scholarly journals Learning Strategy to Develop Critical Thinking, Creativity, and Problem-Solving Skills for Vocational School Students

2019 ◽  
Vol 25 (1) ◽  
pp. 36-42
Author(s):  
Muchlas Samani ◽  
Sunwinarti Sunwinarti ◽  
Bima A.W. Putra ◽  
Reza Rahmadian ◽  
Juni Noor Rohman
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Solving ◽  
Learning Strategy ◽  
Project Based Learning ◽  
Learning Problems ◽  
School Students ◽  
Technology Program ◽  
Problem Solving Skills ◽  
Contextualized Learning

Critical thinking, creativity, and problem-solving skills are critical for vocational schools graduates to enter the workforce in the industrial era 4.0. This study aims to find a learning strategy that can develop these three skills. The study was carried out at SMK X Mojokerto in the Automotive Technology Program in the academic year of 2017/2018. Data were collected using an observation sheet validated by three experts and tested with inter-rater reliability. The data analysis method is t-test. The results of data analysis showed that the Contextual Project Based Learning (CPjBL) was generally effective to improve critical thinking, creativity, and problem-solving skills. Detailed observation included each of these aspects. The findings showed that the implementation of contextualized learning problems could improve the aspect of originality and problem understanding skills, which was usually difficult to improve. On the other hand, CPjBL was not effective in developing the ability of analysis in critical thinking and look-back in problem-solving skills.

PROFIL KETERAMPILAN PEMECAHAN MASALAH ANAK USIA DINI DALAM PEMBELAJARAN PROYEK DI TAMAN KANAK-KANAK

2018 ◽  
Vol 12 (1) ◽  
pp. 29-36 ◽  
Author(s):  
Ernawulan Syaodih ◽  
Ocih Setiasih ◽  
Nur Faizah Romadina ◽  
Hany Handayani
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Project Based Learning ◽  
Problem Solving Skills ◽  
Childhood Education ◽  
Analysis Technique ◽  
Aged Child ◽  
Research Outcome ◽  
Skills Learning ◽  
Thematic Data

This research aims to identify problem-solving profile ability in an early-aged child using the project-based learning in kindergarten. Methods used in this research is through collaborative classroom action research.This research was done in 3 (three) kindergarten in Cimahi. The technique used to collect data was done through semi-structured observation technique of 1 (one) class from each kindergarten to discover children's problem-solving ability.Furthermore, 6 (six) teachers were interviewed to identify children's problem-solving ability and to discover the learning process using the project-based learning.Whereas the data analysis used in this research is thematic data analysis technique. Moreover, the next step is to construct the problem-solving profile ability in an early-aged child. Based on the research outcome, it is clear that children's problem-solving profile ability with the project-based learning is relatively well. Most of the problem-solving ability indicator can be met, such as the observing ability using their own senses and the ability to communicate, even though stimulus and motivation to ask and answer questions from the teachers are still needed.   Keywords: Problem Solving Skills, Learning Project, Early Childhood Education Penelitian ini bertujuan untuk mengetahui profil keterampilan pemecahan masalah anak usia dini dengan menggunakan model pembelajaran proyek di taman kanak-kanak. Metode penelitian yang  digunakan dalam penelitian ini adalah collaborative classroom action research. Penelitian ini dilaksanakan di tiga TK di Kota Cimahi. Teknik pengumpulan data dilakukan melalui teknik observasi semi terstruktur terhadap 1 (satu) kelas masing-masing TK untuk mengetahui keterampilan pemecahan masalah yang dimilikinya. Selain itu dilakukan wawancara terhadap 6 (enam) orang guru selain untuk mengetahui keterampilan pemecahan masalah anak dan untuk mengetahui proses pembelajaran dengan menggunakan model pembelajaran proyek. Sedangkan analisis data yang digunakan dalam penelitian ini adalah teknik analisis data tematik, dan langkah selanjutnya menyusun  profil keterampilan pemecahan masalah anak usia dini. Berdasarkan hasil penelitian diperoleh bahwa profil keterampilan pemecahan masalah anak dengan pembelajaran proyek rata-rata berada pada kategori baik. Sebagian besar indikator keterampilan pemecahan masalah dapat dipenuhi dengan baik, hal ini terlihat dari indikator keterampilan mengamati anak sudah mampu melakukann  pengamatan dengan menggunakan inderanya dengan baik, begitu pula pada indikator keterampilan mengumpulkan informasi dan keterampilan mengkomunikasikan, akan tetapi masih perlu stimulus dan motivasi untuk lebih berani bertanya ataupun menjawab pertanyaan dari guru Kata kunci: Keterampilan Pemecahan Masalah, Pembelajaran Proyek, Pendidikan Anak Usia Dini.

scholarly journals THE EFFECTS OF VISUAL MAPPING AND SCIENCE-RELATED ATTITUDES ON STUDENTS’ CRITICAL THINKING AND PROBLEM SOLVING SKILLS

2021 ◽  
Vol 8 (2) ◽  
pp. 146
Author(s):  
Muhammad Jamhari ◽  
Syarifuddin Syarifuddin ◽  
Herbert Sipahutar
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Visual Mapping ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Range Test

The aims of this study were to find out: (1) the effects of visual mapping on students’ critical thinking skills, (2) the effects of science-related attitudes on students’ critical thinking skills, (3) the interactions between visual mapping and science-related attitudes on students’ critical thinking skills, (4) the effects of visual mapping on students’ problem solving skills, (5) the effects of science-related attitudes on students’ problem solving skills, and (6) the interactions between visual mapping and science-related attitudes on students’ problem solving skills. This study was conducted at MAN 1 Tanjung Pura, totally 141 students. It was a quasi-experimental technique by using a pretest-posttest experimental group with 4x2 factorial design. The technique of data analysis was processed by the Two-Way ANOVA and followed by Duncan’s Multiple Range Test. The results showed that: (1) there were the significant effects of visual mapping on students’ critical thinking skills (F=87.082; P=0.000), (2) there were the significant effects of science-related attitudes on students’ critical thinking skills (F=2.493; P=0.040), (3) there were the interactions between visual mapping and science-related attitudes on students’ critical thinking skills (F=2.037; P=0.000), (4) there were the significant effects of visual mapping on students’ problem solving skills (F=94.214; P=0.000), (5) there were the significant effects of science-related attitudes on students’ problem  solving skills (F=3.397; P=0.031), and (6) there were the interactions between visual mapping and science-related attitudes on students’ problem solving skills (F=2.195; P=0.000).

How Students Learned in Creating Electronic Portfolios

2008 ◽  
pp. 245-256
Author(s):  
Shuyan Wang ◽  
Sandra Turner
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Environment ◽  
Learning Experiences ◽  
Electronic Portfolios ◽  
Technology Program ◽  
Problem Solving Skills ◽  
Master Of Education ◽  
Depth Interviews

This case study investigated the learning experiences that occurred during students’ development of culminating electronic portfolios for a Master of Education in Computer Education and Technology program. The meaning that students gave to their learning experiences and the problems they encountered were also investigated in order to understand how students learn in a technology-enriched learning environment. Data were collected through in-depth interviews, participant observations, and document analyses from seven M.Ed. students before, during, and after developing electronic portfolios. Findings indicate that creating electronic portfolios supports students’ mastery of technology-related knowledge and promotes critical thinking and problem-solving skills. Students reported that they learned not only “by doing,” but also from peers through collaboration, from reflection on their artifacts, and from synthesizing their electronic portfolios.

scholarly journals Instructional Exposure of Senior High School Students to Approaches that Promote Critical Thinking and Problem-Solving Skills

2021 ◽  
Vol 5 (1) ◽  
pp. p1
Author(s):  
Emolyn M. Iringan
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Problem Solving ◽  
Senior High School ◽  
Instructional Materials ◽  
School Students ◽  
Problem Solving Skills ◽  
Visual Spatial ◽  
Senior High School Students

This descriptive study assessed students’ exposure to activities that promote the acquisition of critical thinking and problem-solving skills. The study involved 150 randomly selected senior high school students. Results reveal that students have a “great extent” of exposure to instruction that promotes the acquisition of the desired mathematics skills, particularly on the content, strategies, assessment, and instructional materials. Students are exposed to a “great extent” to activities that allow them to predict, gather and organize information, derive conclusions, make judgment or decisions, discuss and justify solutions; however, have a “low extent” of exposure to problem posing. Students were exposed to a “very great extent” to the step by step process in dealing with problems. The students have a “great extent” of exposure to problem-solving strategies that promote verbal-logical, visual-spatial, and organizing skills, however, to a low extent in restructuring and rethinking skills. Students’ exposure to the use of manipulatives or mathematical models, calculators, creative pictures and diagrams, worksheets, online materials, creative PowerPoint presentations, varied textbooks, and scholarly materials in mathematics problem solving was to a “great extent” but “low” on the use of mathematics software and videos. Along assessment, students have a “great extent” of exposure to assessment on knowledge, comprehension, application, synthesis, and evaluation skills but to a “low extent” on assessment that requires metacognitive and reflective thinking.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

scholarly journals Project-Based Learning in a Transinstitutional Research Setting: Case Study on the Development of Sustainable Food Products

2019 ◽  
Vol 12 (1) ◽  
pp. 233 ◽  
Author(s):  
Hartmut Derler ◽  
Simon Berner ◽  
Daniela Grach ◽  
Alfred Posch ◽  
Ulrike Seebacher
Keyword(s):  
Secondary School ◽  
Food Products ◽  
Research Process ◽  
Project Based Learning ◽  
Sources Of Information ◽  
Research Setting ◽  
School Students ◽  
Sustainable Food ◽  
Problem Solving Skills

Project-based learning (PBL) has been thoroughly integrated in university sustainable development curricula, but has not been well-established in curricula used at pre-university educational levels. Integrating real-world settings into the teaching of secondary school students can help to promote problem-solving skills and competencies at younger ages, which is a crucial task in sustainability education. Therefore, in this article we describe the results of a case study on the development of sustainable food products that involved a university and two secondary schools in Austria. The methods used in this case study were drawn from the transdisciplinary case study (TCS) and the PBL literature. Data were collected by carrying out participatory research methods such as photovoice, focus group discussions, food diaries, student evaluations, and surveys. We divided the study design into three phases: (1) exploration, (2) product ideation, and (3) product prototyping and optimisation. The case study illustrates that the use of PBL research approaches by students at different levels of education provides promising results, if the research process is clearly structured and managed. When a demand for learning is encountered by students, secondary school teachers and university researchers must provide the students with additional sources of information. The establishment and management of a transinstitutional research setting is a promising, yet time-consuming endeavour.

Teaching Personal Finance Mathematical Problem Solving to Individuals With Moderate Intellectual Disability

2016 ◽  
Vol 40 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Jenny Root ◽  
Alicia Saunders ◽  
Fred Spooner ◽  
Chelsi Brosh
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Personal Finance ◽  
Future Research ◽  
School Students ◽  
Problem Solving Skills ◽  
Mathematical Problems ◽  
Based Instruction ◽  
Multiple Probe

The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone or iPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant’s ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research.

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