فاعلية استخدام إستراتيجية سكامبر SCAMPER في تدريس مادة التربية الأسرية لاكتساب التحصيل المعرفي وتنمية مهارات حل المشكلات لدى طالبات الصف الثالث المتوسط = The Effectiveness of Using SCAMBER Strategy (SCAMPER) in Teaching Family Education to Acquire the Achievement of Knowledge and the Development of Problem-Solving Skills the Average Third - Grade Students

Problem-solving is considered one of the thinking skills that must be possessed in 21st-century education because problem-solving skills are required to solve all problems that arise. The problem-solving stages that can be used are Polya's four steps, namely, understanding the problem, devising a plan, carrying out the plan, and looking back. Problem-solving skills are essential for solving word problems. Word problems based on arithmetic operations are divided into three types: one-step, two-step, and multistep. This qualitative research aimed to see problem-solving skills viewed from the type of word questions and elementary school students’ third, fourth, and fifth grades. A purposive sampling technique with 22 third-grade students, 28 fourth-grade students, and 21 fifth-grade students was used. The data were collected using documentation, testing, and interview methods. The findings of the study showed that fourth-grade students’ problem-solving skills are better than those of third-grade students, and the problem-solving skills of fifth-grade students are better than those of fourth-grade students. The percentage of Polya's steps always decreases because not all students master problem-solving. Based on the types of questions, the percentage of the one-step word problem is better than that of the two-step while the percentage of the two-step word problems is higher than that of the multistep.

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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]

Polyglot Jurnal Ilmiah ◽

10.19166/pji.v17i1.2636 ◽

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

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.BAHASA INDONESIA ABSTRACT: 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 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. 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. 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 N-gain 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.

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RELATIONSHIP OF ARITHMETIC PROBLEM SOLVING AND REFLECTIVE-IMPULSIVE COGNITIVE STYLES IN THIRD-GRADE STUDENTS

Psychological Reports ◽

10.2466/pr0.85.5.179-186 ◽

1999 ◽

Vol 85 (5) ◽

pp. 179

Author(s):

JOSE I. NAVARRO

Keyword(s):

Problem Solving ◽

Cognitive Styles ◽

Third Grade ◽

Arithmetic Problem ◽

Third Grade Students ◽

Relationship Of

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Self-generated representations as heuristic tools for solving word problem

Implementation Research on Problem Solving in School Settings ◽

10.37626/ga9783959871167.0.13 ◽

2019 ◽

pp. 173-192

Author(s):

Nina Sturm

Keyword(s):

Problem Solving ◽

Primary School ◽

Training Program ◽

Word Problems ◽

Learning Outcome ◽

External Representations ◽

School Students ◽

Problem Solving Skills ◽

Third Grade Students ◽

The Impact

Solving non-routine word problems is a challenge for many primary school students. A training program was therefore developed to help third-grade students to find solutions to word problems by constructing external representations (e.g., sketches, tables) and to specifically use them. The objective was to find out whether the program positively influences students’ problemsolving success and problem-solving skills. The findings revealed significant differences between trained and untrained classes. Therefore, it can be assumed that self-generated representations are heuristic tools that help students solve word problems. This paper presents the results on the impact of the training program on the learning outcome of students.

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Learning to Solve Problems in Primary Grades

Teaching Children Mathematics ◽

10.5951/tcm.14.7.0426 ◽

2008 ◽

Vol 14 (7) ◽

pp. 426-432

Author(s):

Phyllis Whitin ◽

David J. Whitin

Keyword(s):

Problem Solving ◽

Risk Taking ◽

Classroom Environment ◽

Primary Grades ◽

Third Grade ◽

Habits Of Mind ◽

Mathematical Learning ◽

Third Grade Students

Problem solving lies at the heart of mathematical learning. Children need opportunities to write, discuss, and solve problems on a regular basis (NCTM 2000). The problems must incorporate grade-appropriate content and be “accessible and engaging to the students, building on what they know and can do” (Lester and Charles 2003, p. xi). Teachers also play a key role in establishing a classroom environment that encourages children to solve problems in different ways and develop habits of mind that include persistence, risk taking, and a questioning attitude (Whitin and Whitin 2003). This article describes how a class of second- and third-grade students learned to create and solve their own problems.

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