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 INTEGRATING SOFT SKILLS INTO TEACHING ORGANIZING EVENTS SUBJECT AT SCHOOL OF STATE MANAGEMENT, OFFICE ADMINISTRATION, AND TOURISM – TRA VINH UNIVERSITY

2019 ◽  
Vol 1 (2) ◽  
pp. 228-234
Author(s):  
Tuan Minh Chau
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Soft Skills ◽  
Thinking Skills ◽  
Listening Skills ◽  
Specialized Knowledge ◽  
Problem Solving Skills ◽  
State Management ◽  
The Subject ◽  
Teamwork Skills

The article presents the importance of integrating soft skills into teaching specialized knowledge. Through the article, the author presents the importance of Organizing Events subject as well as shows that Organizing Events is a subject that requires learners to have many skills such as: independent working skills, teamwork skills, creative thinking skills; coordination skills, problem-solving skills, listening skills and some other skills. All the skills mentioned above are applied to Organizing Events at each stage, each activity when organizing the event. In order for students to effectively apply the skills into the subject, teachers can design lectures, provide exercises in accordance with the content of the subject, divide each stage so that it can be further taught helping students grasp each content, thereby being able to best use the subject when designing each profile for the assumed event and students have to practice organizing events according to reality. Besides, the articlealso emphasizes that integrating soft skills into teaching specialized knowledge is a necessity, from the reality of the Organizing Events subject.

scholarly journals Authentic Teaching Tasks for Academic Success, Attitude, Problem Solving, and Creative Thinking Skills

2021 ◽  
Vol 12 (2) ◽  
pp. 108-123
Author(s):  
Emine Kübra Pullu ◽  
Mehmet Nuri Gömleksiz
Keyword(s):  
Academic Success ◽  
Problem Solving ◽  
Creative Thinking ◽  
Teaching Method ◽  
Web Design ◽  
Thinking Skills ◽  
Attitude Scale ◽  
Control Group ◽  
Problem Solving Skills ◽  
Experimental Group

Abstract This research was prepared in order to determine the change in students’ academic achievement, retention levels and attitudes, and problem solving skill and creative thinking skill as a result of programming teaching with authentic task-based applications. The research was prepared using an experimental design with pretest-posttest control group. In the study group of the research, 2nd year Computer Technologies Department students who studied at Erciyes University in the 2017–2018 academic year and took the Web Design Fundamentals course and the Research Methods and Techniques course are included. One of the second-year branches was determined as experimental group (n = 30) and the other one was determined as the control group (n = 33). The teaching of programming to the experimental group students was carried out with authentic tasks. Lessons were conducted with the control group students using the traditional teaching method. Achievement test developed by the researchers as pre-test, post-test, retention test, as well as Attitude Scale Toward Computer Programming developed by Baser (2013), Problem Solving Inventory developed by Heppner and Peterson (1982) and adapted to Turkish by Sahin, Sahin and Heppner (1993), “How Creative Are You?” scale developed by Raudsepp (1977) and adapted to Turkish by Coban (1999) were used. With research, it was concluded that authentic task-oriented practices increased students’ programming academic success and attitudes towards programming, and also positively affected both students’ problem-solving skills and creative thinking skills.

scholarly journals Pembelajaran Lingkungan bagi Siswa: Hubungan Kemampuan Berpikir Kreatif dengan Kemampuan Pemecahan Masalah

2019 ◽  
Vol 4 (1) ◽  
pp. 6
Author(s):  
Diana Vivanti Sigit ◽  
Erna Heryanti ◽  
Dyah Ayu Widya Pangestika ◽  
Ilmi Zajuli Ichsan
Keyword(s):  
Problem Solving ◽  
Random Sampling ◽  
Creative Thinking ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Correlational Method ◽  
The Relationship ◽  
Academic Year

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> The ability to think creatively and problem solving is the ability that students must have in 21st century. The purpose of this research was to determine the relationship between creative thinking skills and students' problem solving abilities in environmental change material. The research method used is descriptive correlational method. The research was conducted at High School 4 Bekasi in semester of the 2018/2019 academic year. The sample was taken through simple random sampling technique as many as 138 students. The results showed a correlation coefficient between the ability to think creatively with students' problem solving abilities of 0.825. The conclusion of this study is that there is a positive relationship between the ability to think creatively with students' problem solving skills.</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Kemampuan berpikir kreatif dan pemecahan masalah adalah kemampuan yang harus dimiliki siswa untuk menghadapi tantangan abad ke-21. Tujuan penelitian ini untuk mengetahui hubungan antara kemampuan berpikir kreatif dan kemampuan pemecahan masalah siswa pada materi perubahan lingkungan. Metode penelitian yang digunakan adalah metode deskriptif korelasional. Penelitian dilaksanakan di SMA Negeri 4 Bekasi pada semester ganjil tahun ajaran 2018/2019. Sampel diambil melalui teknik simple random sampling sebanyak 138 siswa. Hasil penelitian menunjukkan koefisien korelasi antara kemampuan berpikir kreatif dengan kemampuan pemecahan masalah siswa sebesar 0,825. Kemampuan berpikir kreatif memberikan kontribusi sebesar 68% terhadap kemampuan pemecahan masalah siswa. Kesimpulan dari penelitian ini adalah terdapat hubungan positif antara kemampuan berpikir kreatif dengan kemampuan pemecahan masalah siswa.</p></td></tr></tbody></table></div>

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.

scholarly journals Students’ Consciousness of their Problem Solving Approaches as a Key to Creativity in Design

2020 ◽  
Vol 4 (1) ◽  
pp. 93
Author(s):  
Marwa Hassan Khalil
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Engineering Students ◽  
Design Thinking ◽  
Positive Impact ◽  
Thinking Skills ◽  
Design Problems ◽  
Problem Solving Skills ◽  
Architectural Engineering ◽  
Problem Solving Process

Architectural engineering students are constantly dealing with ill-defined and tangled design problems. Many scholars accentuated the importance of creative thinking in tackling such wicked and complex problems. Accordingly, getting engaged in an ill-defined problem solving process requires specific personality traits that are often critical to creativity and innovation in design. In that sense, architectural engineering curricula need to provide various strategies through which such individual skills can be nurtured and developed. The objective of this study is to empirically identify the different patterns of students’ approaches in solving problems and the role of group discussions in such a process. The study adopted a qualitative approach, in a live class setup, through a series of workshops to allow for in-depth exploration of the students’ problem solving skills and abilities. The intention is to help students in discovering and in being aware of their own way of solving problems and identifying its strengths and weaknesses. This is considered a core and significant step towards the improvement and development of their design thinking skills. The findings of the study have emphasized the positive impact of the cyclical behavior in the creative problem solving process and highlighted the different key issues and lessons emerging from students’ consciousness of the mental processes that occurred during this iterative process. Such awareness and consciousness of those emergent issues is expected to encourage conscious design, increase tolerance for ambiguity and improve self-confidence which are believed to dramatically help students in creatively solving ill-defined architectural design problems.

scholarly journals Degree of Horizontal Integration of Life Skills in Second Basic Grade Curriculum in Jordan

2019 ◽  
Vol 3 (16) ◽  
Author(s):  
Hadeel Nabil Elhaj Qasem , Odeh Abu Sneineh
Keyword(s):  
Problem Solving ◽  
Life Skills ◽  
Creative Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
Second Grade ◽  
Horizontal Integration ◽  
Problem Solving Skills ◽  
National Education ◽  
The Social

The study aimed to reveal the degree of horizontal integration in life skills in the second grade curriculum in Jordan. To achieve the objective of the study، the researcher used the analytical descriptive method.The study sample included the Arabic and Islamic education books and social and national education. The results of the study indicated that manual in its first and second section. The life skills to be included in the sample study books included (51) skills divided into five basic skills: creative thinking skills، problem solving، the communication، dealing with others، decision making. Results also included a harezontal integration in the skills of life between the Arabic language and Islamic educationby (38.3%) ، which is high according to the criterion of the study. There is also a horizontal integration in life skills between the Arabic language book and the social and national education guide by (37.7%)، High percentage، and finally the existence of horizontal integration is very weak in the skills of life between the book of Islamic based on education and the huide of social and national education by (24%). The study came out with several recommendation، the most important of which are: Enrichment of the curriculum on the subject of life skills، and their inclusion in an integrative manner baser on a standard of integration developed by the directorate of curriculum. And taking into account problem solving skills during the construction and design of the curriculum.    

scholarly journals PENERAPAN PENDEKATAN SAINTIFIK TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA DI SMAN 1 DARUL IMARAH ACEH BESAR

2018 ◽  
Vol 18 (1) ◽  
pp. 64
Author(s):  
Nuralam Nuralam ◽  
Eliyana Eliyana
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Student Response ◽  
Main Concern ◽  
Problem Solving Skills ◽  
Math Problem ◽  
Scientific Approach

Problem solving, as the high mental activity in tackling mathematical problem should be a main concern to all respected parties. Facts and data in the field show students face a hard situation in solving math problems. Therefore, it requires an alternative solution to optimize student’s problem-solving capacity, one of them through scientific approach. Moreover, this approach builds student’s competencies in solving math problem through knowledge empowerment of critical thinking skills and creative thinking skills of students to solve the problems with a systematic and measurable way. In addition, the objectives of this research are (1) higher problem-solving skills, taught by scientific approach than those taught by realistic mathematical approach to trigonometric material, and (2) student’s response to problem solving ability through scientific approach on trigonometric material. The research population is all students of grade X SMAN 1 and the sample is the student who is in the grade X MIPA3 and grade IV MIPA by using cluster random sampling technique. This experimental study created by Posttest-only Control Design. This study also uses questionnaire and math problem solving test as the data collection. The result of research shows that (1) Statistical test of t-test on right side was obtained tcount 2,76 and ttable=1,65, and tcount > ttable then accept H1 reject H0 (2) Student response to approach 3,21. Thus, it is conclude that (1) the higher mathematical problem solving skills are taught through a scientific approach rather than the problem-solving skills taught by realistic mathematical approaches. (2) student’s response to the scientific approach of this category is very positive.

scholarly journals PENDIDIKAN KETERAMPILAN BERPIKIR KRITIS DAN KREATIF SERTA KEPEKAAN SOSIAL GURU DALAM MENGAJAR

2019 ◽  
Vol 6 (1) ◽  
pp. 70
Author(s):  
I Nyoman Sueca
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Problem Solving ◽  
Creative Thinking ◽  
Daily Life ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Life Problems ◽  
Critical And Creative Thinking

<em>Education Skills is expected to provide knowledge that allows people to overcome life problems in their professional duties and in daily life. Therefore teachers in carrying out their duties professionally, critical and creative thinking skills are needed, problem solving skills and decision making, as well as in Higher Education lecturers educate their students to be able to think critically and creatively in solving all problems they face. The development of critical and creative thinking skills carried out by teachers and lecturers is an educational orientation that fits in life situations that change very quickly</em>

scholarly journals Problem-based learning: Creative thinking skills, problem-solving skills, and learning outcome of seventh grade students

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Anna Jarrotul Khoiriyah ◽  
Husamah Husamah
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Junior High School ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Class Action ◽  
Completion Rate ◽  
Seventh Grade ◽  
Problem Solving Skills

Creative thinking skills and problem-solving skills were among the competencies that must be possessed by students in the 21st-century, which need to be developed through the learning process, and are still teacher challenge to date. This study aims to improve creative thinking skills, problem-solving skills, and learning outcomes of seventh-grade students by problem-based learning (PBL). This class action research was conducted at State Junior High School 18 of Malang. The subjects was students’ class VIIE. The study was conducted two cycles (repeated seven times). Each cycle referring to Spiral Model by Kemmis, McTaggart, and Nixon. The problem-solving skills data were obtained from student worksheet assessment, the creative thinking skills data were obtained from performance grading rubric and learning outcomes data were obtained from end-of-cycle essay test. The results shows that PBL improves (1) the average of problem solving skills of 27% with the completion rate of 47%,(2) the average of creative thinking skills of 11% with the completion rate of 17.5%, and  (3) the average learning outcomes of 13% with the completion rate of 15%. It can concluded that teachers can implement PBL to improve students’ creative thinking skills, problem-solving skills, and learning outcomes.

Sign in / Sign up

Export Citation Format

Share Document