Problem Solving Ability Of Students Research Articles

Pengaruh Model Blended Learning terhadap Kemampuan Memecahkan Masalah Siswa pada Materi Faktor-Faktor yang Memengaruhi Laju Reaksi

Interviews with Chemistry teachers at SMA Negeri 3 Surabaya showed several problems, including low student motivation and teachers' lack of understanding of Chemistry concepts. The experimental study used a quantitative approach with a quasi-nonequivalent pretest-posttest control group experimental design. The Lab Rotation type Blended Learning model significantly improves students' problem-solving abilities in reaction rate chemicals. The results of statistical analysis showed P Alpha of 0.014 < 0.05, and t count (t Stat) 2.53 > t table (t Critical two-tail) 2.00. In conclusion, there is a positive influence of the blended learning model on the problem-solving ability of students in Chemistry material at SMA Negeri 3 Surabaya.

VHDLISTE: An Instructional Strategy to Cover the Additional Content beyond the Curriculum

Abstract: In current scenario of engineering education, Students must have more practical knowledge and skills required to work in the technologies that are currently used in industries though they are not the part of the curriculum. The instruction based videos help students to develop their hands on the new skills that are essential for their adaptability to new technologies. Handout is the guided document which contains the instructions to follow during the laboratory session to complete the problem statement given in the assignment. Assessment of their knowledge acquirement and skills is done through grading of assignments given to them. So in this article, VHDLISTE (Instructional Videos followed by Handout Learning – Implement, Submit, Test, and Evaluate) instructional strategy is designed and implemented for Tableau: A Visual Data Analytics Tool which is the part of the course Business Intelligence and Big Data Analytics of Final Year Computer Science and Engineering but is not covered in the syllabus. This VHDLISTE instructional strategy consists of six phases V- Instructional Videos, HDL- Handout Learning, I – Implement, S – Submit, T-Test, and E – Evaluate. In first phase V - Instructional Videos phase, students watch the instructional videos prepared by the instructor to get acquainted with the Tableau tool. In second phase HDL, students go through the lab handouts to read the instructions given for completing the lab assignment. In I – Implement phase, students implement the problem statement related to Tableau tool while test on covered topics is conducted in T-Test phase. In S – Submit, students submit the problem statement on institutional MOODLE. Instructor conducts the test on covered topic in T-Test phase. Instructor evaluates the problem statement as well as test submitted by students on institutional MOODLE in E – Evaluate phase.Learning objective (LOs) of this study is to teach the problem analysing and solving ability. These LOs are 1) Apply Filters on Dimensions and Measures for given dataset using Tableau (LO1) and 2) Apply K-means Clustering on given dataset in Tableau (LO2). The research question is - Whether the use of instructional strategy VHDLISTE is useful for learning the content beyond the curriculum? This activity is conducted for two Academic Years 2020-21, 2021-22 and 2022-23. The result of applying this strategy and perception of students are also explained. The result showed that this strategy improves the problem analysis as well as problem solving ability of students. Using t-test statistical analysis, it is found that there is significant difference in mean score between sample and overall population means for LO1 as well as LO2 for all these three years. Keywords: Learning Objectives, Handouts, Instruction based Videos, t-Test

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)

초등 과학영재의 그릿이 회복탄력성과 창의적 문제해결력에 미치는 효과

This study explored the effects of grit on resilience and creative problem-solving in elementary science-gifted students. For this purpose, data were collected from 56 elementary science gifted students at a university-affiliated science gifted education center. The data were first subjected to descriptive statistics and correlation analysis, and then to multiple regression analysis with grit as the independent variable and resilience and creative problem solving as the dependent variables. The results of this study were as follows: First, the grit of elementary science gifted students was higher in perseverance of effort than consistency of interest and resilience was higher in all sub-factors. Second, perseverance of effort was more highly correlated with resilience than consistency of interest and was significantly predictive. In particular, the correlation with the self-regulation sub-factor of resilience was the highest, and the predictive power of the perseverance of effort on self-regulation was 81.6%. Third, grit did not correlate with creative problem-solving and did not show significant predictive power.

Profile of Problem Solving System of Linear Equations Two Variables of MTs Al-Khairat Tomini Students Based on Student Learning Styles

This research aims to obtain a description of the problem-solving profile of two-variable linear equation systems of MTs Al-Khairat Tomini students based on the student's learning styles. This type of research is qualitative. The subjects of this research were three students in class VIII B MTs Al-Khairat tomini, each consisting of one student with visual, auditory, and kinesthetic learning styles. Data on student problem-solving was obtained from written tests and interviews. This research shows that the subject (IN) carries out the problem-solving plan by the solution plan questions, and the subject did not recheck the problem-solving because he did not understand how to do it. The subject (MA) carries out the problem-solving plan by the problem-solving plan, and the subject can check and solve questions by checking the written answers again.

The Influence Of Problem-Based Learning On The Ability to Work Together And Solve Problems Of Students in Class XII Ma Al Hidayah Bangkalan PPKN Subjects

This study aims to 1) describe the effect of problem-based learning collaboration skills students in PPKn Class XII MA Al Hidayah Bangkalan, 2) describe the effect of Problem Based Learning on students' problem-solving skills in PPKn Class XII MA Al Hidayah Bangkalan. The method used is an experiment by comparing the results of the pre-test and post-test using two groups selected, namely the experimental group and the control group. In line with objectives 1) the results show that the problem-based learning model has an influence on students' cooperative skills in civics subject. Based on the results of data analysis which stated that there were significant differences in the cooperative skills of the two groups, it can be proven that the learning model has an influence on students' collaboration skills. In accordance with objective 2), it was found that the problem-based learning model had an influence on the problem-solving abilities of students in Civics subjects. Based on the results of data analysis which stated that there were significant differences in the problem-solving skills of the two groups, it can be proven that the learning model has an influence on students' problem-solving abilities. So it can be concluded that the Problem Based Learning learning model has the effect of increasing collaboration skills and students' problem solving skills in PPKn Class XII subjects MA Al Hidayah Bangkalan

Analysis of Students' Ability to Work on PISA Questions in Personal Context for Students of Grade IX SMPN

PISA (Programme for International Student Assesment) is an international standard study conducted by OECD who assesing the literacy skills of 15-year-olds’ students which is followed by several participating countries,including Indonesia. The research aim to describe the problem solving ability of junior high school students in solving PISA’s mathematic problems personal context. The methods of data collction used were observation, interviews and documentations. The validity of the data uses technical triangulation. Data analysis techniques through three processes those are data reduction, data presentation and draw the conclution. According to analysis results, mathematical ability of students in solving PISA’s mathematic problem personal context st level 1 is very good, at level 2 dan level 3 is good, level 4 and level 5 is still a lack and at level 6 is the worst. The results of the research can be explained that mathematical ability of students in solving PISA’s mathematic problem personal context for level 1-3 is good and for level 4-6 still a lack.

Comparing Student Problem-Solving in Math: Double-Loop vs. Multi-Representational Discourse Models

Comparing Student Problem-Solving in Math: Double-Loop vs. Multi-Representational Discourse Models

Effectiveness of Realistic Mathemathic Education (RME) Model Assisted With Jarimatics on Student Problem Solving

The objectives of this study are (1) to test the mathematical problem solving ability with RME learning model assisted by Jarimatika better than the mathematical problem solving ability with conventional learning, (2) to test the mathematical problem solving ability with RME model assisted by Jarimatika better than the mathematical problem solving ability with conventional learning, (3) to test the improvement of mathematical problem solving ability with RME model assisted by Jarimatika better than the improvement of mathematical problem solving ability with conventional learning. This research is a pure experimental research. The design was pre test post test control group design. The population was fifth grade students at Jatilawang 1 State Elementary School and Kemantran 1 and 2 State Elementary School. While the sample was first grade Jatilawang 1 State Elementary School as the experimental class and Kemantran 1 State Elementary School as the control class. Data collection techniques in this study were documentation and tests. The data analysis used in this research (1) mathematical problem solving ability completeness test (one sample t test) and classical completeness test, (2) mathematical problem solving ability average difference test (independent t test), and two proportion difference test, (3) mathematical problem solving ability improvement test. The results of this study are (1) The problem solving ability of students with the RME model assisted by teaching materials exceeds 70, and the proportion of students with the RME model assisted by teaching materials reaches the completion of problem solving ability exceeds 80%. (2) The problem solving ability of students with RME model assisted by teaching materials is better than the problem solving ability of students with conventional learning, and the proportion of students with RME model assisted by teaching materials achieving completeness of problem solving ability is more than or equal to students with conventional learning, (3) the improvement of students' problem solving ability with RME assisted by teaching materials is better than the improvement of students' problem solving ability with conventional learning, (4) the influence of curiousity on problem solving ability is 90%. The implication of this research is that the use of the RME model assisted by Jarimatics can develop problem solving abilities, problem solving abilities with the RME model assisted by Jarimatics are better than conventional models.

Problem-Solving Ability through Flipped-Problem Based Learning on Elasticity Materials for High School Student

This study aims to enhance problem-solving ability through Flipped-Problem Based Learning model on elasticity material for high school students. The type of research used is quantitative research with a one-group pretest-posttest design. The data collection technique uses Polya indicators, that is understanding the problem, devising a plan, carrying out the plan, and looking back. The assessment was carried out with help of the Minnesota Assessment of Problem Solving (MAPS) rubric. Data were analyzed using N-gain and Wilcoxon Signed Rank tests with an N-Gain score of 0.55 which was included in the medium category. The results of the Wilcoxon Signed Rank test showed a p-value of 0.00 with a significance of 0.05 which stated that there was a significant difference between students' problem-solving abilities after the Flipped-Problem Based Learning model was applied. The results showed that there was an increase in the problem-solving ability of students

The Moderated Mediation Effect of Social Support on the Relationship between Digital Literacy, Creative Self-Efficacy, and Creative Problem-Solving Ability of High School Students

The Moderated Mediation Effect of Social Support on the Relationship between Digital Literacy, Creative Self-Efficacy, and Creative Problem-Solving Ability of High School Students

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

Creativity of Junior High School Students in Solving Problems Viewed From Cognitive Style

Creative thinking is the ability of every individual to process information to build new ideas that are born from encouragement from themselves and their environment. The research objective was to determine the creativity of reflective students (S-R) and impulsive students (S-I) in solving open ended questions. The indicators used to measure student creativity are fluency, flexibility, and originality. The subjects that were targeted in this study were students who were at the VIII grade level of junior high school. The data collection method used was the MFFT (Matching Familiar Figure Test), written tests, and interviews. To categorize students into reflective and impulsive cognitive styles using the MFFT test, while to reveal students' creativity in solving problems using a written test. The results of this study explain that reflective students (S-R) have a level of creative thinking at level 4, namely the very creative category (fluency, flexibility, and originality). While impulsive students (S-I) have a level of creative thinking at level 3, namely the creative category (fluency and flexibility). Reflective students in solving problems better than impulsive students.

Peer-Delivered Modified Schema-Based Instruction in Word Problem-Solving for High-School Students with Intellectual Disability

There is a growing body of evidence on the effectiveness of modified schema-based instruction (MSBI) for teaching word problem-solving alongside other important skills, such as self-determination and mathematical discourse and reasoning. Yet the majority of studies have not been conducted in naturalistic instructional arrangements. We report single-case design quantitative data from a mixed methods study that sought to evaluate the effectiveness and social validity of peer-delivered MSBI with high school students who were engaged in an established peer mentoring program. Results from the single-case multiple probe across participants design demonstrate a functional relation between peer-delivered MSBI and math problem-solving behaviors. All mentees with intellectual disability independently solved multiplicative comparison word problems following intervention and most maintained and generalized to a socially significant degree. Mentors delivered the intervention as designed and supported their mentees in expressing reasoning to justify their solutions. We provide recommendations for research and practice aimed at increasing expectations and opportunities for secondary students with intellectual disability regarding the use of peer-mediated interventions for academic skills.

Analisis Kemampuan Matematika Siswa MTs Nurul Huda Mangaran dalam Menyelesaikan Soal PISA

Mathematics plays a very important role in various aspects of human life. Furthermore, learning mathematics can enhance logical, critical, systematic thinking, and problem-solving abilities, which are highly beneficial in daily life. This research aims to analyze the reasoning and problem-solving abilities of students at Mts Nurul Huda Mangaran in Situbondo through the completion of PISA 2012 questions, which the students had not encountered previously. The research approach used is qualitative, allowing the researcher to directly communicate with the respondents to assess the mathematical abilities of the students. Based on the data analysis conducted on 21 respondents, it is evident that the majority of students cannot answer these questions correctly. The challenge they face is difficulty in interpreting the issues presented in the questions. In questions related to inductive reasoning, students are capable of providing answers. However, for deductive reasoning questions, students still struggle to solve the problems presented in the questions.

Bimbingan Belajar Mengaji dan Hafalan Al- Qur’an Di SMP Aisyiyah Muhammadiyah 3 Malang

Tutoring to memorize the Al-Qur'an is carried out so that students can better understand and comprehend the Al-Qur'an, and this is one of the processes of providing assistance to students to be able to better remember and recognize the contents of the Al-Qur'an. along with the tajwid. Habituation is an effective way of instilling positive values ​​into a person, both cognitively, psychomotorically and affectively. Apart from that, habituation is also considered an efficient way of changing negative habits into positive habits. The cognitive effect of learning to recite the Koran is that it affects students' memory, understanding and problem solving. Studying the Qur'an influences the moral condition of students regarding how to behave and behave in a good social life in the future. Moreover, it can provide knowledge about good and bad things as contained in the Qur'an because by understanding and knowing the content in The Qur'an can be applied in everyday life. The targets of the PMBP activities carried out include students of 'Aisyiyah Muhammadiyah 3 Malang Middle School (Tutoring). Tutoring (Reciting the Koran and Memorizing Short Surahs) at SMP 'Aisyiyah Muhammadiyah 3 Malang from 2 February 2022 to 24 February 2022 and activities are held from Monday to Thursday. The Koran study guidance and short letter memorization activities for Aisyiyah Muhammadiyah 3 Malang Middle School students went according to what had been planned. This activity also ran smoothly. Guidance for studying the Koran and memorizing short surahs for students at SMP Aisyiyah Muhammadiyah 3 Malang went smoothly because the students were very active and very enthusiastic about learning.

Profile of Critical Thinking Skills of Chemistry Education Students in Solving Problems Related to the Concept of Mole

Critical thinking skills are needed in solving problems because identitying problems requires an analytical thinking process based on clear data and reasons. The purpose of this study was to describe the critical thinking skills of chemistry education students class of 2020 in solving problems related to the mole concept. The type of research used in this study is descriptive quantitative. Subjects who participated voluntarily in this study were 38 people out of 49 chemistry education students class of 2020. Data collection techniques using measurement and direct communication. The research instrument used was adopted from the stoichiometry e-book developed by Rahmat Rasmawan in 2022 which has been validated by 10 validators with a score of 85 which means it is valid and can be used. The data analysis technique used was descriptive analysis. The results showed that critical thinking skills in the skilled category was 40%, while in the less and unskilled were 55% and 5% respectively. In each indicator, which are making assumptions is in the highly skilled criteria with 66%, making inductive thinking conclusions are in the skilled criteria with 84%, and interpreting information is in the unskilled criteria with 61%. The critical thinking skills of students in the 2020 chemistry education class are still in the unskilled category, this is due to the inhibiting factors, namely the online learning system and inappropriate learning methods

Meta-Analysis of the Effect of the Application of the Problem-Based Learning Model on the Mathematical Problemsolving Ability of Students in Mathematics Learning

Students' problemsolving abilities can be improved in one way, namely by choosing the right mathematics learning model. One learning model that can be used is the problembased learning model. The aim of this research is to re-analyze the influence of the problembased learning model on students' mathematical problemsolving abilities by reviewing, summarizing data and analyzing several research results that have been published on Google Scholar as many as 14 articles using statistical methods. The type of research in this article is meta-analysis research. The research steps include data collection, coding, calculating the increase in problem solving abilities and effect size, and drawing conclusions. Based on the research results, the average effect size is 2.02 in the very large category. Based on the average effect size, it can be concluded that the problembased learning model influences students' mathematical problemsolving abilities.

The Implementation of Problem-Based Learning Model to Develop Students' Problem-Solving Abilities in Hybrid Mathematics Learning

<em>Based on the results of observations made and supported by previous research, it can be seen that the problem-solving ability of students still tends to be low. It can be seen that when students are presented with problem-solving problems, students are resistant and in the end unable to do the problem. Even though mathematical problem solving problems can support students' problem-solving abilities. Problem-solving skills are important as basic mathematical competencies and as provisions for everyday life. The purpose of writing this paper is to analyze the application of the PBL model in developing students' problem-solving skills in mathematics learning in a hybrid context. The subject of this study was a grade VII student at a private school in Bogor. The study used descriptive qualitative methods. The instruments used in this study include learning observation sheets, problem-solving tests, student observation sheets, and teaching reflections. The data obtained from the instrument is then processed in a simple descriptive manner, and the results are analyzed qualitatively. The results showed that the application of the PBL model was able to develop the problem-solving ability of grade VII students in mathematics learning. The PBL model is able to equip students to face the challenges of daily life by developing problem-solving skills. Therefore, the suggestion presented to the next researcher is to increase the number of meetings in applying the PBL model to gain a better conceptual understanding for students. Meanwhile, the advice addressed to teachers is to vary the problem solving, one of which is by giving group projects.</em>