scholarly journals Problem-based learning with role-playing: An experiment on prospective mathematics teachers

2020 ◽  
Vol 13 (1) ◽  
pp. 14-32
Author(s):  
Ita Chairun Nissa ◽  
I Ketut Sukarma ◽  
Sutarto Sutarto
Keyword(s):  
Problem Solving ◽  
Linear Algebra ◽  
Mathematics Teachers ◽  
Problem Based Learning ◽  
Role Playing ◽  
Control Group ◽  
Problem Solving Skills ◽  
Video Recordings ◽  
Post Test ◽  
Prospective Mathematics Teachers

[English]: This study aimed to examine the effect of problem-based learning (PbL) with role-playing toward problem-solving skills of prospective mathematics teachers’ (PMTs) who take linear algebra courses. The study was a quasi-experimental with a non-equivalent control group post-test only design. Forty-two PMTs were involved and divided into experimental (taught using PbL combined with role-playing) and control groups (taught using PbL only). Data were collected using tests and video recordings. The test produces data on PMTs' problem-solving skills on linear algebra problems and video recordings resulted in the transcripts of PMTs’ discussion when they played a role. Data were analyzed through two stages. Firstly, the results of the test were analyzed quantitatively using F-test to measure the variance of the two groups, then measure the normality of the data using the interpretation of skewness and kurtosis, and finally, one-tail t-test to measure differences in test results between the two groups. Secondly, the sample of PMTs’ works in two groups and the transcripts of their conversation were qualitatively analyzed to strengthen the quantitative finding and reveal how PbL with role-playing support PMTs’ problem-solving in teacher education. This study shows that PbL with role-playing is more effective to improve students’ problem-solving skills than solely doing problem-based learning. Doing a role-playing provided students with the opportunity to be able to think and speak mathematics more formally in the context of problem-solving. Keywords: Problem-based learning, Role-playing, Prospective mathematics teachers, Problem-solving [Bahasa]: Penelitian ini bertujuan untuk menguji pengaruh pembelajaran berbasis masalah dengan bermain peran pada pemecahanmasalah calon guru matematika yang mengambil matakuliah aljabar linier pada semester ketiga. Penelitian ini adalah eksperimen semu dengan desain post-test kelompok kontrol yang tidak setara. Empat puluh dua calon guru matematika terlibat dalam penelitian ini dan mereka dibagi menjadi kelompok eksperimen (diajarkan menggunakan pembelajaran berbasis masalah dengan bermain peran) dan kelompok kontrol (diajarkan menggunakan pembelajaran berbasis masalah saja). Data dikumpulkan menggunakan tes dan rekaman video. Tes menghasilkan data tentang kemampuan calon guru untuk memecahkan masalah aljabar linier dan rekaman video yang menghasilkan transkrip diskusi calon guru ketika mereka memainkan suatu peran. Data dianalisis melalui dua tahap. Pertama, hasil tes dianalisis secara kuantitatif menggunakan uji-F untuk mengukur varian kedua kelompok, kemudian mengukur normalitas data menggunakan interpretasi skewness dan kurtosis, dan akhirnya dilakukan uji-t  satu pihak untuk mengukur perbedaan hasil tes antara kedua kelompok. Kedua, sampel hasil tes calon guru matematikadari kedua kelompok dan transkrip diskusidianalisis secara kualitatif untuk memperkuat temuan kuantitatif dan mengungkapkan bagaimana pembelajaran berbasis masalah dengan bermain peran dapat mendukung pemecahan masalah pada calon guru matematika yang menempuhpendidikan guru. Penelitian ini menunjukkan bahwa pembelajaran berbasis masalah dengan bermain peran lebih efektif untuk meningkatkan keterampilan pemecahan masalah calon guru matematika daripada hanya melakukan pembelajaran berbasis masalah saja. Bermain peran memberikan kesempatan kepada mahasiswa untuk dapat berpikir dan mengomunikasikan matematika secara formal dalam konteks pemecahan masalah. Kata kunci: Pembelajaran berbasis masalah, Bermainperan, Calon guru matematika

scholarly journals IMPLEMENTATION OF SPACE GEOMETRY LEARNING USING GEOGEBRA TO IMPROVE PROBLEM SOLVING SKILLS

MaPan ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 224-235
Author(s):  
Megita Dwi Pamungkas ◽  
◽  
Heny Nugroho
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Control Group ◽  
Study Program ◽  
Important Place ◽  
Problem Solving Skills ◽  
Space Geometry ◽  
Prospective Mathematics Teachers ◽  
Geometry Learning ◽  
Experimental Group

Prospective mathematics teachers must be equipped with problem solving skills because it has a very important place in the mathematics curriculum. The purpose of this research is to get an overview of improving the problem solving skills of prospective mathematics teachers by implementing GeoGebra on space geometry learning. The research was conducted in Study Program of Mathematics Education, Tidar University in the second semester students. This research uses quasi-experimental method, with nonequivalent control group pretest-posttest design using two groups, namely experimental group consisting of 36 students got GeoGebra-based space geometry learning and control group consisting of 35 students got conventional space geometry learning. Research instruments in the form of observation sheets and test instruments in the form of pretest and posttest to measure achievements of problem solving skills improvement. The data obtained is then processed and analyzed by calculating the percentage of learning implementation and calculating the average normalized gain score (N-Gain). The results showed that GeoGebra-based Space Geometry learning can improve problem solving skills. In the experimental group, problem solving skills were improved in high category, while in the control group the improvement of problem solving skills in moderate category.

scholarly journals USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS

2019 ◽  
Vol 18 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Burcu Alan ◽  
Fikriye Kirbağ Zengin ◽  
Gonca Keçeci
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Service Science ◽  
Control Group ◽  
Problem Solving Skills ◽  
Teaching Knowledge ◽  
Mixed Method Design ◽  
Post Test ◽  
And Control ◽  
Experimental Group

In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.

scholarly journals PENGARUH MODEL PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH GEOGRAFI SMA

2017 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Diyas Age Larasati
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Problem Based Learning ◽  
T Test ◽  
Control Group ◽  
P Value ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Gain Score ◽  
Pbl Model

Penelitian ini bertujuan menguji pengaruh model PBL terhadap kemampuan pemecahan masalah geografi SMA. Penelitian dilakukan di SMA Negeri 1 Sooko tahun ajaran 2015/2016. Subjek penelitian merupakan siswa kelas XI IPS 2 dan 3. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) dengan desain Non Equivalent Control Group Design. Berdasarkan selisih nilai pre test dan post test, rata-rata gain score kemampuan pemecahan masalah geografi SMA kelas eksperimen lebih tinggi dengan skor 27,26 dibandingkan dengan kelas kontrol dengan skor 11,88. Hasil perhitungan analisis uji t menggunakan independen sample t test diperoleh data p-level lebih kecil dari 0,05 (p<0,05) yaitu 0,00. Hasil perhitungan ini membuktikan bahwa model PBL berpengaruh terhadap kemampuan pemecahan masalah geografi SMA. Jadi, dapat disimpulkan bahwa model PBL berpengaruh terhadap kemampuan pemecahan masalah geografi SMAN 1 Sooko.Kata Kunci: Model Problem Based Learning, Kemampuan Pemecahan MasalahThe purpose of this study was to clarify the effect of the PBL model of problem-solving ability. This study do in SMA Negeri 1 Sooko 2015/2016. Study of the subject is the student of class XI IPS 2 dan 3. Form of quasi-experimental research design with non equivalent design control group. Subjects were selected based on the value of Middle Exam School (UTS) semester who have the same average (homogeneous). Control using a model class lectures and discussions, while the experimental class using PBL models. Gain score Data were analyzed using independent sample T-test Test with the help of the computer program SPSS 16.0 for Windows. Gainscore learning using PBL model of higher than conventional. The average value of the experiment gainscore class of 27, 26 and 11.88 of control. The results of the analysis of the Independent Sample T-Test Test, the difference shows a p-value of 0.000 level. The level of p-value less than 0.05 (P <0.05). The results of this study there was a significant effect PBL models to the problem-solving abilities. So the conclusion "PBL model significantly influential to the high school geography problem solving skills in SMAN 1 Sooko".Key Words: models of PBL, problem-solving abilities

scholarly journals The effectiveness of argumentation-assisted STEM practices

2018 ◽  
Vol 13 (3) ◽  
pp. 259-274 ◽  
Author(s):  
Bekir Yildirim ◽  
Cumhur Türk
Keyword(s):  
Problem Solving ◽  
Qualitative Data ◽  
Attitude Scale ◽  
Control Group ◽  
Mixed Design ◽  
Problem Solving Skills ◽  
National Education ◽  
Post Test ◽  
Quasi Experimental ◽  
Test Control

This study aimed to determine STEM practices assisted by argumentation-based learning, the attitudes and the opinions of the students towards STEM, their perception of problem-solving skills and the argumentation qualifications. In the research, the mixed design has been implemented. The quasi-experimental design with pre-test and post-test control group has been conducted in the quantitative dimension. The research group consists of 55 students—studying at a state school affiliated to Mus Provincial Directorate of National Education. In the study, the qualitative data were collected using ‘STEM attitude scale’ and ‘problem solving skill perception scale’; and the quantitative data were obtained using ‘STEM interview form’ and ‘Written Argumentation Form’. The results show STEM practices have been observed to be effective in improving the attitudes of the students towards STEM and their problem-solving skills. Also, the opinions of the students are positive and the argumentation qualities of the students are at the first level during the practices. Keywords: STEM, argumentation, problem solving, attitude

scholarly journals Pengaruh Problem Based Learning Dan Motivasi Berprestasi Terhadap Kemampuan Pemecahan Masalah

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Miftahus Surur ◽  
Tartilla Tartilla
Keyword(s):  
Problem Solving ◽  
Achievement Motivation ◽  
Univariate Analysis ◽  
Problem Based Learning ◽  
Control Group ◽  
Final Conclusion ◽  
Low Achievement ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Quasi Experimental

This study aims to examine students' problem solving abilities in mathematics with different achievement motivation between those taught through problem based learning and discussion. The design of this study uses quasi-experimental forms of Non-equivalent Control Group Design. The experimental group from this study was given PBL treatment, while the control group was treated with the discussion method. The data of this study were analyzed by the Univariate Analysis of Variance technique. The results showed that (1) there was a significant effect between PBL models and discussion models on students 'problem solving abilities, (2) there was a significant effect between students with high and low achievement motivation on students' problem solving abilities, (3) there were interactions between PBL models, achievement motivation and student problem solving abilities. So that it can be concluded that students who learn with the PBL model have a better ability to solve problems than students who learn with a discussion model. Students with high achievement motivation have better problem solving skills than students with low achievement motivation. The final conclusion is that students' problem solving abilities can be achieved well if they pay attention to both variables at once, namely the model and achievement motivation.  

scholarly journals IMPROVING CHILDREN’S PROBLEM-SOLVING SKILLS THROUGH JAVANESE TRADITIONAL GAMES

2019 ◽  
Vol 38 (3) ◽  
pp. 578-589
Author(s):  
Iswinarti Iswinarti ◽  
Dewi Retno Suminar
Keyword(s):  
Problem Solving ◽  
Primary Schools ◽  
Digital Games ◽  
School Age Children ◽  
Control Group ◽  
School Age ◽  
Problem Solving Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
One Way Anova

Nowadays, most children play digital games. Digital games, despite their advantages, have gradually eroded the existence of traditional games. Although both digital and traditional games comprise the values of problem-solving learning for children, traditional games offer more benefits in terms of the embodiment of local wisdom. This study aimed at encompassing the influence of Javanese traditional games such as bekelan, congklak lidi, and selentikan on the improvement of children’s problem-solving skills. This research was done employing quasi-experimental design involving 72 school-age children ranging from 9 to 11 years old, who studied at primary schools. The subjects of this study consisted of four experimental groups. Three groups played bekelan, congklak lidi, selentikan games respectively and the other group was assigned as the control group. The treatment was done for three weeks divided into six sessions. The findings showed that there was a significant improvement between the result of the pre-test and that of the post-test for these three games. The analysis results using One Way ANOVA showed that there was a difference in the improvement of problem-solving skills among groups (F(17) = 5.032, p < .01). Due to its superiority, Javanese traditional games are potential to be an alternative media in improving children’s problem-solving skills.

Does Problem-Based Learning Improve Problem Solving Skills?—A Study among Business Undergraduates at Malaysian Premier Technical University

2016 ◽  
Vol 9 (5) ◽  
pp. 166 ◽  
Author(s):  
Z. Abdul Kadir ◽  
N. H. Abdullah ◽  
E. Anthony ◽  
B. Mohd Salleh ◽  
R. Kamarulzaman
Keyword(s):  
Problem Solving ◽  
Problem Based Learning ◽  
Control Group ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Technical University ◽  
Conventional Classroom ◽  
Management Students ◽  
Business Undergraduates ◽  
Experimental Group

<p class="apa">Problem-based Learning (PBL) approach has been widely used in various disciplines since it is claimed to improve students’ soft skills. However, empirical supports on the effect of PBL on problem solving skills have been lacking and anecdotal in nature. This study aimed to determine the effect of PBL approach on students’ problem solving skills using a quasi-experimental non-equivalent group pretest–posttest design. Fifty management students from a premier Technical University in Malaysia were assigned to experimental and control groups. In the experimental group, students were given four problems to be solved and their solutions of the problems given were assessed in terms of their accuracy and quality. Students in the control group received conventional classroom instructional design. Results indicate that students in the experimental group have better problem solving skills (<em>z</em>: -4.220, <em>p</em>: 0.001 for accuracy and <em>z</em>: -2.594, <em>p</em>: 0.009 for quality) compared to those who were not exposed to the PBL approach. This finding substantiates the use of PBL as an effective instructional tool to improve students’ problem solving abilities.</p>

scholarly journals Pengembangan Pendekatan Somatic – Auditory – Visualization Intellectually (SAVI) Dalam Meningkatkan Kemampuan Pemecahan Masalah Pada Mata Pelajaran Fikih Melalui Pembelajaran Jarak Jauh; Studi Di MTs Nidhomiyah Surowono Kecamatan Badas Kabupaten Kediri

2020 ◽  
Vol 2 (2) ◽  
pp. 76-88
Author(s):  
Haizatul Masnaiyah ◽  
Sri Susanti Tjahja Dini
Keyword(s):  
Distance Learning ◽  
Problem Solving ◽  
Research And Development ◽  
Average Score ◽  
Control Group ◽  
Ministry Of Education ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Post Test ◽  
Addie Model

The outbreak of the coronavirus disease (Covid 19) in Indonesia has prompted the Ministry of Education and Culture and the Ministry of Religion to urge schools to organize distance learning. Because of this appeal, schools and madrasas organize distance learning activities, including MTs Nidhomiyah Surowono, Badas District. However, the distance learning of fiqh subjects is only providing assignments through the WA group and there is no feedback from the teacher. This phenomenon causes the problems solving skills of the students to become low. So research and development (R & D) were done on the fiqh subjects to describe 1) the steps for developing somatic-auditory-visualization-intellectually (SAVI) approach through distance learning, and 2) the effectiveness of developing somatic-auditory-visualization-intellectually approach (SAVI) to increase the problem-solving skills on the fiqh subjects through distance learning. This research used the research and development (R & D) approach Borg and Gall model that combined with the ADDIE model. The testing model used an experimental pretest-posttest control group design. The result of the pretest and posttest were analyzed by the test of normality, homogeneity, N-gain scores, and independent-sample t-test with IBM SPSS Statistics version 21. The results showed that the SAVI approach was quite effective in improving students' problem-solving skills. This can be seen based on the results of the pre-test and post-test in the experimental class compared to the control class. From the experimental class, it was obtained that the pre-test results had an average of 52, but after receiving the SAVI approach, the post-test score was 67. Far different from the control class whose initial class average score was 49 to 56. This is also supported by the mean results of the N-gain score for the experimental class was 33.5513 or 33.6 which was included in the moderate or moderately effective criteria.

scholarly journals THE EFFECT OF TEACHING PREPARED IN ACCORDANCE WITH COMMON KNOWLEDGE CONSTRUCTION MODEL ON STUDENTS PROBLEM-SOLVING SKILLS

2021 ◽  
Vol 9 (59) ◽  
Keyword(s):  
Problem Solving ◽  
Education Program ◽  
Common Knowledge ◽  
Control Group ◽  
Control Groups ◽  
Problem Solving Skills ◽  
Post Test ◽  
School Learning ◽  
And Control ◽  
Out Of School

The aim of this study is to investigate the effect of the education program prepared in accordance with the Common Knowledge Constructing Model on the 5th grade students' problem determination and problem-solving skills in the Science course "Biodiversity". The research sample consisted of 74 fifth grade students studying in a secondary school in Uskudar, Istanbul. In the research, a pre-test-post-test control group pattern, one of the quasi-experimental methods, was used. The study was implemented in the 2018-2019 academic year and 24 of the students were selected as experiment 1, 25 as experiment 2, and 25 as control group. In experiment 1 group, teaching in accordance with CKCM, in the experiment 2 group, teaching in accordance with CKCM was supported with out-of-school learning environments, and in the control group, teaching in accordance with the Science Curriculum. “Problem Identification and Problem-Solving Skills Test (PIPSST)” was used as a pre-test and post-test data collection tool in the experimental and control groups. As a result of the research, it was concluded that the education program with CKCM and out-of-school learning within the CKCM is more effective in increasing students' problem determination and problem-solving skills compared to teaching in accordance with the science lesson curriculum. It can be said that out-of-school education, which is included in the CKCM, increases students' problem determination and problem-solving skills more. In addition, it was concluded that CKCM and out-of-school learning and teaching improved skills such as analysis, synthesis, evaluation and prediction. When the answers given by the students in the experimental and control groups to the PIPSST open-ended problem were examined, it was observed that the physical, persuasion and political action solution suggestions changed in the experimental and control groups. It was determined that the most and different solution suggestions were in the experiment 2 group. This situation shows that the inclusion of out-of-school learning in the CKCM positively affects the physical, political and persuasion actions of the students towards the solution of the problem. Keywords: Science Education, Environmental Literacy, Scientific Process Skills, Common Knowledge Constructing Model

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