Functional Literacy Skills And Problem Solving Skills In Culinary Vocational School

This research aims to develop an assessment of problem solving skills in improving students digital literacy skills. This research is directed to produce physics learning assessments that can improve students digital literacy, namely by using problem solving skills assessments. The use of assessments that refer to the problem solving skills stage is expected to improve students digital literacy. The study is an R&D research with the Borg & Gall development model. On the preliminary research, questionnaire is needed to detect need analysis of an assessment that can help improving student digital literacy skills. Questionnaires were used to collect expert review data, while cognitive tests were used to collect data on students problem solving skills. Cognitive tests by posttest form was held to find out the progress of students understanding during learning process using the products. The results of content validity by Aiken’s V is 0,80. The factor analysis is looked by The Bartlett test value with Chi-squares = 1.604 and significant at 0.659. Therefore, the problem-solving skills assessment from the aspect of content and construction has valid criteria and is suitable for use. The N-Gain test results of students problem-solving skills in the experimental class by 0.3 with a quite effective category higher than the control class of 0.12 with a quite effective category. The results show that the use of assessment of problem-solving skills effectively improved students digital literacy skills.

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The relationship between functional literacy and problem-solving skills: A study on 4th-grade students

Participatory Educational Research ◽

10.17275/per.21.71.8.3 ◽

2021 ◽

Vol 8 (3) ◽

pp. 372-384

Author(s):

Mehmet ÖZENÇ ◽

Cafer ÇARKIT

Keyword(s):

Problem Solving ◽

Problem Solving Skills ◽

Functional Literacy ◽

The Relationship

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Dampak Perangkat Pembelajaran Matematika Berbasis Kompetensi Profesi Terhadap Kemampuan Pemecahan Masalah Siswa Bidang Keahlian Teknologi Informasi dan Komunikasi

JURNAL EKSAKTA PENDIDIKAN (JEP) ◽

10.24036/jep/vol4-iss1/426 ◽

2020 ◽

Vol 4 (1) ◽

pp. 57

Author(s):

Armiati Armiati ◽

Hestu Tansil La’ia

Keyword(s):

High School Students ◽

Problem Solving ◽

Mathematics Learning ◽

Vocational School ◽

Design Stage ◽

Learning Tools ◽

School Students ◽

Problem Solving Skills ◽

Student Activities ◽

The Impact

This study discusses professional competency-based mathematics learning tools for vocational high school students. The purpose of this study is to produce a mathematics learning tool that refers to the field of communication and network engineering expertise, as an effort to overcome the difficulties faced by vocational school teachers in teaching mathematics. The research is a development research that refers to the development of the Plomp model with three stages, namely the preliminary research stage, the design stage and the assessment stage. In this article the results of the assessment phase will be discussed which examines the impact of devices that have been developed on students' problem solving abilities in the field of information and communication engineering. The results obtained are an increase in students' problem solving skills that can be seen in improving the ability to understand the problem, linking the problem with the concept that has been learned, setting a solution strategy, using the strategy, checking back and summarizing the results. This ability is highly needed by vocational school students, because in their work they will face many problems that require all of these abilities. Another visible impact of student activities is an increase in student learning activities as indicated by the willingness and perseverance in completing a given task.

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Developing mathematical problem solving skills

Journal of Computer Assisted Learning ◽

10.1046/j.1365-2729.1998.144066.x ◽

1998 ◽

Vol 14 (4) ◽

pp. 278-291 ◽

Cited By ~ 2

Author(s):

B. Abidin ◽

J.R. Hartley

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Problem Solving Skills

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Assessing Collaborative Behavior in Students

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000329 ◽

2016 ◽

Vol 32 (1) ◽

pp. 52-60 ◽

Cited By ~ 4

Author(s):

Katarina Krkovic ◽

Sascha Wüstenberg ◽

Samuel Greiff

Keyword(s):

Problem Solving ◽

Collaborative Problem Solving ◽

Seventh Graders ◽

Computer Assisted ◽

Personality Tests ◽

Problem Solving Skills ◽

Knowledge Application ◽

Computer Agent ◽

Collaborative Behavior ◽

Confirmatory Factor

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

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