Problem Solving Skills Of Students Research Articles

Analysis of Student Problem-Solving Skills on Static Fluid Topics

Abstract Finding high school students’ Problem-Solving Skills (PSS) on static fluid is the aim of this study. A sample of 125 students from a high school in East Java, Indonesia, was employed in this quantitative study employing a survey methodology. The Problem-Solving Skills Test (Cronbarch’s Alpha reliability of 0.66), which consists of six essay questions with a scoring range of 1 to 5, was used to collect the study data. The research data was analyzed using descriptive statistics. The average PSS of the students according to the research results was 20.54 with the conversion of the PSS Test score to a scale of 0-100, placing them in the beginner category. According to the PSS indicators, the rank of students from highest to lowest level is Useful Description, Specific Application of Physics, Mathematical Procedures, Physics Approach, and Logical Progression. Students find that Archimedes’ Law, Pascal’s Law, and Hydrostatic Pressure are the most difficult static fluid subtopic to go through. It is highly recommended that learning methods that can support students’ problem-solving skills, such as project-based learning in conjunction with Science, Technology, Engineering, Art, and Mathematics (STEAM), provide them with the skills to use logic in their thinking when solving problems.

Evaluating the Impact of the Kampus Mengajar Program on Problem-Solving Skills in Primary School Teacher Education Students

Problem-solving is an essential skill for students, necessary for both acquiring knowledge and preparing for future challenges. The Kampus Mengajar Program, part of the MBKM (Independent Learning Independent Campus) initiative by the Directorate General of Higher Education, aims to enhance students’ soft and hard skills, including problem-solving abilities. This study investigates the impact of the Kampus Mengajar Program on the problem-solving skills of Primary School Teacher Education students. This qualitative research focused on students from the Primary School Teacher Education program at Riau University who participated in the Kampus Mengajar Program Batch 3. Data were collected through case studies, with participants' problem-solving abilities being the primary focus. Descriptive analysis was used to present the findings. The findings revealed that the Kampus Mengajar Program had a positive impact on students' problem-solving skills. Through this program, students were able to develop their soft skills, particularly problem-solving, by engaging in real-world teaching experiences and addressing challenges in primary school education. The Kampus Mengajar Program provided a practical platform for students to apply theoretical knowledge in real-world contexts, thereby enhancing their ability to analyze and solve problems. This hands-on experience proved effective in improving the students' problem-solving abilities, making it a valuable component of their teacher education. The Kampus Mengajar Program significantly contributed to the development of problem-solving skills in Primary School Teacher Education students, offering an effective approach to enhance both their soft and hard skills through practical, real-world engagement.

Development of domino media to improve problem solving and mathematical communication for Islamic boarding school students

Mathematical problem solving and communication skills are important factors in learning mathematics. Therefore, it is necessary to develop learning media, especially in Islamic boarding school curricula where the learning load is greater than the regular curriculum. On this basis, the aim of this research is to develop domino card media to improve problem solving and mathematical communication skills of Islamic boarding school students. Development was carried out at Al-Izzah IIBS Batu Middle School, Malang, using the ADDIE model. Data obtained from documents, observations, questionnaires and tests were analyzed using qualitative and quantitative approaches. Based on the results of the validation analysis, the domino card media was declared valid from the aspects of design, material, curriculum, consistency, language, practicality, problem solving development and mathematical communication. Meanwhile, the effectiveness of using domino card media in learning is classified as effective, if seen from the results of the problem solving ability test with an N-Gain score of 76.79%, and the results of the mathematical communication ability test with an N-Gain score of 61.79%. Many factors cause this non-optimality, including a lack of mathematics lesson hours, a busy lesson schedule that is less suited to conditions, many demands on students, and the learning load in the curriculum.

Kesan Penggunaan Teknologi Realiti Terimbuh Terhadap Pencapaian Akademik Pelajar : Sebuah Kajian Literatur Sistematik

The use of technological elements in education has become one of the elements of learning in the 21st century (21st Century Learning) Incorporated Augmented Reality is one of the branches of technology that is increasingly being applied in education. Augmented Reality is a technology that applies virtual information to the physical world in a three-dimensional form, which produces an interactive and comprehensive experience for the user. The highlighting objective of this systematic study is to identify the use of Augmented Reality applications in education and its impact on student academic achievement. The methodology of this study is based on online research highlighting from databases such as Scopus and Web of Science (WOS). The keywords used in the search are Augmented Reality in education, impact, learning, and academic achievement. This systematic study highlighted the use of augmented reality in a range of primary education level up to tertiary education level in learning fields, such as language studies, science, mathematics, and higher education. The study also found that the application of augmented reality can help improve student visualization skills, student problem-solving skills and help improve students' academic achievement. This aided researchers and educators to use the augmented reality application in education, while also providing future study related to the implementation of augmented reality and appropriate learning strategies for effective use of augmented reality technologies. The study also found that both teachers and also students have positive perception towards the use of augmented reality applications in learning process.

Improvement of Students' Problem-Solving Skill on Physics Learning: A Meta-Analysis

Problem-solving skills can be realised by not necessarily depending only on how much students' maturity level is, but also on the problems they experience directly. This study looked into how students' problem-solving skills may be improved in physics learning by paying attention to the level of education, models, media, and learning topics used. This study employs a meta-analysis of 14 scientific publications on student problem-solving skills in physics education, with a focus on articles that were published between 2017 and 2022, accepted by Scopus and SINTA, employing quasi-experimental research designs, satisfying the statistical data requirements for calculating effect sizes, and providing details on the subjects, media, learning models, and educational level in physics education. The data analysis approach was executed using the VOSviewer tool for bibliometric analysis and effect size estimates for metadata analysis. According to the meta-analysis results, students' physics learning outcomes would greatly benefit from exercising their problem-solving abilities, with an average effect size of 1.29 and an influence of 88%. Using the Project-Based Learning (PjBL) learning model in high schools, together with student worksheet learning materials on heat energy, would significantly enhance students' problem-solving abilities in physics classes. This meta-analysis study intends to provide teachers with a standard to measure their choices of models, media, and lesson subjects to improve their students' ability to solve problems when studying physics.

The Effect of The Modified Solve It! Strategy on The Mathematical Problem Solving Skills of Students with Learning Difficulties

The study aimed to find the following: a) The effect of the Modified Solve It! Strategy on the problem solving skills of students with learning difficulties for transformation problems with one step addition and subtraction problems, b) The effect of the strategy on the generalization of their problem solving skills to comparison problems with one step addition and subtraction problems, c) Whether the students were able to use the cognitive and metacognitive skills after the instruction of the Modified Solve It! Strategy, d) The views of the students and families on the Modified Solve It! Strategy. The study was conducted in the Sincan borough of Ankara with three students with learning difficulties. The multiple probe design was used in the study. The data which was obtained was analyzed using graphics. As a result of the research, it was seen that the Modified Solve It! Strategy applied to students with learning disabilities was effective in solving mathematical problems of students.

Business student problem-solving skills and e-learning management in Malaysia: mediating role of student psychological motivation and peer collaboration

PurposeE-learning has demonstrated its value as a powerful tool for enhancing students' educational experience. This paper uses a quantitative approach to examine the impact of students' cognitive problem-solving skills on their e-learning management ability. In addition, it investigates the parallel mediation role of student psychological motivation and peer collaboration. Moreover, the moderating role of gender was examined to identify the difference in e-learning management ability among male and female students.Design/methodology/approachData were collected from 214 Malaysian business students using an online survey. For the analysis, the researcher utilized both SPSS and a SMART PLS software.FindingsThe results show that cognitive problem-solving skills directly impact student e-learning management. Moreover, psychological motivation and peer collaboration mediate the relationship between cognitive problem-solving and student e-learning management. The study's results reported that female students' psychological motivation is higher than males in managing their e-learning environment. The study found that an e-learning environment helps students develop cognitive problem-solving skills, and students can manage their e-learning independently.Originality/valueThe COVID-19 pandemic in 2020 worldwide has shifted the educational system from a traditional approach to an online context. There is a lack of studies examining students' cognitive problem-solving skills, their ability to manage e-learning and investigating gender differences. The findings reported here are novel in the context of Malaysia. Little evidence exists about the impact of problem-solving among business students on e-learning management ability while providing insight into gender differences.

Stacking-Racking Analysis: Improving Physics Students' Problem-Solving Skills with ECIRR Learning Model and a Metacognitive Approach

A preliminary study highlights the persistent challenge of low problem-solving skills among 21st-century students. Therefore, this study examines the ECIRR learning model with a metacognitive approach to improve students' problem-solving skills in static fluid material. The method of this study is quasi-experimental with a one-group pretest-posttest design, enrolling 33 students from class XI at a public high school in Subang City. The Static Fluids Problem Solving Test (SPRING) instrument is used to collect data, which will then be analyzed using the stacking-racking technique. The results showed that ECIRR model learning with a metacognitive approach significantly improved students' problem-solving skills by 2.66 on the logit scale in the moderate category. The highest increase in problem-solving skills was on the plan a solution indicator, and the lowest was on the visualize the problem indicator. The decrease in the level of difficulty of the SPRING instrument indicates that learning has a positive impact. Thus, ECIRR model learning with a metacognitive approach can improve student problem-solving skills in a static fluid material. This study can be strengthened by using a control class to compare the results obtained in the control and experimental groups so that the effectiveness of the intervention can be determined objectively.

Industrial Based Learning for Improving Problem Solving Skill for Technical Workforce Labour

Objective: The research aims to develop the industrial based learning in vocational diploma program improving problem solving skill and actual work in the workplace, assess the problem solving skill of students, evaluate the efficiency of learning of the industrial based learning in vocational diploma program for actual work in the workplace, analyze advanced abilities of students, evaluate the industrial requirements for project workpieces of students and evaluate student’s achievement. Method: Experimental research model followed IBL integrated with ADDIE with MIAP and questioning teaching method and 7 steps of problem based learning: PBL that comprise of determination of population and sampling group, competency creation and topic analysis and creation of research tools. Results and Discussion: Industrial based learning improve problem solving skill for technical workforce labour, the efficiency of IBL were above 80/80 established criteria. The advanced abilities increased more than before learning and abilities that met their requirements, the project workpieces were good level. Originality/Value: Industrial based learning was applied Phradabos school and other school which implement diploma program, improved problem solving skill of Phradabos students which is necessary skill for workforce labour.

COMBINATION OF ETHNOMATHEMATICS AND THE MOZART EFFECT TO IMPROVE PROBLEM-SOLVING SKILLS AND MATHEMATICAL DISPOSITION

The background of this research is that student learning outcomes in analytical geometry lecture during the transition from pandemic to Covid-19 endemic are still low, which is due to a lack of student interest in learning, and they are still accustomed to online learning, thus having an impact on their low problem-solving skills and mathematical disposition. This research aims to determine to what extent the implementation of ethnomathematics and the Mozart effect can improve students' problem-solving skills and mathematical disposition in analytical geometry lecture during the transition from pandemic to endemic COVID-19, so the research is important to do. The implementation of ethnomathematics and the Mozart effect in mathematics learning is unique because it is a combination of learning approaches that have never been used before in Indonesia and other countries. The research method used was a quasi-experimental non-equivalent control group design because this research was experimental and sample determination was not carried out randomly, but using purposive sampling technique on the second-semester students of the mathematics undergraduate program, Faculty of Mathematics and Natural Sciences, Universitas Padjadjaran. The instruments used in this study were problem-solving skills test, mathematical disposition scale, and students’ attitude questionnaire toward learning with the implementation of ethnomathematics and the Mozart effect. The results showed that: (1) problem-solving skills of students who received learning by implementing ethnomathematics and the Mozart effect are better than students who achieved direct instruction; (2) mathematical disposition of students who received learning by implementing ethnomathematics and the Mozart effect is better than students who achieved direct instruction; and (3) students are interested and motivated to learn mathematics by implementing ethnomathematics and the Mozart effect. This research concludes that the implementation of ethnomathematics and the Mozart effect can improve students' problem-solving skills and mathematical disposition in analytical geometry lecture during the transition period from the pandemic to endemic COVID-19. It can be seen from good average post test scores achieved by students.

Analysis of Student Problem-Solving Skills in XI Class Biology Learning at State Senior High Schools Sleman Regency

Problem-solving skills are considered essential for students to have because they can help students make appropriate, careful, systematic, logical decisions and weigh various viewpoints. High school students must have problem-solving skills because biology subjects are developed through analytical, inductive, and deductive thinking to solve problems related to nature. This research aims to determine students' problem-solving skills in class XI biology learning at State High Schools in Sleman Regency. This research is a type of descriptive research using a survey approach. The population in this study were all Sleman Regency State High Schools, namely 17 schools with a sample of 9 schools so the subjects in this study were 249 students. Research subjects were selected using probability sampling with cluster sampling techniques. The data collection technique uses tests in the form of problem-solving questions. The results of the research show that the level of problem-solving skills of class XI students at state SMA Sleman Regency was in the medium category with a percentage of 43.21%. The percentage of each indicator, namely understanding the problem, is 65.8% in the capable category, evaluating alternatives is 37% in the less category, and creating a problem-solving plan is 29% in the less category.

The Analysis of Students’ Problem-Solving Skills About Temperature and Heat

This journal reviews students' problem-solving skills after participating in a problem-solving-based learning process. This study aims to determine the student's problem-solving skills and social students who follow a cross-interest program in physics. The study utilized a quantitative approach with descriptive methods and a one-group pretest-posttest research design. The research subjects were 29 students in class X Social 4 at SMAN Sambungmacan, Sragen. In this study, students were asked to complete four question descriptions after studying temperature and heat material. Student problem-solving results were analyzed using a point system. The average and percentage of student achievement were calculated for each problem and its stages of problem-solving. Analysis of problem-solving skills data revealed that the average percentage of students' problem-solving skills reached 65.3%. Based on data analysis and results, all students' problem-solving abilities have improved since the pretest. It is hoped that students will continue to be accustomed to solving problems using the stages of problem-solving in the future.

Students-staff classroom co-creation as model of employability skills development in a Nigerian university

PurposeThe paper explored students-staff classroom co-creation and students' involvement in out-of-class engagements as means of fostering employability skills in higher education institutions (HEIs). The paper aimed to present an alternative but equally effective means that HEIs can leverage to foster relevant 21st Century employability skills among undergraduates using day-to-day in-class and out-of-class activities and other non-formal campus activities.Design/methodology/approachThe study adopted descriptive survey design. A total of 350 undergraduates who participate in out-of-class activities were purposively selected from seven (7) faculties. An instrument designed by the author was used to gather data for the study. The instrument was subjected to Cronbach Alpha analysis for item-by-item consistency and it yielded the reliability co-efficient of 0.88. Data collected from the respondents were analyzed using descriptive statistics of frequency count, mean and standard deviation.FindingsInteractive classrooms, where students and lecturers co-create to provide solutions to problems enhance students' self-esteem, problem solving, analytical, communication and leadership skills amongst others. It was also found that students who got involved in one or more out-of-class activity on campus acquire specific competencies such as networking, collaboration, communication, leadership, multidisciplinary thinking, etc.Research limitations/implicationsDue to a limited sample size, it might be inappropriate to generalize findings. Researchers are encouraged to test this proposition further.Practical implicationsThe paper highlights the need for HEIs to leverage student-staff co-creation and out-of-class engagement in their bid to produce employable graduates.Originality/valueThis paper clearly presents alternative but effective means of fostering employability in HEIs.

A Proposed Educational Program Based on Project-Based Learning (PBL) for Teaching Home Economics and its Impact on Developing Creative Thinking and Problem-solving Skills of Third-grade Intermediate Female Students

This study examined the effectiveness of using project-based learning (PBL) for the teaching of home economics and determine its impact on the development of students’ creative thinking and problem-solving skills. To achieve the objectives of the study, the researchers used the quasi-experimental approach. Pre- and post-intervention tests were conducted with two (experimental and control) groups of third-grade intermediate female students. Two tests were administered: one to test the students’ creative thinking skills, and the other to test their problem-solving skills. The control group were taught a home economics unit by conventional teaching methods; the experimental group were taught using the PBL approach. The following materials and tools have been prepared by the researchers: a proposed educational program based on project-based learning (PBL), a test of creative thinking skills, and a test of problem-solving skills. The findings revealed that there were statistical differences (0.05) between the mean scores for the pre-PBL and post-PBL tests, indicating that PBL significantly improved the students’ creative thinking and problem-solving skills. Several recommendations and suggestions are offered based on the findings.

Development of Lighting System Simulator Student Worksheet to Improve CPS Skills of Vocational Students

This research aims to develop and test the feasibility of the student worksheet lighting system to improve collaborative problem solving (CPS) skills of vocational students. This research method used research and development with the 4D model consists of stages, namely Define, Design, Develop, and Disseminate. The developmental research was conducted at class XI Vocational High School Muhammadiyah 1 Bambanglipuro, with teachers and students as the research subjects. Techniques in collecting data in this study used interviews, questionnaires, and documentation. This research instrument used consists of interview sheets, validation sheets for material experts and media experts, and student response questionnaires. Data analysis techniques use quantitative descriptive. The results of this research and development obtained student worksheet lighting system products that can improve CPS skills. The final results of the feasibility of the student worksheet information system show the following numbers: 90% by material experts, 83% by media experts so that they are included in the "Very Feasible" category. The results of student responses in trials and usage trials get a figure of 86% in product trials and 87% in usage trials, so it is included in the "Very Feasible" category. Based on these results, the student worksheet lighting system developed can be said to be suitable for use as teaching materials in schools.

Enhancing students’ creativity in problem-solving through online reading-concept mapping-group investigation

Enhancement of students’ creativity and problem-solving is essential to science education. The learning accentuating students’ interaction to generate creative ideas becomes the ideal forum for developing those two skills. This study aims to amplify the current understanding of the effects of readingconcept mapping (Remap)–cooperative learning on college students’ creative and problem-solving skills. For cooperative learning, we used group investigation (GI). This study involved 60 college students from three Biology Education classes. Further, each class consists of 20 students with Remap-GI, GI, and conventional learning. The analysis results suggested that the creativity and problem-solving skills of students from all classes increased, with the most significant increase observed in students attending Remap-GI class which also presented substantial differences from the other two classes. In conclusion, GI presents positive effects in enhancing prospective teachers’ skills. However, an additional structured program (Remap) is still required to improve the future teachers’ contribution to their group.

The Development of Quizziz Assisted Think-Talk-Write Approach Teaching Materials to Improve Students Problem Solving Skills on Social Arithmetic

The development of this research was driven by the low academic achievement of high school students in the field of social arithmetic. This study aims to develop teaching materials through a test-assisted think-speak-write approach to improve problem-solving skills. The type of research used is development research with the 4D development model (Define, Design, Develop, Dissemination). Research using this model is limited to stage 3 (define, design, develop) due to limited research time. The object of this study was students of class VII at Al-Fatih KBB integrated college with data analysis techniques using descriptive qualitative techniques. Data was collected and then analyzed using Microsoft Excel. Results shows that the feasibility of teaching materials can be seen from the results of the evaluator's assessment, small-scale tests and large-scale tests. At 91% and 95% in the "Very Decent" category. Thus the student response to teaching materials has developed with a percentage of 82% and 84% are in the "Very Realistic" category. The limitations encountered in the development of educational materials are supported by the quizizz application. Study time is limited and school facilities are very inadequate to carry out learning in the classroom. Learning by using teaching materials media assisted by the quizizz application can be used and can be developed by the teacher on ongoing basis with different materials and themes.

The Effect of Problem Based Learning Approach in Enhancing Problem Solving Skills in Chemistry Education: A Systematic Review

Chemistry is a scientific discipline that is often considered difficult because students struggle to solve contextual and open-ended problems, mainly due to a poor understanding of scientific concepts related to the problem. To fully grasp the concepts in chemistry, students must develop the ability to solve real-life problems. Problem-solving skills are applied in many aspects of life, making them crucial for the 21st century. Problem-based learning (PBL) is an effective method for improving students’ problem-solving skills. This study aims to outline how the PBL approach enhances students’ problem-solving skills, specifically in the context of chemistry education. The sixteen research articles reviewed in this paper were collected from well-known databases such as ERIC, SCOPUS, and Google Scholar. Systematic literature review (SLR) is the method used in this review. This review provides evidence that PBL can enhance problem-solving skills in chemistry education. All research articles have shown that PBL has a significantly positive effect on the problem-solving skills of students. Seven out of sixteen articles have provided insights into the design and framework of PBL implementation. The researcher recommends conducting more studies in all areas of chemistry to provide clear guidance on incorporating PBL. The researcher also recommends using mobile technologies to integrate PBL in a stimulating manner, such as by developing a mobile application to aid in the instructional process. Proper insights into the effectiveness of implementing PBL to enhance problem-solving skills in chemistry, as well as the integration of PBL into the instructional process, are necessary. This will aid teachers and lecturers in planning their lessons, which is why this systematic review is needed.

Computational and Problem-Solving Skills in Mathematics of AIMS Students

Life is an arena of problems. A human child has to meet and solve problems as he grows; problems on his physical surroundings, his intellectual associations, and in his social contacts. These dilemmas grow in number and complexity as we age. His success in life is, in large measure, determined by the capacity and competence to solve them. Mathematics is a subject of problems and studying Mathematics is different from studying other subjects because it is learned by doing and solving boundless problems. For this reason, the efficiency and ability in solving problems are guarantees for success in learning this kind of subject. The researchers, being Mathematics instructors, observed that the students find difficulty in solving Mathematics problems. The researchers generally identified the salient reasons for this kind of conflict namely: poor background in algebra, poor verbal and contextual understanding, and poor logical ability. Conclusively, a direct relationship can be inferred between the problem-solving skills of students and the salient factors affecting the specified ability. From this observation, the researchers want to conduct an immediate action in order to quench this growing phenomenon. Seventy-five (75) or 63.0% of the respondents are graduates of private schools while 44 or 37.0% are graduates of public schools. On computational skills, the respondents can perform the four basic operations in real numbers, apply the properties of equalities of real numbers as well and derive formulas from a given equation. On problem solving skills, the result indicates that respondents are not good in problem solving which involves plane and solid figure. Recommendations were arrived at to enhance the computational and problem-solving skills of the students.

Membangun Lingkungan Belajar Menyenangkan untuk Mengatasi Kecemasan Matematika dan Meningkatkan Keterlibatan Siswa Kelas I SD Sekolah XYZ Jakarta

This research aims to explore the use of Math Centers as a enjoyable learning environment to address mathematics anxiety and improve engagement in 1st-grade students at XYZ Elementary School. Mathematics plays a crucial role in the elementary education curriculum, contributing significantly to the development of logical understanding and problem-solving skills for students. However, the high level of mathematics anxiety and low student engagement pose challenges in the early learning process. This qualitative research involved one 1st-grade class with 20 students as the research subjects. Data were collected through classroom observations, test results, and interviews with both teachers and students. The findings indicate that 1st-grade students participating in Math Centers exhibit low mathematics anxiety and active engagement in the classroom. Students also tend to enjoy mathematics lessons in the Math Centers setting compared to regular classes. The varied activities provided in Math Centers make mathematics no longer perceived as a dull and intimidating subject. The implementation of Math Centers at XYZ Elementary School will be carried out regularly every Friday to sustain students' interest in mathematics, reduce anxiety, and motivate them to actively participate in the learning process.