Problem-solving Activities Research Articles

How has social media been affecting problem-solving in organizations undergoing Lean Production implementation? A multi-case study

This paper investigates the impact of social media utilization on problem-solving routines in organizations undergoing Lean Production (LP) implementation. A multi-case study was conducted in three firms from different sectors with distinct maturity levels of LP implementation. Empirical evidence was collected through complementary ways, such as semi-structured interviews, secondary data, and in loco non-participant observation. Data were then analyzed and triangulated, leading to propositions on the effects of social media on problem-solving activities in lean organizations. This research was grounded on the concepts of Information Manipulation Theory. Our findings suggest that, while social media may contribute to the amount of information that is shared for solving problems, the relevance and the level of details of such information may be shallow, overburdening the help chain mechanisms and generating wastes like overprocessing. The identification of the impact of social media on problem-solving activities enables a better comprehension of how new information and communication technologies can promote (or impair) the intra- and inter-organizational links. It also helps identify improvement opportunities in integrating social media into problem-solving routines, resulting in more responsive and competitive organizations.

Visual reflexive attention as a useful measure of development.

Cognitive psychology began over three-quarters of a century ago and we have learned a great deal in that time, including concerning the development of cognitive abilities such as perception, attention, and memory, all of which develop across infancy and childhood. Attention is one aspect of cognition that is vital to success in a variety of life activities and, arguably, the foundation of memory, learning, problem solving, decision making, and other cognitive activities. The cognitive abilities of later childhood and adulthood generally appear to depend on the reflexes, abilities, and skills of infancy. Research in developmental cognitive science can help us understand adult cognition and know when to intervene when cognitive function is at risk. This area of research can be challenging because, even in typical development, the course of cognitive development for a particular child does not always improve monotonically. In addition, the typical trajectory of this development has been understood differently from different historical perspectives. Neither the history of thought that has led to our current understanding of attention (including its various types) nor the importance of developmental aspects of attention are frequently covered in training early career researchers, especially those whose primary area of research in not attention. My goal is to provide a review that will be useful especially to those new to research in the subfield of attention. Sustained attention in adults and children has been well-studied, but a review of the history of thought on the development of reflexive attention with a focus on infancy is overdue. Therefore, I draw primarily on historical and modern literature and clarify confusing terminology as it has been used over time. I conclude with examples of how cognitive development research can contribute to scientific and applied progress.

Bringing exploratory learning online: problem-solving before instruction improves remote undergraduate physics learning

STEM undergraduate instructors teaching remote courses often use traditional lecture-based instruction, despite evidence that active learning methods improve student engagement and learning outcomes. One simple way to use active learning online is to incorporate exploratory learning. In exploratory learning, students explore a novel activity (e.g., problem solving) before a lecture on the underlying concepts and procedures. This method has been shown to improve learning outcomes during in-person courses, without requiring the entire course to be restructured. The current study examined whether the benefits of exploratory learning extend to a remote undergraduate physics lesson, taught synchronously online. Undergraduate physics students (N = 78) completed a physics problem-solving activity either before instruction (explore-first condition) or after (instruct-first condition). Students then completed a learning assessment of the problem-solving procedures and underlying concepts. Despite lower accuracy on the learning activity, students in the explore-first condition demonstrated better understanding on the assessment, compared to students in the instruct-first condition. This finding suggests that exploratory learning can serve as productive failure in online courses, challenging students but improving learning, compared to the more widely-used lecture-then-practice method.

A lesson plan revisiting the Eratosthenes experiment to teach the seasons inductively from a space-based perspective

This paper presents a lesson plan designed to teach seventh-grade students about the seasons and reflections of the students using an inductive approach from a space-based perspective. The plan establishes students’ prior knowledge of the topic and continues with the Eratosthenes experiment as a central experience. Eratosthenes experimented in the 250s BC and calculated the Earth’s circumference during the summer solstice in the Northern Hemisphere. Teachers used this experiment as a practical learning tool to teach the concept of seasons using the inductive method. Eleven seventh-grade students from Turkey, thirty middle-grade students from Indonesia, and their science teachers participated in the study. The students conducted the Eratosthenes experiment in vernal equinox in Turkey and Indonesia and calculated the circumference of the Earth. The measurements were taken in the experiment from a space-based perspective. After conducting the Eratosthenes experiment, the students reflected on their experiences. They discussed the connection of the experiment to the causes of the seasons. Afterwards, teachers conducted direct instruction and problem-solving activities related to the seasons. Reflections from student experiences and experiments were discussed. The study concluded that the lesson plan involving the Eratosthenes experiment provides an in-depth experience for students and enhances their understanding of the factors related to the space-based perspective.

Digital resources' role in university teaching and learning exploration

The evolution of digital tools in education has created a disparity between the tools teachers use and those available to students, leading to an unequal relationship. This disparity has hindered the shift from traditional teaching to student-centered learning, a crucial aspect of novel approaches in cognitive psychology.
 The primary objective of this transition is to prioritize the learner in the education system, enabling them to acquire knowledge in a more active, autonomous, and participatory manner. However, achieving this transformation requires in-depth research to examine the nature of the digital tools accessible to teachers and compare them with those available to students.
 The analysis of research results reveals a prevalence of digital tools focused on teaching, creating an imbalance that favors instructional activities over the learning process. The tools available to teachers often prioritize one-way transmission of knowledge, emphasizing information presentation and dissemination.
 From a learning perspective, promoting active interactions, experimentation, practical exercises, and problem-solving activities is crucial. Unfortunately, digital tools intended for students often lack active engagement and participation opportunities, limiting their potential for autonomous and interactive learning.
 This article proposes to identify and evaluate the digital resources teachers and students use to determine the extent to which these tools lean toward teaching or learning. This evaluation aims to better understand the nature of current tools and identify the gaps that need to be addressed to foster a more balanced learning experience. The study focuses on teachers and students in teacher training programs as the target population.
 This research aims to develop more inclusive and effective educational practices that empower learners and enhance their overall educational experience by addressing the disparity between teacher-focused and student-centered digital tools.

Using Student-Led Tutorials to Improve Student Performance in Challenging Courses

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This article describes how a peer learning strategy called student-led tutorials (SLTs) can improve student performance in an electromagnetism course (EM). This study provides empirical evidence on how promoting student active participation in collaborative problem-solving activities improves performance rates. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Background:</i> In 2019, an EM bachelor course introduced SLTs as a strategy to improve the 40% passing rates. Before SLTs, students perceived this course as very hard, uninteresting, disengaging, and nonfundamental to their studies. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Intended Outcomes:</i> A participatory environment that promotes active learning can deepen understanding of EM through problem discussion and peer collaboration. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Application Design:</i> This study uses an action research approach to analyze teaching practices and students performance. Based on this analysis, SLT is implemented and the results are examined. Drawing on professors’ research on engineering education, traditional practice hours were transformed into SLT hours. Passing rates before and after the intervention were compared and correlated with SLT participation. In-depth qualitative interviews with students were conducted to understand how SLT related to their learning process. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Findings:</i> Since the intervention, the course passing rates increased 20%. More importantly, the grade distribution changed from a steep double exponential shape to a normal curve suggesting more students are doing better. There is a positive correlation between SLT participation and student performance. Students highly valued SLTs as a teaching strategy because it allowed discussion, enabled keeping up with the course pace, and created a culture of collaboration. Students also valued the mandatory aspect of SLTs, though they mentioned it increased the course workload.

The Role of Internal and External Individual Difference Factors in Bilingual Development: Exploring Highly Proficient Kurdish-English Bilinguals’ Perceptions

Drawing on qualitative research, the present study examines the characteristics of seven highly proficient Kurdish-English bilingual adolescents and their perceptions of the role of individual difference factors in bilingual development. Adopting a deductive thematic analysis approach, the collected data from semi-structured interviews were analyzed. The findings indicate that special attention should be paid to both internal and external factors in order for Kurdish-English bilinguals to reach high level of proficiency in both languages. External factors of richness of input, input quantity, language output, and socioeconomic status are crucial for fostering morphosyntactic and lexical skills in Kurdish and English. Moreover, the bilingual learners stated that conducting mathematical and logical problem-solving activities frequently and having high level of language learning aptitude are important predictors of rapid development of bilingual language abilities. In terms of age effects, the bilingual adolescents conveyed that having younger age and earlier start to Kurdish and English learning always lead to better morphosyntactic and lexical outcomes in both languages. To the best of our knowledge, the current study is the first to explore the role of individual difference factors in bilingual development among highly proficient Kurdish-English bilinguals. The paper highlights implications and directions for further research.

Stacking Analysis of Higher Thinking Skills of Class V Elementary School Students on the Material of Movement Organs Using the RADEC Model

The purpose of this research is to use a Rasch model analysis to determine how integrating RADEC (Read, Answer, Discuss, Explain, and Create) learning in schools influences students' ability to think critically about the topic of locomotion. This descriptive research is a quantitative study conducted in early 2023 with a sample size of 29 students. The results of the pretest and the posttest were collected, and the Rasch Stacking Analysis method was used to examine them. The implementation of the RADEC learning paradigm (Read, Answer, Discuss, Explain, and Create) improved the critical thinking skills of students of all ability levels, according to the findings. Reading, Analyzing, Discussing, Explaining, and Creating (RADEC) trains students for independent and group learning. Starting from reading to the last stage, namely making free work through problem-solving activities carried out so that students are trained in high-order thinking skills. Students' high-level thinking skills have improved to the very excellent, good, and enough categories after participating in learning utilizing the RADEC paradigm. The difference between the logit readings before and after the test demonstrates this improvement. Applying the RADEC learning model to students' higher-order thinking skills shows that students experience improvement, as seen from the results of the pretest and posttest, which are processed using the Rasch stacking analysis model. Students are trained in high-order thinking skills students with high level.

Digital Twin for Math Education: A Study on the Utilization of Games and Gamification for University Mathematics Education

Gamification has emerged as a promising strategy for engaging students and enhancing learning outcomes across various disciplines, including education. It involves incorporating game-like elements into non-game contexts to motivate and engage users. Extensive research has demonstrated the positive impact of gamification on student engagement, motivation, and learning outcomes in diverse subjects, including mathematics. Nevertheless, there is a paucity of research on the effectiveness of gamification in mathematics education. To bridge this gap, we investigated the effects of gamification in college mathematics education, with a specific emphasis on students from liberal arts backgrounds who may lack foundational mathematical knowledge. In this work, we designed and implemented a gamified mathematics course tailored for liberal arts students in a Korean university. Leveraging digital twin technology for game and gamification, we created an immersive learning environment that allows students to visualize mathematical concepts through games, pair gamification factors on physical and virtual worlds, and engage in interactive problem-solving activities. The effectiveness of this gamified course in improving students’ engagement, motivation, and learning outcomes was thoroughly evaluated. Digital twin technology, in conjunction with gamification, holds immense potential to revolutionize the way mathematics is taught and learned, making it more accessible, interactive, and engaging for students from diverse educational backgrounds.

A training action for chemistry and science teachers: contribution of problem-solving activities to inclusive education

This work analyzes the contributions of a teacher training action to the acquisition or improvement of knowledge concerning the principles of inclusive education, assisted by use of the problem-solving (PS) methodology. The training action was conducted with 32 subjects, including undergraduates from the Chemistry and Biological Sciences courses at a Brazilian federal public university, together with teachers of Chemistry and Biology at state schools in Porto Alegre (Rio Grande do Sul, Brazil). Data were collected using questionnaires and field diaries. The present article discusses two main categories that emerged from triangulation of the data: (i) conceptions about inclusive education, and (ii) experiences and potential of PS. The findings showed that the training course activities contributed to the professional development of the participants, using a strategy where the principles of inclusive education were associated with study of an investigative approach to teaching and learning.

PROTOCOL: Problem solving before instruction (PS-I) to promote learning and motivation in child and adult students.

This is the protocol for a Campbell systematic review. The objectives are as follows: The purpose of this review is to synthesize the evidence about the efficacy of problem solving before instruction (PS-I) to promote learning and motivation in students. Specifically, this review is designed to answer the following questions: To what degree does PS-I affect learning and motivation, relative to alternative learning approaches? To what extent is the efficacy of PS-I associated with the use of different design features within it, including the use of group work, contrasting cases, and metacognitive guidance in the initial problem-solving activity, and the use of explanations that build upon students' solutions in the explicit instruction phase? To what extent is the relative efficacy of PS-I associated with the contextual factors of activities used as control, age of students, duration of the interventions, and learning domain? What is the quality of the existent evidence to evaluate these questions in terms of number of studies included and potential biases derived from publication and methodological restrictions?

Faultlines, Familiarity, Communication: Predictors and Moderators of Team Success in Escape Rooms

We contribute to faultline research by identifying familiarity and cross-subgroup communication as potential moderators in the relationship between diversity faultline and team performance. We employ a novel experimental design utilizing escape rooms as a noninterventional social laboratory, enabling us to capture real-time interactions among 40 teams engaged in problem-solving activities. We find that team familiarity has a negative influence and a suppression effect on success. Faultline affects team success negatively when faultline-induced subgroups do not communicate enough with each other. Our work contributes to a better understanding of complex processes and interdependencies that lead to team success or failure.

Collaborative Mind Mapping-Assisted RICOSRE to Promote Students’ Problem-Solving Skills

Problem-solving skills are a series of complex thought processes that play an important role in the 21st century learning process. Problem-solving skills must be an important focus because they direct students to problem-solving activities and find alternative solutions that are needed objectively in learning or in everyday life. The purpose of this study was to examine the effect of Collaborative Mind Mapping (CMM)-Assisted RICOSRE on improving students' problem-solving skills. This study uses a nonequivalent pretest-posttest control group design with three classes of the Biology Education Study Program at Siliwangi University in Tasikmalaya, Indonesia. This study recruited 100 students, 40 students were in the experimental group with the RICOSRE-CMM model, 35 students in the positive control group used RICOSRE, and 25 students in the negative control group applied direct instruction. The effectiveness of RICOSRE-CMM model learning towards improving problem-solving abilities was evaluated at two points, namely pre-course and post-course. Essay questions were used to collect research data and assess students' problem-solving skills. A rubric is used to evaluate student responses. The findings of this study indicate that the RICOSRE-CMM learning model significantly affects Siliwangi University students' problem-solving skills in Tasikmalaya. Studying with RICOSRE-CMM can simplify students' complex thinking processes toward frequently encountered problems. Systematically organized visualization can help speed up the process of finding solutions effectively and efficiently.

Analisis Kreativitas Siswa dalam Menyelesaikan Masalah Matematika Ditinjua Dari Kemampuan Awal Siswa

This research is a quantitative study which is systematic literature review (SLR) method which can produce whether there is an influence between mathematical ability and creativity. This research use 20 articels. The purpose of this study is to describe creativity that influences the development of students in overcoming difficulties in problem solving activities. The results of the study were founs to show students’ creativity, namely fluency, flexibelty, novelty and elaboration.

English

Teaching conversation skills is a difficult task for teachers and requires careful attention when selecting the textbook that best suits learners&#39; needs and interests in addition to their different learning dispositions. This study proposes a system for analyzing the content of the conversation English textbook for second-year undergraduate students in An-Najah National University according to five major rubrics: topic consistency, frequency of drill use, type of syllabus, self-expressing activities, and the appropriate type of language they use. These rubrics, which include the different learning dispositions, determine the appropriateness or the inappropriateness of the textbook used for teaching oral communication depending on the level of existence or absence in the textbook. After analyzing the content of the conversation textbook, it was found that it lacks creative and interactive activities. Besides, it is revealed that there are not enough exercises to practise the language naturally and authentically. Based on these results, the researcher recommended specialists and conversation textbook designers to include adequate role-playing activities and problem-solving activities that enhance students&#39; interaction, motivation and develop their speaking ability in constructing further conversation textbooks. &nbsp; Key words: conversation English textbook, second-year undergraduate students, rubrics for analyzing oral communication, interactive activities.

Pengaruh Model PBL Dan Evaluasi Berbasis Hots Terhadap Hasil Belajar Bilangan Bulat Kelas VI SD Negeri Desa Dodap

This study aims to determine the effect of the model problem-based learning and HOTS-based evaluation of mathematics learning outcomes for grade VI students at Elementary School in Dodap Village. The population in this study amounted to 36 students. This study used a quantitative approach research design. The analysis used multiple regression analysis to see the effect of the model problem-based learning and hots-based evaluation of mathematics learning outcomes in integer material. The research results obtained (1) model problem-based learning effect on the results of learning mathematics this is evidenced by the value themselves 0.00 &lt;0.05 which means there is an influence. (2) HOTS-based evaluation has an effect on mathematics learning outcomes, this is evidenced by grades themselves namely 0.00 &lt;0.05 which means there is an influence of (3) model problem-based learning and HOTS-based evaluations simultaneously affect the results of learning mathematics, this is evidenced by gradesR Square is 0.669 or 66.9%. This means that the ability of the learning model problem-based learning and the results of the HOTS evaluation are able to explain the learning outcomes of 66.9%, the remaining 33.1% is explained by other variables not explained in the study. The same thing with research conducted by (Agustin et al., 2019) the PBL model can improve learning outcomes because of problem solving activities. (Sari &amp; Rakhmawati, 2023) HOTS-based evaluation can improve mathematics learning outcomes if continuously trained and studied. (Mustofa, 2022) model problem-based learning and HOTS-based evaluation can simultaneously improve mathematics learning outcomes.

Productive Mathematical Whole-Class Discussions: a Mixed-Method Approach Exploring the Potential of Multiple-Choice Tasks Supported by a Classroom Response System

In recent decades, research has stressed the prominence of mathematics classroom discussions in productive instructional practices in mathematics instruction. In this context, problem-solving activities have been a common focus of research. Research shows that teachers need to deal with prerequisites and challenges such as norms, design of tasks, activating students, and leading students’ discussion to achieve a productive whole-class discussion. However, another promising activity for achieving productive discussions involves using a classroom response system and implementing different task types in a multiple-choice format. There is little knowledge about whole-class discussions using this approach. To meet this need, this paper presents results from a mixed-method approach that characterizes whole-class discussions to explore the potential of multiple-choice tasks supported by a classroom response system to achieve productive whole-class discussions. Three types of multiple-choice tasks were implemented in the classrooms of twelve mathematics teachers at secondary schools. The lessons, including 35 whole-class discussions, were video-recorded, transcribed, and analyzed. The results summarize the characteristics of these whole-class discussions, including measures of students’ opportunities to talk and teacher and student actions. These results can help us develop a more profound understanding of whether and how multiple-choice tasks supported by a classroom response system can support teachers in achieving productive whole-class discussions.

Cara Mendidik Anak Dalam Islam

The way children are educated in Islam has an impact on their growth and role in life. Through this article, we examine the factors that cause the success of how to educate children in Islam focusing on the morals, manners and knowledge of children in the realm of the family. The type of analysis used in this study is literature search, or in other words called literature search. It is a problem-solving activity based on a critical and in-depth analysis of important library materials. Most of this research is done in newspapers and news stories, looking for different sources of information relating to the issue under investigation. This research method uses qualitative descriptive methods. The data displayed is categorized, displayed, and analyzed using a system of elaboration of the source's answers, This analysis involves contextualizing and interpreting the data that has been collected. The data are presented in this article in a narrative and descriptive format. The conclusion of this study on child rearing in the Islamic worldview is that raising children in the Islamic worldview is the duty of every parent. Children are a gift of Allah SWT to all parents and raising children in an Islamic perspective is an irreplaceable obligation of every parent. There are different ways of raising children in Islam, for example. How to teach the basics of Islam, give nicknames to children with good intentions, give affection every day and teach children to pray since childhood. Environmental factors, parental character and social environment can affect a child's education in Islam. How to teach the basics of Islam, give nicknames to children with good intentions, give affection every day and teach children to pray since childhood. Environmental factors, parental character and social environment can affect a child's education in Islam. The influence of raising children in Islam is to raise children with good morals and behavior, able to be filial and respect for parents, so that they become righteous and pious children.

PENERAPAN PROBLEM-BASED LEARNING BERBASIS PERMAINAN “ULAR TANGGA” DALAM MENINGKATKAN PEMAHAMAN MATEMATIS PESERTA DIDIK SEKOLAH DASAR DI KOTA BANDUNG

This research is undermined by the fact that the level of mathematical understanding in class 3B SDN 096 Sarijadi Selatan, Bandung for the academic year 2022/2023 is still low and, in particular, has not properly understood the concept of the materials taught. The use of the problem-based learning (PBL) model packed into the game of thematic snake staircase (ULTAMET) becomes one of the options to enhance the mathematical understanding of the learners. Problem-based learning, packed into the game of snake staircase," is learning that focuses on fun problem-solving activities. The purpose of this action research in general is to improve the quality of the learning process in the classroom, and the aim of this action research is to know how problem-based learning based on the game Snake Staircase can improve the mathematical understanding of students in class 3B SDN 096 Sarijadi Selatan. This class action study uses Kemmis and McTaggart designs that have four stages in the implementation of class action research: planning, action, observation, and reflection. The instruments used include mathematical understanding tests and guidelines for the observation of student learning activities. Based on the results of the action of three cycles, it was shown that: 1) the problem-based learning model based on the game of snake stairs can improve the understanding of students of class 3B SDN 096 Sarijadi Selatan; 2) on the basis of the N-gain test results, the improvement in the mathematical understanding of learners by 83.13% was effectively interpreted, and the learning activity of students continued to improve in each cycle and reached 86% with excellent categories. Based on the findings of this study, it was concluded that the mathematical understanding of students in class 3B SDN 096 Sarijadi Selatan increased after learning using a problem-based learning model based on a game of snake stairs.

Gamified flipped classroom as a pedagogical strategy in higher education: From a systematic vision

The gamified flipped classroom is a pedagogical strategy that combines the principles of the flipped classroom model with gamification elements to improve the learning experience in higher education. From a systematic vision, this strategy is based on careful planning and the integration of different components to achieve a motivating and effective learning environment. First of all, the flipped classroom model implies that students acquire basic concepts outside of the classroom, through resources such as videos, readings or interactive materials. Then, in the classroom, time is spent applying those concepts through hands-on activities, discussion, and collaboration. This investment of class time allows students to work more actively and deeply with the contents, favoring the understanding and application of knowledge. On the other hand, gamification refers to the application of game elements and principles in the educational context. This includes the use of challenges, rewards, competitions, and immediate feedback to motivate students and encourage their engagement in learning. Gamification also promotes active participation, collaboration, and problem solving, which improves knowledge retention and the learning experience. By combining the flipped classroom with gamification, a dynamic and stimulating learning environment is created in higher education. Students have the opportunity to explore concepts on their own, before class, allowing them to arrive prepared and ready to more actively participate in classroom activities. In addition, gamification adds a playful and competitive element that motivates students to push themselves and improve themselves. From a systematic view, the gamified flipped classroom requires careful content planning, the appropriate selection of digital tools, and the design of challenging and meaningful activities. It also involves continuous assessment to measure student progress and adjust strategies accordingly.