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Copyright of Humanities & Educational Sciences Journal is the property of Humanities & Educational Sciences Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Chemistry is a scientific discipline that is often considered difficult because students struggle to solve contextual and open-ended problems, mainly due to a poor understanding of scientific concepts related to the problem. To fully grasp the concepts in chemistry, students must develop the ability to solve real-life problems. Problem-solving skills are applied in many aspects of life, making them crucial for the 21st century. Problem-based learning (PBL) is an effective method for improving students' problem-solving skills. This study aims to outline how the PBL approach enhances students' problem-solving skills, specifically in the context of chemistry education. The sixteen research articles reviewed in this paper were collected from well-known databases such as ERIC, SCOPUS, and Google Scholar. Systematic literature review (SLR) is the method used in this review. This review provides evidence that PBL can enhance problem-solving skills in chemistry education. All research articles have shown that PBL has a significantly positive effect on the problem-solving skills of students. Seven out of sixteen articles have provided insights into the design and framework of PBL implementation. The researcher recommends conducting more studies in all areas of chemistry to provide clear guidance on incorporating PBL. The researcher also recommends using mobile technologies to integrate PBL in a stimulating manner, such as by developing a mobile application to aid in the instructional process. Proper insights into the effectiveness of implementing PBL to enhance problem-solving skills in chemistry, as well as the integration of PBL into the instructional process, are necessary. This will aid teachers and lecturers in planning their lessons, which is why this systematic review is needed. [ABSTRACT FROM AUTHOR]

Problem-solving is one of the essential and crucial skills for physical learning. This study describes the problem-solving skills of college students taking physics education programs and their incorrect answers on simple electrical circuits topic. We used four essay questions representing the series, parallel, combined series-parallel, and double-loop electrical circuits concepts to measure their problem-solving skills. Meanwhile, for describing their problem-solving skills, we used five categories of problem-solving processes, consisting of useful description (UD), physics approach (PA), specific application of physics (SAP), mathematical procedures (MP), and logical progression (LP). Further, to identify their mistakes, we examined the general mistakes in each problem-solving process. Our analysis results suggested that the college students taking the physics education program have relatively high problem-solving skills in the UD and PA categories. Still, they have low skills in SAP and MP categories, with poor ability in the LP category. Their mistakes were mostly observed in drawing complete electrical circuits and the circuits with missing and changing components (UD category), the correlation between each physic concept, law, and principle with the simple electrical circuits topic (PA category), confusion and inconsistency to correctly determine the + or - symbols for every source of voltage and difficulty in using the Kirchoff's second law following the loop direction. Besides, the participants also frequently used incorrect V, and I value on the problem being reviewed (SAP category), did not re-evaluate the order and completeness of their answer, as well as the logical reasoning for the obtained V and I from their problem-solving process based on the scientific and physic concepts and characteristics (LP category). [ABSTRACT FROM AUTHOR]

Health education aims to change unhealthy behaviors and promote population health. However, limited teaching time and standardized materials pose challenges, prompting elementary school teachers to explore technology-enhanced teaching strategies. To cultivate proper health attitudes and behaviors among elementary school students, many researchers have widely used e-books to teach health education-related courses. Many studies have proven interactive e-books to be effective in aiding both teaching and learning. However, despite the continuous innovation of e-books in educational applications, the long-term effects of e-books have yet to be investigated, since learning memory only responds to short-term memory effects. Therefore, this study attempts to develop a sequential multi-level prompting strategy for e-book learning in a mobile learning environment for tablet computers. Students from two primary school classes were recruited for the empirical study. The experimental group used a sequential multi-level, prompting-based e-book to learn, while the control group used a conventional e-book learning approach. According to the study's results, the proposed learning strategies were found to improve the learning achievement of primary school students for cardiovascular disease, guide students in building knowledge, develop thinking and problem-solving skills, and help students transform their learning from short-term to long-term memory through post-testing of problem-solving delays. It is certain that sequential multi-level prompting strategies can help younger learners better understand and remember learning content and apply the knowledge they have gained to develop correct health attitudes. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences Institute / Sosyal Bilimler Enstitüsü Dergisi is the property of Bingol University / Rectorate and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Problem-solving is one aspect of high-level thinking skills that is important for students to have. Problem-solving is closely related to mathematical modeling, this is because mathematical modeling is usually considered the art of applying mathematics to real-world problems. This research is a qualitative descriptive study and the subjects of this study were 32 students of class VII C junior high school number 1 at Pagar Alam. This study aims to determine students' mathematical problem-solving abilities for the one variable linear equation topic with a mathematical modeling approach using ICT-based learning media. Data collection techniques used in this study were written tests and interviews. Based on the results of the study, it was found that learning mathematical modeling using Google Sites media was able to make a significant contribution to the problem-solving abilities of senior high school number 1 at Pagar Alam students. The results of the achievement of problem-solving abilities of VII C students with an average of 53.90% are categorized as sufficient. Students are more interested in using mathematical modeling learning using Google Sites.

A preliminary study highlights the persistent challenge of low problem-solving skills among 21st-century students. Therefore, this study examines the ECIRR learning model with a metacognitive approach to improve students' problem-solving skills in static fluid material. The method of this study is quasi-experimental with a one-group pretest-posttest design, enrolling 33 students from class XI at a public high school in Subang City. The Static Fluids Problem Solving Test (SPRING) instrument is used to collect data, which will then be analyzed using the stacking-racking technique. The results showed that ECIRR model learning with a metacognitive approach significantly improved students' problem-solving skills by 2.66 on the logit scale in the moderate category. The highest increase in problem-solving skills was on the plan a solution indicator, and the lowest was on the visualize the problem indicator. The decrease in the level of difficulty of the SPRING instrument indicates that learning has a positive impact. Thus, ECIRR model learning with a metacognitive approach can improve student problem-solving skills in a static fluid material. This study can be strengthened by using a control class to compare the results obtained in the control and experimental groups so that the effectiveness of the intervention can be determined objectively.

There are still many students who need help solving mathematical- problems. The need for attractive, easy-to-understand, and culture-based learning is essential for students. The objectives of this research are as follows: 1) to determine the stages of development of ethnomathematics-based e-modules, and 2) to find out whether ethnomathematics-based e-modules can improve problem-solving abilities at state junior high school 10 Metro. The research method uses a design research and development study type, including preliminary and prototyping stages (formative evaluation). According to the subject matter, media, and cultural experts, it is "highly feasible". Suggestions and comments from revised validators display feasibility. Meanwhile, the attractiveness of the e-module is evident in how students effectively use it. The results of the N-gain value analysis with an average of 0.8 indicates that ethnomathematics-based e-modules can significantly improve students' problem-solving abilities with high criteria. The e-module has met the criteria as a suitable medium for learning.

This study's purpose is to obtain a profile of students' problem-solving skills and describe the achievement of implementing Problem-Based Learning (PBL) in high schools. The profile of problem-solving skills was obtained by giving tests and questionnaires to 53 students, while the achievement of implementing the PBL model was obtained by interviewing six students and one chemistry teacher. The research data obtained is then described. The findings revealed that the students' problem-solving skills remained low, namely in the poor and very poor categories with a percentage of 67.93%. Meanwhile, students' problem-solving skills were in the enough category at 20.75%, in the good category at 11.32%, and in the very good category were not found. This study also demonstrates that the teacher's application of learning with the PBL has yet to lead to students achieving the problem-solving skill indicators that are measured. In addition, students' prior knowledge was found to have contributed to the achievement of these indicators. This study suggests adapting and modifying the PBL model's syntax based on all present constraints to develop a new learning model capable of appropriately training students' problem-solving skills by focusing on the side of students' prior knowledge, formulation hypothesis, and reflection activities in learning.

The limitation of laboratory facilities in conducting practical chemistry learning activities has become one of the triggers for less optimal learning processes. Implementation of virtual laboratory simulation becomes a solution to overcome the limited equipment of practicum activities. It is possible to overcome some of the challenges that are currently being experienced in chemistry education by making effective use of virtual laboratories. The primary aim of this research is to investigate the impact of virtual laboratories and self-efficacy on the improvement of problem-solving skills among engineering students in the context of applied chemistry education. The research employs a quasi-experimental design to examine the impact of independent variables on dependent variables. Participants in this study are students enrolled in the Refrigeration and Air Conditioning Engineering and Utility Engineering Technology programs within the Mechanical Engineering Department of Bali State Polytechnic. The study utilized data collection instruments consisting of tests assessing problem-solving skills and questionnaires measuring self-efficacy. The current study employs analysis of covariance (ANCOVA) as a statistical method to examine the hypothesis.The hypothesis testing results show that using virtual laboratories has a better effect than problem-solving skill demonstrations when it comes to electroplating learning activities. The observed correlation between self-efficacy and improved problem-solving skills does not seem to result in a significant impact.

As a central objective, problem-solving skills are important in the mathematics curricula of many countries. However, such skills tend to receive limited and rarely systematic attention in mathematics lessons, including in the Netherlands. To address this gap, the authors adopt a specific approach that defines problem solving as integral to mathematics: Teaching mathematics Through Problem solving (TTP). In Japan, teachers often learn about TTP by performing Lesson Study (LS), an approach in which teachers work in teams to design and conduct a research lesson that allows them to learn collectively about students' learning processes. TTP offers a promising, structured, didactical approach to introducing problem solving in mathematics lessons, and LS appears to represent an effective means for teachers to learn about TTP. To test this proposition, the current study entails a TTP- and LS-based intervention implemented in two secondary schools in the Netherlands, with an explicit focus on problem-solving skills. The central research objective for this study is to determine whether this TTP-LS-intervention helps mathematics teachers incorporate problem-solving skills into their lessons and how design characteristics and mechanisms of the intervention affect the outcomes. Interviews with teachers provide insights into which characteristics of the TTP-LS intervention fostered the implementation of problem solving in their teaching practice, as well as which did not. The collected data show that the teachers regard TTP as a valuable pedagogy to teaching mathematical problem solving. They report that the joint development, implementation, and evaluation of TTP lessons in the LS cycles, and especially observations of students, has given them more tools for applying TTP pedagogy and that they use these tools to promote problem-solving skills. Elements of the TTP lessons that the teachers perceived as difficult were the lesson phases that featured discussions on solution strategies rather than finding the "right" answers. Teachers regarded LS as a suitable approach for learning about TTP. Some points for improvement also emerged from the data. For example, more support should be given to TTP-LS-teams to explain the problem-solving skills they want to target in their lessons, and to practice especially the classroom discussion and summary phase. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, we aim to compare the procedural and problem-solving skills of university students during their transition to higher education. A diagnostic test was administered to 374 first-year students at a Peruvian university in March 2023, assessing both their mathematical knowledge and the aforementioned skills. The results reveal that university entrants exhibit a deficient level of mathematical proficiency, with significantly lower scores in problem-solving skills compared to procedural skills. It is noted that while procedural skills are part of problem-solving skills, the discrepancy in scores suggests challenges in the practical application of mathematical knowledge by students. The study sheds light on the situation faced by university entrants in Peru and provides recommendations for improving mathematical skills in higher education. However, it emphasizes the limitation of generalizing the results to all universities due to the limited sample size and the scarcity of research in the field of higher mathematics education in Peru. Disparities based on gender and type of school are observed, indicating that males slightly outperform females in both skills, and students from private schools outperform those from national schools. These differences are analyzed in the article, offering a more comprehensive understanding. [ABSTRACT FROM AUTHOR]

This study investigated first‐year undergraduate statistics students' statistical problem‐solving skills on the probability of the union of two events, conditional probability, binomial probability distribution, probabilities for x‐limits using the z‐distribution, x‐limit associated with a given probability for a normal distribution, estimating the y‐value using a regression equation, and hypothesis testing for a single population mean when a population standard deviation is unknown. The study was a descriptive case study and employed a mixed‐method research approach. Data were collected through content analysis of a statistics course examination script of 120 first‐year undergraduate students of statistics in an open distance‐learning university in South Africa. Polya's Model of Problem Solving was used as the framework of analysis. The study revealed that the students, in general, had poor statistical problem‐solving skills. [ABSTRACT FROM AUTHOR]

Objectives: This study focused on exploring the effect of education program held to improve problem-solving skills for the patients who were hospitalized at a psychiatry service and had suicide ideation upon self-esteem and suicide ideation. Methods: The study was done as a follow-up study with a pre-test, post-test, and control group. The study was conducted with 34 patients -17 patients assigned to the experimental group and 17 patients to the control group. A threesession problem-solving skills development program was held for the patients. The scales were again administered to the patients 3 weeks and 6 weeks later the training and patients were followed-up. The study data were gathered using the "Information Request Form," "Rosenberg Self-esteem Scale" and "Beck Scale for Suicide Ideation." Results: In the study, the experimental and the control groups were similar in terms of gender, marital status, educational status, family type, those with whom they lived together, employment status, economic status, suicide history, problem-solving level, and medical diagnosis (p>0.05). After the problem-solving training, there were statistically significant differences among the average suicide ideation scores of the experimental group patients (p<0.05). The experimental group patients' self-esteem scores increased while their suicide ideation scores decreased. In terms of the variables of gender and previous suicide attempts, intragroup comparisons of the patients in the experimental and control groups showed that a statistically significant difference existed between average scores of self-esteem and suicide ideation (p<0.05), however, there was no significant difference in intergroup comparisons (p>0.05). Conclusion: In the study; a three-session problem-solving skills development program was held for the inpatients with suicide ideation and their self-esteem went up while suicide ideation went down. [ABSTRACT FROM AUTHOR]

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research centers on implementing Quantitative Reasoning (QR) within a differential equations course at an urban public community college. As a participant in the Numeracy Infusion for College Educators (NICE) faculty development program, I sought to integrate QR skills into my curriculum. Students in the course were introduced to QR goals using real-world data sets, particularly those related to population growth, which aim to enhance their understanding, sharpen their problem-solving abilities, and cultivate a positive perspective on the real-world relevance of mathematics. Preliminary findings indicate varied levels of QR skill development among students. These results underscore the potential benefits of infusing QR into mathematics courses and provide insights for educators looking to adopt similar strategies in their teaching. [ABSTRACT FROM AUTHOR]

This research paper investigates the transformative effects of Industry-Oriented Training (IOT) at St Joseph Engineering College both on engineering and management graduates. The IOT course under evaluation emphasizes five essential skill sets: communication, self-evaluation, leadership, team building, and problem-solving. The study analyzes the impact of this comprehensive training endeavor on students' academic performance, employment, and career paths. The findings demonstrate the tangible benefits of the well-planned and structured IOT curriculum. The program's participants graduate with the critical problem-solving abilities essential for success in challenging work environments. The investigation extends beyond traditional academic metrics to demonstrate the substantial impact of IOT on professional and personal development. This study emphasizes the critical significance of effective communication, the potency of self-evaluation in fostering adaptability, the transformative potential of leadership skills, the value of teamwork in achieving common goals, and the critical significance of problem-solving prowess in addressing contemporary challenges. This study indicates how industry-oriented training acts as a catalyst for holistic growth, enabling students to not only meet but also exceed the expectations of the engineering and management landscape's constantly evolving expectations. For educators, organizations, and corporations committed to fostering the next generation of dynamic and competent professionals, the paper offers insights that will be invaluable. [ABSTRACT FROM AUTHOR]

This study aimed to examine the application of a realist hands-on learning approach and its contributions to optimizing the solid geometry conceptual understanding and problem-solving skills of students. It employed a non-equivalent pre-/post-test quasi-experimental research design. The results showed that there was a statistically significant mean difference between the intervention group and the comparison group, with an effect size of d=.825 for the students' solid geometry conceptual understanding and d=.930 for the students' problemsolving skills. Furthermore, a strong correlation was observed between students' conceptual understanding and problem-solving skills in solid geometry, with an r2 of .6413. These indicate that the use of a realist hands-on approach positively contributes to optimizing learners' conceptual understanding and problem-solving skills. It also provides contextually relevant learning opportunities; therefore, it is recommended that teachers and concerned bodies employ a realist hands-on approach to make solid geometry learning concrete and practical. [ABSTRACT FROM AUTHOR]

The 3D game development process is significant in improving knowledge and skills, such as literacy of information technologies, computational, analytical, and algorithmic thinking, programming, and spatial abilities. Besides, the 3D game development is a difficult and complex learning process. Within this context, it was decided that teaching should be restructured to support the metacognitive strategies' use skills of students. SOLO taxonomy was used as a framework for restructuring the content of teaching. In the literature, SOLO is preferred as a solution for teaching contents, which is complex and challenging to learn. The aim of this study is to improve problem-solving skills (PSS), cognitive flexibility, meta-cognitive strategies use skills and spatial anxiety in teaching the 3D game development, supported with metacognitive strategies and restructured with SOLO. An embedded pattern is used in this study. This study showed that experimental intervention influences change in students' PSS and metacognitive strategies use skills. It is necessary to include SOLO taxonomy in content planning to increase the learning performance. It is supposed that the study results will provide an insight for implementers to design and execute difficult and complex teaching in computer science education and will assist them in developing different perspectives. [ABSTRACT FROM AUTHOR]

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

Copyright of EduAdvance: Journal of Advancements in Education (JAE) is the property of EduAdvance: Journal of Advancements in Education (JAE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to enhance students' problem-solving skills and learning outcomes on data presentation and interpretation in the form of pie charts and measures of the center of the data in the single data. This research is a collaborative classroom action research (PTKK). The study employs the Problem-Based Learning (PBL) model, conducted at SMP Negeri 2 Salatiga in class VII B with 32 students. The results indicate an improvement in students' problem-solving abilities for each indicator. In cycle I, the student's ability to understand the problem was 36.2 %, which increased by 42.2 % to 78.4 % in cycle II. Furthermore, students' making a plan skill in cycle I was 51.2 %, increasing by 26.9 % to 78.1 % in cycle II. The student's ability to execute the plan increased by 19.6 % from 55.7 % in cycle I to 75.3 % in cycle II. The student's ability to look back and reflect in cycle I was 42.2 %, and in cycle II, it was 75 %, an increase of 32.8 %. The study also showed an improvement in learning outcomes. In cycle I, the classical student mastery level was 40.6 %, with an average learning outcome of 67.2. In contrast, in cycle II, the classical student mastery level was 75 %, with an average learning outcome of 78.2. In this case, the classical student mastery level increased by 34.4 %, with an average student learning outcome increase of 11. Based on these results, the Problem-Based Learning (PBL) model can enhance students' problem-solving abilities

This study investigated Grade 10 Namibian learners' problem-solving skills in algebraic word problems. A sample of 351 Grade 10 learners from ten secondary schools in the Ohangwena Region in Namibia participated in this study. The study followed a qualitative approach and adopted Polya's Problem-Solving Model as the framework. The data were collected using the Algebra Word Problem-solving Test and Interview. The findings showed that the learners needed better problem-solving skills in algebraic word problems. Only 6% and 7% of the learners showed an ability to understand the problems and devise a plan, respectively, while only 5% could carry out the plans. Based on the findings, it is recommended that teachers introduce learners to Polya's steps of problem-solving and incorporate word problems into mathematics teaching.

Abstract Assessment has several advantages like involving students in learning and making them cognizant of their strengths and weaknesses. The effects of peer assessment and self-assessment as two main kinds of assessment have not examined on EFL learners’ self-regulated learning, critical thinking, and problem-solving skills; therefore, the present research attempted to inspect the impacts of self and peer assessment activities on self-regulated learning, critical thinking, and problem-solving skills of Iranian EFL learners. To do so, 75 Iranian EFL learners were selected and divided into two experimental groups (peer assessment group (PAG) and self-assessment group (SAG)) and one control group (CG). Then, three questionnaires of self-regulated learning, critical thinking, and problem-solving skills were administered to the students as the pre-tests of the study. After that, one experimental group received the treatment via using self-assessment and the other experimental group received the instruction through peer assessment. The control group received a teacher-based assessment instruction. After teaching 13 English conversations to all groups, 3 post-tests were given to them to measure the impacts of the treatment on their self-regulated learning, critical thinking, and problem-solving skills. The results of one-way ANOVA showed that there was a substantial difference between the post-tests of the experimental groups and the control group. The results showed that both experimental groups outperformed the control group in the post-tests of self-regulated learning, critical thinking, and problem-solving skills. Furthermore, the outcomes revealed that there were no significant differences between the post-tests of the experimental groups. It can be concluded that both types of assessments play a vital role in English language teaching and learning. Based on the results of this study, language teachers, materials developers, and education authorities can concentrate on using self and peer assessments as one of the main strategies to develop the language learning ability of Iranian EFL learners.

This study aims to describe the development needs of physics learning models based on Synectic in improving problem-solving abilities. Formulation of the problem. The design of physics learning models based on Synectic directs students in getting used to processing creative thinking to achieve higher-order thinking skills, one of which is problem-solving ability. The Synectic learning model implementations are identical to analogy and metaphoric thinking. Analogies and metaphor thinking will help students understand abstract concepts to become more contextual, making it easier for students to solve the problem. Materials and methods. This research type is research and development with the ADDIE design. The learning model needs an analysis description performed during the analysis stage by determining the gap between the real conditions and the desired ideal conditions in learning physics, especially in college. The needs analysis research was carried out at the Muhammadiyah University of Makassar with two lecturers and twelve students as research respondents for three months in the even semester of the 2021/2022 academic year. The needs analysis data collection using interview guidelines, literature reviews, and questionnaires. The data collection results will be analyzed with a qualitative descriptive analysis. Results. The reality and ideal conditions description obtained from the results of curriculum analysis, student characteristics, and lecturer abilities in implementing physics learning in college. The needs analysis results show a gap between reality and the desired ideal conditions in learning physics. Conclusions. Even though the ability to solve problems is one of the expected learning outcomes based on curriculum achievement indicators and skills needed at this time based on a person's cognitive stage at the age of college students. Therefore, a physics learning model based on Synectic development is very needed and indicated by the student’s tendency ability to solve physics problems to be low. It means synergizing between teachers and students for creative thinking is needed in learning physics as an important basis for improving problem-solving skills.

Mathematics is concerned with the method used in the teaching and learning process in addition to issues encountered in the cognitive domain. The Philippines’ education system is still dominated by traditional mathematics teaching, which frequently overlooks the goal of mathematics education—to prepare students to deal successfully with real-life situations. This affects the declining performance of the students in their overall mathematical ability, especially in problem-solving. Hence, this study utilized a pre-experimental design to measure the effectiveness of the Realistic Mathematics Education (RME) approach in the problem-solving skills of the students in terms of understanding the problem, devising a plan, carrying out the plan, and looking back. Furthermore, the cluster sampling technique was used in choosing thirty-five grade 9 students and evaluated their problem-solving ability using a pre-test and post-test assessments. Based on the result, there is a highly significant difference in the mean pre-test and post-test performance of the respondent before and after using the RME approach in all the four phases of problem-solving (p-value=0.000). This implies that the RME is an effective teaching approach that successfully improved the mathematical proficiency of the students, especially in all aspects of problem-solving skills. The findings verify that educators can use the RME approach to expose their students to more collaborative teaching-learning processes that incorporate real-world scenarios. Future researchers may also conduct a similar study in face-to-face learning to comprehensively use the RME approach.

Research conducted is a type of experimental research that has the following objectives: (1) to know the correlation between the learning achievement of students who use the discovery learning method and the conventional method in the applied math course , (2) to know the level of effectiveness of student outcomes using conventional and discovery learning methods, (3) to know the level of effectiveness of student of learning results by using the discovery learning method and conventional methods. The research conducted has a population of D3 Mechanical Engineering study program students in Semester 2 Academic Year 2022/2023 Harapan Bersama PolytechnicSamples taken using grade 2A and 2C randomly where the two gradees with the division of grade 2A is the experiment grade and grade 2C is the control grade. The series of processes in the research method consists of preliminary tests, namely validity, reliability, difficulty level, and question differentiation. After being given the learning treatment, then analyzed by statistical tests. The results of the analysis provide an overview the results that in an experimental grade with an average result of 78 and a control grade with average results. Result of 62, then a statistical test is obtained sedangkan from the analysis results, it can be concluded that students who get treatment with the discovery learning method get better learning outcomes than the class that does not. do not get discovery learning treatment.

As a central objective, problem-solving skills are important in the mathematics curricula of many countries. However, such skills tend to receive limited and rarely systematic attention in mathematics lessons, including in the Netherlands. To address this gap, the authors adopt a specific approach that defines problem solving as integral to mathematics: Teaching mathematics Through Problem solving (TTP). In Japan, teachers often learn about TTP by performing Lesson Study (LS), an approach in which teachers work in teams to design and conduct a research lesson that allows them to learn collectively about students’ learning processes. TTP offers a promising, structured, didactical approach to introducing problem solving in mathematics lessons, and LS appears to represent an effective means for teachers to learn about TTP. To test this proposition, the current study entails a TTP- and LS-based intervention implemented in two secondary schools in the Netherlands, with an explicit focus on problem-solving skills. The central research objective for this study is to determine whether this TTP-LS-intervention helps mathematics teachers incorporate problem-solving skills into their lessons and how design characteristics and mechanisms of the intervention affect the outcomes. Interviews with teachers provide insights into which characteristics of the TTP-LS intervention fostered the implementation of problem solving in their teaching practice, as well as which did not. The collected data show that the teachers regard TTP as a valuable pedagogy to teaching mathematical problem solving. They report that the joint development, implementation, and evaluation of TTP lessons in the LS cycles, and especially observations of students, has given them more tools for applying TTP pedagogy and that they use these tools to promote problem-solving skills. Elements of the TTP lessons that the teachers perceived as difficult were the lesson phases that featured discussions on solution strategies rather than finding the “right” answers. Teachers regarded LS as a suitable approach for learning about TTP. Some points for improvement also emerged from the data. For example, more support should be given to TTP-LS-teams to explain the problem-solving skills they want to target in their lessons, and to practice especially the classroom discussion and summary phase.

Computational thinking is an important skill in computer science since the 1960s, and it is closely related to problem solving. Almost all research related to computational thinking mentions problem solving. Although some research has been conducted on computational thinking, few studies examined the impact of personal traits on students' computation thinking skills and problem solving. This study modeled cooperative attitudes of programming, learning style, self-regulation, and enjoyment as its key elements, investigated personal traits as predictors of problem-solving skills, and examined the correlation between variables and computational thinking. The 252 research participants were all sixth-grade students in an elementary school in Taipei, Taiwan. After a 10-week experimental curriculum, a posttest was conducted, and a total of 244 observations were collected. Correlation and regression analyses show that computational thinking is positively correlated with problem-solving skills, and learning style has the predictive ability for computational thinking. Furthermore, cooperative attitude and self-regulation of programming are important variables for predicting problem-solving skills; the degree of students' enjoyment in the curriculum will affect the cooperative attitude and self-regulation of their programming. In summary, the personal traits above could improve the participants' problem-solving skills hierarchically and help them achieve better computational thinking. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study reveals the contribution of student learning experiences and problem-solving skills in the Visiting Professor (VP) program. This research includes the type of ex post facto correlational research. The data collected in this study were learning experiences and problemsolving skills. Data collection techniques used a questionnaire to find out students' learning experiences on environmental change material, written essay tests to determine the ability to solve environmental pollution problems, and interviews with students on environmental change material. The results of this study found that the VP program had a relationship with and contributed to students' learning experiences and problem solving. The experience of the learning model in this VP gives the greatest contribution to problem-solving skills, followed by indicators of learning models based on student perceptions with percentages, indicators of learning resources with percentages, indicators of direct experience with percentages, indicators of substitute experience with percentages, and the last indicator that has a contribution the smallest is the indicator of student interaction with the percentage. The VP program should be carried out every semester in environmental science courses so that students get learning experience and problem solving. The next research that will be carried out is to look for other factors that influence and contribute to the VP program. [ABSTRACT FROM AUTHOR]

This study aims to test the effectiveness of using environment-oriented e-books based on Problem-Based Learning (PBL) to empower problem-solving skills. The research design used is a Nonrandomized Control Group, Pretest-Posttest Design. The study used a quasi-experimental method with a 2 x 2 factorial design. The research sample was 70, grade X students of Colomadu State High School. The sample was divided into two groups: the control group using powerpoint media and conventional learning models and the treatment group using PBL-based environment-oriented e-books. The material used in the research is ecosystems in biology subjects. The instrument used to obtain data on problem-solving skills is an essay test. Data analysis using ANCOVA (p = 0.05%) with pretest value as a covariate. The results showed that PBL-based environment-oriented e-books had the most significant increase in problem-solving skills scores compared to the control class. [ABSTRACT FROM AUTHOR]

This study aims to determine the effect size of implementing a physics textbook developed using multimodal representations to enhance the cognitive abilities and problem-solving skills of students. The research was conducted in one of the high schools in Bandung city with a sample size of 69 students. The sampling technique used was the class random technique. The sample was divided into two groups: the control group and the experimental group. In the control group, students learned using their regular textbooks, while in the experimental group, they used the textbook developed using multimodal representations and the Rosengrant problem-solving stages. The implementation of the textbooks in both the control and experimental groups was conducted using the PQ4R method (Preview, Question, Read, Reflect, Recite, Review) to focus the results solely on the influence of the textbooks. The results obtained indicate that the implementation of the developed textbook in this study had a significant impact on the cognitive abilities and problem-solving skills of the students. [ABSTRACT FROM AUTHOR]

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

The aim was to present a structural model of marital satisfaction based on the father's participation in parenting, problem-solving skills, and cognitive emotion regulation through the mediation of family resilience and emotional empathy in mothers with cerebral palsy children. The research was a descriptive survey and structural equation type. The statistical population of mothers with children with cerebral palsy in Rasht was 240 people (subjects) in 2022. The samples were selected by a targeted method and after matching based on age and gross motor function classification system and by Kargesi and Morgan 148 table. Data using questionnaires, ENRICH marital satisfaction, Alabama parenting test (parent form), family problem solving, emotion regulation, family resilience, emotional empathy (interpersonal reactivity index), collect and with software (SPSS V. 28) and (Lisrel V. 10), were analyzed. The results showed that there was a direct relationship between father's participation in parenting, problem solving skills, cognitive emotion regulation, family resilience and emotional empathy with marital satisfaction. There was an indirect relationship between the father's participation in parenting, problem-solving skills, and cognitive emotion regulation through the mediation of family resilience and emotional empathy with marital satisfaction. It is necessary to develop and strengthen the father's participation in parenting, problem-solving skills, cognitive regulation of emotions, family resilience, and emotional empathy with appropriate training, so as to increase the level of marital satisfaction in these couples. [ABSTRACT FROM AUTHOR]

To prepare students for contributing to societal development and growth, 21st century or future skills like critical thinking and problem solving were identified to be essential. However, it seems that while discussing skill development, knowledge of the skill, willingness to act with the skills, and self-belief are often neglected. In addition, inadequacies of teaching practices applied in skill development and acquisition lead to the unpreparedness of graduates to contribute to sustainable development goals. Given these, this study anticipates that to prepare students for the future through education, adequate emphasis must be channelled towards equipping students with knowledge of the skill, willingness to act with the skills, and self-belief in the efficacy of the skills using innovative lesson planning frameworks like the text-analysis-task-exploration framework. This study used a quantitative research design to elicit information from 50 participants on their action competence on critical thinking and problem-solving skills while learning through different lesson planning frameworks. The study provides evidence to show significant improvement in students' action competence in the above skills using the modified TATE lesson planning framework. The study unpacks the potential of the modified TATE framework in equipping learners with action competence in critical thinking and problems solving skills for the future. [ABSTRACT FROM AUTHOR]

This study aims to investigate the mediating roles of students' self-efficacy and problem-solving in the relationships between independent variables with the Blackboard System (BS) and performance impact in order to better understand how they relate to one another. This is carried out to fully appreciate the potential benefits of using BS in education and to provide detailed explanations of how BS usage may improve academic attainment. The purpose of this study was to discover the essential factors that determine how college students use BS. This study examined the effects of a number of parameters discovered in the literature about using Blackboard as sustainable education in higher education using the students' self-efficacy and problem-solving abilities. In total, 396 King Saud university students completed a written questionnaire that served as the source of the data. Structural equation modeling with squares was used to examine the data (Amos-SEM). The results showed that control variables are the main factors influencing learners' adoption of 21st century skills by using Blackboard as a sustainable education model and, consequently, the effectiveness of organizing training system integration. While students were not entirely in agreement with the rational reflection for problem-solving skills, the results of students' self-efficacy and issue skills show a good impact on their academic performance in colleges and universities. To foster students' self-efficacy and problem-solving skills, as well as their use of BS in higher education teaching processes, the study's findings provide essential information on how colleges and universities may improve students' acceptance of 21st century skills by using Blackboard Systems as a sustainable education model. [ABSTRACT FROM AUTHOR]

Problem solving and creativity skills are very important skills for students to face global challenges. This study aims to analyze the effect of the Hybrid project-based learning (HPBL) learning model on students' problem-solving skills and creativity. This research used a pretest-posttest non-equivalent control group design. The experiment was conducted March to October 2022. The essay test of problem-solving and creativity was applied to measure students' problem-solving skills and creativity. Data collection in this study was carried out using Google Form, Google Classroom, Google meet, and WhatsApp. Data analysis using SPSS version 23 software. The analysis of covariate (ANCOVA) analysis results showed that HPBL affected problem-solving skills and student creativity with a value of p

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.

Abstract The aim of this study was to investigate the mediating role of problem-solving skills in the relationship between motivational structure and academic self-defeating behavior in gifted students. The method used for this study was descriptive and correlational. The statistical population of the study included second-year high school students from gifted schools in Tehran during 1399-1400. Participants were selected through a one-stage cluster sampling method. Data collection tools included an academic self-defeating behaviors questionnaire, Personal Concerns Inventory, and a problem-solving skills questionnaire. Data analysis was performed using the Pearson correlation method and structural equation modeling at a significance level of 0.05. The results showed that self-defeating behaviors had a negative relationship with adaptive motivational structure and problem-solving style of trust in problem-solving skills. Additionally, there was a significant positive relationship between self-defeating behaviors and problem-solving/avoidance and personal control style at the level of 0.01. Furthermore, problem-solving skills had a mediating role in the relationship between motivational structure and academic self-defeating behavior (p

Abstract Background The flipped classroom (FC) method is becoming increasingly popular in China's nursing education. It is an important breakthrough improvement in the quality of learning in nursing education reforms. Purpose This study aimed to determine the effects of blended task-oriented flipped classroom (TFC) on nursing students undertaking the Fundamentals of Nursing course. Methods A pre-and post-test quasi-experimental design was adopted. This study was conducted in the Autumn semester, 2021 academic year in a Chinese university. Using cluster sampling technique, this study enrolled second-year undergraduate nursing students from six classess who were studying Fundamentals of Nursing course. A blended TFC was developed and implemented with three classes (experimental group: n = 152). In-class traditional lectures were applied to the other three classes (control group: n = 151). The Self-Directed Learning Instrument, Problem-Solving Inventory, and California Critical Thinking Disposition Inventory were used to evaluate students’ learning outcomes, and final examinations were conducted at the end of after course. In addition, students in the flipped classroom group were required to answer five open-ended questions concerning their flipped classroom learning experiences. Results Students in the experimental group showed significant improvement in academic performance compared to those in the control group (p = 0.001). Considering total scale and factors, students in the experimental grouped recorded significantly higher scores in self-directed learning ability, problem-solving skills, and critical thinking ability compared to those in the control group (p