Problem-solving Steps Research Articles

The Effect of Computer-Free Coding Education for Special Education Students on Problem-Solving Skills

During recent years coding education has been an important issue in many countries. Coding education has been an important topic for these countries. One of the reasons why coding education is being discussed by educators and other partners of the schools is that it is seen as a key competence for students, and workers at developing problem-solving skills. Coding as an academic skill is seen as a part of logical reasoning. Coding is also accepted as one of the skills called “21st-century skills” required from individuals. Special education students are in a disadvantaged situation as in other learning platforms. Thus, the aim of this study is to analyze the place of coding education in developing problem-solving skills of special education students. Within the scope of the study, computer-free coding applications were carried out with the participation of 34 students having the mild intellectual disabilities who are continuing their education in a special education vocational school aged between 14 and 18. An observation form was used to evaluate problem-solving skills. There was a significant difference [t(24)=-7.19, p<.001] between the pre and post-course skills of the students. While the average score of the students’ problem-solving skills was 10.68 in pre-course, in the post-course this score increased to 13.36. The analysis of the findings showed that the students' skill scores in using problem-solving steps have increased in all these steps.

Enhancing problem-solving skills with smart personal assistant technology

Smart Personal Assistants (SPAs; such as Amazon's Alexa or Google's Assistant) let users interact with computers in a more natural and sophisticated way that was not possible before. Although there exists an increasing amount of research of SPA technology in education, empirical evidence of its ability to offer dynamic scaffolding to enhance students problem-solving skills is still scarce. To fill this gap, the aim of this paper is to find out whether interactions with scaffolding-based SPA technology enable students to internalize and apply problem-solving steps on their own in a 10th grade high school and a vocational business school class. Students in the experiment classes completed their assignments using Smart Personal Assistants, whereas students in the control classes completed the same assignments using traditional methods. This study used a mixed-method approach consisting of two field quasi-experiments and one post-experiment focus group discussion. The empirical results revealed that students in the experiment classes acquired significantly more problem-solving skills than those in the control classes (Study 1: p = 0.0396, study 2: p < 0.001), and also uncovered several changes in students' learning processes. The findings provide first empirical evidence for the value of using SPA technology on skill development in general, and on problem-solving skill development in particular.

PROFIL PEMECAHAN MASALAH MATEMATIKA SISWA KELAS IX SMP PADA MATERI LINGKARAN

The purpose of this study was to describe the mathematics problem solving profile of grade IX junior high school students on circle material. Disclosure of the problem-solving profile is based on the problem-solving steps of the pattern, namely: (a) understanding the problem; (b) conducting the test by giving questions with circle material and (c) checking the results of the work that has been made. This research uses qualitative research with a qualitative descriptive approach. This research was conducted online with the subject of grade IX students of SMP Negeri 13 Palu in 2020. The process of determining the subject in this study was by taking students with low, medium and high abilities. The techniques used to obtain data in this study were written tests, in-depth interview techniques and observation techniques. The results of the study state that (1) the S1 comprehension profile is to repeat the reading of the questions repeatedly in order to understand what is being asked in the questions and to help recall the formula. (2) Profile of S2 understanding by repeating the reading of the questions less than S1 so that you can understand what is being asked in the question and try to remember the formula for solving the problem again. (3) The S3 comprehension profile is reading the questions at least from S1 and S2 until you understand what is being asked in the questions. (4) In solving the questions, S1 does the first question then the second problem. When answering questions, S1 answers all questions without asking many questions so that they are more concentrated and focused in order to solve the questions given by the researcher according to their previous understanding. (5) In solving the problem, working on the first question then the second question and when answering the question, S2 answers by asking a little to make sure he is. (6) In solving the questions, S3 works on the first problem then the second problem. (7) Profile checking back answers, S1 re-checks repeatedly to convince himself with the answer. (8) Profile of checking back answers, S2 re-checks by reading the questions again and then the answers and convincing himself. (9) Re-checking profile answers, S3 performs re-examination by repeating reading and understanding the questions then the formula and convincing themselves and the researcher with the answers.

Alarm on Clearance Executive Monitor Instrument Landing System (ILS) Glide Path 36 PERUM LPPNPI Manado Branch Office

ILS equipment is one of the landing navigational aids using radio waves as an instrument (non-visual) which is used by pilots in carrying out aircraft approach and landing procedures at an airport. The problem is the Instrument Landing System (ILS) on the Glide Path (GP) equipment on Runway 36. Glide Path has a monitor that functions to monitor the signal to be emitted by the antenna, the signal to be monitored is processed by the detector module, there are 3 detectors including COURSE CSB detector, COURSE SBO detector, and CLEARANCE detector. The signal coming from the antenna will be detected (sampled) by each detector and then forwarded to the monitor module for processing and the results are displayed on the PMDT (Portable Maintenance Data Terminal) monitor. When the value of the monitor reading exceeds the limit of the tolerance value that has been set, a pre-alarm / alarm will occur. The results obtained that the Clearance detector module on the panel box monitoring combining network connected to the monitor reading was damaged, so replacing the detector module and resetting the selectors on the panel box as well as calibrating and normalizing are the problem-solving steps.

Pengaruh Pemberian Latihan Soal Dengan Tuntunan Penyelesaian Dalam Pembelajaran Langsung Terhadap Peningkatan Pemahaman Konsep Hukum Perbandingan Tetap Pada Siswa Kelas X SMA Negeri 4 Palangka Raya Tahun Ajaran 2018/2019

Tujuan dari penelitian ini adalah untuk menjelaskan pengaruh pemberian tuntunan penyelesaian latihan soal dalam pembelajaran langsung terhadap pemahaman konsep hukum perbandingan tetap (Hukum Proust) pada Siswa Kelas X SMA Negeri 4 Kota Palangka Raya tahun ajaran 2018/2019. Jenis penelitian ini adalah penelitian kuantitatif. Peneliti melakukan eksperimen dengan menentukan sampel untuk kelas kontrol dan kelas eksperimen. Subjek penelitian adalah 71 siswa kelas X SMA Negeri 4 Kota Palangka Raya tahun ajaran 2018/2019. Instrumen yang digunakan berupa tes pemahaman konsep (tes I dan tes II) berbentuk esai berjumlah 4 soal dan latihan soal dengan tuntunan penyelesaian yang dikemas dalam bentuk lembar soal yang berisi langkah-langkah penyelesaian soal. Berdasarkan hasil uji statistik menggunakan uji-t menunjukkan bahwa terdapat perbedaan peningkatan pemahaman konsep hukum perbandingan tetap hasil pembelajaran menggunakan latihan soal dengan tuntunan penyelesaian dengan menggunakan latihan soal tanpa tuntunan penyelesaian pada siswa kelas X SMA Negeri 4 Palangka Raya. Rata-rata peningkatan pemahaman konsep pada n-gain kelas eksperimen (73,48%) lebih tinggi dari kelas kontrol (54,57%).

Development of Interactive Learning Video on Linear Program

The current condition of the Covid-19 Pandemic requires students to study independently. One of the learning media that can help students solve problems is video-assisted learning. The development of learning video is beneficial to assist teachers in teaching and learning activities. In addition to increasing students' learning interest, learning videos can also help students enter deeper mathematical understanding. The mathematical material is abstract that usually makes students think that mathematics is a difficult lesson. Linear Program at senior high school level is applied mathematics with mathematical models compiled from multiple equations or linear equivalencies to determine the maximum or minimum value. This study aims to develop learning media for linear program mathematics content. This research uses research and development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The sample of the research is one of the high schools in West Java, Indonesia. The validation results of media experts and material experts show learning video is feasible to be implemented to students. The school implementation also established a learning video that using the problem-solving steps is constructive for students to create the mindset and understand the basic concepts in a linear program. This study's results also contribute to the achievement of the objectives of learning mathematics for the better based on the use of video-based learning in improving the mathematical abilities of high school students.

QLens: Visual Analytics of MUlti-step Problem-solving Behaviors for Improving Question Design.

With the rapid development of online education in recent years, there has been an increasing number of learning platforms that provide students with multi-step questions to cultivate their problem-solving skills. To guarantee the high quality of such learning materials, question designers need to inspect how students' problem-solving processes unfold step by step to infer whether students' problem-solving logic matches their design intent. They also need to compare the behaviors of different groups (e.g., students from different grades) to distribute questions to students with the right level of knowledge. The availability of fine-grained interaction data, such as mouse movement trajectories from the online platforms, provides the opportunity to analyze problem-solving behaviors. However, it is still challenging to interpret, summarize, and compare the high dimensional problem-solving sequence data. In this paper, we present a visual analytics system, QLens, to help question designers inspect detailed problem-solving trajectories, compare different student groups, distill insights for design improvements. In particular, QLens models problem-solving behavior as a hybrid state transition graph and visualizes it through a novel glyph-embedded Sankey diagram, which reflects students' problem-solving logic, engagement, and encountered difficulties. We conduct three case studies and three expert interviews to demonstrate the usefulness of QLens on real-world datasets that consist of thousands of problem-solving traces.

Analysis of the Mathematical Communication Ability of Pre-Service Mathematics Teachers through Online Learning during the Covid-19 Pandemic

During the current Covid-19 pandemic, the learning system in all educational institution is shifted from face to face to online learning, including universities. This study aims to describe the results of the mathematical communication skills of class B students of Mathematics Education from Ahmad Dahlan University for the 2019/2020 academic year during online learning during the Covid-19 pandemic and to examine students' mistakes in solving differential calculus problems regarding the minimum, maximum material. This study employed descriptive qualitative research. The research instrument used is a test and interview guide. The data are collected using tests and interviews. The research subjects were selected by stratified random sampling technique so that 6 students are classified into high, medium and low categories. The questions are in the form of a description of one question with six questions. The results showed that students' mathematical communication skills on indicators (1) restating information was done appropriately, (2) writing down ideas or problem-solving steps clearly and precisely, some were not thorough, (3) presenting information using graphic images again. There are still things that they couldn't understand and (4) Writing down the answers according to what is known and are asked using mathematical formulas, some are still wrong because they are not accurate.

Assessing Mathematics Misunderstandings via Bayesian Inverse Planning.

Online educational technologies offer opportunities for providing individualized feedback and detailed profiles of students' skills. Yet many technologies for mathematics education assess students based only on the correctness of either their final answers or responses to individual steps. In contrast, examining the choices students make for how to solve the equation and the ways in which they might answer incorrectly offers the opportunity to obtain a more nuanced perspective of their algebra skills. To automatically make sense of step-by-step solutions, we propose a Bayesian inverse planning model for equation solving that computes an assessment of a learner's skills based on her pattern of errors in individual steps and her choices about what sequence of problem-solving steps to take. Bayesian inverse planning builds on existing machine learning tools to create a generative model relating (mis)-understandings to equation solving choices. Two behavioral experiments demonstrate that the model can interpret people's equation solving and that its assessments are consistent with those of experienced teachers. A third experiment uses this model to tailor guidance for learners based on individual differences in misunderstandings, closing the loop between assessing understanding, and using that assessment within an educational technology. Finally, because the bottleneck in applying inverse planning to a new domain is in creating the model of possible student misunderstandings, we show how to combine inverse planning with an existing production rule model to make inferences about student misunderstandings of fraction arithmetic.

Sistem Pendukung Keputusan Menentukan Prioritas Tujuan Wisata Daerah pada Kabupaten Karo dengan Metode TOPSIS

There are approximately 20 tourist objects in the Karo Regency area that are close to each other, such as Gundaling Hill, Lumbini Nature Park, Fun Land Mickey Holiday and other places. The main problem is designing a system using the SPK in determining the priority of regional tourist destinations in Karo Regency using the TOPSIS method. Problem solving steps are carried out from problem identification, determining alternative solutions to problems that arise so that the best decisions can be made. The weight of the criteria to determine the preferred criteria. The greater the weight, the more priority. Weights for each criteria for determining priority destination of tourist attractions, Distance from Berastagi (weight 30%), Facilities and Facilities (weight 15%), Access (15%), Type of Tourism (weight 20%), Entrance Fee (Weight 15%), Culinary (weight 5%), and internet network (5%). The preference value (V) produces alternatives that are ordered from largest to smallest. The biggest preference is tourism priority, in this case Kubu Berastagi Hill becomes a priority destination based on criteria.

The Practicality of Problem Solving E-Book in Plant Growth and Development Material to Train Critical Thinking Skills

The ability to solve problems or problem-solving steps include identify, define, enumerate, analyze, list, and self-correct. Each of them can be used to practice critical thinking skills. The purpose of this research was to produce a practical problem-solving based e-book on plant growth and development topic in order to facilitate students' critical thinking skills. This study used a 4-D development model namely Define, Design, Develop, and Disseminate, but the disseminate stage was not conducted. Limited trials were conducted on 20 students of class XII IPA 2 of SMA Negeri 16 Surabaya. The research instruments were readability sheet, test sheet, questionnaire sheet for student and teacher respons. The data were analyzed quantitative descriptively. The practicality of the e-book was reviewed from the results of the readability test, critical thinking skills, student and teacher responses. The results of the study indicated that the readability test results categorrized as level 12 which was suitable for use by XII grade high school students. E-Book was stated to be very good for practicing critical thinking skills of 85,26% completeness indicators. Student and teacher responses showed a very positive results with a score of 97.4% and 100% respectively.&#x0D; Keywords: practicality of e-books, critical thinking skills, plant growth and development.

ANALISIS KEMAMPUAN KOGNITIF PADA LANGKAH-LANGKAH PEMECAHAN MASALAH DITINJAU DARI KECERDASAN LOGIS-MATEMATIS

Penelitian ini dilakukan untuk menganalisis kemampuan kognitif siswa pada langkah-langkah pemecahan masalah ditinjau dari kecerdasan logis-matematis pada materi Sistem Persamaan Linear Dua Variabel. Penelitian ini dilakukan dengan metode kualitatif jenis studi kasus. Subjek penelitian diambil dari populasi kelas VIII di SMP Khalifah Boarding School. Tahap pertama penelitian ini adalah pengambilan data yang dilakukan sebanyak dua kali, yaitu menggunakan instrumen angket kecerdasan logis-matematis yang bertujuan untuk menggambarkan pemetaan kecerdasan logis-matematis siswa yang nantinya akan dipilih tiga orang sebagai subjek penelitian dengan tingkatan kecerdasan logis-matematis yang berbeda. Hasil penelitian ini menunjukkan bahwa: (1) siswa yang memiliki kecerdasan logis-matematis tinggi memiliki kemampuan kognitif yang baik pada tingkatan mengingat, memahami, menerapkan, menganalisis, dan mengevaluasi. (2) Siswa dengan tingkat kecerdasan logis matematis sedang tidak bisa dikatakan memiliki kemampuan kognitif yang cukup, bahkan masih terbilang rendah, karena siswa tersebut masih belum dikatakan baik pada kemampuan kognitif menerapkan. Hal ini dikarenakan siswa tidak bisa menerapkan konsep atau rumus yang diingat dengan baik sehingga nilai yang didapatkan tidak tepat. (3) Siswa dengan tingkat kecerdasan logis matematis rendah memiliki kemampuan kognitif yang rendah. Hal ini dikarenakan siswa tersebut tidak sampai pada tahap memahami. (4) Kecerdasan logis-matematis tidak berbanding lurus dengan kemampuan kognitif. (5) Faktor penyebab rendahnya kemampuan kognitif siswa adalah sebagai berikut: (a) Kurangnya pemahaman tentang materi yang diterapkan pada tes, (b) Lemahnya keterampilan dalam memperoleh informasi dari soal, (c) Kurang teliti dalam pemecahan masalah, (d) Pesimis dan kurang percaya diri.

3D facility layout problem

Facility layout aims to arrange a set of facilities in a site. The main objective function is to minimize the total material handling cost under production-derived constraints. This problem has received much attention during the past decades. However, these works have mainly focused on solving a 2D layout problem, dealing with the footprints of pieces of equipment. The obtained results have been then adapted to the real spatial constraints of a workshop. This research work looks to take account of spatial constraints within a 3D space from the very first steps of problem solving. The authors use a approach by combining a genetic algorithm with A*, 〈GA,A*〉 research. The genetic algorithm generates possible arrangements and A* finds the shortest paths that products must travel in a restricted 3D space. The application allows to converge to a layout minimizing the total material handling cost. This approach is illustrated by its application on an example inspired by a valve assembly workshop in Tunisia and the results are discussed from two points of view. The first one consists in comparing the effect of the choice of the distance measurement technique on the handling cost. For this purpose, the results of the application of 〈GA,A*〉 are compared with those obtained by combining the genetic algorithm and two of the most commonly used distance measurements in the literature of the discipline, namely the Euclidean distance, 〈GA,Euclidean〉, and the rectilinear distance, 〈GA,rectilinear〉. Our results show that the proposed approach offers better results than those of 〈GA,rectilinear〉 whereas they are not as good as those obtained by the 〈GA,Euclidean〉 approach. The effectiveness of the 〈GA,A*〉 approach is then studied from the perspective of the effect of the algorithm used for the generation of candidate arrangements. The final results obtained from the application of 〈GA,A*〉 are then compared with those of the approach combining particle swarm optimization and A*, 〈PSO,A*〉. This comparison shows that the 〈GA,A*〉 approach obtains better results. Nevertheless, its convergence speed is lower than that of 〈PSO,A*〉. The paper ends with some conclusions and perspectives.

We might need a little anxiety: A finding of the students’ problem-solving on fraction operation

One of the factors affecting the students’ mathematical problem-solving ability is the mathematics anxiety. It was commonly believed that the higher anxiety a student feels, the lower performance the student does. This research aims to describe the students’ problem-solving performance on fraction operation within three levels of mathematics anxiety – the high, the moderate, and the low anxiety. In this research, we selected six subjects by administering a questionnaire. The subjects – representing each of the anxiety levels – engaged in a problem-solving test on fraction operation and then being interviewed about their problem-solving process based on Polya framework. After a number of triangulations and discussions, we found that the students with high anxiety tended to ruin their problem-solving process due to somatic symptoms. We also found that the students with moderate anxiety developed a good care such that the process going well. Interestingly, the students with low anxiety did not carefully solve the problems and made some mistakes in calculation. A simple question might be addressed for future research. Does anxiety sometimes develop a good alert that makes the student careful about their problem-solving steps?

Focus-Fight-Finalize (3F): Problem-Solving Steps Extracted From Behavioral Patterns in Block Based Programming

This exploratory study attempts to determine problem solving steps in block based programming environments. The study was carried out throughout one term within Code.org. Participants were 15 6th grade secondary school students enrolled in an IT course at a public secondary school. Observations, screenshots and interviews were analyzed together to find out what students do and what they think during problem solving process. As a result, three main steps (focus, fight and finalize) were extracted from students’ behavioral patterns. The results suggest that three steps occur in linear or cyclic manner with regard to the programming constructs required for the solution of the problem. Implications for instructors who desire to provide a better learning experience on problem solving through block-based programming are also included.

USING JBCLASS TO ENHANCE THE STUDENTS’ MOTIVATION IN LEARNING ENGLISH DURING COVID-19 PANDEMIC

This article aims to enhance the motivation in learning English of the tenth grade Students of SMA N 7 Yogyakarta by using JBClass during COVID-19 pandemic. This article is a best practice which was conducted in the 2nd semester, 2019-2020 academic year. The subjects were the tenth grade students of SMA N 7 Yogyakarta which consists of 8 classes (6 science classes and 2 social classes). They were 280 students (178 girls and 102 boys). The steps of problem solving in this best practice by using JBClass as e-learning during COVID-19 pandemic. The instruments of this best practice were taken from the features in JBClass namely material, assignment, evaluation and score recapitulation. The result shows that using JBClass in e-learning during COVID-19 pandemic can enhance the motivation in learning English of the tenth grade students of SMA N 7 Yogyakarta, 2019-2020 academic year. This enhancement can be seen from the higher of mean from each class’ English score and the timeliness in submitting of the assignment and evaluation in e-learning using JBClass during COVID-19 pandemic.

Creative problem solving; implemented study in biology content

The form of classical teaching was still the mostly used in teaching and learning form but for certain fields other forms of teaching are needed such as creative problem solving. The purpose of this form of teaching aimed at teaching students to think at a higher order thinking skill, one of which is problem solving that requires creative thinking skills. This study aimed at determining students’ prior knowledge in solving problems creatively using creative problem solving. The focus of this study was a discussion of environmental pollution using the teaching steps of creative problem solving. Respondents were students of Study Program of Biology Education. The research instrument was a discussion sheet with the topic given “environmental pollution”. Data analysis used was descriptive statistics. The results of data study were; (1) the results of the students’ achievement were 6 (34.5%), 7 (20.8%), 5 (17.2%), 8 (13.8%), 4 (10.3%), 3 (3.4%), (2) the results of Creative Problem Solving (CPS) were; clarification 58.6%, ideate 72.4%, and developing 27.6%. It can be concluded that students were less in solving problems creatively in “environmental pollution” material.

English

The aim of this study is to determine the non-routine problem solving performances of mathematics teacher candidates. A descriptive survey model was used for this work and it was conducted with 50 teacher candidates studying elementary mathematics teaching in a medium-sized university in Turkey. To determine the non-routine problem solving performance of the teacher candidates, open ended non-routine problems were prepared according to an expert’s opinion. Firstly, the data obtained were examined with a holistic rubric to know the problem solving levels of the teacher candidates and secondly the levels of the teacher candidates for each problem solving step of Polya were evaluated with a two point scale. When the problem solving performances of the teacher candidates were examined in a holistic manner, it was concluded that their performance is low when the difficult level of problem is raised. From the results, it was determined that teacher candidates mostly tended to go through a solution by trying to use arithmetic operations to solve non-routine problems. As a result, it was suggested to examine teacher candidates’ problem solving knowledge and pedagogical content knowledge and to re-evaluate the results of the research with different question types. Key words: Non-routine problem, Mathematics teacher candidates, Mathematics education.

ANALISIS PEMECAHAN MASALAH GEOMETRI BERDASARKAN TINGKAT BERPIKIR TEORI VAN HIELE DAN GENDER

Abstract: Due to difficulties in learning geometry, the teacher plays an important and active role in creating students who have good problem solving skills. The teacher also has to test the level of geometrical thinking of students based on Van Hiele's theory to find out the students understanding about geometry material, so the teacher can overcome the difficulties of students in learning geometry. This research is designed to explore and describe the process of geometry problem solving based on Van Hiele's theory. Therefore this research used descriptive exploratory. It used qualitative approach. The subject of this research is limited to University of Muhammadiyah Sorong students which obtained the level of visualization, analysis, informal deductive and will be analyzed based on the gender. Data of this research is 1) Geometry Van Hiele Test; 2) Problem Solving Test; 3) Interview. The conclusion of this research is: 1) At the level of male visualization thinking is to identify problem and determine goal using language problem. While at the level of women visualization, it reached on determining goal, ; 2) the level of male analysis thinking is able to pass five steps in problem solving by using own language but are less systematic. While level of female analysis thinking is able to pass five steps in problem solving systematically; 3) level of male deductive formal thinking is to pass five steps problem solving systematically and using own language. While level of female deductive formal thinking is able to pass five steps problem solving systematically and explaining by using own language.

ReSt Module Using a Four-Steps Approach Based on Case Study Example and Infographic for SPPS Novice Users: Design and Development

Using software packages to analyse quantitative data, such as SPSS, appears to be challenging amidst unskilled novice users. Studies have shown that example-based learning is an easy-to-understand method for novice, while infographic display is an effective strategy to aid the learning processes. As a result, a module with four-step approach based on case study examples and infographic called ‘ReSt’ (Research and Statistics) was developed, mainly to assist novice users in analysing quantitative data using SPSS within the actual research context. The ADWa model (amalgamation of ADDIE and Waterfall Model) was incorporated as an instructional design model for the ReSt module. The four-step approach is an innovation that depicts the flow of research process. The example-based learning was integrated into ReSt module to facilitate users in relevant information-seeking processes and to help them to concentrate on studying the problem-solving steps provided. The display of infographic information allows difficult information to be processed in a simple form to enhance the learning process. In fact, the cognitive load theory is the main foundation of the ReSt module design. It is hoped that the ReSt module would be able to serve its purpose in guiding novice users to learn quantitative data analysis using SPSS by enhancing their skills. Keywords: PSS; novice; cognitive load theory; example-based learning; infographic