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Analysis of the Relationship Between Concept Mastery and Problem-Solving Skills of Pre-Service Biology Teachers in Human Physiology Courses
Abstract
21st century learning focuses on problem-solving skills. A higher level of education requires an understanding of a more systematic concept to elaborate problems. Problem-solving skill is one of the fundamental cognitive processes. It involves higher order thinking to discover solutions or ideas. This research aims to analyze the relationship between concept mastery and problem-solving skill of pre-service biology teacher in human physiology courses. This is descriptive correlational research conducted in Sulthan Thaha Saifuddin State Islamic University Jambi. The sample was selected using the purposive sampling technique. Respondents in this study were 33 students in semester VI. The instrument used in the study was an essay test of concept mastery integrated with problem-solving. The results showed that the average scores of the students' concept mastery and problem-solving were 56.8 and 58.0, respectively. Both included in the poor category. It also showed that there was a relationship between students' concept mastery and problem-solving skill. The correlation value was 0.76, with a significance value of p0.05; therefore, it included in the strong category.
... Research has shown that some students fail to put into practice step (i), as they do not interpret the problem statement properly (Amanda et al., 2021;Maries & Singh, 2023;Silva et al., 2013) or are unable to understand the problem request (Ogunleye, 2009;Reddy & Panacharoensawad, 2017;Saka et al., 2024) or to extract information from it (Broman et al., 2018;Maries & Singh, 2023). These failures interfere with the next steps and may lead to unintended results. ...
... In addition, two key steps of the general problem-solving strategy described in Section 1 were not present in the problem-solving processes of the PPSTs, as shown in the previous section. As in other studies (Amanda et al., 2021), these steps were the first (qualitative analysis of the problem) and the last (critical analysis of the solution) ones. They were identified (Pozo et al., 1995;Torregrosa, 1987) as problematic because of the types of problems that students are usually asked to solve in school. ...
... The structure of school problems may lead to success without a careful analysis of the problem statement (Salta & Tzougraki, 2010). Success in similar conditions is not possible with ill-structured and contextualized problems, which research (Amanda et al., 2021;Maries & Singh, 2023;Silva et al., 2013) shows are challenging for problem solvers to interpret. The absence of a critical analysis of the solution was reported in the literature (Maries & Singh, 2023;Silva et al., 2013) as a reason for incomplete problemsolving. ...
Solving a problem requires and promotes a diversity of competencies, which include conceptual knowledge, technical and methodological knowledge, and transversal competencies. Everyday STEM-relevant problems are contextualized, ill structured, and multidisciplinary in nature. By focusing on daily life issues, they promote students’ engagement in the problem-solving process and enable them to perceive how science relates to their lives. This paper aims to characterize the processes followed by prospective primary school teachers when solving three STEM-relevant problems that have different features. The qualitative analysis of 77 participants’ answers showed that complete problem-solving pathways were one among a variety of other paths identified. Most strategies adopted by the participants led them to ignore the contextual conditions of the problem and to reach solutions that did not attend to them. The affective relationship with the object may increase the problem solver’s tendency to ignore the contextual conditions, but this issue deserves further research. The results shed some light on the features of the problems that teacher educators should select if they wish for their prospective teachers to learn and succeed in solving everyday STEM-relevant issues. This is required to promote their future students’ engagement in problem-based learning processes.
... Concept mastery is related to the cognitive process of each individual. Concept mastery is the ability to understand, understand, and apply knowledge about certain concepts in various situations to solve problems or explain phenomena (Amanda et al., 2021). The levels of cognitive processes according to the revised version of Bloom's taxonomy in Krathwohl (2002) are remembering (C1), understanding (C2), applying (C3), analyzing (C4), evaluating (C5), and creating (C6). ...
... Concept mastery is very useful in the process of finding the right solution to problem solving with various scientific considerations (Jena & Panda, 2017). The results of research by Amanda et al. (2021) also stated that there is a significant relationship between concept mastery and problem solving. Problem solving skills can help students overcome everyday problems (Yuliana et al., 2020). ...
Science and technology are rapidly developing in the 21st century which requires educators to facilitate real-life problem-based learning activities and the application of science that can stimulate problem-solving skills with science considerations. This research aims to determine the correlation of science literacy and concept understanding with students' problem solving skills and variables that are more influential in improving problem solving skills. The research sample consisted of 34 students of eleventh class of State Senior High School (SSHS) 6 of Malang who took Biology as an elective subjects. The variables measured in this study, namely predictor variables (science literacy and concept understanding), and criterion variables (problem solving skills). The data of the three variables were obtained from an essay test at the end of the lesson and then analyzed using multiple linear regression test. The results showed that the predictor variables (science literacy and concept mastery) gave a relative contribution to problem solving skills with a percentage of 72.1% and 27.9%, respectively. Science literacy variable is more influential on improving problem solving skills than concept mastery. The results of this study indicate a positive correlation between science literacy and concept understanding with problem solving skills.
... One of the characteristics expected to emerge from Pancasila education is tolerance and mutual cooperation, which are crucial for maintaining harmony in a multicultural society (Brooks & Weber, 2022;Lee et al., 2020;Makate & Nyamuranga, 2024;Wang & Ma, 2024). At the primary school level, the role of education to shape the profile of Pancasila learners becomes increasingly important as a foundation for children to understand and apply diversity and social values (Amanda et al., 2021;Anwar et al., 2024;Ekantini et al., 2024;Ismawati et al., 2023). ...
This research aims to develop and implement a multicultural education program in Science and Social learning in elementary schools to shape students' characters according to the learner profile of Pancasila, especially in terms of tolerance and mutual cooperation. The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) approach was used in designing this program. The results showed a significant increase in students' understanding of the values of tolerance and mutual cooperation, as seen from the comparison of pre-test and post-test scores. Students showed a more active and open attitude towards differences, while teachers felt the program helped enrich learning. The evaluation also indicated that the program needs to be adapted for different abilities of students. In conclusion, this multicultural education program proved to be effective in shaping character according to the values of Pancasila and deserves to be implemented more widely.
... Conceptual understanding is essential for students to excel because it lays the groundwork for developing more advanced cognitive skills, such as analytical thinking and problem-solving abilities [1]- [6]. Furthermore, it is often perceived to improve as a person gains more knowledge than before. ...
span lang="EN-US">This study aimed to test the validity, reliability, and difficulty level of items developed based on the Frayer model and detect conceptual understanding of high school students in biology evolution. The test method evaluated 35 multiple-choice questions on evolution for 55 high school students. Rasch analysis was performed to assess the validity, reliability, difficulty level of items, and students’ ability level. Two experts empirically tested and analyzed the validity of the items. The assessment developed was discovered to be valid based on expert and empirical analyses. Furthermore, the construct validity test indicated that only two of the 35 questions were deemed invalid. The assessment exhibited reliability with an item reliability score of 0.92. The item difficulty levels were equally spread across the normal curve, encompassing questions ranging from very difficult to very easy categories, as depicted in the variable map. After analyzing the map, it was observed that variations in students’ proficiency levels at answering questions were evident, indicating diverse levels of ability. Students performed well in handling formal and superordinate-subordinate level questions. However, their performance differed when dealing with identity and principle-level concepts.</span
... Several previous studies on problem-solving skills have shown that problem-solving skills in 33 students at Suthan Thaha Saifuddin University are relatively low with a percentage of 58%, this is because students have not been able to analyze the problems presented so the solutions given are less logical and cannot be applied in everyday life (Amanda et al., 2021). Armaǧan et al., (2009) showed that many higher education students have weaknesses in problem-solving skills. ...
One of the efforts to train and improve problem-solving skills is by developing teaching materials in the form of e-pub-based e-modules that contain problem-based learning. This research aims to produce e-modules based on e-pub plant structure and development that are valid, practical, and effective. The development of teaching materials follows the ADDIE instructional design model. The instruments used were e-pub-based e-module validation sheets by expert lecturers as well as student response questionnaires and pretest-posttest scores of problem-solving skills analyzed using the One Way Ancova test. The results of research and development showed that the acquisition of validation scores by teaching material experts was 100%, material experts were 100%, education practitioners were 99%, student response results were 87.05% and effectiveness results were 0.009<0.05 so the use of e-pub-based e-modules was effective in the learning process. The conclusion of the study is that the epub-based e-module is very valid, very practical, and effective as a teaching material that can be used by students in learning.
... The ability of scientific ideas is an individual's ability to record and reanalyze the information obtained to form an understanding of science (Fadilah et al., 2024). Scientific concepts can be mastered by analyzing phenomena, events, objects, or activities related to scientific material (Amanda et al., 2021). One of the activities that supports mastery of concepts is practical activity. ...
Laboratory practicum in science learning is considered important, especially in the context of the Independent Curriculum. Science-based learning is needed to encourage the development of students' skills and character, supported by practical activities. Good practical activities not only allow students to understand scientific concepts but also train students to apply scientific methods effectively. The aim of this research is to analyze, reconstruct, and design simple tools to improve Laboratory Activities Designed (LAD) on the respiratory air sub-material. The research method used is descriptive to show existing phenomena. Analysis was carried out using Vee Diagrams; then trials were carried out, reconstruction and design of simple tools, second trials, and revisions. The results of the analysis show that the five LAD samples are still in the very poor category, so improvements need to be made to avoid mistakes in the future. Researchers carried out LAD reconstruction, which included appearance, title, purpose, tools and materials, procedures, and questions. Reconstruction is supported by designing a tool in the form of a simple spirometer. The design of this simple tool can be assigned to students to train creativity and solve problems. It is hoped that the results of this analysis and reconstruction can help teachers in designing LAD for other materials in the future to suit learning objectives and the applicable curriculum.Abstract. Praktikum laboratorium dalam pembelajaran sains dinilai penting terutama dalam konteks Kurikulum Merdeka. Pembelajaran berbasis sains diperlukan untuk mendorong pengembangan keterampilan dan karakter siswa dengan didukung kegiatan praktikum. Kegiatan praktikum yang baik tidak hanya memungkinkan siswa untuk memahami konsep sains, tetapi juga melatih siswa dalam menerapkan metode ilmiah dengan efektif. Tujuan penelitian ini yaitu untuk menganalisis, melakukan rekonstruksi dan merancang alat sederhana untuk menyempurnakan Laboratory Activities Designed (LAD) pada sub materi udara hasil pernafasan. Metode penelitian yang digunakan yaitu deskriptif untuk menunjukkan fenomena yang ada. Analisis dilakukan menggunakan Diagram Vee, selanjutnya dilakukan uji coba, rekonstruksi dan perancangan alat sederhana, uji coba kedua, dan revisi. Hasil analisis menunjukkan bahwa kelima sampel LAD masih dalam kategori sangat buruk sehingga perlu dilakukan perbaikan untuk menghindari kekeliruan di masa yang akan datang. Peneliti melakukan rekonstruksi LAD yang mencakup tampilan, judul, tujuan, alat dan bahan, prosedur, dan pertanyaan. Rekonstruksi didukung dengan perancangan alat berupa spirometer sederhana. Perancangan alat sederhana ini dapat ditugaskan kepada siswa untuk melatih kreativitas dan memecahkan masalah. Hasil analisis dan rekonstruksi ini diharapkan dapat membantu guru-guru dalam merancang LAD materi lain di masa depan agar sesuai dengan tujuan pembelajaran dan kurikulum yang berlaku.
... A significant connection between concept mastery and problem-solving was highlighted by Amanda, Sumitro, Lestari, & Ibrohim (2021). This finding underlines the importance of a strong grasp of foundational concepts for effective problem-solving. ...
This study aims to investigate the effect of STEM-EDP on students' concept mastery in thermal energy and heat transfer topic. Employing a quasi-experimental design, the study incorporates pretest and posttest across both an experiment class and a control class. The Experimental class using the STEM-EDP while control class using the conventional as the learning approach. The study encompasses 35 seventh-grade students for each class from one of Junior High School in Bandung, Indonesia. The instruments include an objective test that spans cognitive levels from C1 to C5 based on the Bloom Taxonomy. The result shows that there are significant differences between experimental and control class in both concept mastery. This is evident from the p-values of 0.03 in independent t-test results for concept mastery. In terms of improvement, the N-Gain of experiment class for concept mastery stands at 0.22, characterizing a low improvement. While, the N-gain of control class is 0.08, also characterizing as a low improvement. In light of these outcomes, it is reasonable to consider STEM-EDP as a valuable pedagogical approach within Junior High School in fostering a deeper understanding of scientific concepts especially in thermal energy and heat transfer topic.
... Based on the description above, we can conclude that problem-solving skills being the most complex intellectual functions, including thinking and reasoning, metacognitive skills, and critical thinking (Amanda, 2021). Therefore, teachers need to know how students process a problem through various processes that students do in solving a problem. ...
Problem-solving is an essential skill that must be possessed by students, especially in learning biology. The purpose of this research is to determine the profile of students’ problem-solving skills in Senior High School 10 Palembang on environmental pollution material. The research method is descriptive with a qualitative approach. Participants were 30 students of 12th grade Science 3 of Senior High School 10 Palembang in 2022/2023, which selected based on purposive sampling. The instrument consisted of five items with the indicators of problem-solving skills, including identifying problems, reviewing problems, planning solutions, implementing plans that have been made, and evaluating. The data collected for the study also included results from the teacher interview as a supporting instrument. Data analysis was carried out by calculating the average achievement score of students' problem-solving skill indicators in the form of percentages. The results showed that the percentage of students' problem-solving skills was 30.67% in the lack category. The percentage of problem-solving skill indicators is identifying problems by 26.7%, collecting data and planning solutions by 40%, implementing plans made by 33.3%, and evaluating by 13.33%. The ability to solve problems can be improved by innovating teachers in choosing learning strategies such as using approaches, methods, models, and media that can improve problem-solving abilities, especially in learning biology.
... These skills in terms of the new abilities students should be able to do surpass the basic skill and knowledge expectations of the past, especially when considering the implementation of new technologies (Guaman-Quintanilla et al., 2023). Problem solving ability is an ability that is considered important for prospective teachers in the 21st century (Amanda et al., 2021). Problem solving skills are also important for one's survival and success in the future (Mahanal et al., 2022). ...
The aim of this study was to determine the description of students' problem solving skills and the effect of gamification learning on students' problem solving ability. The population in this study consisted of 87 people. the research sample was selected based on purposive sampling technique so that the total sample in this study was 56 students who were divided into 2 classes, namely 28 people in the experimental class and 28 people in the control class. Students' problem solving ability was measured using a problem solving rubric developed by The Association of American Colleges and Universities (2017). Data analysis used descriptive and inferential data analysis. The results of descriptive data analysis showed that the average value of the experimental class problem solving ability was 80.36 higher than the control class which was 72.86. The results of inferential data analysis with independent sample t-test showed that the significance value of the data was 0.001 (<0.05). Based on the research data, it can be concluded that there is an effect of gamification learning integrated with local wisdom based on character education on students' problem solving ability.
... Pernyataan serupa terdapat pada kajian English (2016) dimana pemberdayaan literasi digital bisa dilakukan melalui inisiatif pendidik untuk mengajar peserta didik dengan memanfaatkan kompetensi digital dalam memecahkan masalah yang kompleks, pemberian akses ke teknologi, dan meningkatkan pedagogi melalui penggunaan teknologi. Kegiatan dan pengalaman belajar yang meningkatkan kemampuan berpikir peserta didik dalam mengatasi masalah (Amanda et al., 2021) dimana pemberdayaan literasi digital dalam pembelajaran dapat menjadi jawaban dalam mengupayakan peningkatan penguasaan konsep. ...
Learning sociology, need an effective strategy to succeed in building a deep concept of the main study that including the social life of the community. The teacher's teaching method is in the same direction, resulting in boredom. The lack of appropriateness of illustrations in reading sources with the current situation of society, requires teachers to use other references such as articles, news, videos on the internet. Digital literacy have important role in discovering and filtering information, managing digital media. For deepening the concepts and studies, it takes more study time and a learning environment that facilitates these needs. Students from a high school in Surakarta who are in class XI are the focus of the quasi-experimental research. Concept mastery tests and digital literacy questionnaires are the instruments used. The results of the analysis test stated that there was differences in mastery of concepts between groups of students who apply the flipped classroom strategy and discovery learning affected by digital literacy. Application of flipped classroom took more benefit for students with the availability of a lot of time and facilitated independent learning such as interacting with learning videos, understanding, and exploring other resources before studying in class. Activities in class are more focused on discussions enriching the understanding that was previously owned, so that mastery of concepts is developed through learning experiences and exchange of information to improve thinking skills in solving problems from case studies.AbstrakDalam pembelajaran Sosiologi diperlukan strategi efektif agar berhasil membangun konsep yang kuat terhadap kajian pokok yang mencakup kehidupan sosial masyarakat. Metode ajar guru yang searah, mengakibatkan kejenuhan. Kurang sesuainya ilustrasi pada sumber bacaan dengan situasi masyarakat terkini, menuntut guru perlu memanfaatkan referensi lain misalnya artikel, berita, video di internet. Literasi digital memiliki peran penting guna menyaring dan menemukan informasi, mengelola media digital. Untuk pendalaman konsep dan kajian, diperlukan waktu belajar lebih dan lingkungan belajar yang memfasilitasi kebutuhan tersebut. Peserta didik salah satu SMA Kota Surakarta yang duduk di kelas XI menjadi fokus penelitian eksperimen semu. Tes penguasaan konsep dan angket literasi digital merupakan instrumen yang digunakan. Hipotesis diuji dengan analisis kovarian berbantuan SPSS 22. Hasil uji analisis menyatakan adanya perbedaan penguasaan konsep antara kelompok peserta didik yang menerapkan strategi flipped classroom dan discovery learning yang dipengaruhi oleh literasi digital. Penerapan flipped classroom menguntungkan peserta didik dengan tersedianya banyak waktu dan terfasilitasinya belajar mandiri seperti berinteraksi dengan video pembelajaran, memahami, dan mengeksplorasi sumber lain sebelum belajar di kelas. Aktivitas di kelas lebih fokus pada diskusi memperkaya pemahaman yang sebelumnya dimiliki, sehingga penguasaan konsep dikembangkan melalui pengalaman belajar dan pertukaran informasi untuk meningkatkan kecakapan berpikir dalam menyelesaikan permasalahan dari studi kasus.
... Apart from how the actual condition is, research on BK and ATS concerning the COVID-19 pandemic cannot be found yet. Research on BK is typically limited to the influence of instructional models (Connell et al., 2016;Ristanto et al., 2020), instructional media (Fan et al., 2018), or its correlation with thinking skills (Amanda et al., 2021). Research on ATS, during the recent decade, has been more focused on studying the influences of genders and grade levels (Lee & Chung, 2014;Zeidan & Jayosi, 2014;Kristiani et al., 2016;Fulmer et al., 2019), or even only on mapping student's ATS categories (Hacieminoglu, 2016;Astalini et al., 2019). ...
Immense students’ belief in misinformation indicates the less optimized quality of science education. However, research that analyzes the predictors of this problem is still rarely done. Biology knowledge (BK) depicts the level of biological information mastered by students; attitude toward science (ATS) is related to students' views when participating in science learning; while disbelief in conspiracy theories (DiCT) describes a person's ability to examine information that contradicts scientific truth. The current research was aimed at analyzing BK, ATS, and DiCT among Biology students, as well as the correlation between the three. The data collection instrument used was an online questionnaire comprising four main sections: demographic items, 15 Biology, and the General Public Questionnaire items, 40 ATS test items, and 8 DiCT items. Analysis was conducted on data from 820 respondents collected from February-March 2022. Some techniques for data analysis were applied, including frequency and percentage estimation, Kruskal-Wallis H test analysis, Dunn's test analysis, Kendall's Tau Correlation, and rank-based estimation regression. This research found that: 1) student’s ages and genders did not significantly contribute to any, while institutional status and study years did to BK and DiCT; 2) study program significantly contributed to ATS, and 3) ATS was found to not correlate significantly with DiCT, but BK was significant by the DiCT. Therefore, BK becomes the main competency that can protect students from unscientific conspiracy theories. This study has revealed a novelty framework about the position of knowledge and attitude in predicting students' abilities when examining misinformation.
Students need the ability to explore, think critically and analyze a problem for a logical and appropriate solution. Problem solving abilities accompanied with a belief in their abilities (self efficacy) will maximize student abilities in and get maximum grades. This research aims to analyze the correlation between self efficacy and students' problem-solving abilities in ecosystem material. The method used is a quantitative method with a correlational approach (relationship study). The data collection technique was in the form of a problem-solving ability test in the form of an essay about ecosystem and a self efficacy questionnaire. The data analysis technique uses the Product Moment correlation test. Based on the results of data analysis and hypothesis testing, a correlation coefficient value of 0.675 was obtained, which means that the correlation coefficient level is strong. It can be concluded that there is a correlation between self efficacy and problem-solving abilities of students in ecosystem material with a strong correlation coefficient.
Problem-solving skills and the ability to live sustainably by maintaining the harmonization of the environment/biodiversity are some of the characteristics of Society 5.0. Efforts to apply these characteristics need to be realized in biodiversity studies at universities. Currently, information about these efforts needs to be reviewed to develop efforts to equip skills which directly useful to solve problems in society. The study's aim described various efforts to equip problem-solving skills in biodiversity learning to realize learning of Society 5.0. The research method was descriptive and the respondents were lecturers who teach biodiversity subjects (n = 82) at various colleges in Indonesia (n = 38). The instrument was a questionnaire in Google form that contained questions about problem-solving skills. The data were analysed descriptively using Microsoft Excel version 2019. The results showed 98.8% of respondents had equipped problem-solving skills to their students. Regarding new literacy, 68.3% of respondents said they know and apply it in many ways in lecture activities. The conclusion This study concluded that various efforts had been made in biodiversity learning in colleges in equipping problem-solving skills as learning society 5.0. Lecturers need to increase skills of new literacy that support the implementation of learning of society 5.0. In the future, problem solving skills by integrating new literacy can become a necessity to be applied in more various universities.
Implementing a proper learning model during the post COVID-19 pandemic is fundamental for learning quality enhancement, specifically for students' conceptual mastery. The research aims to develop a Complexity Science- Problem Based Learning (CS-PBL) model assisted by the Sistem Informasi Pengelola Pembelajaran (SIPEJAR) e-learning platform that is valid, practical, and effective to enhance students' conceptual mastery during the post COVID-19 pandemic. The research and development model were adapted from Plomp Nieven consisted of three phases: preliminary research, prototyping phase, and assessment phase. The first phase research result was that the learning process in during COVID-19 pandemic was less interactive, which led to less effective learning. The students' score on conceptual mastery was in the poor category. The second phase resulted in a book of CS-PBL model assisted by SIPEJAR and supporting instruments considered valid by three experts. The third phase result was that the CS- PBL model assisted by SIPEJAR was considered practical in the learning process implementation. The CS-PBL model can enhance students' conceptual mastery where the N-gain was sufficiently effective. It is concluded that the CS-PBL model assisted by SIPEJAR was considered valid, practical, and effective to enhance students' conceptual mastery during the post COVID-19 pandemic.
The background is the Higher order thinking skills of students that have not been developed to the maximum, the learning approaches used have not varied, and the lack of learning media. The cognitive abilities of students are also not yet developed. This study aims to: (1) Improve Higher Order Thinking Skills of Science Education students, (2) Increase Student Cognitive Ability. The research method used was Classroom Action Research with the Kurt Lewin model and the Collaborative Model with more than one cycle. Every cycle there are stages that must be passed systematically, namely the preparation phase, the implementation phase, observation, evaluation, and reflection. Data collection techniques through observation, interviews, questionnaires, and tests. The data analysis technique used is quantitative and qualitative techniques. The results of this study concluded that the HOTS of Science Education students in a fluid course increased with the module-assisted SETS approach with the results of the first cycle with an increase of 46% of the target, and the second cycle increased by 65% of the target. Fluid cognitive abilities can be improved through the application of the module-assisted SETS learning approach with a cognitive increase of 72%.
The COVID-19 pandemic has changed the learning system in schools. The learning that initially took place in class spontaneously turned into online learning. This change requires teachers to be more creative in designing learning. This study aims to improve students’ critical thinking skills through online problem-based learning integrated into science, technology, engineering, and mathematics (PBL-STEM). The research was conducted on students of class X IPA (Natural Science) in a high school in Cianjur with a Non-Equivalent Pretest-Posttest Control Group design. The research data were collected using a test of critical thinking skills in six valid essay questions with a reliability coefficient of 0.913. Besides, students’ responses to the application of PBL-STEM learning were collected through a questionnaire. The collected data were processed descriptively and inferentially. The results showed that the online application of PBL-STEM went well, and there was an increase in critical thinking skills with an N-gain of 72%. The highest gain is on the indicator of explanation, and the lowest is evaluation. The results of the significance test showed that the increase in students’ critical thinking skills through PBL-STEM learning was more significant than PBL learning. Students also responded well to the implementation of PBL-STEM in learning during the COVID-19 pandemic by 81%.
A process-based therapy approach emphasizes examining how and for whom specific therapeutic components linked to specific processes of change function. This preliminary study explored the processes of change for cognitive defusion and restructuring with daily ratings of self-criticism from a larger component trial as well as self-compassion as a moderator of these daily effects. A sample of 51 adults high in self-criticism (M age = 22.69, 78% female, 88% non-Hispanic White) were randomized to a cognitive defusion or restructuring mobile app for two weeks and completed daily assessments. Both conditions improved over time on daily frequency, defused noticing, challenging, and believability of self-critical thoughts as well as valued actions, with larger improvements in the defusion condition only for thought frequency and defused noticing. Global self-compassion moderated several effects such that only participants lower in self-compassion improved over time on daily self-criticism processes in the restructuring condition, while effects over time in the defusion condition generally did not vary by level of self-compassion. Improvements in daily frequency, defused noticing, and challenging self-critical thoughts as well as valued action each predicted global improvements in self-criticism at post-intervention across conditions. Overall, these preliminary results suggest cognitive defusion and restructuring may have some similar effects on self-criticism related processes of change, particularly for those low in self-compassion. However, defusion may produce larger effects on some targeted processes, especially among those with higher self-compassion.
The graph understanding for mastering the natural science concepts through the process skills approach aims to improve student ability in lower secondary school. In this study, we conducted a series of quasi-experiments for participants by using pre-test and post-test. The research instruments consisted of two tests and the questionnaires. After learning through the process skills approach, the post-test was used to evaluate the graph understanding and the mastery of natural science concepts. The aspects of written communication, interpretation, conclusion, and prediction were evaluated for the graph understanding while the aspects of knowledge, comprehension, application, analysis, synthesis, and evaluation were evaluated for the mastery of the concepts. The data were analyzed quantitatively by average scores and level categories. The t-test formula was used with a 5% significance level for the treatment effectiveness. The results showed that the enhancement of graph understanding can increase the concept mastery. The difficulties in understanding the graphs were closely related to the student mastery of prerequisite skills such as the basic concepts of mathematics. Then, the prerequisite skills are very important to improve their knowledge.
In recent years, the family of algorithms collected under the term “deep learning” has revolutionized artificial intelligence, enabling machines to reach human-like performances in many complex cognitive tasks. Although deep learning models are grounded in the connectionist paradigm, their recent advances were basically developed with engineering goals in mind. Despite of their applied focus, deep learning models eventually seem fruitful for cognitive purposes. This can be thought as a kind of biological exaptation, where a physiological structure becomes applicable for a function different from that for which it was selected. In this paper, it will be argued that it is time for cognitive science to seriously come to terms with deep learning, and we try to spell out the reasons why this is the case. First, the path of the evolution of deep learning from the connectionist project is traced, demonstrating the remarkable continuity, and the differences as well. Then, it will be considered how deep learning models can be useful for many cognitive topics, especially those where it has achieved performance comparable to humans, from perception to language. It will be maintained that deep learning poses questions that cognitive sciences should try to answer. One of such questions is the reasons why deep convolutional models that are disembodied, inactive, unaware of context, and static, are by far the closest to the patterns of activation in the brain visual system.
In an earlier study (Chen et al., 2019, Science, 363(6423), 166–167), we showed that budgerigar, Melopsittacus undulatus, females increase their preference for males that were observed solving two extractive foraging problems. Camacho-Alpízar et al. (2020, Animal Behaviour, 165, e1–e3) question whether this outcome shows that females evaluate the cognitive skills of males. Their main argument is that individual differences in problem solving are often due to differences in noncognitive abilities. Here we outline the differences between the use of problem-solving tasks as it is mostly done and how we used it in our study. We argue that our design maximizes the chance that observed differences in male problem solving indicate differences in learning abilities to an observing female. We agree with Camacho-Alpízar et al. that the topic of the evolution of cognitive abilities through sexual selection deserves further study and hope our study (Chen et al., 2019), Camacho-Alpízar et al.’s comment and this reply will stimulate further research.
Computer-Based Problem Solving is a combination of problem-based learning and computer-assisted learning. The method facilitates students to use computer programs as cognitive tools to solve problems. The purpose of this study is to determine the effect of Computer Based Problem Solving on High Level Thinking Skills (HOTS) of prospective teachers. The study was conducted in the 5th semester of the 2018/2019 academic year. This is a quasi-experiment with pre-test and post-test control group design consist. In the process of learning, the experimental group used computer-based problem solving as treatment whereas the control gorup used traditional methods. HOTS data was collected by conducting essay tests and the data was analyzed by using t-test and ANOVA. The findings of this study revealed that using computer-based problem solving approach improved HOTS of the prospective teachers as well as enhance their collaboration and motivation. It was found out that there was a moderate improvement on HOTS aspects in communication. The study also showed very slight improvement on the prospective teacher’s problem solving abilities.
Empowerment of critical thinking skill is one of numerous goals the 21st century education intends to acquire. This study employed content analysis on a number of articles that had been published in Biology education journals across Indonesia since 2010 to 2017, with critical thinking skill as the main focus of the study. This current study has revealed that in the past three years, the number of publications that focused on critical thinking skill had improved. Among those publications, the most dominant research designed was quantitative. In addition, the tenth graders of senior high school and 'Ecosystem' were consecutively the subject and material targeted the most. Test and t-test were serially the most commonly-used instrument and data analysis method. In respect to the findings of this study, some recommendations have been proposed for upcoming researches underpinning critical thinking skill as the main focus. Some of these recommendations include increasing the diversity of research type and choosing more precise data analysis techniques.
Article History Keywords Conceptual understanding Content domains Mathematical abilities Mathematical competence Misconceptions Problem solving Procedural knowledge. This study measures the mathematical abilities high school graduates" in Bahrain. Mathematical abilities encompass conceptual understanding, procedural knowledge and problem-solving skills in the five content domains which are Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability. While procedural understanding focusses on performing facts and algorithms, conceptual understanding reflects a student's ability to reason and comprehend mathematical concepts, operations and relations which will be helpful in solving non-routine problems. A test consisting of questions from the five content domains was administered to students where they demonstrated conceptual understanding and procedural knowledge which enabled them to solve problems in various real-life situations. Structured interviews were also conducted to test their mathematical abilities and suggest ways to improve proficiency in mathematics and eliminate misconceptions. The results show that conceptual understanding and problem-solving skills are positively correlated. This research also endeavors to correlate students" performance in this test with their high school GPA. Contribution/Originality: This study explores the relationship between mathematical abilities: conceptual understanding, procedural knowledge and problem-solving skills in high school graduates in the five mathematics content domains: number and operations, algebra, geometry, measurement, and data analysis and probability.
In this paper we propose a computational framework aimed at extending the problem solving capabilities of cognitive artificial agents through the introduction of a novel, goal-directed, dynamic knowledge generation mechanism obtained via a non monotonic reasoning procedure. In particular, the proposed framework relies on the assumption that certain classes of problems cannot be solved by simply learning or injecting new external knowledge in the declarative memory of a cognitive artificial agent but, on the other hand, require a mechanism for the automatic and creative re-framing, or re-formulation, of the available knowledge. We show how such mechanism can be obtained trough a framework of dynamic knowledge generation that is able to tackle the problem of commonsense concept combination. In addition, we show how such a framework can be employed in the field of cognitive architectures in order to overcome situations like the impasse in SOAR by extending the possible options of its subgoaling procedures.
This research has purposes to: (1) determine the effect of PBL on problem solving and concept understanding of high school students, (2) determine the effect of Concept Map on problem solving and concept understanding of high school students. This research was a quasiexperimental research. The population in this research were all students of grade X SMA N 6 Yogyakarta. The samples taken for this research were four classes of the X graders out of 7 classes. Testing of differences in the effect of applying various learning models using the one way ANOVA test. These results of the research indicated that 1) the PBL learning model has significant effect on the problem solving and concept understanding of the ecosystem material of high school students; 2) Concept Map has significant effect on the problem solving and concept understanding of ecosystems material of high school students.
The integrated knowledge should be implemented to face the 21st-century era. Beside the integrated knowledge, mastery the concept and creativity also must be involved in order to enhance the quality of education. Thus, this research was aimed to investigate the effect of STEAM-Based Learning on Students’ Concept Mastery and Creativity in learning Light and Optics. The method that used was a mixed method with convergent parallel design. The population in this research was 8th-grade students in private junior high school in West Bandung and the sample was one class of 8th grade. The school implemented Indonesian Curriculum 2013 in the teaching-learning process. The sampling techniques were convenience sampling. The number of participants in this research was 27 students. The quantitative data in this research was obtained through an objective test. The objective test was made based on Bloom’s Taxonomy revision by Anderson. The qualitative data was obtained through the creativity rubric adopted from Creative Product Semantic Scale (CPSS) developed by O’Quinn and Bessemer. The dimension that was in creativity is novelty, resolution, and elaboration and synthesis. According to the research, students’ concept mastery improved as much as 0.78 with category high improvement after the implementation of STEAM-Based Learning. For students’ creativity achievement, in every dimension gained different result: 1) Novelty is categorized into good with 75.6%, 2) Resolution is categorized into good with 77.8%, and 3) Elaboration and synthesis are categorized into enough with 65.3 %. Overall, students’ concept mastery and creativity in the implementation of STEAM-Based Learning in learning light and optic is categorized as good.
Latar belakang dari penelitian ini adalah proses pembelajaran yang tidak bervariasi menyebabkan siswa kurang mengembangkan keterampilan berpikirnya terutama dalam menyadari pengetahuan metakognitifnya. Akibatnya siswa kesulitan memecahkan permasalahan yang diberikan padahal permasalahan yang diberikan merupakan masalah yang nyata dan sering ditemukan dalam kehidupan sehari-hari. Adapun tujuan dari penelitian ini adalah untuk mengetahui hubungan antara pengetahuan metakognitif dengan kemampuan pemecahan masalah melalui model Problem Based Learning (PBL) pada konsep pencemaran lingkungan. Penelitian ini dilakukan di SMA Negeri 1 Kuningan dengan populasinya adalah seluruh siswa kelas X dan sampel yang digunakan sebanyak 68 siswa yang diambil menggunakan teknik cluster random sampling yang terbagi dalam dua kelas yaitu kelas eksperimen dengan menggunakan model PBL dan kelas kontrol menggunakan model inquiry terbimbing. Desain penelitian ini adalah Posttest Only Control Design. Untuk mengumpulkan data digunakan Metacognitive Awareness Inventory (MAI) dan tes uraian kemampuan pemecahan masalah. Hasil uji t untuk variabel pengetahuan metakognitif menunjukan thitung > ttabel �(4,38 > 2,65) artinya ada perbedaan yang signifikan antara siswa kelas eksperimen pada hasil tes MAI dengan menggunakan model pembelajaran PBL. Hasil penelitian menunjukan pengetahuan metakognitif siswa kelas eksperimen dikategorikan sangat baik dan siswa kelas kontrol hasilnya dikategorikan baik. Hasil uji t untuk variabel kemampuan pemecahan masalah menunjukan thitung > ttabel (3,72 > 2,65) artinya ada perbedaan yang signifikan antara siswa kelas eksperimen pada hasil posttest kemampuan pemecahan masalah menggunakan model pembelajaran PBL. Dalam hasil penelitian ini pada total keseluruhan indikator yang tercapai mendapatkan rata-rata total rubrik yang didapat yaitu 3,1 yang menunjukan kriteria baik, sedangkan pada kelas kontrol mendapatkan rata-rata total rubrik yaitu sebesar 2,9 yang menunjukan kriteria baik juga. Hal ini menunjukan bahwa kemampuan pemecahan masalah siswa sudah mencapai kriteria baik pada tiga indikator. Hasil korelasi diketahui rxy = 0,74 yang berarti memiliki korelasi yang cukup dan berkorelasi positif. Sehingga ada hubungan antara pengetahuan metakognitif siswa dengan kemampuan pemecahan masalah melalui model pembelajaran PBL. Sedangkan rata-rata persentase hasil angket menunjukan 85,29% siswa merespon positif� terhadap pembelajaran menggunakan PBL.
Only knowledge is not sufficient to make students succeed in the world. Students need to attain 21 st century skills like problem-solving, creativity, innovation, metacognition, communication etc. to endure in the modern world. Problem-solving skill is one of the fundamental human cognitive processes. Whenever students face a situation where they do not know the way to complete a task, the problem occurs. Problem-solving is a process, which involves systematic observation and critical thinking to find an appropriate solution or way to reach the desired goal. The framework of problem-solving consisted of two major skills: observation and critical thinking skill. Observation skill refers to collecting data, understanding and interpreting the meaning of the information using all the senses. Critical thinking involves the individual's ability to do the following: conceptualizing, logical reasoning, applying strategy, analytical thinking, decision making and synthesizing to solve any problem.
Problem-solving is a high-level ability to find solution to a problem. In the problem-solving process, students have to identify and understand the problems, plan the solutions, execute the plans and review the resolution process. This ability is needed by students to produce meaningful knowledge. This article discusses the effect of virtual labs in physics learning toward student’s problem-solving abilities. The improvement of problem-solving skills was analyzed in each step of the solution process. This quasi-experimental study was conducted at three different senior high schools. There were 165 students participating in this study, all of whom were divided into three experimental groups and three control groups. The research instrument used was five to eight questions of essay test. The results showed that the problem-solving ability of the experimental group was higher than that of the control group at each school. The analysis of each problem-solving step showed that, in each school, the students' ability to identify and define the problem and also to establish goals and objectives show a similar result. Students have an excellent ability in identifying problem up to plan for problem-solving, whereas for the step of analyzing the choice of ideas and step to follow up of problem-solving overall still need to be improved. Students who are unable to complete a particular problem-solving step will not be able to complete the next step well.
The purpose of this study was to measure the effectiveness of two problem-solving cycles. The effectiveness of thinking skills was measured through the achievement of learning outcomes of problem solving skills and mastery of the concept of Plant Anatomy. The study was conducted on 96 students at Plant Anatomy course. The research type was quantitative research with a quasi-experiment method. The research design used one group pretest-posttest design. The collected data were analysed descriptively based on the percentage of learning mastery and the average of N-gain. The data indicated a significant difference in the students’ problem-solving skills between the pre-test and post-test with the N-gain value was categorized as a medium level. Moreover, 75% of learning indicators have been completed by the students. In relation to the conceptual understanding, the results showed that the percentages of students who could complete the topics of a stem, a root, and a leaf were 80,21%, 71,88%, and 84,98%, respectively. Therefore, it suggested that the two cycles of problem-solving cycles implemented in this study were effective.
Theorists suggest that collaboration is a key aspect in online, inquiry-based learning. However, research finds that meaningful interaction is challenging, and learners struggle to sustain interaction. One way to scaffold collaborative problem-solving is through case libraries; however, few studies have explored how the type of experience depicted in a case library (success and failure) catalyzes learning. To address this gap, this study explored how the presence of success versus failure case libraries supports learning in terms of understanding of the problem space, conceptual space, knowledge construction convergence, and social network interaction. Results found no differences between conditions when discussing the problem space. However, results found that the failure group outperformed the success condition in terms of conceptual space, knowledge construction convergence, and social network interaction. As it relates to scaffolding using case-based reasoning theory and failure-driven memory theory, the failure cases helped to scaffold learners understanding of the broader conceptual space, knowledge construction, and learner–learner interaction. Additional implications for inquiry-based learning and scaffolding using case-based reasoning theory and failure-driven memory theory are provided.
Although studies on the development of higher order thinking skills (HOTS) as part of Bloom’s revised taxonomy have grown significantly among adult learners, little is known about its use for teaching English to young learners. In the Indonesian context, HOTS is mandated by the scientific-based 2013 national curriculum. This study investigates the development of HOTS strategies and possible challenges through storytelling among seventh grade students to improve their speaking ability. This Classroom Action Research (CAR) obtains data from classroom observations, interviews with the teachers and students, and analysis of lesson plans. The findings reveal that, in its simple form, HOTS in storytelling was developed in young English learners through open-ended question, a strategy which enables students to practice speaking through giving opinion, comment, and imagination while analyzing and evaluating the story. However, due to their limited language competence and unfamiliarity with the story context, students still find difficulties in creating their own stories, the highest level of educational objective. The study finally comes up with ways to engage students in storytelling while developing their HOTS.
The interrelationship between mathematics and science education has frequently been emphasized, and common goals and approaches have often been adopted between disciplines. Improving students’ problem-solving skills in mathematics and science education has always been given special attention; however, the problem-posing approach which plays a key role in mathematics education has not been commonly utilized in science education. As a result, the purpose of this study was to better determine the effects of the problem-posing approach on students’ problem-solving skills and metacognitive awareness in science education. This was a quasi-experimental based study conducted with 61 chemistry and 40 physics students; a problem-solving inventory and a metacognitive awareness inventory were administered to participants both as a pre-test and a post-test. During the 2017–2018 academic year, problem-solving activities based on the problem-posing approach were performed with the participating students during their senior year in various university chemistry and physics departments throughout the Republic of Turkey. The study results suggested that structured, semi-structured, and free problem-posing activities improve students’ problem-solving skills and metacognitive awareness. These findings indicated not only the usefulness of integrating problem-posing activities into science education programs but also the need for further research into this question.
Problem solving is a critical component of comprehensive learning in 21st century. Problem solving is defined as a process used to obtain the best answer from a problem. Someone who can solve the problem is called a problem solver. Problem solver obtains many benefits in the future and has a chance to be an innovator, such as be an innovative entrepreneur, modify behavior, improve creativity, and cognitive skills. The goal of this research is to analyze problem solving skills of students in Senior High School Surakarta in learning Biology. Participants of this research were students of grade 12 SMA (Senior High School) N Surakarta. Data is collected by using multiple choice questions base on analysis problem solving skills on Mourtus. The result of this research showed that the percentage of defining problem was 52.38%, exploring the problem was 53.28%, implementing the solution was 50.71% for 50.08% is moderate, while the percentage of designing the solution was 34.42%, and evaluating was low for 39.24%. Based on the result showed that the problem solving skills of students in SMAN Surakarta was Low.
As the massive advancement in 21st century, the role of education is to prepare generations in mastering the skills they need to face the challenges arised in their era. OIDDE is the abbreviation for Orientation, Identify, Discussion, Decision, and Engage in behaviour. The learning model designed by Hudha et al. (2016) is expected to be able to guide the learners to achieve Higher Order Thinking Skills (HOTS) in term of producing proper and wise decisions through the certain steps which enable them to comprehend the facts faced and engage the decision resulted in their behaviour. This research provides the information of how OIDDE can stimulate the students' higher order thinking skills by assessing the three aspects thinking skills namely: self-regulated thinking, critical thinking, and creative thinking. This research employed Classroom Action Research (CAR) method conducted in two cycles which comprise of four meetings with duration of 3 × 50 minutes for each cycle. The participants were 45 biology education students in fifth semester.
p>Optical wave courses at the Department of Science discuss waves and optics. The purpose of this study is to describe the problem-solving ability of students in optical wave courses. The method used is quantitative descriptive with one group pre-test post-test design. Method of data collection involves a test given to students before and after the student worksheet was provided in the course of optical waves. This study showed an increase in scores experienced by as many as 15 students. This shows that the problem-solving ability of students has increased.
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p align="justify">Kemampuan berpikir tingkat tinggi memiliki peranan penting dalam membentuk karakter kreatif dan kritis seseorang dalam menyelesaikan permasalahan fisika. Kemampuan berpikir tingkat tinggi pada umumnya didukung oleh kualitas pemahaman konsep seseorang, dalam artian kualitas pemahaman seseorang terhadap suatu konsep sinergi dengan kualitas kemampuan berpikir tingkat tingginya. Tujuan penelitian ini adalah untuk mendeskripsikan hubungan kausalitas antara pemahaman konsep dengan kemampuan berpikir kreatif siswa dalam pemecahan masalah fisika berdasarkan data penelitian yang telah dilakukan di kelas X IPA 2 SMAN 4 Jember. Data pemahaman konsep dan kemampuan berpikir kreatif diperoleh melalui pre-test dan post-test menggunakan tes objektif dan uraian. Data hasil penelitian tersebut dianalisis menggunakan analisis regresi linier dan dijelaskan secara deskriptif berdasarkan n-gain pada masing-masing indikator pemahaman konsep dan kemampuan berpikir kreatif. Kajian tentang hubungan kausalitas antara pemahaman konsep dan kemampuan berpikir kreatif menunjukkan bahwa keduanya memiliki pengaruh yang saling konstruktif dalam menghasilkan penyelesaian yang komprehensif dari suatu permasalahan fisika.</p
Critical thinking skills and problem solving ability is very helpful in educational psychology courses to train student teachers in solving complex problems of education, especially in the classroom. This study aimed to describe the ability of critical thinking and problem solving ability of students in educational psychology lecture. Methods empirically using a quasi-experimental method with data analysis techniques using quantitative descriptive. Samples in this study were 30 students in the subject of educational psychology. The results showed that the thinking skills of students included in the category sufficient to score an average of 3:06. critical thinking skills based on the indicator indicates that the indicator 3 (I-3) gives a good conclusion is the highest score and indicator 2 (I-2) to build the fundamental skills is the lowest score. Problem solving ability of students included in both categories with an average score of 2.99. Pearson correlation test results (r) between the critical thinking skills and problem solving ability of students did not show a strong relationship even contradictory (-.05). based on the results of data analysis can be concluded that the ability of critical thinking and problem solving ability of students still have to be improved in the future.
Solving problem is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe the thinking process of naive problem solvers based on heuristic of Polya. The researcher gave two problems to students at grade XI from one of high schools in Palangka Raya, Indonesia. The research subjects were two students with problem solving scores of 0 or 1 for both problems (naive problem solvers). The score was determined by using a holistic rubric with maximum score of 4. Each subject was interviewed by the researcher separately based on the subject’s solution. The results showed that the naive problem solvers read the problems for several times in order to understand them. The naive problem solvers could determine the known and the unknown if they were written in the problems. However, they faced difficulties when the information in the problems should be processed in their mindsto construct a mental image. The naive problem solvers were also failed to make an appropriate plan because they did not have a problem solving schema. The schema was constructed by the understanding of the problems, conceptual and procedural knowledge of the relevant concepts, knowledge of problem solving strategies, and previous experiences in solving isomorphic problems.
Advancements in science and technology have created problems for some people who have difficulties adapting to the new environment. Improving problem solving skills of these people is very important for them to so have the ability to cope with new problems. From the education perspective, it is believed that teachers should help students by not only giving them information on how to solve certain problems but also how to assimilate problem solving skills. Teachers should first and foremost have these problem solving skills so that they can help their students. In this context, the aim of the current work is to study pre-service science teachers' problem-solving skills and to determine the effect of science teacher training program on pre-service science teachers' problem solving skills based on their grade levels. 76 freshmen, 81 sophomores, 117 juniors and 69 seniors (that is, 343 pre-service science teachers in total) of the Department of Science Teacher Education in 2012 to 2013 academic year participated in this study. In order to measure their problem solving skills, problem solving inventory (PSI) which was developed by Heppner and Petersen and adapted into Turkish by Şahin, Şahin and Heppner was used. In the data analysis procedure, One-Way ANOVA was used to determine whether there is any statistically significant difference among grades, scores of problem solving skills, and its dimensions. According to the findings, significant differences were found between sophomores and juniors; and also between sophomores and seniors. As for the sub dimensions, there was only found a significant difference according to " impulsive style " and " avoidant style " dimensions among grades.
This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this allowed us to systematically investigate their problem-solving procedures. We identified a range of procedures and organized them as domain general, domain specific, or hybrid. We also identified domain-general and domain-specific errors made by students during problem solving. We found that students use domain-general and hybrid procedures more frequently when solving lower-order problems than higher-order problems, while they use domain-specific procedures more frequently when solving higher-order problems. Additionally, the more domain-specific procedures students used, the higher the likelihood that they would answer the problem correctly, up to five procedures. However, if students used just one domain-general procedure, they were as likely to answer the problem correctly as if they had used two to five domain-general procedures. Our findings provide a categorization scheme and framework for additional research on biology problem solving and suggest several important implications for researchers and instructors.
This study focuses on the relationship between cognitive styles and learning strategies of 184 second-year English majors from the Foreign Language School of a university in Wuhan. In this study, quantitative data is presented. Two self-reported inventories are employed. Learning Style Survey is used to examine the learning styles of the participants and the Chinese version of Oxford’s Strategy Inventory for Language Learning (SILL) is conducted to survey the subjects’ learning strategies.The results show that cognitive styles have significant influence on learners’ choices of learning strategies. Synthesizing style, sharpener style, field-independent style and impulsive style of cognitive styles correlate positively almost with every strategy presented in this paper, so they turn to be the most influential cognitive styles that have an impact on learners’ learning strategy choices.Finally, implications for teaching are discussed, as are suggestions for the future researches.
In a PBL environment, learning results from learners engaging in cognitive processes pivotal in the understanding or resolution of the problem. Using Tan’s cognitive function disc, this study examines the learner’s perceived cognitive functions at each stage of PBL, as facilitated by the PBL schema. The results suggest that these learners perceived themselves as employing certain cognitive functions, with each function specific to different PBL stages. The cognitive functions were (i) looking from different perspectives, (ii) generating many ideas, (iii) making connections and (iv) synthesis. The identification of perceived dominant cognitive functions to the pedagogical stages of PBL can serve to
advance classroom practices as it (i) provides a cognitive-centric approach to PBL and (ii) allows the PBL schema to be used as a tool to scaffold cognitive functions.
This descriptive quantitative study aims to measure secondary year 4 students’ problem solving in chemistry. A total of 200 students from four schools in one district were chosen as respondents in this study. Data were obtained through a set of test which measured “Levels of Conceptual Knowledge and Procedural Knowledge”. The findings showed that the level of conceptual knowledge and procedural knowledge was weak. The results also indicated that there was a moderate correlation between problem solving based on conceptual and procedural knowledge. Accordingly, science teaching and learning strategies were presented to raise the level of conceptual and procedural knowledge among students.
Mastering statistic consepts to be applied in research is crucial competency for Biologi Education students. This research aimed to observe the competency level of Biology Education students in implementing their statistical knowledge. The population of this survey research was the students in seventh semester of Department of Biology Education, Faculty of Teacher Training and Education, Universitty of Muhammadiyah Malang. Meanwhile, the sample were 41 students which comprised of 31 females and ten males. The quantitative data gained was analyzed descriptively to observe the statistical mastering concept of students in general. In addition, one-way ANOVA test was also conducted to determine whether there was a significant difference among students with difference academic levels in mastering statistical concepts. The findings showed that the statistical competencies of Biology Education students were low. Furthermore, the students with low, fair, and high academic abilities had no significant difference in mastering statistical concepts. Based on the findings, it is a demanding task for lecturers to creat the most proper learning design in their lectures which boost students’ self-eficacy as well as their motivation and positive attitude so that it will ease them to be engaged in statistical learning.
Penelitian ini bertujuan untuk mengetahui kemampuan kognitif mahasiswa dalam pemecahan masalah pada mata kuliah matematika SMP berdasarkan kecerdasan logis-matematis. Metode penelitian yang digunakan adalah penelitian kualitatif jenis studi kasus. Subyek dalam penelitian ini adalah mahasiswa semester III Universitas PGRI Madiun. Teknik analisis datanya terdiri dari tiga alur yaitu reduksi data, penyajian data, dan penarikan kesimpulan, serta teknik keabsahan data. Hasil penelitian menunjukkan kemampuan kognitif dalam pemecahan masalah (1) mahasiswa dengan kecerdasan logis-matematis tinggi memiliki kemampuan mengingat, memahami, menerapkan, menganalisis, mengevaluasi, dan mencipta dengan baik. (2) mahasiswa dengan kecerdasan logis-matematis sedang memiliki kemampuan mengingat, memahami, menerapkan, menganalisis, mengevaluasi, dan mencipta dengan cukup baik (3) mahasiswa dengan kecerdasan logis-matematis kategori rendah memiliki kemampuan mengingat, memahami, menerapkan, menganalisis kurang baik.
Peserta didik sulit memahami materi alat-alat optik dipengaruhi oleh rendahnya pemahaman dalam penguasaan materi. Hal ini dikarenkaan gaya mengajar guru masih dominan menggunkan model teacher center sehingga peserta didik tidak terlibat aktif pada proses pembelajaran dan menimbulkan kurangnya rasa kepercayaan diri pada peserta didik dalam menyelesaikan masalah konstektual fisika dengan menggunakan model problem based learning pada materi alat-alat optik. Metode penelitian yang digunakan adalah pre-experimental dengan desain “control group pretest-posttest design”. Sampel dalam penelitian ini adalah kelas XI IPA 3 sebagai kelas eksperimen sebanyak 30 peserta didik. Pengumpulan data dilakukan dengan pretest- posttest untuk mengukur kemampuan menyelesaikan masalah konstektual dan angket untuk menilai kepercayaan diri peserta didik. Penelitian ini menggunakan one group pretest-posttest design. Hasil analisis nilai rata-rata pretest sebesar 50,07 dan posttest sebesar 75,77 dengan perolehan N-gain 0,51 yang tergolong kategori sedang. Uji signifikan dilakukan dengan menggunakan uji-t setelah data berdistribusi normal. Hasil uji t menunjukkan thitung ttabel (12,055 2,045) sehingga terdapat perbedaan nyata. Hasil analisis kepercayaan diri diperoleh peningkatan setelah menerapkan model problem based learning didapatkan bahwa indikator keyakinan akan kemampuan diri 81,77%, optimis 83,67%, obyektif 88,75%, bertangggung jawab 86,94%, dan rasional 88,85%. Hasil penelitian menunjukkan bahwa model problem based learning dapat meningkatkan kemampuan menyelesaikan masalah konstektual fisika dan kepercayaan diri peserta didik pada materi alat-alat optik.
Critical thinking is an essential skill that medical students need to master due to the necessity of making complex judgments in healthcare settings. Examining medical students’ critical thinking and the associated factors can inform educators on how to equip students for effective critical thinking. This research aimed to evaluate critical thinking among medical students, and the correlations of emotional intelligence and five conflict management styles with critical thinking were also investigated. A cross-sectional study of medical students from the University was conducted using a questionnaire. Data were analysed using t-tests, one-way ANOVA, Pearson correlation analysis, and linear regression analysis. 269 medical undergraduates completed this study. The mean critical thinking score was 281.12 ± 27.40, with139 participants (51.67%) indicating positive to strong critical thinking tendency. Gender or year of study was not statistically significantly associated with critical thinking. Emotional intelligence was a significant predictor of critical thinking: higher emotional intelligence scores were associated with higher critical thinking scores. Integration, domination, and compliance showed a significant association with critical thinking. The more students used the integration style, the more positive their critical thinking score was. The more students used the domination and compliance styles, the more negative their critical thinking score was. These findings point to a potential link between medical students’ critical thinking, emotional intelligence and conflict management skills, all of which are needed to make critical clinical judgements, manage their own emotions and the emotions of others and to manage workplace conflict. Further investigation to explore these associations and the role of inclusion of these topics in the undergraduate curriculum is required.
In the last decade studies on the notion of complex thinking have proliferated and there are several authors who propose the need of promoting it through educational systems; However, there is a lack of operational conceptualization allowing the development of instruments, tasks or evaluation systems for observation or measurement, especially from the conceptual perspectives developed by Edgar Morin and Mathew Lipman, considered the most relevant and referenced notions in the educational field. In this sense, this study aims to develop a conceptual model with the operational definitions of skills and/or cognitive processes of complex thinking. To accomplish this, the main proposed conceptualizations and the approach to their processes from the cognitive sciences were reviewed. Therefore, a new conceptualization for complex thinking is proposed through a process of synthesis and conjugation of different conceptual perspectives.
In the past few decades, mathematical models based on dynamical systems theory have provided new insight into diverse biological systems. In this review, we ask whether the recent success of machine learning techniques for large-scale biological data analysis provides a complementary or competing approach to more traditional modeling approaches. Recent applications of machine learning to the problem of learning biological dynamics in diverse systems range from neuroscience to animal behavior. We compare the underlying mechanisms and limitations of traditional dynamical models with those of machine learning models. We highlight the unique role that traditional modeling has played in providing predictive insight into biological systems, and propose several avenues for bridging traditional dynamical systems theory with large-scale analysis enabled by machine learning.
Data from PISA and TIMSS shows that the literacy ability of students in Indonesia is still lacking. Based on this, the literacy ability of junior high school students needs to be improved and measured. Scientific literacy assessment can be focused on two dimensions, namely the content dimension and the cognitive dimension. The purpose of this study was to determine the correlation between the dimensions of content and cognitive dimensions. This type of correlational research with the ability variable dimensions content (x) and cognitive dimension capabilities (y). The study involved 76 of VII grade students of a SMP (Junio High School) in Malang. Data were collected using a writing test. The results show (1) there is a positive relationship between the ability of the dimensions of content with the ability of the cognitive dimensions, (2) there is a positive relationship between the ability of the dimensions of content with the ability to: a) use knowledge or concepts in a meaningful way, b) identify problems, c) analyze and evaluate data or events, d) design investigations, e) use and manipulate tools.
The purpose of this study is to explore the impact of problem solving instruction on 126 middle school students' learning of physical science in terms of their scientific knowledge, scientific concept dependent reasoning and problem solving ability. This study used a quasi-experiment with one factorial design of instructional approaches (problem solving and traditional hands-on learning). Sixty-one students participated in problem solving while sixty-five students participated in traditional hands-on learning. Results indicate that the problem solving group significantly outperformed the traditional hands-on learning group for both immediate and retaining effect, regardless of scientific knowledge, scientific concept dependent reasoning and scientific problem solving abilities. The regression results also indicated that the scientific concept dependent reasoning test is the best predictor for scientific problem solving ability, followed by scientific knowledge itself. Our study demonstrates that students' scientific knowledge, reasoning and problem solving all are successfully improved after receiving six weeks scientific problem solving.
From all the difficulties students have while trying to understand physics
, the ones with mathematics
are of the more remarkable, at least for physics teachers. Although the problem is explicit, its solution becomes complex due to the lack of clarity about the characteristics of the relationship between maths and physics. If for the teacher these relationships are unclear, it is probable that their students will not realize their character and assume a naive attitude, believing that knowing the equation and how to resolve it will result in success in solving physics problems, forgetting the conceptual part. We investigated how these relationships were perceived by two consecutive groups of undergraduate students in a physics degree that educate high school physics teachers
and how this way of understanding is reflected in their conceptual learning and their attitudes when they are asked to resolve problems of thermodynamics. We will discuss how their perceptions would influence their teaching in middle school.
This study aimed to explore a collaborative problem solving case using social media and an e-collaboration tool, and analyze its educational implications in a qualitative research method. For achieving the research goal, a case study was conducted in a middle school class. Two rounds of one-to-one interviews witha teacher and written interviews withstudents were conducted. In addition, relevant class resources and the students’ final reports were also collected as data. It was shown that using social media and an e-collaboration tool could encourage students’ scientific inquiries and enhance problem solving skills as well as set up a healthy communication culture among teachers and students.
In recent years, social networking services (SNSs), for example, Facebook, have shown exponential growth in their number of users. Witnessing the popularity of these SNSs, educational researchers have also explored the potential educational value of using SNSs. Despite the few studies that have investigated learners’ attitudes toward and the effects of incorporating SNSs in class, limited attention has been paid to examining learners’ knowledge and cognitive processes involved in online discussions using SNSs. Although general public interest in life-long learning has been gradually increasing, relatively little attention has been devoted to exploring the application of SNSs in adult and continuing education programs.
Studentsr Metacognitive Thinking Process in Solving Covalent Bonding Problem Based on Academic Ability Level
- H Aliyah
- E Erman
- B Sugiarto
Aliyah, H., Erman, E., & Sugiarto, B. 2018. Studentsr Metacognitive Thinking Process in
Solving Covalent Bonding Problem Based on Academic Ability Level. Advances in
Intelligent Systems Research (AISR), 157:18-21. https://doi.org/10.2991/miseic-18.2018.5
Student's Perceived Level and Teachers' Teaching Strategies of Higher Order Thinking Skills; A Study on Higher Educational Institutions in Thailand
- A P Dungsungnoen
Dungsungnoen, A.P. 2016. Student's Perceived Level and Teachers' Teaching Strategies of
Higher Order Thinking Skills; A Study on Higher Educational Institutions in Thailand.
Journal of Education and Practice, 7(12):211-219.
Pengembangan Petunjuk Praktikum Berorientasi Pemecahan Masalah Sebagai Sarana Berlatih Keterampilan Proses Dan Hasil Belajar Mahasiswa IPA Universitas Wiraraja
- D A Fajarianingtyas
- J N Hidayat
Fajarianingtyas, D.A. & Hidayat, J.N. 2020. Pengembangan Petunjuk Praktikum
Berorientasi Pemecahan Masalah Sebagai Sarana Berlatih Keterampilan Proses Dan
Hasil Belajar Mahasiswa IPA Universitas Wiraraja. Jurnal Pendidikan Sains Indonesia, 8(2): 152-163. https://doi.org/10.24815/jpsi.v8i1.15515
Analysis of Developing 21st Century Competencies Through Problem Solving in Fiji Primary Mathematics Education
- T Joweli
Joweli, T. 2018. Analysis of Developing 21st Century Competencies Through Problem
Solving in Fiji Primary Mathematics Education. NUE Journal of International
Educational Cooperation, 12:141-150.