Problem-Based Learning for Enhancing Students’ Creative Problem-Solving Abilities : Two Cases of Higher Education in Singapore and South Korea

2018 ◽  
Vol 21 (4) ◽  
pp. 299-325
Author(s):  
Chang Hee Kim ◽  
Sang Gil Jeon
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
South Korea ◽  
Problem Based Learning ◽  
Creative Problem Solving ◽  
Creative Problem

Workshop Metode Pembelajaran Bahasa Inggris Tingkat SMK se Kabupaten Wonosobo

Surya Abdimas ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 13-18
Author(s):  
Semi Sukarni ◽  
Sudar Sudar ◽  
Junaedi Setiyono ◽  
Zulia Chasanah ◽  
Juita Triyana
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Blended Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Problem Based Learning ◽  
Creative Problem Solving ◽  
Creative Problem

Di era abad 21 ini, pembelajaran bahasa Inggris semakin berkembang. Sekarang peran guru bukan satu- satunya namun ada guru sangat diperlukan untuk memanfaatkan sumber-sumber pembelajaran lain yang dapat memberikan pengalaman belajar kepada siswa. Dengan memaksimalkan peran guru dalam mengkombinasikan sumber-sumber belajar khususnya materi internet diharapkan siswa dapat menguasai 21st century skills yang meliputi critical thinking, collaboration, communication dan creative problem solving. Berangkat dari tujuan untuk meningkatkan skil siswa MGMP Bahasa Inggris SMK Kabupaten Wonosobo bekerja sama dengan tim pengabdian Purworejo mengadakan Workshop Metode Pembelajaran Bahasa Inggris Untuk SMK di Wonosobo. Kegiatan yang melibatkan 45 peserta yang meliputi guru bahasa Inggris dari SMK Negeri dan Swasta. Hasil dari kegiatan ini peserta workshop mendapatkan teknik-teknik dan metode dalam pengelolaan kelas yang meliputi penggunaan metode problem-based learning (PBL), Task-based learning, Inquiry-base learning dan Blended learning, dan sharing based practice pembeljaran speaking dengan game.

scholarly journals Fostering Creative Problem Solvers in Higher Education

2016 ◽  
pp. 1-23 ◽  
Author(s):  
Chunfang Zhou
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Professional Practice ◽  
Information Communication ◽  
Creative Problem Solving ◽  
Education Development ◽  
Innovative Strategies ◽  
Core Skill ◽  
Creative Problem ◽  
Problem Solvers

Recent studies have emphasized issues of social emergence based on thinking of societies as complex systems. The complexity of professional practice has been recognized as the root of challenges for higher education. To foster creative problem solvers is a key response of higher education in order to meet such challenges. This chapter aims to illustrate how to understand: 1) complexity as the nature of professional practice; 2) creative problem solving as the core skill in professional practice; 3) creativity as interplay between persons and their environment; 4) higher education as the context of fostering creative problem solvers; and 5) some innovative strategies such as Problem-Based Learning (PBL) and building a learning environment by Information Communication Technology (ICT) as potential strategies of creativity development. Accordingly, this chapter contributes to bridge the complexity of societies, creative problem solving skills, and higher education development in one theoretical framework.

scholarly journals Distributed Problem-Solving

2016 ◽  
pp. 139-157 ◽  
Author(s):  
Tatiana Chemi
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Empirical Evidence ◽  
Hard Work ◽  
Creative Collaboration ◽  
Creative Problem Solving ◽  
Distributed Problem Solving ◽  
Creative Problem ◽  
Ongoing Dialogue

This chapter aims to deconstruct some persistent myths about creativity: the myth of individualism and of the genius. By looking at literature that approaches creativity as a participatory and distributed phenomenon and by bringing empirical evidence from artists' studios, the author presents a perspective that is relevant to higher education. The focus here is on how artists solve problems in distributed paths, and on the elements of creative collaboration. Creative problem-solving will be looked at as an ongoing dialogue that artists engage with themselves, with others, with recipients and with materials, in asynchronous or synchronous relationships. The empirical background draws on qualitative narratives collected in 2011-2014 and based on interviews with recognized artists. The questions guiding the present chapter are: If creativity does not arise from talent but from exercise and hard work, what can educators at higher education learn from the ways creative groups solve problems? How can artists contribute to inspiring higher education?

Advocating Problem-Based Learning and Creative Problem-Solving Skills in Global Education

2016 ◽  
pp. 351-377 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Problem Solving ◽  
Global Education ◽  
Problem Based Learning ◽  
Educational Institutions ◽  
Educational Performance ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Educational Administrators ◽  
Strategic Goals ◽  
Creative Problem

This chapter aims to advocate the development of Problem-Based Learning (PBL) and creative problem-solving skills in global education, thus describes the theoretical and practical overviews of PBL and creative problem-solving skills, the significance of PBL in global education, and the significance of creative problem-solving skills in global education. The application of PBL and creative problem-solving skills are critical in the educational institutions that seeks to serve the educational administrators and students, increase educational performance, sustain competitiveness, and fulfill expected accomplishment in global education. Therefore, it is required for educational institutions to utilize PBL and creative problem-solving skills and develop a strategic plan about PBL and creative problem-solving skills towards satisfying the requirements of the educational administrators and students. The chapter argues that advocating PBL and creative problem-solving skills has the potential to improve educational performance and reach strategic goals in global education.

Design Thinking in Higher Education

2016 ◽  
pp. 306-328 ◽  
Author(s):  
Julia von Thienen ◽  
Adam Royalty ◽  
Christoph Meinel
Keyword(s):  
Problem Solving ◽  
Design Thinking ◽  
Empirical Studies ◽  
Problem Based Learning ◽  
Creative Problem Solving ◽  
Educational Approach ◽  
Problem Solving Skills ◽  
Work Spaces ◽  
Creative Problem ◽  
Problem Solving Process

This chapter introduces design thinking as an educational approach to enhance creative problem-solving skills. It is a problem-based learning paradigm that builds on three pillars: A creative problem solving process, creative work-spaces and collaboration in multi-perspective teams. This chapter discusses central elements of design thinking education and contrasts the approach to conventional education as well as other problem-based learning paradigms. In particular, design thinking classes harness a unique “look and feel” and “verve” to help students acquire and experience creative mastery. Furthermore, the chapter overviews empirical studies on design thinking education. Four studies are described in more detail: Experiments on the three pillars of design thinking and one case study where a university class curriculum has been changed to a design thinking paradigm. Finally, the chapter provides resources for readers who want to learn more about design thinking education.

scholarly journals PERBEDAAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA YANG MEMPEROLEH MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) DAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DI KELAS VII SMP NEGERI 14 KOTA JAMBI

2019 ◽  
Vol 3 (1) ◽  
pp. 35
Author(s):  
Sondang Dongoran ◽  
Hasan Basri Said ◽  
Eni Defitriani
Keyword(s):  
Problem Solving ◽  
Random Sampling ◽  
Problem Based Learning ◽  
Control Group ◽  
Creative Problem Solving ◽  
Control Group Design ◽  
Group Design ◽  
Creative Problem ◽  
Cps Model ◽  
Cluster Random Sampling

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemahaman konsep matematis siswa kelas VII SMP N 14 Kota Jambi yang disebabkan oleh kurangnya pemahaman siswa terhadap pembelajaran yang kurang optimal dari siswa yang tidak paham terhadap matematika. Tujuan dari penelitian ini untuk mengetahui perbedaan kemampuan pemahaman konsep matematis siswa yang memperoleh model pembelajaran Creative Problem Solving (CPS) dan model pembeajaran Problem Based Learning (PBL) di Kelas VII SMP N 14 Kota Jambi. Penelitian ini merupakan penelitian quasi eksperimen dengan desain Nonequivalent Postest-Only Control Group Design. Populasi yang digunakan adalah seluruh siswa SMP N 14 Kota Jambi tahun ajaran 2018/2019. Sampel penelitian terdiri dari dua kelas, eksperimen dan kontrol dengan teknik cluster random sampling. Pada Data dianalisis dengan menggunakan uji-t. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan pemahaman konsep matematis. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan pemahaman konsep matematis siswa yang memperoleh model pembelajaran Creative Problem Solving (CPS) dan model pembelajaran Problem Based Learning (PBL). Kata kunci :Model Pembelajaran Creative Problem Solving (CPS), Model pembelajaran Problem Based Learning  (PBL), Pemahaman Konsep Matematis

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