Problem Solving Skills Of Students Research Articles

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.

Development of Problem Based Learning Collaborative (PBL-C) Physics E-Worksheet to Improve Student Problem Solving and Collaboration Skills

Problem-solving skills are needed in the 21st century because, in life, humans will always be faced with problems. One way to solve the problem is through collaboration. This research was done with the purpose of improving students' problem-solving and collaboration skills through problem-based learning e-worksheets. This method in research was research and development through the model by ADDIE (analysis, design, development, implementation, and evaluation). The analysis carried out on development is one of validity and practicality. At the implementation stage, problem-based learning e-worksheets were tested in schools to determine the e-worksheets effectiveness. The design in research used was the one-group pretest-posttest design. The research results obtained were: 1) PBL-C physics e-worksheets that were developed fall into the category of valid and practical; 2) PBL-C physics e-worksheets are effective for use in learning to increase problem-solving skills and collaboration of students.

Breaking Ground in Skill Assessment: The Construction and Validation of a Problem-Solving Scale for University Students

Students today is expected to possess 21st-century skills, one of which is Problem Solving Skills (PSS). The importance of mastering this skill needs to be accompanied by the availability of a measuring tool. This research addresses this need by developing and validating the Problem-Solving Skill Scale. The development of this scale is focused on guidance and counseling students. The research and development of this instrument follow the educational design research method according to Plomp and Nieveen. Four hundred students were involved to test the construct validity. Problem-solving skills were measured based on three aspects: (1) Problem-Solving Confidence, (2) Approach-Avoidance Style, (3) Personal Control. Data were analyzed using the Rasch model by the WinSteps software. The research results describe the instrument's quality, the person-item interaction , the item difficulty level (item measures), fit and misfit items, and the distribution of respondents' abilities and the distribution of item levels on the same scale, and the scale’s ability to measure what it intends to measure. The Rasch analysis results show that the PSS Scale is good, precise, and has item fit with the model. The PSS Scale is a valid and reliable measuring tool for accurately measuring students' problem-solving skills. This research discusses implications and recommendations for further research efforts to facilitate the improvement of problem-solving skills in students using this measurement tool.

Evidence-based practices: using the touch points strategy to teach single-digit addition to students with ASD

An ever-growing number of students are being diagnosed with Autism Spectrum Disorder (ASD) in Saudi Arabian schools, creating a need for highly effective, research-based strategies for teaching mathematics. However, current research on such strategies is limited. Nevertheless, several studies, including those by Wisniewski and Smith (2002) and Scott (1993), have found the touch-point strategy effective in developing and retaining single-digit addition and mathematical problem-solving skills in students with disabilities, as well as in retaining addition skills among students with ASD. The researchers conducted single-subject research using a reversal design (A-B-A-B) to determine the intervention’s effect on three students with ASD as the main data source. Additionally, an interview with the math teacher of these participants was conducted to gather more in-depth data, which helped explore the effectiveness and challenges of using the touch-point strategy in teaching math addition facts to Saudi students with ASD. Significant improvements in computation and acquisition rate were noted among all participants when the strategy was used to solve single-digit addition problems. Two major themes emerged from the analysis of the interview data: the need for resources to teach the strategy and challenges in implementing the touch-point strategy across the whole class, given the individual needs of each student.

Realist hands-on learning approach and its contributions to learners’ conceptual understanding and problem-solving skills on solid geometry

This study aimed to examine the application of a realist hands-on learning approach and its contributions to optimizing the solid geometry conceptual understanding and problem-solving skills of students. It employed a non-equivalent pre-/post-test quasi-experimental research design. The results showed that there was a statistically significant mean difference between the intervention group and the comparison group, with an effect size of d=.825 for the students’ solid geometry conceptual understanding and d=.930 for the students’ problem-solving skills. Furthermore, a strong correlation was observed between students’ conceptual understanding and problem-solving skills in solid geometry, with an r<sup>2</sup> of .6413. These indicate that the use of a realist hands-on approach positively contributes to optimizing learners’ conceptual understanding and problem-solving skills. It also provides contextually relevant learning opportunities; therefore, it is recommended that teachers and concerned bodies employ a realist hands-on approach to make solid geometry learning concrete and practical.

Digital Games in Education: An Interdisciplinary View

Digital games have emerged as a promising tool in educational settings, offering engaging and interactive experiences that improve student motivation and learning outcomes. This paper explores the interdisciplinary nature of the use of digital games in education, highlighting their potential impact across disciplines and subject areas. Drawing on literature from fields such as psychology, education, computer science, and game design, we examine the key elements of game-based learning, including serious games, gamification, game mechanisms, and player experience. We also discuss the criteria for selecting games in educational contexts and provide practical recommendations for finding and modifying games to meet specific learning objectives. We also provide examples of games that can be used effectively across disciplines, including science, mathematics, computer science, and social science. Through this interdisciplinary lens, we emphasize the importance of integrating digital games into educational practices to foster student engagement, critical thinking, problem solving, and collaboration skills. By embracing the potential of digital games, educators can harness their transformative power to create dynamic and immersive learning environments that prepare students for the challenges of the 21st century.

Accelerating Preservice Elementary School Teacher Students Problem Solving Skills through Online Case Study Discussion (OCSD)

Accelerating Preservice Elementary School Teacher Students Problem Solving Skills through Online Case Study Discussion (OCSD)

Problem-Solving Proficiency Profile in Problem-Based Learning Model for Eighth-Grade Students on the Subject of Pressure in Matter

The Problem Based Learning (PBL) model is considered as one of the effective approaches to develop problem-solving skills in students. Hence, the purpose of this study is to assess the problem-solving abilities of eighth-grade students in SMPN 3 Samarinda using the PBL model. The research design employed in this study is descriptive quantitative. The data collection took place at SMPN 3 Samarinda with a total sample of 26 class VIII students. This research yielded the finding that the ability to solve problems for the indicator of understanding the problem reaches 73.50%, then the indicator of making plans obtains the proportion of 49.15%, then the indicator of carrying out the plan 40.17% and finally the indicator of re-examination is obtained 37.18%. So that the average proportion of all indicators capable of solving problems is 50%, this proportion is included in the sufficient category. In accordance with these findings, it can be interpreted that more science material is needed which is taught using the PBL model so that the profile of the problem-solving skills of the students can be better

ЗАСТОСУВАННЯ ІНФОРМАЦІЙНИХ ТА КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ ДЛЯ АКТИВІЗАЦІЇ ПІЗНАВАЛЬНОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ ПРИ ВИВЧЕННІ АСТРОНОМІЇ

In the context of the active development of telecommunications, multimedia and information systems, as well as the process of modernization of higher education in Ukraine, the use of information and communication technologies in astronomy classes becomes important. In the modern education system, there is a need to review and update outdated methods, techniques, and forms of education, especially in view of the widespread use of information and communication technologies. This need is due to the transition to a more active use of technologies to transfer information and support interaction between teachers and students, especially in the context of open and distance education systems. the introduction of new educational technologies, in particular ICT, provides a flexible and diverse set of technological tools, promotes problem-solving skills in students, provides an opportunity to develop critical thinking and effective information processing skills, encourages active independent, autonomous, and joint study of astronomy, motivates and facilitates the study of science, enhances teacher training.

Learning Management System Satisfaction and Problem-Solving Skills in Mathematics of Grade 11 Students

Almost all schools needed to adapt and sign up for a learning management system (LMS), which will help them manage students' outputs, provide learning materials, and communicate in a virtual classroom. Numerous studies also showed that the problem-solving skills of students are declining. This study was conducted to determine if there was a domain in LMS satisfaction that significantly influenced the problem-solving skills in Mathematics of Grade 11 students. It also determined the level of LMS satisfaction and the level of problem-solving skills and if there was a significant relationship between the two variables. The researcher has utilized a descriptive correlation non-experimental method in quantitative research in a sample of 102 respondents using stratified random sampling. An adapted and researcher-made questionnaire was given to the respondents. In addition, mean, Pearson-r, and linear regression were the statistical tools employed. Results showed that the level of LMS satisfaction and the problem-solving skills of the students were very high and always evident. Two variables had a significant moderate correlation, and communication quality and overall satisfaction significantly influenced their problem-solving skills. Students believe that LMS gives them accurate and complete mathematics content which allows them to perform well in solving problems in Mathematics. Teachers should continuously help students in using LMS for them to maintain their high problem-solving skills.

Application of Problem-Based Learning in Biotechnology Learning Contains Local Potential Jruek Drien Aceh to Improve Problem-Solving and Self-Directed Learning Skills of High School Students

Mastery of 21st-century skills by students is very dependent on the education and learning process. This research aims to measure the increase in students' problem-solving and self-directed learning skills. One of the biotechnology lessons that highlights the local potential of Aceh's Jrek Drien which can be a solution to overcome this problem. The research method used was quasi-experimental with a nonequivalent control group design. The population in this study was class X (Ten) students with a research sample of two classes, experimental and control classes, the research sample was determined based on convenience sampling. Data collection instruments used a problem-solving skills description test and a self-rating scale self-directed learning (SRSSDL) questionnaire. The results of the research showed that students' problem-solving skills increased with an average gain score for the experimental group of 22.44, while for the control group, it was 15.00 with the N-gain score for the experimental group being in the medium category and the control group being in the medium category of 0.320. Meanwhile, the students' self-directed learning ability obtained an average score of 81.61 for the experimental group and 79.12 for the control group. Students showed a positive response to the implementation of problem-based learning containing the local potential of Jrek Drien in the good category. Based on the research findings and results, it is stated that there is a significant difference in the increase in learning outcomes of students' problem-solving skills and self-directed learning between the experimental and control classes

Development Perspectives of German Language Teaching for Special Purposes: Exemplary Teaching Practices in Academic Lessons in Greece

The development of German language teaching for special purposes has seen several advancements in recent years, with the incorporation of innovative teaching practices to enhance the learning experience for students. Here are a few exemplary teaching practices in this field. The aim of the paper was to present basic aspects of teaching German language for special purposes. The methodology of the paper was a case-study in undergraduate courses for German, technical terminology at the University of Ioannina, (Greece), as well as in National and Kapodistrian University of Athens (Greece) that resulted in that though the empirical approach of teaching German, the understanding of technical terminology in academic undergraduate courses arose. The findings could suggest that a better understanding of technical terminology can improve students' language proficiency and communication skills, making them more competitive in their academic and professional pursuits. This can lead to improved academic performance, better job opportunities, and increased success in their chosen fields. The necessity to enrich and redesign the curriculum to meet new professional and academic requirements indicates that the current curriculum is lacking in terms of addressing the needs of students in the modern world. This point could be expanded upon by discussing specific ways in which the curriculum can be updated, such as the inclusion of more technology-related content, project-based assignments, and collaboration with industry professionals. Changes in the curriculum and teaching practices can impact the future of education by better preparing students for the evolving demands of their respective fields. By integrating innovative teaching practices, educators can create more engaging and dynamic learning environments, which can foster creativity, critical thinking, and problem-solving skills in students. This can ultimately lead to a more skilled and adaptable workforce that is better equipped to succeed in a rapidly changing world.

Validity of Teaching Modules with Problem-Based Learning (PBL) Model Assisted by E-Book to Improve Problem-Solving Skills on Renewable Energy Material and Implementation of Independent Learning Curriculum

Problem-solving skills are an important basic competency in 21st-century learning through the Merdeka Belajar Curriculum. However, the problem-solving skills of students in Indonesia are still low. Therefore, an effective learning model is needed to improve problem-solving skills, one of which is through the development of teaching modules. This study aims to develop teaching modules based on Problem-Based Learning (PBL) assisted by e-books to improve the problem-solving skills of grade X high school students based on content, construct, and language feasibility. This research uses a development approach with the 4D model, which includes the stages of Define, Design, Develop, and Disseminate. However, this research only focuses on the development stage (Develop) by conducting module validation. The validation was conducted by three validators, namely educational expert lecturers and material expert lecturers. The results showed that the PBL-based teaching module to improve problem-solving skills had met the validity criteria regarding content, construct, and language. By using the mode value, a value of 4 and a validity percentage of 100% were obtained with a very valid category. Therefore, the teaching module developed is suitable for use in trials on students in the learning process to improve problem-solving skills.

The Effect Size of Implementing Physics Textbook Using Multimodal Representations

This study aims to determine the effect size of implementing a physics textbook developed using multimodal representations to enhance the cognitive abilities and problem-solving skills of students. The research was conducted in one of the high schools in Bandung city with a sample size of 69 students. The sampling technique used was the class random technique. The sample was divided into two groups: the control group and the experimental group. In the control group, students learned using their regular textbooks, while in the experimental group, they used the textbook developed using multimodal representations and the Rosengrant problem-solving stages. The implementation of the textbooks in both the control and experimental groups was conducted using the PQ4R method (Preview, Question, Read, Reflect, Recite, Review) to focus the results solely on the influence of the textbooks. The results obtained indicate that the implementation of the developed textbook in this study had a significant impact on the cognitive abilities and problem-solving skills of the students.

Junior High School Students’ Problem Solving Skill: PBL-STEM Model Implementation

Problem solving skills (PSS) are one of the 21st century skills, but the problems encountered show that students' PSS in science learning are still low, using the PBL model with the STEM approach could be a solution to the students’ problems. So, that the purpose of this study was to determine the effect of applying the PBL model with STEM approach to students' PSS. The method used in this research is quasi experimental method with one group pre-test-post-test design. The research population was students of class VIIA at a SMPN in Jombang. The instrument used was in the form of multiple choice questions with reference to PSS indicators, the data obtained is processed statistically and the results are analysed using n-gain calculations. Based on the results of the analysis, it can be concluded that the application of the PBL model with the STEM approach has an effect on the PSS of students in the moderate n-gain category, when viewed from the PSS indicator, the problem identification indicator gets the highest average of 94% followed by the indicator of setting goals, formulating solutions, and implementing solutions with an average of 72%, and result evaluation indicator with the lowest average of 66%.

Analisis Penggunaan Game Edukasi Wordwall Pada Pelajaran IPS Terhadap Kemampuan Pemecahan Masalah Siswa Kelas IV SD

This research has been hampered by a lack of problem-solving skills in elementary school students, a shortage of learning enthusiasm and less experience with digital learning. The purpose of this research is to find out the use of wordwal educational games against student problem-solving skills. Methods used analysis with design qualitative research descriptive. Data collection techniques using tests, interviews, and observations. The subject of this research is 20 students of 4th grade SDN Sukarasa. Research results show that (1) using wordwall educational games on learning can develop problem-solving skills, and (2) using Wordwall education games can train entire indicators of student problem solving skills. Proved by the average score obtained by Oleg students among them the highest score with an average score of 2.6 - 3 total of 9 students, average score 2 - 2.5 total 9 students and average score 0 - 1.9 total of 2 students.

The Analysis of The Problem-Solving Ability of The Ethnomatematcs Nuanced Plane Figure In The Sipirok Woven Fabrics Pattern To MTs Students

The ability to solve problems is one of the goals of mathematics education. The aim of this study was to describe the problem-solving skill of students in class VII-1 of MTsL 3 Tapanuli Selatan on the material of the Plane figure with ethnomathematical nuances of Sipirok woven fabrics patterns. This qualitative descriptive research involved 25 students of class VII-1 MTsN 3 Tapanuli Selatan as the subjects. Data collection techniques included problem-solving skills tests and interview papers. The results showed that the student's problem-solving skills based on the steps Polya, flat geometric material with ethnomathematical nuances for class VII-I, belonged to the low category with an average percentage of 55.4% and the step indicator more dominant of the polya was an indicator understanding the problem with 80% capture.

Enhancing Problem-Solving Skills in Mathematics: Applying LDMAT and SRL for Students with Learning Difficulties

This study examines the effectiveness of the LDMAT and SRL models in improving problem-solving skills in students with learning difficulties in mathematics. The research involved 18 junior high school students and employed a mixed research design. The assessment of problem-solving skills was conducted through pre-test and post-test measurements, consisting of 10 essay-based tests and weekly assignments. Furthermore, problem-solving understanding was assessed based on the strategies utilized by students in the post-test. Data analysis involved using paired t-tests to compare pre-test and post-test results. The findings indicate that applying the LDMAT and SRL models significantly enhanced problem-solving skills in students with learning difficulties in mathematics, particularly among female students. Moreover, the students exhibited an improved understanding of problem-solving procedures. This study underscores the efficacy of the LDMAT and SRL models in enhancing problem-solving abilities and promoting deeper comprehension of problem-solving strategies among students with learning difficulties in mathematics.

Problem Based Learning (PBL) - Problem Solving Skills (PSS): Systematic Literature Review

At this time, education in Indonesia has entered the 21st century, which requires students to have 21st century skills, one of which is problem-solving skills (PSS). PSS is needed in life so that students can solve their problems appropriately, effectively, and efficiently. One way to increase students' PSS is to use varied and innovative learning models, such as problem-based learning (PBL). This research is an SLR study that aims to find out whether PBL can affect the increase in student PSS. The methodology in this study included identifying objectives by creating research questions, drafting implementation for the writing team, screening inclusion, searching for literature/ references, taking the essence of selected articles, screening exclusions, conducting synthesis, and writing studies. This study used one database, namely SCOPUS, with a total of 167 articles in the time period from 2013 – 2022. Then, these 167 articles were filtered by inclusion and exclusion so that 69 articles were obtained that were worthy of review. The results of the review of 69 articles can be presented as follows: (1) Indonesia is the country that has conducted the most research on the effect of PBL on PSS; (2) The fields of study involved in this research are very varied, but mathematics and health dominate the most; (3) The research objects involved also vary with the level of student education that dominates; (4) The general result of this study is that PBL can increase students' PSS, although there are several studies that contradict these results; (5) The learning model used is PBL, which has been combined with other learning models that are more innovative and creative. The conclusion of this study is that PBL can increase students' PSS.

Measuring the Effect of Problem Based Learning with Instructional Video on Primary School Students' Problem Solving Skills Development

This study aims to analyse the efficacy of instructional video through problem-based learning model in developing problem-solving skills among primary school students. This research integrated in video instructional material related to statistics topics "data collection and data presentation" to improve student problem-solving skills. Quasi Post-test-only system experiment was used to achieve this study's goal. The model was introduced in three primary public schools in Banda Aceh, Indonesia, involving 163 grade 5 students. A post-examination test was administered after treatment. Independent t-test findings indicate a substantial mean difference between the control group and the experimental group with a significant level below 0.05. Accordingly, integrating classroom video collaboration with problem-based learning model helps students strengthen their understanding of statistics subject and enhance their problem-solving skills. Thus these findings suggest that PBL with instructional video is more successful than traditional teaching method to boost problem-solving ability among primary school students.