Test Of Problem Solving Skills Research Articles

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.

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.

A Proposed Unit Based on the STEM Approach: Developing 21st-Century Skills Among Middle-School Students

This research aims to determine the effectiveness of a proposed instructional unit based on the integration of science and mathematics, following the STEM approach, to teach critical thinking and problem-solving as 21st-century skills. To achieve this goal, an experimental approach based on a quasi-experimental single-group design with a pre-test and post-test was used. The research sample consisted of 40 third-grade students in a middle school. A problem-solving skills test was developed, and the Watson Glaser Critical Thinking Skills Appraisal was used, the results showed statistically significant differences between the mean scores of the participant group in the pre-test and post-test measurements for both critical thinking and problem-solving skills. The research concluded that the proposed unit helped students develop 21st-century skills.
 
 Received: 11 November 2023 / Accepted: 17 February 2024 / Published: 5 March 2024

Characteristics of High School Physics Problem-Solving Skills and Integrating the PBL Model Assisted by E-Book

This research discusses the implementation of the Problem-Based Learning model assisted by E-Book to improve students' problem-solving skills on renewable energy materials. The purpose of this research is to identify the characteristics of physics problem-solving through the knowledge profile of students at the high school level as a consideration in the application of the PBL model and the use of E-Book assisted learning media to improve problem-solving skills. The research method used is a preliminary study with qualitative descriptive analysis. The instruments used include the problem-solving skills test, interview questionnaire, and student response questionnaire. The data analysis technique in this study used a problem-solving skills test questionnaire and a survey to get responses from students. The findings showed that students' problem-solving skills were generally in the low category. Of the total learners, 87 students were in the low category, 2 students in the medium category, and 1 student in the high category. Although students have been able to understand the problem, they still experience problems in providing answers and checking back due to lack of habit in working on problem-solving-based problems. Therefore, it is necessary to practice and use learning models, as well as E-Book technology, which can help in the process of teaching and learning activities and increase students' learning motivation. Thus, it is expected that students' problem-solving skills can be improved through the right learning approach and the use of relevant technology.

Teaching Mathematics based on Integrating Reading Strategies and Working Memory in Elementary School

This study strived to determine the effectiveness of integrative teaching of reading strategies and working memory on basic math and problem-solving skills. It is a quasi-experimental pretest-posttest study carried out on 50 second-graders from Chahashk Shandiz village in the academic year of 2020-2021 who were randomly selected by cluster sampling and randomly divided into experimental and control groups. The intervention was performed by cellphone software through virtual education in two steps. The experimental group underwent integrative training for 20 sessions, but the control group did not receive any intervention. Colored Progressive Matrices (1956) and a researcher-made story problem-solving and arithmetic skills test were used to collect data. Descriptive statistics (mean and standard deviation) and one-way multivariate analysis of covariance were used to analyze the data. The results showed that the integrative teaching of reading strategies and working memory enhanced the basic math skills, with an effect size of 0.67 in second-grade elementary students (P<0.001). According to the results, integrative teaching improved students' problem-solving skills but did not affect their skills in arithmetic operations. Therefore, second-grade elementary teachers can use this method to enhance their story problem-solving skills. Keywords: integrative teaching, reading strategies, working memory, basic math skills

EMPOWERMENT OF PROBLEM-SOLVING SKILLS THROUGH THE INVESTIGATION THROUGH COOPERATIVE PROBLEM SOLVING (ITCPS) MODEL IN LIVING OF CLASSIFICATION MATERIALS

Problem-solving is a thinking skill related to how students can find a solution to a problem. Problem-solving skills play an essential role in forming a person who is responsible for decisions taken and faces challenges. This study aims to determine the effect of the Investigations Through Cooperative Problem Solving (ITCPS) model on empowering problem-solving skills in the Classification of Living Things material. This study used a quasi-experimental pretest-posttest control group design. This research was conducted in semester 1 at one of Junior High School in Karanganyar. Random sampling technique to determine control class and experimental class in seventh grade students namely 7B and 7C. Data collection used a problem-solving skills test instrument and limited interviews. Analysis used independent sample t-test using SPSS software and N-Gain Score. The results showed that the ITCPS learning model affected empowering problem-solving skills with a Sig. (2-tailed) of 0.000 <0.05 and the N-Gain Score test of 53.18 (medium increase). This research implies that the ITCPS learning model with group-based problem investigation can empower problem-solving skills.

The Effect of Educational Robotics Applications on Students' Academic Achievement and Problem-Solving Skills in Science Education

The study explored the effects of robotic-assisted applications on the variables of academic achievement and problem-solving skills in the “Propagation of Light” unit of the 5th grade science course. The study employed the pretest-posttest control group design, one of the quasi-experimental methods. The study sample consist of 36 5th grade students attending a public school in Turkey located in a district center in the Western Black Sea region. The study was carried out in a six-week period in the 2019-2020 academic year, and 19 of the students were selected as the control and 16 as the experimental group. Robotic supported activities were applied to the students in the experimental group, and the activities prescribed by the Science Curriculum were applied to the students in the control group. Open-ended and closed-ended “Academic Achievement Test” and “Problem-Solving Skills Test” were used as pretest and posttest in both groups. The data were analyzed using the independent samples t-test. The study results revealed that the academic achievement and problem-solving skills of the students in the experimental group, in which robotic-assisted activities were used, were significantly higher in both tests compared to the students in the control group.

The effects of Multiple Representation Method and Prior Knowledge Level on Problem Solving Skills and Cognitive Load

In this study, the effect of multiple representation method and prior knowledge level in solving ill-structured problems was investigated. Quasi-experimental and 2x2 (multiple representation method x prior knowledge level) factorial designs were used in the study. The study group consists of 39 undergraduate students. The dependent variables of the study were determined as problem solving skills, cognitive load, and permanence. The independent variables were considered as multiple representation method (step-by-step, holistic) and prior knowledge levels (novice, expert). Prior knowledge level test, problem solving skills test and cognitive load scale developed to measure the variables were used as data collection tools within the scope of the study. The data was analysed with two-way analysis of variance and independent groups t-test as the data obtained from the data collection tools exhibited normal distribution. In the results that were significant in the analysis, Cohen (d) in the independent groups t-tests and eta-square (η2) in the two-way analysis of variance were also shown. As a result of the research, it is evident that the level of prior knowledge and the interaction (interaction effect) of the level of prior knowledge and the multiple representation method affect problem solving skills. In addition, it was concluded that the interaction of multiple representation method and prior knowledge level was statistically significant in terms of cognitive load variable. The findings supported the expertise reversal effect.

Students’ problem solving skill in nuclear physics course through NPIRL

This study aimed to describe students’ problem solving skill in nuclear physics course through the implementation of the Nuclear Physics Inquiry Remote Laboratory (NPIRL). This study employed a pre-experimental quantitative method. The research design was one group pretest-posttest design. The subject of the study was 14 physics students at a university in Banjarmasin, South Kalimantan. In selecting the research subjects, the researchers used purposive sampling technique. The instrument used was a problem-solving skills test in the form of an essay consisting of five questions, and each question consisted of six indicators in problem solving skill according to the Osborn-Parnes Creative Problem Solving (CPS). This research found that the N-gain of students' problem solving skill was 0.32 in the medium category. There are four indicators of problem-solving skills that are categorized as medium: objective finding, fact finding, problem finding and idea finding. Two other low-category indicators are solution finding and acceptance finding. Based on these findings, it is concluded that students’ problem solving skill in nuclear physics course through NPIRL have increased.

Project-Based Learning through the STEM Approach in Elementary Schools: How to Improve Problem-Solving Ability

Problem-solving ability is a fundamental competence that must be mastered by students. Consequently, the educational orientation across various stages of learning should emphasize the development of this competence. The objective of this study is to enhance problem-solving skills among sixth-grade students at SDN Munjul 03 through the implementation of Project-Based Learning model with a STEM (Science, Technology, Engineering, and Mathematics) approach. The research approach employed is quantitative, employing a pre-experimental design with a one-group pretest-posttest design. The research sample comprises 41 sixth-grade students at SDN Munjul 03. Data for this study were collected through observation, interviews, and tests. The findings of the research reveal that the average scores in the problem-solving skills test after the implementation of the Project-Based Learning model with the STEM approach are significantly better than before. Descriptive analysis of these results indicates a notable enhancement in problem-solving skills among students following the Project-Based Learning treatment with a STEM approach. The results of the hypothesis testing, utilizing the paired sample t-test method, also indicate that the difference between pre-treatment and post-treatment problem-solving skills test scores is statistically significant. Consequently, it can be deduced that a tangible improvement has occurred in the problem-solving abilities among the experimental class students. The conclusion drawn from this study is that the Project-Based Learning model with a STEM approach is effective in elevating problem-solving skills. The implementation of the Project-Based Learning model through the STEM approach can be regarded as one of the alternative solutions available to educators for enhancing students' problem-solving capabilities.

Pengenalan dan Penanganan Masalah Peserta Didik dl RA Bina Hasanah Pangandaran

The purpose of this study is to describe how the form of recognition and problem solving of students at RA Bina Hasanah Pangandaran. This study uses a descriptive research method with a quantitative approach. The research subjects consisted of one class of students totaling 32 people. Data collection was carried out using problem solving skills test questions in the form of descriptions, and semi-structured interviews with subject teachers and several other students as additional information to support research results. The results showed that the four indicators of problem solving skills were in the good categcny. The percentage offormulating problems is 66.80%; developing a temporcny answer (hypothesis) of 75.39%; planning a solution of 76.95%; and re-checking/concluding 73.83%. Overall, the problem solving skills of RA Bina Hasanah students are in the good categcny with an average of 73.24.

Problem Solving Ability of Junior High School Students Through the Application of Problem Based Learning Model on Simple Aircraft Material Seen from Gender Differences

The purpose of the study was to describe the profile of students' problem-solving skills through the application of problem-based learning models in terms of gender differences. This type of research is descriptive qualitative research. The research population was students of class VIII A SMPN 19 Bengkulu Selatan. The research instrument used was a problem-solving skills test. The data collection technique used a test in the form of a description question. Data analysis techniques using descriptive statistics. The results showed that, the average of female students' completeness results increased by 72.5, and the average of male students' indicator completeness increased by 73.5 This shows that, male students' problem-solving skills are greater than female students. The average value of male students is 0.36, with a moderate category, and the average value of female students is 0.48, with a moderate category. This shows that there are differences in problem solving skills between male students and female students. The conclusion in this study is that female students' problem-solving skills are higher than male students.

Effectiveness of problem posing and investigation in terms of problem solving abilities, motivation and achievement in mathematics

The study aims at describing the comparison between the Problem-Posing Approach and the Investigation Approach in terms of effectiveness from the perspective of Mathematical Problem-Solving Skills, mathematical motivation and Mathematical Learning Achievements. The nature of the study is a quasi-experimental research. During the conduct of the study, the overall number of populations was 206 students from Grade VII of the State 2 Junior High School Gamping. The samples within the study were selected randomly from the population namely 32 students from Grade VII A and 34 students from Grade VII B. Then, the instrument that had been administered within the conduct of the study was the Mathematical Problem-Solving Skills Test, the Mathematical Learning Achievement Test and the Mathematical Learning Motivation Questionnaire. After the data had been gathered, the overall data were analysed by using the one-sample t-test, the T2 Hotteling’s Test and the independent sample t-test. The results of the study show that the learning process by means of Investigation Approach has been more effective in comparison to Problem-Posing Approach from the perspective of Mathematical Problem-Solving Skills and Mathematical Learning Achievement but, on the other hand, the results of the study also show that the learning process by means of Problem-Posing Approach has been more effective in comparison to Investigation Approach from the perspective of Mathematical Learning Motivation for the Grade VII students of the State 2 Junior High School Gamping.

EFFECTS OF METACOGNITIVE SKILLS ON PHYSICS PROBLEM -SOLVING SKILLS AMONG FORM FOUR SECONDARY SCHOOL STUDENTS

A number of studies have demonstrated a connection between metacognition and the ability to solve problems. Therefore, this study aimed to examine the effect of metacognitive skills on Physics problem-solving skills among Form Four secondary school students in Sabah, Malaysia. This study included 248 students from 13 secondary schools in the Kota Kinabalu district. Physics Problem Solving Skills Test and the Metacognitive Skills Questionnaire were used as research instruments. The research found that Form Four students have high monitoring, regulation, and evaluation as measured aspects of metacognitive skills. Meanwhile, students' Physics problem-solving skills for "understanding the problem" and "devising a plan" are moderate, while "carrying out the plan" is good and "looking back at the solution" is low. The independent sample t-test reported that, in general, male students have better Physics problem-solving skills than females but found no gender differences in metacognitive skills. Furthermore, the linear multiple regression results revealed that monitoring and regulation skills are significant predictors of Physics problem-solving skills. This research helps school teachers better design teaching strategies in Physics, considering the student’s gender and metacognitive skills. Furthermore, this study provides secondary school students with learning insights for developing better techniques to improve their performance in Physics. Keywords: gender differences, Malaysia, metacognitive skills, Physics problem-solving skills, secondary school students

DEVELOPMENT OF MATHEMATICAL PROBLEM-SOLVING SKILLS ON THE TOPIC OF PRISMS AND CYLINDERS USING SSCS MODEL WITH THINK-PAIR-SHARE TECHNIQUE FOR EIGHTH-GRADE STUDENTS

The purposes were to: 1) compare Mathematical problem-solving skills for Eighth-grade students before and after learning on the topic of Prisms and Cylinders using SSCS model with Think-Pair-Share technique and 2) explore the learning satisfaction of Eighth-grade students after learning by using the SSCS model with Think-Pair-Share technique on the topic of Prisms and Cylinders. The sample group consisted of 32 Eighth-grade students in the first semester of the academic year 2022. They selected by cluster sampling. The research instruments included 1) lesson plans in topic of Prisms and Cylinders 2) Mathematical problem-solving skills test and 3) Student learning satisfaction questionnaire. The statistics for data analysis were mean, standard deviation, validity, difficulty index, discrimination index, internal consistency reliability formula KR – 20 and paired sample t – test. Results were as following: 1) Mathematical problem-solving skills of Eighth-grade students after learning on the topic of Prisms and Cylinders using SSCS model with Think-Pair-Share technique higher than before learning at a statistical significance of .01 level and 2) the learning satisfaction of the Eighth-grade students after learning by using SSCS model with Think-Pair-Share technique on the topic of Prisms and Cylinders is at good level which an average score 4.22 of 5.00

PENGARUH PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK KELAS VIII

This study was conducted to acquire the ability of mathematical problem solving of student in mathematics, the part of learning mathematics, conducted at SMPN 1 Batusangkar. The result of the first test of math problem-solving skills was that the student did not solve the problem well. One solution to overcome this is the application of problem-based learning models. The research results shown that mathematical problem-solving skills who learn to use problem-based learning outperform those who learn to use direct learning. Initial tests of mathematics problem-solving ability shown that the students did not solve the problem well. One attempt to overcome this is the use model of problem-based learning. The research result shown that those who learn to use problem-based learning have better problem-solving skills in mathematics than those who learn to use direct learning. Keywords. – Problem Based Learning, The Ability of Mathematical Problem Solving

‘I can now detect and rectify my error.’ New generation ninth-grade learner’s problem-solving skills during experiments in physics through metacognitive brainstorming strategy

Enhancing the problem-solving skills of learners belonging to socio-economically disadvantaged groups is a great concern in general and particularly in the Indian context. Problem-solving skills are the most important skills of the 21st century for all learners to acquire necessary competencies. The main purpose of this work is to investigate the effect of metacognitive brainstorming strategy, gender, and residential areas, and their various interactions on problem-solving skills in physics for ninth-grade learners who belong to socio-economically marginalised groups. The pre-test–post-test, quasi-experimental design was applied to 107 learners from two government-sponsored schools of the same nature located in Kolkata, West Bengal, India. The 55 learners in the experimental group were given intervention through a metacognitive brainstorming strategy, whereas the 52 learners in the control group were taught the same lessons by simply using the conventional method. Self-developed and standard problem-solving skills test with a reliability of 0.89 and validity of 0.94 were employed on them as pre-test and post-test instances. The correlated t-test, independent samples t-test, and 2 × 2 factorial design analysis of covariance were applied for data analysis through Statistical Package for Social Science. The results revealed that the brainstorming instructional strategy had a huge effect on problem-solving skills due to its large effect size value (2.23 > 1.2). Moreover, the problem-solving skills of learners in physics were found to be independent of gender and residential areas, and also of their interaction with the treatment strategy, when the pre-problem-solving skill was taken as a covariate.

A Training Program According to Interactive Teaching Strategies and its Impact on Achievement and Creative Problem Solving for Fourth-Grade Preparatory Students in Chemistry

The aim of the research is to know the effect of a training program based on interactive teaching strategies on achievement and creative problem solving among fourth-grade students in chemistry of the directorate of education Rusafa first, the sample was divided into two groups, one experimental and numbering (29) students and the other control group numbering (30) students. The experimental group underwent the training program in the first semester of the year (2021-2022) and the control one studied according to the usual method. Two tools were built, the first being an academic achievement test consisting of (40) multiple-choice items, and the second a test of creative problem-solving skills in a chemistry subject and consisting of (10) essay questions. The results, using the t-test for two independent samples, showed that there was a statistically significant difference at the level (0.05) in favor of the average scores of the students who were applied to the training program which based on interactive teaching strategies.

Development of Scientific Problem-Solving Skills in 5th Grader Using Problem-Based Learning

The purpose of the research was to develop scientific problem-solving thinking skills in fifth-grade pupils by using problem-based learning (PBL). The target group was 21 pupils attending a primary school located in Sakon Nakhon province, northeast Thailand. Data were collected twice (first and second cycle) in substance change learning unit in the second semester of 2021 academic year. Three types of research tools were the following: six PBL plans within 12 hours (pupils experienced 3 plans in each cycle and 2 hours for each plan), scientific problem-solving thinking skill test (SPSTST), and observation of scientific problem-solving behavior (OSPSB). A minimum criterion was 70% of mean score in SPSTST and SPSBO, and at least 70% of the pupils reached that. The results in the 1st cycle showed that pupils had 67.46% in SPSTST and 57.14% of them passed the minimum criterion. They had 65.85% in SPSBO and 57.14% of them passed the minimum criterion. In the 2nd cycle, pupils had 91.67% in SPSTST and 90.48% of them met the minimum criterion. They had 87.58% in SPSBO and 90.48% of them met the minimum criterion.

Problem-Solving Process of Students with a Reflective Cognitive Style Based on the Action-Process-Object-Schema Theory

<p style="text-align:justify">The skill to solve mathematical problems facilitates students to develop their basic skills to solve problems in daily life. This study analyzes students' problem-solving process with a reflective cognitive style in constructing probability problems using action, process, object, and schema theory (APOS). The explanatory method was used in this qualitative study. The participants were mathematics students at the Department of Mathematics, Universitas Negeri Semarang. The researchers collected the data with the cognitive style test using the Matching Familiar Figure Test (MFFT), used a valid problem-solving skill test, and the interview questions. The data analysis techniques used were processing and preparing the data for analysis, extensive reading of the data, coding all data, applying the coding process, describing the data, and interpreting the data. The results showed that (1) the problem-solving process of students with symbolic representation was characterized by the use of mathematical symbols to support the problem-solving process in the problem representation phase; (2) the problem-solving process of students with symbolic-visual representation was characterized by the use of symbols, notations, numbers, and visual representation in the form of diagrams in the problem representation phase.</p>