Students’ reflective thinking pattern changes and characteristics of problem solving

2022 ◽  
pp. 1-23
Author(s):  
Muhammad Noor Kholid ◽  
Cholis Sa’Dijah ◽  
Erry Hidayanto ◽  
Hendro Permadi
Keyword(s):  
Problem Solving ◽  
Reflective Thinking

PROFIL BERPIKIR REFLEKTIF SISWA SD DALAM PEMECAHAN MASALAH PECAHAN BERDASARKAN KEMAMPUAN MATEMATIKA

EDUKASI ◽  
2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Hery Suharna ◽  
Agung Lukito Nusantara ◽  
I Ketut Budayasa
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Reflective Thinking ◽  
Research Subjects ◽  
Math Skills ◽  
School Students ◽  
Calculation Skills ◽  
High Ability Students ◽  
Selection Of

The research reveals a profile of reflective thinking of elementary school students in problem solving fractions based on his mathematical abilities. The instruments used in data collection is Test Problem Solving (TPM), interview. Selection of research subjects in a way given test is based on the ability of mathematics, namely mathematical skills of high, medium and low and further categorized and taken at least 2 people to serve as subjects. The research objective is: describe the profile of reflective thinking that math skills of elementary school students High, medium, and low. Based on the results of the study found reflective thinking profile and high ability students were as follows: (a) the step to understand the problems students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (B) the planned step problem solving students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (C) on measures to implement the plan in terms of information/knowledge or data used by students to respond, comes from inside (internal), could explain what has been done, realized the error and fix it, and communicate ideas with a symbol or image, and (d) the checking step back, namely information/knowledge or data that is used by students to respond, comes from inside (internal) and can explain what has been done. Profile of reflective thinking ability students lowly mathematics, namely: (a) at the stage of understanding the problem, students can determine known and asked in the problem, but the students' difficulties to explain the identification of the facts that have been done, the students explained the understanding vocabulary, and feel of existing data the matter is enough; (B) at the stage of implementing the plan, the students explained, organize and represent data on the issue, describes how to select the operation in solving a problem though students are not sure, and students' difficulty in explaining what he had done; (C) at the stage of implementing the plan, the student has information on calculation skills although the answer is not correct. Students difficulty in explaining about the skills calculations have been done, trying to communicate their ideas in the form of symbols or images, even if students rather difficult to describe, and realized there was an error when using a calculation skills and improve it; (D) at the stage of check, students' difficulties in explaining whether obtained estimates it approached, it makes senseKeywords: reflective thinking, problem solving, fractions, and math skills.

The impact of integrated STEM education on academic achievement, reflective thinking skills towards problem solving and permanence in learning in science education

2018 ◽  
Vol 13 (1) ◽  
pp. 94-107 ◽  
Author(s):  
Devrim Akgündüz
Keyword(s):  
Academic Achievement ◽  
Science Education ◽  
Problem Solving ◽  
Stem Education ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Control Group ◽  
Constructivist Teaching ◽  
Integrated Stem ◽  
Education Academic

This research has been conducted to evaluate the effects of integrated science, technology, engineering and mathematics (STEM) education on academic achievement, reflective thinking skills towards problem solving and permanence in learning in science education. This study, which used pre-test–post-test and semi-experimental model with permanence test, control group as a research model, was conducted with 44 students attending to the 6th grade of a public school in 2015–2016 academic year. The study consisted of the control group with constructivist teaching and the experimental group with integrated STEM education. Academic achievement test and reflective thinking scale towards problem solving were applied. In SPSS 24 package program, analysis of quantitative data was performed using t-test and Mann–Whitney U test. In conclusion, the integrated STEM education does not significantly increase success, reflective thinking skills towards problem solving and their effects on permanence according to constructivist teaching, but provides positive contributions to academic achievement.   Keywords: Integrated STEM education, science education, academic achievement, problem solving, reflective thinking skills.  

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