Problem-Based Learning Models on Problem-Solving Ability and Science Learning Outcomes of Human and Environmental Concepts in Elementary Schools

Problem-Based Learning Models on Problem-Solving Ability and Science Learning Outcomes of Human and Environmental Concepts in Elementary Schools

A - 126 Examining Five Point Test Strategy Use on Everyday Problem-Solving Abilities in Mild Cognitive Impairment and Alzheimer’s Disease

Abstract Objective Activities of daily living (ADLs) and executive functional abilities are increasingly impaired in mild cognitive impairment (MCI) and Alzheimer’s disease (ad). Impaired individuals adopt executive strategies to aid in executing executive everyday tasks. The Five Point Test measures indices of executive functioning when completing the task. The study examines the role of strategy use in everyday problem-solving in healthy older adults (HOA), MCI, and ad. Method Participants included HOA adults (n = 58), persons with MCI (n = 63), and individuals with ad (n = 18). Participants completed a background questionnaire, including the Everyday Problems Test (EPT). In the Five Point Test, using straight lines, participants were instructed to draw various designs in three minutes, avoiding errors across three conditions. The use of the Rotational Strategy is measured by participants generating a new design by rotating the previous spatial configuration. The use of an enumerative strategy was measured by participants generating a pattern by consecutively adding or deleting a line from the previous design. Results Linear regressions were conducted to determine the role of strategy use in everyday problem-solving (i.e., rotational and enumerative strategies). It was revealed that the use of the rotational strategy predicted EPT solving in the MCI group. However, problem-solving abilities did not predict EPT solving in HOA and ad. Conclusion Interestingly, the rotational strategy was better executed across all groups, while the ad group exhibited limited strategy use. Results suggest that those with subtle cognitive deficits adopt strategies to better execute problem-solving in real-life problems.

In-Person and Online Studies Examining the Influence of Problem Solving on the Fading Affect Bias.

The fading affect bias (FAB) occurs in autobiographical memory when unpleasant emotions fade faster than pleasant emotions and the phenomenon appears to be a form of emotion regulation. As emotion regulation is positively related to problem solving, the current study examined FAB in the context of problem solving. In-person and online studies asked participants to provide basic demographics, describe their problem-solving abilities, and rate various healthy and unhealthy variables, including emotional intelligence and positive problem-solving attitudes. Participants also completed an autobiographical event memory form for which they recalled and described two pleasant and two unpleasant problem-solving and non-problem-solving events and rated the initial and current affect and rehearsals for those events. We found a robust FAB effect that was larger for problem-solving events than for non-problem-solving events in Study 1 but not in Study 2. We also found that FAB was positively related to healthy variables, such as grit, and negatively related to unhealthy variables, such as depression. Moreover, many of these negative relations were inverted at high levels of positive problem-solving attitudes, and these complex interactions were partially mediated by talking rehearsals and thinking rehearsals.

PENGARUH PEMBELAJARAN MATEMATIKA BERBASIS PROYEK TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA KELAS X SMAN 1 PEGAJAHAN

This study aims to examine the impact of Project-Based Learning (PjBL) on the problem-solving abilities of tenth-grade students at SMA Negeri 1 Pegajahan within the context of the Merdeka Curriculum. The research employs a quantitative method with a quasi-experimental approach, utilizing a Pretest-Posttest Only One Group Design. The population includes all tenth-grade students, with samples selected using Cluster Random Sampling techniques. Data were collected through pretests and posttests and analyzed using descriptive and inferential statistical tests, including normality tests, homogeneity tests, and the Paired Sample t-Test. The results indicate a significant improvement in students' problem-solving abilities following the implementation of PjBL. The t-test results demonstrate a positive effect of PjBL on students' problem-solving skills. Based on these findings, it is concluded that PjBL is an effective teaching method for enhancing students' mathematical problem-solving abilities. This study provides valuable contributions to the development of more innovative and relevant teaching methods, particularly in supporting the implementation of the Merdeka Curriculum in Indonesia.

The Development of Contextual Approach E-Modules to Improve Students’ Mathematical Problem Solving Ability on Junior High School

This study aims to develop an E-Module that can be used by teachers to support the learning process so that students more easily understand material in interactive mathematics at SMPN 4 Cipeundeuy. In order to do so, this research using research and development (Reaserch and Development) with the 4D development model (Define, Design, Develop, and Disseminate). Research conducted using this model is limited to step 3 (Define, Design, Develop) due to time and cost constraints during the research. The subjects of this study were class IX students for limited trials and class VIII students for wide trials. The data that has been collected is then analyzed using Microsoft Excel. The results of the study on the feasibility of teaching materials were seen from the results of the assessment of lesson plans, worksheets, and media with a percentage of 93.80% and the results of assessments by two mathematics teachers with a percentage of 89%. Teaching materials were tested for practicality using a student response questionnaire with a percentage of 90%. Thus this teaching material can be implemented and can be used. The results of this study can be categorized as valid, practical, and very feasible because they have received a good due diligence.

PENGARUH MODEL PEMBELAJARAN SEARCH, SOLVE, CREATE, AND SHARE (SSCS) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK

This study aims to determine whether there is an effect of the Search, Solve, Create, and Share (SSCS) learning model on students' mathematical problemsolving ability and to see how much influence the SSCS learning model has on students' mathematical problemsolving skills. This research uses a quantitative approach with a quasi-experiment method with a pretest-posttest control group design. The population of this study were all VIII grade students in one of the junior high schools in Bogor Regency. The samples used were class VIII-2 as the control class using conventional learning model and class VIII-4 as the experimental class using SSCS learning model. Data was collected through a mathematical problemsolving ability test in the form of five description questions on Social Arithmetic material. The data obtained were analyzed using T test and Effect Size test. The results of data analysis showed that there was an effect of SSCS learning model on students' mathematical problemsolving ability. The effect size of SSCS learning model on students' mathematical problemsolving ability is 0.39 with moderate category.

Effects of Socialization on Problem Solving in Domestic Cats.

Domestic cats are capable of leading both solitary and social lives and socializing to humans. This type of socialization may also enhance an animal's problem-solving ability. We examined the relationship between socialization and problem-solving ability, problem-solving speed, and latency to approach a novel apparatus in domestic cats. Socialization towards humans was measured with the Feline Behavior Assessment based on the ASPCA's Feline Spectrum Assessment. This modified measure requires assessors to observe an individual cat's behavior during three steps: observation test, door test, and the stroke and push test. During each test, the assessor examined specific behaviors that are indicative of socialization. Problem solving was assessed with a food-acquisition puzzle box that required the subject to pull on a tab to release a food reward. Twenty-four out of eighty-six cats solved the problem-solving task. More socialized cats were more likely to solve the problem, solve it faster, and approach the apparatus sooner. We also found a significant relationship between age and problem solving; younger adult cats were more likely to solve the problem than older adults. These results provide evidence that domestic cats are not only capable of solving this type of problem but also that their socialization towards humans influences their abilities.

Research ON ICVE-based Blended Learning in Vocational College Business Teaching

Background and Aims: In the context of the digital era, the traditional single teaching method can no longer meet the needs of modern teaching. Therefore, this paper adopts the SPOC teaching mode to study the impact of the mode on students' academic performance and to understand students' perception of its use by carrying out the ICVE blended teaching research. It helps improve the teaching strategies and methods of this mode and the quality of talent cultivation. Research Methodology: A quasi-experimental design was used to compare students' problem-solving abilities, specific knowledge, and specific skills to assess the impact on students' academic performance, and an open-ended questionnaire was used to investigate students' perceptions and experiences. Results: Conducting ICVE blended instruction resulted in a significant improvement in students' academic performance. At the same time, the model produced better learning experiences and positive impacts. Conclusion: Carrying out ICVE blended teaching effectively improves the learning effect. In the actual teaching, based on the characteristics of business teaching in vocational colleges, the improvement and optimization of teaching methods are carried out, which provides a strong basis and reference for colleges and universities to implement this teaching mode better.

Student Performance and Perceptions of Flipped Classrooms and Small Group Discussions as Teaching Tools in Practical Anatomy.

Introduction A quasi-experimental study was conducted to assess students' attitudes toward the flipped practical classroom and evaluate its effectiveness in teaching practical anatomy. Methods Two survey questionnaires were developed: the first assessed students' attitudes toward flipped practical classrooms, while the second focused on the obstacles and difficulties students might encounter in this learning environment. Results We found that students rated flipped learning significantly higher compared to other teaching methods, particularly in terms of the quality of learning materials, enhancement of learning skills, engagement and understanding of anatomy topics, and problem-solving abilities. The highest mean examination grades were observed for the pretest flipped modality, followed by the pretest small group discussion (mean scores: 82.72 vs. 54.46, F = 43.2, P = 0.004). Conclusions Students hold positive attitudes toward flipped classrooms and small group discussions compared to traditional classes.

Competencies developed by students while working in nutrition junior enterprises

Introduction: Reflections arise on how junior companies have been structuring themselves alongside the teaching dynamics in Brazilian universities and their effective contributions to the professional training and development of skills of their members. Thus, this study aimed to identify competencies perceived by students in nutrition junior enterprises in Brazil and compare them according to their profile (time of participation, number of positions and weekly workload). Methods: Cross-sectional study, carried out with a representative sample of students working in nutrition junior enterprises. Self-reported variables were collected on sociodemographic, occupational, technical-scientific performance data, aptitude for entering the job market, intention of professional activity and perception of the skills developed. Pearson's Chi-square test or Fisher's exact test was used to determine differences in the perception of acquired skills between the performance profiles. Results: Participation in junior enterprises influenced the development of various entrepreneurial skills that change according to the student's performance profile in junior enterprises. The greater dedication of time and activities in junior companies provided recognition of significant skills such as leadership (p<0.001), problem-solving ability (p<0.01), and social responsibility (p=0.05). On the other hand, only a quarter of students took courses on entrepreneurship and only two in ten were willing to become an entrepreneur after academic training. Conclusion: This study presents which entrepreneurial skills are most developed through participation in a junior enterprise. This research can contribute to promoting scientific data on entrepreneurship education, which is still scarce in developing countries. Furthermore, it can encourage the participation of students in junior enterprises and promote support for this activity among professors and universities.

Meningkatkan kemampuan pemecahan masalah matematis siswa: Pengembangan modul pembelajaran berbasis studi etnomatematika pada budidaya tanaman hidroponik

This study aims to develop an ethnomathematical study-based learning module on hydroponic plant cultivation to improve the mathematical problem-solving ability of class VII junior high school students on social arithmetic material that meets the criteria of validity and effectiveness. This research method is research and development with the ADDIE model (analysis, design, development, implementation, evaluation). Data collection instruments include interviews, validation sheets, questionnaires, and pre-test and post-test questions. The data were analyzed using qualitative and quantitative data analysis techniques. The results showed that ethnomathematics research-based learning modules were considered effective and feasible, with a percentage of 90% results verified by material and ethnomathematics experts, 96% by media experts, 90% teacher assessments, and a pass rate of group examination assessments of 87.3%, and a pass rate of on-site examination evaluations of 88.61%. The modules developed are also claimed to be effective in improving students' mathematical solving skills, with the experimental class having an average N-gain score of 0.78 in the "very high" category, better than the control class with an average N-gain score of 0.32 in the "medium" category. Both data were tested using a two-sample t-test and obtained 0.00 results less than 0.05 then H0 was rejected and H1 was accepted.

Gamifying Ethical Entrepreneurship: The Role of AI in Islamic Finance

The convergence of gamification, entrepreneurship, and Islamic finance offers a unique opportunity to foster an inclusive and sustainable economic ecosystem. This study explores the synergies between these domains and the role of artificial intelligence (AI) in driving this transformation. Gamification enhances entrepreneurial endeavours by creating immersive and engaging experiences that stimulate creativity, motivation, and problem-solving abilities. Techniques such as challenges, rewards, and feedback motivate entrepreneurs to overcome obstacles and achieve their goals efficiently. Islamic finance, emphasizing ethical and fair financial transactions, complements gamification in entrepreneurship. Gamification engages entrepreneurs with Sharia-compliant products and services, promoting financial inclusion and understanding of Islamic finance concepts through interactive simulations and platforms. The synergistic interplay of gamification, entrepreneurship, Islamic finance, and technopreneurship, supported by AI, promises to create a more inclusive, ethical, and sustainable economic landscape. As the financial industry evolves, gamification empowers entrepreneurs to navigate complexities, create social impact, and uncover new opportunities in the digital economy.

Communication Skills Assessments and Rubrics In The Higher Education: A Meta-Analysis

Effective communication skills are crucial in the higher education system. Consequently, there is a growing concern about how higher education institutions can better equip students with the communication skills required for success in both academic and professional settings. The assessment of communication skills, especially in higher education, is complex and can have a substantial impact on students' academic achievements, preparedness for their careers, and overall professional growth. Due to this disparities and assessment challenges, this meta-analysis sought to answer the following research questions: (a) What are the assessments employed for communication skills in multi-discipline studies in higher education? (b) What are the “key findings” contributing to the issues of communication skills assessment in higher education? In this article, a meta-analysis was conducted to determine the types of communication skill assessments and other key findings concerning the assessment issues in this area. Sources were identified using Scopus, Web of Science, Wiley Online Library, Taylor & Francis Online and Springerlink, and, after inclusion criteria were applied, 21 samples of articles were included in the meta-analysis. The findings demonstrate the existence of issues from the aspects of audience, mode, and purpose of the assessments, which mainly are: (1) impact of language proficiency and ICT competency; (2) communication skills approach to non-scientific audience; (3) blended assessment and feedback communication; (4) use of explicit and direct teaching assessment; (5) critical thinking and opportunity for justifying scientific ideas; and (6) benefit of early and continuous communication tasks. The review finds an extensive gap on the communication skills assessment related to higher-order thinking and problem-solving abilities in junior students. This meta-analysis may be of great interest to university policymakers, language lecturers, and academic lecturers from other disciplines who are searching for the best assessments strategies to measure students' communication skills.

The Untold Story of Training Students with Generative AI: Are We Preparing Students for True Learning or Just Personalization?

This special issue joins the recent but growing effort to expand understanding of integrating generative AI. While generative AI tools like ChatGPT offer great opportunities for personalized learning, it is important to think critically about what type of learning we are reinforcing through the convenience and customization offered by AI. The reliance on AI for scaffolding and personalized prompts can risk undermining students' independent thinking and problem-solving abilities. Additionally, the emphasis on personalized learning could deter the development of collaboration skills. As we continue to integrate AI into educational practices, we need to work towards balancing the benefits of personalization with the goal of fostering self-reliant, critical thinkers who can collaborate and evaluate AI-generated content.

Relationship Between Prone Skills and Motor-Based Problem-Solving Abilities in Full-Term and Preterm Infants During the First 6 Months of Life.

Motor experiences shape cognitive development in infancy, with the prone position being one such crucial motor experience in the first 6 months of life. Although the motor benefits of the prone position are well-documented, its influence on early cognitive abilities remains insufficiently explored. This study quantified the relationship between prone motor skills and motor-based problem-solving abilities in 48 full-term and preterm infants aged 3-6 months. Prone skills were assessed using the Alberta Infant Motor Scale's prone domain. The Assessment of Problem-Solving in Play was utilized to measure motor-based problem-solving by observing how motor actions were used to solve toys. Advanced prone motor skills were correlated with an increase in sophisticated exploration skills and a concurrent decline in lower order exploration skills in all infants, with correlations being stronger in preterm infants. Notably, a 1-point increase in prone skills was associated with a 1.3-point increase in total motor-based problem-solving abilities in all infants. Our findings provide preliminary evidence for the contribution of prone play to cognitive development in infants, prompting considerations for assessment and intervention strategies. Further research is needed to ascertain if the delayed acquisition of prone motor skills is indicative of poor early problem-solving abilities in preterm infants.

Analisis Literatur Tentang Model Pembelajaran Problem Based Learning Dalam Meningkatkan Hasil Belajar Ilmu Pengetahuan Alam

The problem based learning model is an approach proposed to improve students' natural science learning outcomes. This study aims to investigate the influence of PBL on science learning outcomes in elementary schools through systematic literature analysis. The literature study method was used to analyze ten scientific articles related to PBL and science learning outcomes in elementary schools. The results of the analysis show that PBL is effective in stimulating interest in learning, strengthening critical thinking skills, and improving problem-solving abilities in a scientific context. The implication of this research is the need for support in training and professional development for educators, as well as further research to identify key factors that influence the success of PBL implementation. The integration of PBL into the science education curriculum needs to be strengthened through collaboration between education stakeholders. Thus, the use of PBL is expected to improve students' science learning outcomes in a holistic and sustainable manner.

E-Module for Problem-Based Learning Integrating Batak Toba Culture (PBL BTC) to Improve Problem-Solving Ability

This research aims to analyze: 1) the validity, practicality and effectiveness of the PBL e-module based on Batak Toba Culture (PBL BTC) which was developed to increase students' problem-solving abilities at SMP Negeri 1 Simanindo; 2) increasing students' problem-solving abilities through the developed e-module. This research is using the ADDIE. From the tested of class IX 2 was obtained: 1) the PBL BTC e-module have the criteria of being valid, effective, and practical; 2) Increased problem-solving abilities using the PBL BTC e-module as seen from the N-gain value is 0.506, it is in the "medium" category. This research recommendations might be made the E-Module with mathematical problem-solving tasks on the topic of congruency should be continued for future effectiveness evaluations.