Problem Solving Thinking Skills Research Articles

Does the Integrated Discovery Learning STEM Model Improve Students' Problem Solving Skills in Chemistry Learning? Meta-Analysis Study

The industrial revolution 4.0 has a significant impact on chemistry learning. Learning chemistry leads students to have problem-solving thinking skills in learning. There are many studies on STEM-integrated discovery learning models, but no overall effect size has been found from previous studies. This study aims to determine the effect of the size of the STEM-integrated discovery learning model on students' problem-solving skills. This type of research is quantitative research with a meta-analysis approach. The samples came from analyses of national and international journals. Inclusion criteria are publications derived from journals or proceedings indexed by SINTA and Scopus, experimental or quasi-experimental method research, research published in 2021-2024, research must be relevant, data search through google scholar, Springer, Hindawi, ScienceDirect and ERIC databases and Researchgate, research must have complete data to calculate effect size, and a sample size of ≥ 20 students. data analysis through JASP application. The results of the study concluded from the analysis of 19 heterogeneous and normally distributed journals explained the significant effect of the STEM-integrated discovery learning model on students' problem-solving skills (p < 0.001; rRE = 0.940) with high criteria.

Models of Data Structures in Educational Visualizations for Supporting Teaching and Learning Algorithms and Computer Programming

Teaching and learning computer programming is challenging for many undergraduate first-year computer science students. During introductory programming courses, novice programmers need to learn some basic algorithms, gain algorithmic thinking, improve their logical and problem-solving thinking skills, and learn data types, data structures, and the syntax of the chosen programming language. In literature, we can find various methods of teaching programming that can motivate students and reduce students’ cognitive load during the learning process of computer programming, e.g., using robotic kits, microcontrollers, microworld environments, virtual worlds, serious games, interactive animations, and visualizations. In this paper, we focus mainly on algorithm visualizations, especially on the different models of data structures that can be effectively used in educational visualizations. First, we show how a vector (one-dimensional array), a matrix (two-dimensional array), a singly linked list, and a graph can be represented by various models. Next, we also demonstrate some examples of interactive educational algorithm animations for teaching and learning elementary algorithms and some sorting algorithms, e.g., swapping two variables, summing elements of the array, mirroring the array, searching the minimum or maximum of the array, searching the index of minimum or maximum of the array, sorting elements of thearray using simple exchange sort, bubblesort, insertion sort, minsort, maxsort, quicksort, or mergesort. Finally, in the last part of the paper, we summarize our experiences in teaching algorithmization and computer programming using algorithm animations and visualizations and draw some conclusions.

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.

Collaborative mathematics learning management: Critical thinking skills in problem solving

<span lang="EN-US">This qualitative-ethnography study described the critical thinking skill based on indicators of interpretation, analysis, evaluation, and inference in solving mathematical problem. The subjects of the study were the headmaster, math teachers, and ninth grade students of a public junior high school in academic year of 2020/2021. The data were collected through observation, field notes, interview, and documentation. Triangulation of sources and technique were used to ensure the data validation in this research. Data analysis technique was done inductively with continuous process along with the data collection. The results of the study showed high initial skills in mathematics become the basic need for the students in developing critical thinking skills based on indicators of interpretation. The improvement of critical thinking based on the indicator of interpretation is accustomed through problem-based learning. Critical thinking process based on the indicator of analysis is cultivated through collaborative learning. In this indicator, the students need special attention from the teacher. There is always the possibility for every student from each level to face difficulties in solving some problems without collaborating with others. The teachers can make more effort to optimize the students’ basic holistic skills in line with their knowledge and experience in order to improve students’ critical thinking skills based on the indicator of inference. In this indicator, teachers should guide the students to improve their critical thinking skills.</span>

Problem Solving Thinking Skills: Effectiveness of Problem-Solving Model in Teaching Chemistry College Students

Problem-solving is considered one of the thinking skills that must be possessed in 21st-century education because problem-solving skills are needed to solve all problems that arise. This study aims to describe problem-solving thinking skills as a manifestation of the effectiveness of problem-solving models in college student chemistry learning. The research method uses descriptive research with a quantitative approach. The design used is One Group Pretest-Posttest Design. This research was conducted in the chemistry department Universitas Negeri Surabaya with the subjects of 31 college students who programmed basic chemistry courses on chemical thermodynamics. Measurement of problem-solving thinking skills using a paper-pen test (pretest and posttest) in the form of an essay. This research findings show that: (1) Each indicator of problem-solving thinking skills of trained college students gets percentage, namely understanding problems 76.08%, planning problem solving 80.65%, implementing problem-solving 85.49%, drawing conclusions 78.50%, and evaluating problem-solving results 68.22%; and (2) N-gain scores for each indicator of problem-solving thinking skills obtained have medium and high criteria. Based on the research results, the problem-solving model has been effective in improving college students' problem-solving thinking skills.

BLENDED LEARNING DALAM PENINGKATAN KEMAMPUAN BERPIKIR KREATIF PADA MAHASISWA

Learning models that are only applied to face-to-face or online learning do not place students in learning situations anytime and anywhere. A conducive learning situation is important to design, especially in improving creative thinking skills, which include high-level abilities. The purpose of this paper is to describe how the blended learning model is able to provide wide space and opportunities for students to be actively involved in learning so as to foster creative thinking skills in problem solving. This research is an experimental study involving only one group. Data collection techniques used are tests, observations, and documentation. The research data were analyzed using the Wilcoxon test. The findings of this study are that 1) the blended learning model is proven to be effective in improving students' creative thinking skills, and 2) student involvement in learning has a positive impact on increasing creative thinking skills. Thus, blended learning learning designs that place students in learning situations without limitations of space and time are considered more effective in improving creative thinking skills

Precursors of Openness to Provide Online Counseling: The Role of Future Thinking, Creativity, and Innovative Behavior of Future Online Therapists.

The outbreak of the COVID-19 pandemic has accelerated the need for online counseling to preserve therapeutic processes that have begun face to face and to provide service to others in need during lockdowns. Previous studies underscored the importance of providing updated training as counselors frequently hesitate to use technological advances in therapeutic sessions. This study aims at reducing such barriers by revealing personal characteristics of future professionals that might inhibit or encourage their openness toward providing online counseling. To this end, this study is focused on several precursors of openness to provide online counseling: preference to communicate emotions online, identification of emotional expressiveness advantages in providing online counseling, innovative behavior, creativity, and future problem-solving thinking skills. The question at focus is which constructs would be found contributive to students’ openness to provide online counseling. The sample included 277 undergraduate students (future counselors) who filled out questionnaires. Data were analyzed using Partial Least Squares Structural Equation Modeling. Our findings pointed to the centrality of students’ preference to communicate their emotions online in explaining their openness to conducting online counseling. This study might help pinpointing the adjustments curriculum designers should address to better reflect the intensive changes within the counseling field that necessitate transferring face-to-face skills to online settings.

The Effects of The Problem-Based Learnıng Supported by Experiments in Science Course: Students' Inquiry Learning and Reflective Thinking Skills

This study aims to investigate the effect of the problem-based learning method supported by experiments on the inquiry learning skills of secondary school students and their reflective thinking skills for problem-solving. This research uses a quasi-experimental design with a pretest-posttest control group. This study consists of 21 students in the experimental group and 22 students in the control group from the sixth grade of a public secondary school in Turkey. The inquiry learning skills and reflective thinking skills scale for problem-solving were used as data collection tools in the research. The Electricity Transmission unit was carried out in the experimental group with problem-based learning scenarios supported by the experiment. Activities based on the science course curriculum were carried out in the control group. SPSS-21 was used to analyze the data. As a result of the study, it was concluded that the post-test scores of the inquiry learning skills scale of the students in the experimental group differed statistically significantly from those of the control group students, and this difference was in favor of the experimental group. No significant difference was found between the experimental and control groups in post-test scores regarding reflective thinking skills for problem-solving.

Impact of Stem Integrated Argumentation-Based Inquiry Applications on Students ' Academic Success, Reflective Thinking and Creative Thinking Skills

The purpose of the study is to determine the effect of argumentation-based inquiry approach (ABI) and STEM-supported ABI approach on students’ academic achievement, scientific creativity and reflective thinking skills for problem solving, and to determine students' views about the process. Explanatory sequential design, one of the mixed research methods, was used in the study. A total of 41students (N=20 boys, n=21 girls) studying in the seventh grade of a secondary school in north-east Turkey constitute the study group. In the study, the two classes that the same teacher attended was randomly determined where one was an ABI group (N=21) and the other a STEM-supported ABI group (N=20). The groups worked with the same teacher throughout the study. In the quantitative dimension of the study, Academic Achievement Test, Reflective Thinking Scale for Problem Solving, and Scientific Creativity Scale was used, while semi-structured interview form was used in the qualitative dimension. Independent Groups T Test and ANCOVA were applied in the analysis of quantitative data. Content analysis was performed in the analysis of qualitative data. In the research, it was concluded that students' reflective thinking skills for problem solving, scientific creativity and academic success are more developed in applications made by integrating STEM into the ABI approach.

Learning and Studying Approaches as a Predictor of Reflective Thinking Skills towards Problem-solving of Secondary School Students

In today’s rapidly developing technology, individuals are expected to know the ways of accessing information and to have advanced thinking skills. One of these skills is reflective thinking skills. In this study, the relationship between secondary school students’ reflective thinking skills towards problem-solving and learning and study approaches was examined. A correlational survey model was used in the research. The sample of the study consists of 633 secondary school students studying in a province located in the Southeastern Anatolia region of Turkey. Within the scope of the research, a questionnaire form was applied to the students to collect the reflective thinking skills for problem solving, the learning and study approach scale, and their personal information. According to the data obtained from the research, it was found that there was a positive and moderate level relationship between students’ reflective thinking skills towards problem-solving and their deep and strategic learning and study approaches, whereas a negative and low-level significant relationship was found between surface learning and study approach. In addition, it was concluded that learning and study approaches are a significant predictor of students’ reflective thinking skills towards problem-solving and that the dimensions of learning and study approaches explain 20% of reflective thinking skills towards problem-solving.

A qualitative study of supervisors' experiences with nursing students in practice, a new guidance model

IntroductionClinical practice stimulates students to use their critical thinking skills for problem solving. Collaboration between educational institutions and practices can also be challenging. AimThis study aimed to determine supervisors' experiences using a case model in clinical supervision and evaluation. MethodAfter a period in which a new case model was implemented in clinical practice for nursing students, their supervisors were interviewed. A total of six informants participated, and their ages ranged from 25 to 35 years old. ResultsThe case model was a new and better way to make the connections between theory and practice. The supervisors were not ready to take over any more central or final evaluation responsibility. Discussion/conclusionWe discuss whether supervisors can take responsibility for some of this evaluation work, especially at the end of the practice period. This study shows that the need is there, but many experienced supervisors prefer to adopt the standards that were in use when they were completing their studies.

Weathering the Economic Impact of COVID-19: Challenges Faced by Microentrepreneurs and Their Coping Strategies during Movement Control Order (MCO) in Malaysia

The COVID-19 pandemic is a global crisis that has caused a punishing economic impact on businesses, particularly due to many countries adopting measures such as the Movement Control Order (MCO) to curb the spread of the COVID-19 disease. The impact hits the most on microentrepreneurs since they are not able to operate their businesses, of which the margins of profit and resources are relatively small. The purpose of this research was to explore the challenges faced by microentrepreneurs during MCO and their coping strategies used to overcome these challenges. This study utilized the qualitative case study approach and collected interview data among the identified microentrepreneurs that met the criterion sampling. The findings uncover that these microentrepreneurs typically faced challenges related to restricted cash flows, lack of customers and supplies shortage issues which impacted their income and business operations during MCO. These challenges were addressed using coping strategies, namely having the ability to control stress, developing a strong spiritual relationship with God, applying problem solving thinking skills, utilizing social capital (offline and online), and optimizing digital marketing. It is recommended that government agencies, NGOs, and social movement bodies contribute to microentrepreneurs by organising and engaging in digital empowerment programs to enable rural entrepreneurs to leverage on their access to digital commerce, internet marketing and alike.

Prediction Level of the Fourth Grade Students’ Scientific Attitudes on Reflective Thinking Skills for Problem Solving

Prediction Level of the Fourth Grade Students’ Scientific Attitudes on Reflective Thinking Skills for Problem Solving

A Study on the Development of Sustainable Environmental Education Program for Young Children

본 연구는 만 5세 유아를 위한 지속가능발전 지향 환경교육 프로그램을 개발하는데 목적이 있다. 프로그램 개발을 위하여 문헌 및 선행연구 고찰과 3차례에 절친 델파이 조사를 통해 프로그램을 목적 및 목표, 교육내용, 교수-학습 단계 및 기법, 교사역할로 구성하고, 이를 프로그램을 고안하고 전문가의 내용타당도와 예비연구를 적용하여 최종안을 확정하였다. 개발된 프로그램의 목적은 자연을 사랑하고 환경보전 가치 인식하기이며, 목표는 환경문제에 관심 가지기, 지식 증진하기, 문제해결에 대한 능동적 사고력 기르기, 환경보호와 보전을 위한 행동 실천하기 등으로 구성되었다. 교육내용은 동·식물 보호, 물의 보전, 생활폐기물 분리수거로 구성되었다. 교수-학습 단계는 문제발견, 아이디어 생성, 아이디어 선택, 계획, 실천이며, 교수-학습 기법은 관찰, 형상화, 유추, 감정이입, 몸으로 생각하기 등을 활용할 수 있도록 하였다. 그리고 교사역할은 지원자, 환경제공자, 시범자 등으로 구성되었다.The purpose of this study was to develop the sustainable environmental program for 5-year-olds. For this purpose, this program based on an analysis of literature and previous researches was carried out, and experts’ opinions were collected by three times of Delphi survey. Then the final draft was organized through expert consultation after verifying the suitability of field application. The goals of final developed program were to love nature and recognize environmental preservation values, the objectives were to take interest in environmental issues, to promote knowledge of environment and environment problems, to develop active thinking skills for problem solving, to cultivate attitudes of respect for nature and environment, and to implement actions for environmental protection and conservation. he contents were consisted of the protection of animals and plants, the preservation of water, and the separation of household. teaching-learning levels were problem discovery, idea making and selecting, planning and practice, and methods were observation, abstraction, analogy, empathy, body thinking etc. The teacher’s roles were to be an supporter, an environmental provider, and a modeling etc.

Profil Tingkat Penalaran Ilmiah Siswa Sekolah Menengah Atas Pada Materi Ekosistem

Scientific Reasoning is the systematic and logical thinking skills for problem solving. The purpose of this preliminary study is to find out the scientific reasoning profile of students in grade XI of Sukabumi City Public High School on Ecosystem material which was conducted in February in the 3rd week in one of the Sukabumi City State High Schools. This research uses descriptive method, the approach used is quantitative approach. Samples were taken using a purposive sampling technique of 30 students. This research instrument was in the form of a scientific reasoning test developed by Lawson namely the LCTSR (Lawson Classroom Test of Scientific Reasoning) type. The questions used consist of 35 multiple choice questions with LCTSR type with 6 indicators of scientific reasoning namely proportional, probabilistic, correlational, identification and control of variables, volume conservation and hypothetic-deductive. Data analysis with scoring technique is done in pairs which gives a description of the pattern and level of students' scientific reasoning abilities. From the results of the study showed that the scientific reasoning profile of class XI State Senior High School students in Sukabumi City in 2019/2020 had the highest reasoning pattern in the transitional operational category of 76.7% and had a level of scientific reasoning in the less-than-average category. average percentage of 30.05%. But these results must still be improved again by using methods, models and learning approaches that are able to train students' scientific reasoning.

The Evaluation of Inquiry Learning Skills towards Math of Middle School Students in terms of Inquiring, Evaluating, Reasoning, and Reflective-Thinking Skills for Problem-Solving

The purpose of the study was to develop a scale to determine inquiry learning skills perception towards math of middle school students, to test the developed scale, and to evaluate their inquiry learning skills towards math in terms of inquiring, evaluating, reasoning, and reflective thinking skills for problem-solving. For this purpose, the study was carried out within two stages. In the first stage, the availability of the scale was presented by analysing the reliability and validity of the scale. In the second stage, the relationships between inquiry learning skills towards math and inquiring, evaluating, reasoning, and reflective thinking skills for problem-solving were analysed by considering various variables. The second stage which was prepared according to relational scanning model was carried out with the participation of 217 middle school students. The following scales were used as data collection instruments; “Inquiry Learning Skills Scale towards Math” and “A Reflective Thinking Skill Scale towards Problem-Solving”. While middle school students had advance level of inquiry learning skills towards math, evaluating, reasoning, and reflecting thinking skills for problem-solving, and their inquiry skills were at intermediate level. There was a significant relationship between inquiry learning skills towards math and inquiring, evaluating, reasoning, and reflective thinking skills for problem-solving. Inquiry learning skills towards math differred significantly by students’ gender, grade-levels, math achievement scores, and watching a science program for kids, but they did not differ by following a scientific magazine.

Effects of different teaching approaches on programming skills

Purpose of this study is determined effects of different teaching approaches on programming skills. Therefore, the effect of three different types of activities prepared with Scratch on 423 sixth grade students’ attitudes towards computer technologies, algorithmic thinking skills and reflective thinking skills on problem solving were investigated. Three IT teachers at the three schools, were asked to prepare and teach one of the three activities in their computer classes so that a different type of activity was provided at each school. The practical phase was carried out twice a week for seven weeks. A mixed method design was used with quantitative and qualitative components. Results showed that although the same programming tool and similar code blocks were used in the three applications, selected activities resulted in different effects on students. It was found that animation activities of the three types of activities had a positive effect on students’ attitudes towards computer technologies. The mathematical and game preparation activities had positive effects on algorithmic thinking and reflective thinking skills for problem solving. The present study reveals the importance of “activity type,” which is often neglected as a variable in studies investigating the different effects of block-based visual programming tools.

Pembelajaran Berkarakteristik Inovatif Abad 21 Pada Materi Kemandirian Karir Peserta Didik Dengan Metode Pembelajaran Berbasis Masalah (Pbl) Di Smk Negeri 1 Adiwerna Tegal

Innovative learning is a learning strategy that emphasizes the delivery of learning materials to students in the form of expository, inquiry, problem-based learning, improving thinking skills, cooperative learning, contextual learning, affective learning and scientific approaches. The formation of student character that needs to be developed in the pillars of national education which refers to the processing of values ​​in the areas of mind, feeling, physical or body, and processing the heart which becomes the spirit in moving thoughts, feelings, and will or known as thinking, feeling, exercising. heart and sport. Problem-based learning or Problem Based Learning (PBL) is a learning model that can help students to be active and independent in developing problem-solving thinking skills through searching data so that solutions are obtained rationally and authentically

An application of the case study in the Zaragoza University Masters’ Teacher Training

This study is based on the implementation and application of the case study method in Higher Education teaching (University Master's in Teacher Training) by the use of case study propitiated by the methodological changes from the European Higher Education Area (EHEA). This study has been applied in two groups of students of different specialties (Natural Sciences and Experimental Sciences) of the subject of Interaction and coexistence in the classroom , forming a joint sample of 98 students (N = 98). In order to analyze the learning outcomes obtained through the case method and the subject, it has been proved if there is a relation between the acquired learning through the resolution of the case and the overall learning of the subject. The results show the existence of a positive and a moderate significant correlation between both types of learning (p <.001), observing a greater correlation in the specialty of Natural Sciences in comparison with Experimental Sciences. These results show the usefulness of the case study method to improve the teaching-learning process in institutions of higher education and the importance of the use of this methodology by teachers, which could promote the acquisition of transversal competences, such as creativity, critical and metacognitive thinking skills in problem solving. The implications of this work serve to design different types of activities in which the case study method and its impact on learning are applied.

I can problem solve (ICPS): Interpersonal cognitive problem solving for young children

Teachers of low‐income preschool and kindergarten children were trained to help youngsters learn to think through and solve typical interpersonal problems with peers and adults. Compared to non‐ trained controls, youngsters trained to think of alternative solutions to problems and consequences to acts most improved in impulsive and inhibited behaviors as observed in the classroom. Training was equally effective in nursery and in kindergarten, though those trained in nursery began school from a better behavioral vantage point. Also, low income children trained at home by their mothers were able to generalize their new problem solving thinking skills to a different setting, the school.