Problem Solving Skills, Metacognitive Awareness, and Mathematics Achievement: A Mediation Model

2017 ◽  
Vol 49 (3) ◽  
pp. 201-212 ◽  
Author(s):  
Saemah Rahman ◽  
Nurulhuda Hassan
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Metacognitive Awareness ◽  
Mediation Model ◽  
Problem Solving Skills ◽  
And Mathematics

scholarly journals Kesan Pembelajaran Koperatif ke atas Pelajar Martikulasi Dalam Matapelajaran Matematik

2012 ◽  
Author(s):  
Effandi Zakaria ◽  
Abd. Razak Habib
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Analysis Of Variance ◽  
Metacognitive Awareness ◽  
Problem Solving Skills ◽  
Mathematics Attitude ◽  
Attitude Towards Mathematics ◽  
Post Test

Tujuan kajian eksperimental kuasi ini ialah untuk menentukan kesan pembelajaran koperatif ke atas kemahiran menyelesaikan masalah, kesedaran metakognitif, pencapaian Matematik, sikap terhadap Matematik dan sikap terhadap penyelesaian masalah pelajar–pelajar matrikulasi. Kumpulan rawatan (n = 36) adalah kumpulan koperatif, manakala kumpulan kawalan (n = 34) menerima pengajaran secara tradisional. Bagi mengawal perbezaan pemboleh ubah–pemboleh ubah yang bergerak balas, ujian pra diberikan kepada kedua–dua kumpulan sebelum pengajaran. Selepas 17 minggu pengajaran, kedua–dua kumpulan diberikan ujian pos. Lima jenis alat kajian digunakan bagi mendapatkan data: Ujian penyelesaian masalah Matematik, ujian pencapaian Matematik, soal–selidik kesedaran metakognitif, soal–selidik sikap terhadap Matematik dan soal–selidik sikap terhadap penyelesaian masalah. Bagi menentukan perbezaan antara kumpulan rawatan dan kawalan, data ujian pra dan ujian pos dianalisis dengan menggunakan analisis varian multivariat (MANOVA), diikuti dengan analisis varian univariat (ANOVA). Dapatan kajian daripada MANOVA menunjukkan terdapat perbezaan secara keseluruhan yang signifikan memihak kepada kumpulan koperatif dalam kemahiran menyelesaikan masalah, pencapaian Matematik, kesedaran metakognitif, sikap terhadap Matematik dan sikap terhadap penyelesaian masalah. Bagaimanapun, analisis ANOVA mendapati hanya pencapaian Matematik dan kemahiran menyelesaikan masalah mempunyai perbezaan signifikan antara kumpulan koperatif dan tradisional. Hasil kajian menunjukkan pelajar dalam kelas pembelajaran koperatif mengatasi pelajar dalam kelas tradisional dalam ujian pos pencapaian dan kemahiran menyelesaikan masalah. Saiz kesan adalah sederhana dan dengan itu, kesan rawatan adalah bermakna secara praktisnya. Kata kunci: Pembelajaran koperatif, kemahiran menyelesaikan masalah, kesedaran metakognitif, pencapaian Matematik, sikap terhadap Matematik dan sikap terhadap penyelesaian masalah The purpose of this quasi–experimental study was to determine the effects of cooperative learning on matriculation college students’ Mathematics achievement, attitude towards Mathematics, attitude towards problem solving, metacognitive awareness and problem solving skills. The treatment group (n = 36) was given a cooperative learning environment while the control group (n = 34) received instruction in a traditional learning environment. In order to control the differences in the dependent variables, a pre–test was administered. After 17 weeks of instruction, both groups were given a post–test. Five types of instruments were employed to collect the data: the problem solving test, the Mathematics achievement test, the metacognitive awareness instrument, the attitude towards Mathematics instrument and the attitude towards problem solving instrument. The pre-test and post–test data were analyzed using Multivariate Analysis of Variance (MANOVA), followed by univariate Analysis of Variance (ANOVA). The MANOVA results revealed the overall significant differences favouring the cooperative learning group in the areas of problem solving skills, Mathematics achievement, metacognitive awareness, attitude towards Mathematics and attitude towards problem solving. However, the ANOVA showed only Mathematics achievement and problem solving skills were found to be statistically significant. The results indicated that students in the cooperative learning class outperformed students in the traditional class on post test achievement and problem solving skills scores. The effect size was moderate and therefore practically meaningful. Key words: Cooperative learning, Mathematics achievement, attitude towards Mathematics, attitude towards problem solving, metacognitive awareness and problem solving skills.

scholarly journals Learner metacognition and mathematics achievement during problem-solving in a mathematics classroom

2013 ◽  
Vol 9 (3) ◽  
Author(s):  
Stephan Du Toit ◽  
Gawie Du Toit
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Mathematics Classroom ◽  
Metacognitive Awareness ◽  
Quantitative Methodology ◽  
Two Phase ◽  
Phase Approach ◽  
And Mathematics ◽  
Problem Solving Process ◽  
Metacognitive Awareness Inventory

In this investigation the level of learner metacognition as well as the level of mathematics achievement during problem-solving in a mathematics classroom was investigated. Learner metacognition plays a pivotal role during the problem-solving process and when the problem-solving is successful it can be viewed as evidence of high achievement in mathematics. Data were collected from one intact Grade 11 class of 25 girls. A word problem was given to the learners to solve individually. The learners recorded their thoughts relating to the problem as well as the calculations that corresponded to their thoughts. The level of achievement of the learners were analysed by noting calculation and conceptual errors in the solving of the problem. The learners’ level of metacognition was determined by analysing the written account of their thoughts and comparing it to the items on an adapted Metacognitive Awareness Inventory (MAI). Strong evidence was obtained from the recorded thoughts of learners that their metacognitive behaviours corresponded to the first three phases of Polya’s problem-solving model, but there was no evidence of metacognitive behaviours that corresponded with Polya’s fourth phase (Looking back) of problem-solving. It was further determined that the learners’ metacognitive awareness during the problem-solving session did not relate to the subscale Evaluation of the MAI. It was thus evident that the learners were not reflecting on the validity and correctness of their own solution. In this study a qualitative one- phase approach was used to examine the process of intervention, as well as a two-phase approach on the qualitative data which was also embedded in the quantitative methodology prior to and after the intervention phase (two-phase approach).

scholarly journals Analysis of Rural-Based Pre-Service Teachers Spatial-Visualisation Skills in Problem Solving in Vector Calculus Using MATLAB

2021 ◽  
Vol 16 (10) ◽  
pp. 125
Author(s):  
Godfred Amevor ◽  
Anass Bayaga ◽  
Michael J. Bosse
Keyword(s):  
Problem Solving ◽  
South African ◽  
Mathematical Problem ◽  
Interdisciplinary Studies ◽  
Problem Solving Skills ◽  
Vector Calculus ◽  
Rural Settings ◽  
Second Year ◽  
And Mathematics ◽  
Method Approach

In science, technology, engineering and mathematics (STEM) for instance, interdisciplinary studies have noted positive correlation between spatial-visualization (SV skills) and mathematical problem solving. The majority of these studies sharing a link between SV skills and problem solving were contextualized in urban settings and only a few in rural settings. This investigation analyses how rural-based pre-service teachers apply their SV skills in problem-solving in a South African university, in the context of vector calculus. One hundred rural-based pre-service teachers in a second year vector calculus class at University of Zululand (UNIZULU) were randomly selected into control and experimental groups. MATLAB was used as a dynamic visual tool to analyse how research participants applied their SV skills. A mixed method approach was employed in data collection (quantitative and qualitative). Our findings revealed that the rural-based pre-service teachers’ SV skills correlate with their problem-solving skills in vector calculus.

scholarly journals ENHANCING CREATIVITY AND PROBLEM SOLVING SKILLS THROUGH CREATIVE PROBLEM SOLVING IN TEACHING MATHEMATICS

2020 ◽  
Vol 13 (2) ◽  
pp. 270-291 ◽  
Author(s):  
Madihah Khalid ◽  
Supiah Saad ◽  
Siti Rafiah Abdul Hamid ◽  
Muhammad Ridhuan Abdullah ◽  
Hasniza Ibrahim ◽  
...  
Keyword(s):  
Problem Solving ◽  
Quantitative Data ◽  
Creative Thinking ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Science Technology ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Creative Problem ◽  
And Mathematics

In recent years, calls to nurture and teach creativity from an early age in schools has intensified. Creativity is something regular in the teaching of arts subjects but is not a common feature in teaching science, technology, engineering and mathematics subjects. However, what really matters, is how the subject is being taught. This research aimed to foster creativity through the teaching of mathematics via problem solving that challenges the solving of problems in a creative manner, which is defined as creative problem solving. This quasi-experimental study investigates changes in students learning of mathematics via creative problem solving. Altogether, 172 Form 1 students forming treatment and comparison groups from four schools in Gombak District area, Malaysia were involved. A mixed qualitative and quantitative data were collected to investigate the effect of the 3 cycles of creative problem solving lessons implemented. Instruments used were Torrance Test of Creative Thinking, a mathematics problem solving test and creativity checklist. This paper will only present the quantitative data obtained. Results show statistically significant increases in scores for most categories of creativity and problem solving tests. This research brought together teachers and researchers in trialling creative problem solving to teach mathematics, to achieve the enhancement of students’ creative thinking and problem solving skills. This coincided with the introduction of Kurikulum Standard Sekolah Menengah with new emphasis to strengthen the quality of science, technology, engineering and mathematics education in general, where higher-order thinking reforms are emphasized.

PjBL-Based Blended Learning Implementation on Energy Topic to Improve the Problem-Solving Skill

2021 ◽  
Vol 1 (1) ◽  
pp. 32-41
Author(s):  
Mega Gestira ◽  
Abdurrahman ◽  
Viyanti
Keyword(s):  
Problem Solving ◽  
Blended Learning ◽  
Learning Process ◽  
Learning Strategy ◽  
T Test ◽  
Problem Solving Skills ◽  
Paired Sample ◽  
New Strategy ◽  
Face To Face Learning ◽  
And Mathematics

Blended learning is a new strategy or way in the learning process. Besides face-to-face learning, the learning process should also be carried out in an online manner. Online learning could facilitate teachers and learners to learn anywhere and anytime. It is an appropriate learning strategy and supported by a learning model that could integrate various science disciplines, such as science, technology, engineering, and mathematics. This research aims to describe the improvement of problem-solving skills on energy via blended learning-based PjBL STEM. Each syntax of the learning consists of five-stage. They are problem solving,  focus the problem, describe the problem in physics description, plan a solution, execute the plan, and evaluate the solution. This research applied an experimental research design with pre-experimental (one group pretest-posttest design). The sample consisted of thirty-five Al-Azhar Islamic SHS 3 Bandar Lampung at X Science 1. The instrument was a problem-solving skill test in the form of an essay. The test results were analyzed with paired sample t-test. Based on the promoted research, the N-gain of experimental group learning outcome was 0.43, categorized moderate. The paired sample t-test hypothesis result obtained the Asymp. Sig (2-tailed) ≤0,05 is 0,00. It showed the improvement of problem-solving skills using the blended-learning-based PjBL STEM model.  

Problems Faced by Educators and Students in Teaching and Learning Engineering

2020 ◽  
pp. 1-26
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Research Study ◽  
Abstract Thinking ◽  
Problem Solving Skills ◽  
Fundamental Knowledge ◽  
And Mathematics

In this chapter, the author presents the problems faced by educators and students in teaching and learning engineering courses. In general, teaching of engineering courses are relatively challenging due to the nature of the courses that are perceived as “difficult courses” by a number of students. This course is built upon the strong fundamental knowledge in physics and mathematics. This course requires the students to have a strong abstract thinking, reasoning, and problem-solving skills. Due to this problem, a further research study (a continuation from previous study) was embarked at the National Energy University, which is also known as Universiti Tenaga Nasional (UNITEN), Malaysia. Selected lecturers and students were randomly selected and interviewed to find the reasons for this problem.

scholarly journals The Effect of STEM-PjBL and Discovery Learning on Improving Students' Problem-Solving Skills of Impulse and Momentum Topic

2020 ◽  
Vol 9 (4) ◽  
pp. 465-476
Author(s):  
E. Purwaningsih ◽  
S. P. Sari ◽  
A. M. Sari ◽  
A. Suryadi
Keyword(s):  
Problem Solving ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Control Group ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Comparison Class ◽  
Significant Difference ◽  
Before And After ◽  
And Mathematics

This study aims to investigate the effect of Science, Technology, Engineering, and Mathematics-Project Based Learning (STEM-PjBL) and discovery learning on students' problem-solving abilities. The research is a Quasi-Experiment with a Nonequivalent Pretest-Posttest Control Group Design. The participants involved are 53 students of class X from a high school in Malang, where 28 students studied with STEM-PjBL, and 25 students studied with discovery learning. This research was conducted on the subject of impulse and momentum. In this analysis, researchers have developed problem-solving tools with a particular field approach to impulse and momentum topics in order to obtain an instrument with a reliability of  0.81. This instrument collects student problem-solving data before and after learning both in the experimental class and in the comparison class. Problem-solving skills data were analyzed using descriptive statistics and inferential statistics. The results showed a significant difference in the scores of students' problem-solving abilities in the experimental class and the comparison class (p<0.05). The problem-solving ability in the experimental class (Md=78.74) was higher than the comparison class (Md=70.00). In STEM-PjBL learning, students are better trained and challenged to solve problems in everyday life. Compared to the comparison class, learning in the experimental class is more able to accommodate students' ideas and make students more interested in learning. In conclusion, STEM-PjBL has a significant positive effect on improving students' problem-solving abilities rather than discovery learning.

scholarly journals Buku Saku Digital Berbasis STEM: Pengembangan Media Pembelajaran terhadap Kemampuan Pemecahan Masalah

2021 ◽  
Vol 10 (3) ◽  
pp. 401-412
Author(s):  
Yuyun Anita ◽  
Andi Thahir ◽  
Komarudin Komarudin ◽  
Suherman Suherman ◽  
Novia Dwi Rahmawati
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Stage Of Development ◽  
Science Technology ◽  
Addie Model ◽  
And Mathematics ◽  
Quantitative Descriptive ◽  
Interesting Learning

AbstrakPembelajaran di abad 21 sangat memerlukan berbagai inovasi media pembelajaran yang dapat dijadikan sebagai alat bantu pendidik dalam melaksanakan kurikulum. Buku saku digital berbasis science, technology, engineering, and mathematics (STEM) bertujuan agar dapat dikembangkan menjadi media pembelajaran yang layak dan menarik terhadap kemampuan pemecahan masalah. Metode penelitian yang digunakan adalah Reseach and Depelovment (R&D) dengan menggunakan model ADDIE. Teknik analisis data menggunakan teknik deskriptif kualitatif serta kuantitatif. Proses uji coba dilakukan setelah validasi ahli materi dan ahli media yang menunjukkan bahwa buku saku berbasis STEM memiliki kriteria menarik untuk digunakan. Namun uji efektivitas media pembelajaran buku saku digital tidak dapat terlaksana disebabkan adanya pandemi covid-19 yang mengakibatkan kegiatan pembelajaran dilakukan secara daring atau online. Adanya kebijakan tersebut mengakibatkan penelitian ini hanya terlaksana sampai pada tahap development atau pengembangan. STEM-Based Digital Pocketbook: Development of Learning Media on Students' Mathematical Problem-Solving Skills AbstractThe 21st century needs a variety of learning media innovations that can be used as a device in implementing the curriculum. The goal of digital pocketbooks based on science, technology, engineering, and mathematics (STEM) is to develop into worthy and interesting learning media on mathematical problem-solving skills. The research method used Research and Development (R&D) using the ADDIE model. Data analysis techniques use qualitative and quantitative descriptive techniques. The process was conducted after validation of material experts and media experts who showed that STEM-based pocketbooks had interesting criteria to use. However, the effectiveness of digital pocketbook learning media cannot be carried out due to the covid-19 pandemic that resulted in learning activities being conducted online or online. The existence of this policy resulted in this research only being carried out to the stage of development or development.

scholarly journals Kemampuan Pemecahan Masalah Mahasiswa pada Kalkulus Integral Dilihat dari Keyakinan dan Pengetahuan Awal Matematis

Jurnal Elemen ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 117-129
Author(s):  
Robert Harry Soesanto ◽  
◽  
Kurnia Putri Sepdikasari Dirgantoro ◽  
Keyword(s):  
Problem Solving ◽  
Prior Knowledge ◽  
Mathematical Beliefs ◽  
Moderator Variable ◽  
Study Program ◽  
Problem Solving Skills ◽  
Logical Consistency ◽  
Ex Post ◽  
Knowledge Group ◽  
And Mathematics

Integral calculus is a course where students tend to have difficulties in problem-solving. This study examines differences in mathematical beliefs in students' problem-solving skills based on mathematics prior knowledge. This study's subjects were 120 students of the Mathematics Education study program from UPH Faculty of Education. The independent variable is mathematical beliefs, the moderator variable is prior mathematics knowledge, and the dependent variable is students' problem-solving skills. This study is an ex post facto quantitative research with instruments in a Likert scale questionnaire for mathematical beliefs, problem-solving, and mathematics prior knowledge test scores. Hypotheses were tested statistically with a two-way Anova test using SPSS 16.0. The results of the study were: (1) students' problem-solving of logical consistency beliefs is higher than memorized and procedural beliefs, (2) there is an interaction between mathematical beliefs and mathematics prior knowledge on problem-solving, (3) students' problem-solving in high mathematics prior knowledge group of logical consistency beliefs is higher than memorized, and procedural beliefs, and (4) students' problem-solving in low mathematics prior knowledge group of logical consistency beliefs is lower than memorized and procedural beliefs.

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