Problem Solving Skills Of Students Research Articles

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.

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.

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.