scholarly journals CONCEPTUAL UNDERSTANDING AND PROBLEM-SOLVING SKILLS: THE IMPACT OF HYBRID LEARNING ON MECHANICS

2020 ◽  
Vol 2 (2) ◽  
pp. 67
Author(s):  
Yessi Affriyenni ◽  
Arif Hidayat ◽  
Galandaru Swalaganata
Keyword(s):  
Problem Solving ◽  
Conceptual Understanding ◽  
Pearson Correlation ◽  
Hybrid Learning ◽  
Coefficient Of Determination ◽  
Average Score ◽  
Multiple Choice Questions ◽  
Problem Solving Skills ◽  
The Impact ◽  
Linearity Test

<p>Mechanics is a challenging topic not only for the students majoring in physics but also for those who are not majoring in physics. This study aims to discover the correlation between students’ conceptual understanding and problem-solving skills experienced by students who major in natural science. The analysis was conducted after the course had been delivered using the hybrid-learning method. Students’ conceptual understanding was measured using 13 multiple-choice questions while their problem-solving skill was measured using 3 essay questions. The normality, the linearity, and the correlation of the data were analyzed. The data is normally distributed with the average score of students’ conceptual understanding was 83 and the average score of students’ problem-solving skills was 48. The linearity test shows that there is a significant linear correlation between students’ conceptual understanding and problem-solving skills. However, the Pearson Correlation test result shows that there is no significant positive correlation between the two variables with the coefficient of determination was only 15.4%.</p>

scholarly journals The Effect of Music Therapy on Problem-Solving Skills

2016 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Zeinab Sirous Jahedi ◽  
Nasser Amini Khoi
Keyword(s):  
Problem Solving ◽  
Music Therapy ◽  
Sampling Method ◽  
Average Score ◽  
Control Group ◽  
Problem Solving Skills ◽  
Statistical Population ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact

<p>The aim of the present research was study of the impact of music therapy on problem-solving skills of 4 to 6 years old children in Tehran. This research was a quasi-experimental study with pretest-posttest control group. The statistical population was all 4 to 6 years old children in region 2 of Tehran. Using the random sampling method, the study sample was chosen in two experiment (15 individuals) and control (15 individuals) groups.   The experiment group received 12 sessions of music therapy and the control group was waiting for treatment meanwhile. To evaluate the problem-solving skill in children, the three subscales of Wechsler’s Preschool and Primary Scale of Intelligence (WPPSI) were used, including: mazes, cubes and arithmetic.  Analysis of data obtained from the questionnaires was conducted in two parts of descriptive and inferential. The data analysis indicated the significant increase of problem-solving average score of the experiment group compared to the control group.</p>

The Effects of Grouping, Self Esteem, and Locus of Control on Microcomputer Performance and Help Seeking by Mildly Handicapped Students

1987 ◽  
Vol 3 (4) ◽  
pp. 443-460 ◽  
Author(s):  
Merith A. Cosden ◽  
Judy P. English
Keyword(s):  
Locus Of Control ◽  
Problem Solving ◽  
Help Seeking ◽  
Personal Characteristics ◽  
Self Esteem ◽  
Problem Solving Skills ◽  
Math Problem Solving ◽  
Performance Accuracy ◽  
Instructional Literature ◽  
The Impact

The impact of grouping, learning handicap, locus of control, and self esteem on students' performance on a math problem-solving program was assessed in two studies. Outcome measures included: 1) the level of difficulty at which students selected to work, 2) use of a program help command, and 3) response accuracy with and without help. Despite indication from the non-computer instructional literature that grouping would facilitate problem-solving skills for some students, neither problem selections nor performance accuracy varied as a function of group configuration. Personal characteristics influenced problem selections, help seeking, and accuracy in anticipated directions but not consistently. More consistent patterns were noted as a function of initial student competency in math.

scholarly journals Coping Strategies in Patients with Schizophrenia at Naimata Mental Hospital

2020 ◽  
Vol 2 (2) ◽  
pp. 97-109
Author(s):  
Generosus Magnum Marianus Haman ◽  
Tadeus A.L Regaletha ◽  
Dominirsep O Dodo
Keyword(s):  
Problem Solving ◽  
Coping Strategies ◽  
Mental Hospital ◽  
Healing Process ◽  
Cognitive Domain ◽  
Problem Solving Skills ◽  
Medical Diagnoses ◽  
Inpatient Ward ◽  
Motivational Support ◽  
The Impact

Schizophrenia is one of the most common medical diagnoses of mental disorders and is a severe mental disorder that is influenced by biological, psychological and environmental factors. Schizophrenics have cognitive and behavioral disorders, so they have difficulty in determining appropriate coping. Koping is meant a process in order to change the cognitive domain and or behavior constantly to regulate and control external and internal demands and pressures. The purpose of this study was to determine coping strategies in schizophrenia the maintenance stage patients in the inpatient ward of the Naimata Kupang mental hospital. This type of research is descriptive research with a quantitative approach. The population in this study were 70 patients with Schizophrenia. The sample in this study were 30 patients with schisophrenia. The results obtained are that there is no impact from physical health and education on the application of coping strategies to Schizophrenia patients. The impact of positive beliefs (Emotion Focused Coping), problem solving skills (Problem Focused Coping), social and occupational support or socioeconomic status on the application of coping strategies to schizophrenia patients. The type of Emotion Focused Coping used is the highest type of Distancing and the Escape-Avodiance type while for the type of use of Problem Focused Coping there are Confrontative-Coping, Planfull Problem Solving and Seeking Social Support. Hospitals and families are expected to always provide support to patients both in the form of verbal and non verbal, material, and motivational support to be able to support the healing process of schizophrenic patients.  

scholarly journals MEASURING STUDENTS’ PROBLEM-SOLVING SKILLS ON DIRECT CURRENT CIRCUITS WITH MULTIPLE REPRESENTATIONS

2020 ◽  
Vol 8 (3) ◽  
pp. 725-736
Author(s):  
Maria Dewati ◽  
A. Suparmi ◽  
Widha Sunarno ◽  
Sukarmin ◽  
C. Cari
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Multiple Choice ◽  
Multiple Representations ◽  
Assessment Instruments ◽  
Multiple Choice Questions ◽  
Multiple Representation ◽  
Problem Solving Skills ◽  
Electrical Circuits ◽  
Physics Problems

Purpose of study: This study aims to measure the level of students' problem-solving skills, using assessment instruments in the form of multiple-choice tests based on the multiple representation approach on DC electrical circuits. Methodology: This research is a quantitative descriptive involving 46 students of physics education. Students are asked to solve the problem of DC electrical circuits on 12 multiple choice questions with open reasons, involving verbal, mathematical, and picture representations. Data were analyzed by determining means and standard deviations. Main findings: The results of the study showed that there were 3 levels of students' problem-solving skills, namely 7 (15%) students in the high category, 22 (48%) students in the medium category and 17 (37%) students in the low category. Applications of this study: The implication of this research is to continuously develop assessment instruments based on multiple representations in the form of various types of tests, to help students improve their conceptual understanding, so students can solve physics problems correctly. The novelty of this study: Researchers explain the right way to solve physics problems, 1) students are trained to focus on identifying problems, 2) students are accustomed to planning solutions using a clear approach, to build an understanding of concepts, 3) students are directed to solve problems accordingly with understanding the concepts they have built.

scholarly journals Improving Senior High School Students’ Physics Problem-solving Skills Through Investigated Based Multiple Representation (IBMR) Learning Model

2021 ◽  
Vol 2 (1) ◽  
pp. 42-53
Author(s):  
Dyah Ayu Setyarini ◽  
Zainal Arifin Imam Supardi ◽  
Elok Sudibyo
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Learning Model ◽  
Senior High School ◽  
Average Score ◽  
School Students ◽  
Problem Solving Skills ◽  
Post Test ◽  
Senior High School Students

This research aims to improve senior high school students’ physics problem-solving skills through learning used IBMR learning model. This research was a pre-an experimental study with a one-group pre-test and post-test design. The Methods of data collection used validation and test. The materials used to teach were valid category by two experts and can be used to practice physics problem-solving skills. The average post-test score physics problem-solving ability was 73.24 with an N-gain of 0.59 was classified as moderate. The success of IBMR learning model-based devices in practicing problem-solving abilities can be seen in the increase in the average score in each indicator of problem-solving abilities. The indicator of understanding the problem had the highest post-test average score of 94.58 with an N-gain of 0.89 in the high category. The problem-solving indicator had the lowest posttest average score was 58.22 with N-gain 0.39 and mean that it was the moderate category. Based on the results study, it can be concluded that the learning used by IBMR learning model can practice the ability to solve physics problems on heat material and its displacement. Learning with the IBMR learning model was expected to train students in solving physics problems. The stages in the IBMR learning model can help students

Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format

2018 ◽  
Vol 70 (4) ◽  
pp. 319-334 ◽  
Author(s):  
Adrie A. Koehler ◽  
Peggy A. Ertmer ◽  
Timothy J. Newby
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Class Discussion ◽  
Problem Solving Skills ◽  
Cognitive Levels ◽  
Design Skills ◽  
Based Instruction ◽  
The Impact ◽  
Active Facilitator ◽  
Case Based

For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussion facilitation strategies on the development of preservice teachers’ problem-solving skills. Specifically, two discussion formats were compared: instructor-facilitated (class discussions guided by instructor-crafted prompts and an active facilitator) and instructor-supported (discussions guided by instructor-crafted prompts only). Results indicated that while preservice teachers’ problem-solving skills improved in both sections of the course, individuals in the instructor-facilitated section demonstrated significantly higher scores on course activities and designed instructional activities at higher cognitive levels compared with preservice teachers who participated in the instructor-supported discussions. Results underscore the importance of an active facilitator in CBI.

scholarly journals The Impacts of Climate-Induced Agricultural Drought on Four Cereal Crops: A Case Study in Bako Tibe District, Oromia National Regional State, Ethiopia

2020 ◽  
Vol 35 (1) ◽  
pp. 135
Author(s):  
Terefa Adunya ◽  
Fedhasa Chalchisa Benti
Keyword(s):  
Crop Yields ◽  
Pearson Correlation ◽  
Agricultural Drought ◽  
Extreme Weather Events ◽  
Coefficient Of Determination ◽  
Cereal Crops ◽  
Drought Indices ◽  
Trend Test ◽  
Small Scale ◽  
The Impact

<p>Increasing temperature and altered precipitation patterns lead to the extreme weather events such as drought and flood, which severely affects the agricultural production. This study was aimed to assess the impact of climate change-induced agricultural drought on four cereal crops in Bako Tibe District. Time-series climate and crop yield data, recorded from 1989 to 2018, were acquired from NASA’s data portal and Bako Research Institute. The changes in temperature and precipitation were analyzed using Mann Kendall trend test. The agricultural drought index was analyzed using R-software. The correlation between the selected yield crops and drought indices were evaluated using Pearson correlation coefficient. The results show that trends of seasonal and annual maximum and minimum temperatures were significantly increased (P&lt;0.05). However, seasonal and annual precipitations were insignificantly decreased (P&gt;0.05). Moderate to severe agricultural drought intensities happened four times in the last three decades. These drought spells spatially covered about 36% of the total area of the district. Crop yields and drought indices were significantly correlated at p-values; 0.0034, 0.043, 0.003 and 0.001 for teff, wheat, barley and maize, respectively. The coefficient of determination (R2) values of crop yields were 28.3%, 30.9%, 28.5% and 34.6% for teff, wheat, barley and maize, correspondingly. The study clearly suggests that the increase in temperature and decrease in precipitation enhanced the frequency and intensity of drought events and these impacted the selected crop yields during the past three decades. The map-based results could be used as guides for governmental and non-governmental organizations concerning on drought impact mitigation activities in the district by encouraging farmers to adopt appropriate agricultural technologies, drought tolerant crop varieties and small scale irrigation.</p>

scholarly journals The influence of open-ended and STAD method on the mathematical problem-solving skills in terms of learning achievement

2017 ◽  
Vol 5 (2) ◽  
pp. 112
Author(s):  
Alman Alman
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Average Score ◽  
Mathematical Problem Solving ◽  
Learning Achievement ◽  
Problem Solving Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Univariate Test ◽  
Total Average

This study is a quasi-experimental research using factorial design. This study aimed at finding the facts that had been resulted from the different influence caused by the use of Open-Ended method and that of STAD method on the students’ mathematical problem-solving skills in terms of learning achievement. The learning achievement was categorized into two types namely the high achievement and the low achievement. The population in this study was Grade V students from SD Negeri Serayu. The data were analyzed by ANAVA univariate test. The results of the study were as follows. First, there have been differences in the mathematical problem-solving skills of the students who had been taught using Open-Ended method and those who had been taught using the STAD method. Second, there were also differences on the students’ score. For the students who had been taught using the Open-Ended method, the highest posttest average score of their learning achievement was 95.71 while the lowest post-test average score of their learning achievement was 63.92. These students’ total average score of learning achievement was 81.04. On the other hand, for the students who had been taught using STAD the highest posttest average score of their learning achievement was 95.50 while the lowest posttest average score of their learning achievement was 70.00. These students’ total average score of learning achievement was 89.13. Third, there has not been any differences between the Open-Ended method and the STAD method.

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