Are mastery learning strategies beneficial for developing problem solving skills?

1985 ◽  
Vol 14 (4) ◽  
pp. 425-432 ◽  
Author(s):  
Zemira R. Mevarech ◽  
Shulamit Werner
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Mastery Learning ◽  
Problem Solving Skills

scholarly journals Penerapan Model Pembelajaran Team Assisted Individualization dengan Strategi Pembelajaran Tugas dan Paksa Terhadap Kemampuan Pemecahan Masalah Matematika

2020 ◽  
Vol 4 (1) ◽  
pp. 111
Author(s):  
Leonard Leonard ◽  
Kurnia Khaerul Nisa
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Average Value ◽  
Direct Learning

Kemampuan pemecahan masalah matematika merupakan salah satu tujuan pendidikan nasional di Indonesia, tetapi pencapaiannya masih tergolong rendah. Metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan desain penelitian posstest-only. Pengambilan sampel pada penelitian ini menggunakan teknik purpose sampling. Sampel penelitian sebanyak 60 peserta didik yang terbagi dalam dua kelas (30 kelas eksperimen dan 30 kelas kontrol). Penelitian ini dilakukan di sekolah SMP N 10 Bekasi dan SMP N 26 Bekasi. Kelas eksperimen menggunakan model pembelajaran teamdengan strategi pembelajaran tugas dan paksa, sedangkan kelas kontrol menggunakan pembelajaran . Data yang terkumpul kemudian dianalisis dengan menggunakan uji beda rata-rata sampel bebas. Hasil analisis data menunjukan bahwa rata-rata nilai peserta didik yang pembelajarannya menggunakan model pembelajaran team assisted individualization dengan strategi tugas dan paksa lebih tinggi dibandingkan dengan rata-rata nilai peserta didik yang pembelajarannya menggunakan model pembelajaran langsung. Kata kunci: Model pembelajaran team assisted individualization, Strategi pembelajaran tugas dan paksa, kemampuan pemecahan masalah matematika   ABSTRACT This research was conducted to determine the effect of team assisted individualization learning models with task learning strategies and forced to the ability to solve mathematical problems. Mathematical problem solving ability is an ability that belongs to the national education goals, but its achievement is still relatively low. The method used in this study is a quasi-experimental method with a poststest-only research design. Sampling in this study uses purpose sampling technique. The study sample consisted of 60 students divided into two classes (30 experimental classes and 30 control classes). This research was conducted in the school of SMP N 10 Bekasi and SMP N 26 Bekasi. The experimental class uses team individualization learning models with task and forced learning strategies, while the control class uses direct learning. The collected data is then analyzed using independent sample t-test. The results of data analysis showed that the average value of students who learned using the team assisted individualization learning model with higher task and forced strategies compared to the average value of students who learned using direct learning models. Keywords: Team assisted individualization learning model, task and forced learning strategies, mathematical problem solving skills                

scholarly journals Application of Mathematical Problem Solving Sheets in Polya's Learning Strategy in Social Arithmetic Material

2021 ◽  
Vol 13 (2) ◽  
pp. 707-717
Author(s):  
Hastri Rosiyanti ◽  
Dyah Ayu Ratnaningsih ◽  
Herwina Bahar ◽  
Is wan ◽  
Fai sal
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Junior High School ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Better Than

This research is motivated by the students 'mathematical problem solving ability is still low, because mathematics learning in the classroom is not built to hone problem solving skills and the student worksheets used do not help students in honing students' mathematical problem solving skills, so the writer applies Polya's learning strategy with the help of problem solving sheet on social arithmetic material. This study aims to describe the steps of implementing Polya's learning strategy with the help of problem solving sheets in solving mathematical problems in social arithmetic material and to test mathematical problem solving skills by applying Polya's learning strategies with the help of problem solving sheets is it better than not implementing learning strategies Polya. This research was conducted using a quasi experimental method, with a population of all students of class VII Junior High School 3 Cisauk, Indonesia. The sample was selected using purposive sampling technique, namely students of class VII-6 and grade VII-7. Collecting data on students' mathematical problem-solving abilities using the final test (posttest). The results showed that Polya's learning strategy with the help of problem solving sheets on social arithmetic material was implemented properly and in accordance with Polya's steps. Based on the statistical test, it shows that the mathematical problem solving ability of students whose learning applies Polya's learning strategy with the help of problem-solving sheets is better than students whose learning does not apply Polya's learning strategy on class VII social arithmetic material at SMP Negeri 3 Cisauk, Indonesia.

scholarly journals KETERAMPILAN PEMECAHAN MASALAH, BERPIKIR KREATIF, DAN PENALARAN PADA PEMBELAJARAN MATEMATIKA MENGGUNAKAN MEDIA VISUAL [PROBLEM SOLVING, CREATIVE THINKING, AND REASONING SKILLS IN LEARNING MATHEMATICS USING VISUAL LEARNING MEDIA]

2021 ◽  
Vol 17 (1) ◽  
pp. 101
Author(s):  
Dhesy Adhalia ◽  
Nancy Susianna
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Visual Learning ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Third Grade Students ◽  
Learning Mathematics ◽  
Before And After ◽  
Reasoning Skills

<p>Problem solving, creative thinking, and reasoning skills are important skills for students to master to solve various problems that they will face in the future. However, there are still many students that have relatively low ability levels performing these three skills. To improve students' abilities in these three skills, teachers can use learning strategies that incorporate visual learning media. The problem identified in a class of third graders at a public elementary school (SDN 01) in Jagakarsa was the lack of use of learning media in the learning process in the classroom so students' ability in all three skills was less developed. A research study was conducted to determine the increase in problem solving skills, creative thinking skills, and reasoning skills of third grade students at SDN 01 Jagakarsa in math subjects after being taught using instructional media. Data sources were obtained from students' test scores before and after being taught using visual learning media. Based on the N-gain calculation and data analysis using inferential statistics, results showed that the use of visual learning media can improve students' ability to solve problems, think creatively, and reason, especially in mathematics subjects.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Keterampilan memecahkan masalah, berpikir kreatif, dan menalar merupakan keterampilan yang penting dikuasai siswa untuk menyelesaikan bermacam persoalan yang akan dijumpainya kelak di masa yang akan datang. Kenyataannya<strong> </strong>masih banyak ditemui siswa dengan kemampuan ketiga keterampilan tersebut yang tergolong rendah. Untuk meningkatkan kemampuan siswa pada ketiga keterampilan tersebut, guru dapat menggunakan strategi pembelajaran menggunakan media pembelajaran.<strong> </strong>Masalah yang teridentifikasi di kelas III SDN 01 Jagakarsa adalah masih kurangnya penggunaan media pembelajaran yang digunakan dalam proses pembelajaran di kelas, sehingga kemampuan siswa dalam ketiga keterampilan tersebut kurang berkembang.<strong> </strong>Oleh karena itu dilakukan penelitian untuk mengetahui peningkatan kemampuan memecahkan masalah, berpikir kreatif, serta menalar siswa kelas III SDN 01 Jagakarsa pada mata pelajaran matematika setelah diajarkan dengan menggunakan media pembelajaran. Sumber data didapat dari nilai siswa sebelum dan sesudah diajarkan dengan menggunakan media pembelajaran visual. Berdasarkan hasil perhitungan <em>N-gain</em> dan analisis data menggunakan statistik inferensial didapat kesimpulan bahwa penggunaan media pembelajaran visual dapat meningkatkan kemampuan siswa dalam memecahkan masalah, berpikir kreatif, dan menalar secara keseluruhan khususnya pada mata pelajaran matematika.</p>

scholarly journals Upaya meningkatkan Kemampuan Pemecahan Masalah melalui Model Problem Posing pada Mata Pelajaran Matematika

2019 ◽  
Vol 2 (1) ◽  
pp. 23-28
Author(s):  
Hendhisca Cipta ◽  
Tria Lestari
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Mastery Learning ◽  
Mathematical Problem ◽  
Action Planning ◽  
Problem Posing ◽  
Fifth Grade ◽  
Problem Solving Skills ◽  
Average Value ◽  
Fifth Grade Students

This research is motivated by the low problem solving ability of students in Mathematics in class V SDIT Nurut Taqwa West Cikarang. This study aims to improve the ability to solve Mathematical problems through Problem Posing learning models for fifth grade students at SDIT Nurut Taqwa Cikarang Barat. This research method uses Classroom Action Research (CAR) which consists of 3 cycles. Each cycle consists of stages of action planning, implementation of actions, stages of observation and assessment, then reflection. Subjects numbered 19 students. The data in this collection was obtained using data collection techniques in the form of written tests and observations. The criterion for success in this study is if 80% of the number of students reach the KKM value that has been set is 70. Based on the results of the study obtained in cycle I, the problem solving ability of students obtained a percentage of mastery learning by 32% with an average value of 58.95. In cycle II, the problem solving ability of students obtained a percentage of completeness of 63% with an average value of 74. In cycle III, the problem solving ability of students obtained a percentage of mastery learning by 89% with an average value of 85. The conclusion of this study is a model Problem Posing learning can improve Mathematical problem solving skills in fifth grade students at SDIT Nurut Taqwa Cikarang Barat.

Deskripsi Kemampuan Berikir Kritis Matematis dan Kemandirian Belajar Siswa Ditinjau dari Gaya Belajar

2020 ◽  
Vol 5 (2) ◽  
pp. 40
Author(s):  
Cici Mursari
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Visual Learning ◽  
Learner Autonomy ◽  
Learning Resources ◽  
Auditory Learning ◽  
Problem Solving Skills ◽  
Analytical Skills

The study aimed to describe the mathematical critical thinking skills and learner autonomy of students at SMP Negeri 1 Baturraden viewed from learning style. This study was descriptive qualitative. The subjects of the study were students of grade VII G. The selection of the sample was done through purposive sampling technique obtaining 3 students of visual learning style, 3 students of auditory learning style and 3 students of kinesthetic learning style. Techniques to collect the data were questionnaire, test, and interview. Data analyses were data reduction, data presentation, and drawing conclusions. The validity test of the data was triangulation test of triangulation techniques. The findings obtained that students with visual learning styles mastered the indicators of analytical skills, synthesizing skills, problem solving skills as well as the skills of evaluating and assessing, meanwhile the learner autonomy mastered indicators of learning strategies, planning, evaluating, assignments/exercises, various learning resources and students workbook. Students with auditory learning styles grasped indicators of analytical skills, problem solving skills, as well as evaluating and assessing skills while for learner autonomy understood indicators of learning strategies, planning, evaluating, various learning resources and students workbook. While kinesthetic learning style students grasped the indicators of synthesizing and evaluating skills while for learner autonomy mastered the indicators of using learning strategies and using various learning resources.

The Effect of Scaffolding-Assisted Group Investigation Learning and Self-Efficacy on Social Problem-Solving Ability

2020 ◽  
Vol 11 (4) ◽  
pp. 1-18
Author(s):  
Wiwik Wiwik
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Social Problem ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Group Learning ◽  
Social Problem Solving ◽  
Control Group ◽  
Research Subjects ◽  
Problem Solving Skills

The purpose of this study is to examine the effect of group investigation learning assisted by scaffolding and self-efficacy on social problem-solving skills. The experimental design used in this study was a quasi-factorial design experiment pretest-posttest nonequivalent control group design with a 2x2 factorial version. Data were analyzed with two-way ANOVA. The research subjects involved 67 students of class 9 SMP Negeri 36 Surabaya. Learning applies two different treatments, the investigation group learning strategy assisted by scaffolding which is applied to 9A students and group investigation learning strategies without scaffolding applied to students in 9B. There are two findings in this research: (1) The group of students who learned by the investigation group learning strategy assisted by scaffolding was better than without scaffolding. (2) The group of students who have high self-efficacy gets better social problem-solving learning outcomes. The originality of this research is the learning of scaffolding-assisted group investigation to improve social problem-solving skills.

scholarly journals 21ĀM NŪṞṞĀṆṬU KAṞṞAL KAṞPITTAL CINTAṈAIT TIṞAṈ VARAIPAṬATTIṈ VAḺI VAḺIKĀṬṬIK KAṬṬURAI EḺUTUM MUṞAI [21ST CENTURY TEACHING EFFECTIVENESS OF USE (I-THINK MAP) IN WRITING TAMIL LANGUAGE]

2021 ◽  
pp. 96-103
Author(s):  
LETCHUMI PERUMAL ◽  
B.VITTYAVATHY
Keyword(s):  
Problem Solving ◽  
Language Learning ◽  
Student Performance ◽  
Learning Strategies ◽  
Teaching Effectiveness ◽  
Energy Strategy ◽  
Teaching Session ◽  
Graphic System ◽  
Problem Solving Skills ◽  
Learning Instruction

This article explores the benefits of using the I-Think map to enhance student performance in the Tamil alphabet. Understanding, cognition, and problem-solving skills using the I-Think graphic system will be taught in the form of essays at the end of a teaching session or test for Tamil language lessons. This study looks at how increased training for students' achievement in the essay subject using the I-Think map. Furthermore, this study examines the extent to which students' acceptance towards the I-Think map of the teaching and language learning process and the implications of the use of the map enhance student achievement in fourth year Tamil subjects. 28 students were sampled for the study. The findings of this study show that students can also improve their scores in Tamil by learning the algorithm for using I-Think graphic learning strategies. The writing energy strategy at the end of the study was a useful keyword. Not only the teacher but also the students can get a better learning instruction if used in the lesson in the classroom.

scholarly journals Feasibility of a Flipped Classroom approach in the Dietetic Program: an Italian experience

2020 ◽  
Vol 79 (OCE2) ◽  
Author(s):  
Maria Pilar Princis ◽  
Rosella Bazzano ◽  
Debora Porri ◽  
Hellas Cena
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Case Reports ◽  
Team Work ◽  
Care Process ◽  
Control Group ◽  
Flipped Learning ◽  
Problem Solving Skills ◽  
Motivation For Learning

AbstractAlternative teaching methods focusing on learner-centered and competency-based education lead to an increase in knowledge and skills students will have to apply after graduation(1); it has been shown that expecting to teach improves learning(2). Flipped classroom is an instructional approach combining individual and team work with active learning strategies(3). Its potential in nutrition courses has been formerly demonstrated, but the results focused on students' satisfaction(1). Aim of this study was to evaluate flipped classroom efficacy for Dietetics students’ achievement in dietetics and nutritional therapy. The study was conducted at University of Pavia, Italy.Sixteen students (8 males) participated in flipped learning during diet therapy course in the third year. They attended 32 hours of in-class activities, case reports discussions, group-based problem solving activities facing 10 different physiological and clinical conditions implementing the Nutrition Care Process approach. Students were assessed during each lesson and with a low stake test. A mid-term anonymous questionnaire using the 5 Likert scale items was submitted in order to evaluate any critical issues besides the degree of satisfaction. Data were analyzed by frequency.Both teamwork and individual initiative and problem solving skills were assessed: 12 students out of 16 were positively evaluated; 38% of students contributed greatly to the discussion in class (more than 5 times during the course). Students showed a high level of frequency in using scientific evidence, authoritative websites, guidelines and position papers (80%). All improved their slideshow contribution, becoming more effective as course progressed, scoring high (7/10) at the end of the course. Students were satisfied with the flipped learning class overall (68%), referring that flipped learning was helpful for self-directed learning (80%) and motivation for learning (81%), they enjoyed the use of training videos and would have liked to be able to use more (86%).The Flipped classroom is a valid approach when applied to final year students who already have reached autonomy in scientific literature search and identification of the appropriate sources for problem solving and clinical cases discussion. It was observed that flipped learning is helpful for the interaction and collaboration in the classroom. However conclusions are difficult to be drawn because this study was conducted only once in only one course, so it is hard to generalize the results. Besides further studies are recommended to compare an experimental group with a control group.

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