Affordance Based Framework of Human Problem Solving: a Nonrepresentational Alternative

2021 ◽  
Vol 66 (3) ◽  
pp. 193-217
Author(s):  
Pankaj Singh ◽  
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Higher Order Thinking ◽  
Complex Problem ◽  
Higher Order ◽  
Thinking Ability ◽  
Analogical Problem ◽  
Analysis Models ◽  
Human Problem ◽  
Research Analysis

Problem solving is a crucial higher-order thinking ability of humans. Humans' ability to solve problems is a critical higher-order thinking ability. Mathematical problem solving, analogical problem solving, complex problem solving, situated problem solving, and so on are all examples of problem solving. Furthermore, distinct types of research analysis, models, and theories are based on the mechanisms and elements involved in diverse problem-solving types. The conventional approach to understanding human problem solving is a representation-laden description, which is similar to most cognitive explanations of psychological processes. On the other hand, the paper goes beyond representational theories and models to investigate nonrepresentational and situated aspects of human problem solving. Problem solving is a crucial higher-order thinking ability of humans. The paper is a rudimentary attempt to present a nonrepresentational, Affordance-Situation-Attunement (ASA) framework of human problem solving. The aim is to invoke ASA as an alternative framework, in contrast with the dominant representational explanation of human problem solving. The aim is not to disparage the representational theories and models of problem solving but to contribute a nonrepresentational working framework and elements for highlighting the situated nature of human problem solving. Keywords: Problem solving, affordances, embodied cognition, situated cognition, ecological psychology

scholarly journals ANALYSIS OF HIGHER ORDER THINKING SKILLS (HOTS) IN MATHEMATICAL PROBLEM SOLVING BASED ON REVISED BLOOMS’ TAXONOMY VIEWED FROM GENDER EQUALITY

MaPan ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 315-328
Author(s):  
Ernawati Ernawati ◽  
◽  
Baharullah Baharullah
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
The Subject

This study aims to determine the description of the results of the analysis of higher order thinking skills in mathematics problem solving based on revised Bloom's taxonomy viewed from gender equality. The subject of the research is two students of SMPN 1 Takalar selected using a purposive sampling technique. The type of research used is descriptive research with a qualitative approach. The description was obtained by analyzing the tests of higher order thinking skills in mathematical problem solving. In this study, instruments in the form of questions test higher order thinking skills based on revised Bloom's taxonomy and the interview guideline. Data collection techniques in the form of test, interview, observation, and documentation. The data analysis technique was data reduction, data presentation, and conclusion drawing/verification. The results of the research show that subjects can use their skills even though still not achieved optimally. Both subjects use almost all aspects of thinking skills based on the revised Bloom's taxonomy, either directly or to bridge the subject in constructing the higher order thinking skills. It shows the difference in students' higher order thinking skills from each category, namely the male and female categories.

scholarly journals PENERAPAN MODEL PROBLEM SOLVING DALAM MENINGKATKAN KEMAMPUAN HOT (HIGHER ORDER THINKING) SISWA SDN BANYU LANDAS

Vidya Karya ◽  
2017 ◽  
Vol 31 (1) ◽  
Author(s):  
Silvia Uyani
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Achievement Test ◽  
Higher Order ◽  
Research Subject ◽  
Higher Order Thinking Skills ◽  
Student Activity

Abstract: This research relates to the implementation of Problem Solving model in Banyu Landas Elementary School. The research objective is to increase students’ Higher Order Thingking Skills (HOTS). The research was conducted by using classroom action research (CAR) method through 2 cycles. Ten six class students of SDN Banyu Landas were used as research subject. The data collection used obeservation sheets and HOT oriented achievement test. The data were qualitatively analyzed with percentage technique. The result of research stated that (1) students’ Higher Order Thingking Skills (HOTS) increased from analysis skills 77,85% in the first cycle up to  synthesys skills 86,58% in the end of second cycle (2) the quality of teacher’s activity increased  from 58,41% in the first cycle  up to 71,14% in the end of second cycle; (2) students’ activity incresed  from 68,39% in the first cycle  up to 70,10% in the end of second cycle.              Keywords: Higher Order Thinking Skills, teacher activity, student activity , Problem Solving. Abstrak: Penelitian ini berkenaan dengan penerapan model Problem Solving di SDN Banyu Landas. Tujuan penelitian adalah untuk meningkatkan kemampuan berpikir tingkt tinggi (Higher Order Thingking Skill/HOT) siswa. Penelitian ini dilakukan dengan menggunakan rancangan penelitian tindakan kelas dalam 2 siklus. Subyek penelitian adalah 10 orang siswa kelas VI SDN Banyu Landas. Pengumpulan data menggunakan lembar observasi dan tes hasil belajar berorientasi HOT. Data dianalisis secara kualitatif dengan teknik persentase. Hasil penelitian menunjukkan bahwa: (1) kemampuan berpikir tingkat tinggi (Higher Order Thingking Skill/HOT) peserta didik meningkat dari kemampuan analisis 77,85% pada awal siklus I menjadi kemampuan sintesis 86,58% pada akhir siklus II kualitas, (2) aktivitas guru meningkat dari 58,41% pada siklus 1 menjadi menjadi 71,14%  pada siklus 2; (2) aktivitas siswa meningkat dari 68,39% pada siklus 1 menjadi 70,10% pada siklus II. Kata kunci: HOT (Higher Order Thinking) skills, aktivitas guru, aktivitas siswa, Problem Solving

scholarly journals Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Sucipto Sucipto
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir  tingkat  tinggi, pendidik dituntut untuk menciptakan suasana belajar yang  mendukung  dan  menggunakan   strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran  berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

Learning Preferences and ProbLem-based discussion sessions: a study with turkish university maritime students

2008 ◽  
Vol 36 (10) ◽  
pp. 1295-1302 ◽  
Author(s):  
Mustafa Kalkan
Keyword(s):  
Problem Solving ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Individual Learning ◽  
Learning Preferences ◽  
Learning Preference ◽  
Kinesthetic Learning ◽  
Psychomotor Domain

The purpose of this study was twofold: analyzing any likely effects of problem-based discussion sessions on promoting the cognitive, affective, and psychomotor domain; and scrutinizing the effects of individual learning preferences on this promotion. A two-part questionnaire was administered. The first set of questions was based on the Higher-Order Thinking and Problem Solving Checklist (Borich, 2004). The second had 13 statements derived from Visual/Aural/Reading-Writing/Kinesthetic (VARK) Learning Preferences Questionnaire (Fleming, 2001). The data showed that problem-based discussion sessions contribute to promoting cognitive and metacognitive domains and also that the prevailing individual learning preference of the randomly chosen sample was kinesthetic, learning through self-practicing and self-experiencing.

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