scholarly journals Analisis Persepsi Calon Guru Terhadap Pengembangan Keterampilan Probem Solving Melalui Pembelajaran Fisika

2019 ◽  
Vol 3 (1) ◽  
pp. 20-28
Author(s):  
Erwin Erwin ◽  
N Y Rustaman ◽  
H Firman ◽  
T R Ramalis
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Subject Matter ◽  
Field Experience ◽  
Problem Solving Skills ◽  
Physics Learning ◽  
Physics Teachers ◽  
Physics Instruction ◽  
Learning Data ◽  
Or Modelling

A study about development of problem solving skills in physics learning was conducted to investigate how prospective teachers were able to integrate this ability into physics instruction.  This article discusses the responses of prospective teachers to the development of problem solving skills through physics learning. Data were collected by using questionnaires and interviews. To strengthen data obtained through questionnaires, data were analyzed descriptively. The results of the study show that prospective physics teachers who have participated in Field Experience Program 2 (PPL 2) or who are currently participating in PPL 1, in general, agree that problem solving skills can be developed through subject matter learning, especially in physics learning. However, there are some prospective physics teachers who gave anomalous responses to several statements in the questionnaire, for example there are students who do not approve the statement that reads “Facilitating and analyzing problems for problem solving is done by drawing or sketching”. Based on these findings, it is necessary to provide a good understanding of the steps that should be taught in developing problem solving skills, such as giving example or modelling. Furthermore, prospective physics teachers need to be assessed their ability to teach the development of problem solving skills which was integrated with/in physics learning.

scholarly journals Problem Based Learning Model For Increasing Problem Solving Skills In Physics Learning

2021 ◽  
Vol 6 (1) ◽  
pp. 53
Author(s):  
Febri Yanto ◽  
Festiyed Festiyed ◽  
Enjoni Enjoni
Keyword(s):  
High School ◽  
Problem Solving ◽  
Prospective Teachers ◽  
Problem Based Learning ◽  
Learning Model ◽  
Senior High School ◽  
Problem Solving Skills ◽  
Physics Learning ◽  
Student Activities ◽  
A Value

The role of creativity in learning is more associated with problem-solving activities, meaning that creativity is measured through the ability of students to approach and solve problems. However, the PBL model has not been implemented optimally by the teacher, so that the problem solving ability and learning achievement of students have not been optimally stimulated. This research study is proposed to develop a model of Problem-Based Learning to stimulate the improvement of the skill of problem solving in physics learning for students of Senior High School. The development of Problem-Based Learning model for physics learning applied the ADDIE model. The form of observation sheets, questionnaires and question sheets were used as the instrument of data collection. The product was validated by the experts and tested on the eleventh grade students of SMA 9 Padang with a value of 3.85 very valid categories.The practicality of the learning model was determined by the implementation of learning, teacher’s response and students’ response with a value of 3.73 with category done. The effectiveness of the learning model was determined by student activities, problem solving skills and knowledge aspect. show that Asymp.C. 001 <0.05 means that Ho is rejected. The research has found a Problem-Based Learning model for physics learning which is abbreviated with the problem based learning model to physics learning (PBL-PL) . The findings indicated that the Problem-Based Learning model can stimulate the improvement of students' problem solving skills for Physics learning in Senior High School. For this reason, it is recommended for the teachers and prospective teachers to apply the Problem-Based Learning model for Physics learning in Senior High School.

scholarly journals The effect of Lego Mindstorm projects on problem solving skills and scientific creativity of teacher candidateÖğretmen adaylarının problem çözme becerilerine ve bilimsel yaratıcılıklarına Lego Mindstorm projelerinin etkisi

2019 ◽  
Vol 16 (1) ◽  
pp. 216
Author(s):  
Berkan Avcı ◽  
Fatma Şahin
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
English Summary ◽  
Scientific Creativity ◽  
Problem Solving Skills ◽  
Grade Levels ◽  
Lego Mindstorms

In this study; the effects of Lego Mindstorms projects on problem solving skills and scientific creativity of teacher candidates were. The study group consisted of 20 pre-service science teachers. The data were collected quantitatively and qualitatively. Problem solving and scientific creativity  test were used as quantitative data collection instruments. , Teacher Participant Interview was used as qualitative data collection tool. The practice with teacher candidates lasted 9 weeks.  In this process, pre-service teachers learned the software. Then, these teacher candidates were presented with the science problems appropriate to different grade levels and produced solutions to these problems with Lego EV3 Education sets.Results of the study, the participating teacher candidates identified Lego Ev3 Education sets as creative (25.6%), functional (18.7%), educational (20.9%), developmental (20.9%) and informative (13.9%). As a result of the projects carried out with the Lego Ev3 education sets, the problem solving skills and scientific creativity of the prospective teachers developed.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmada; Lego Mindstorms projelerinin öğretmen adaylarının problem çözme becerilerine ve bilimsel yaratıcılıklarına etkisi incelenmiştir. Araştırmanın çalışma grubunu Fen Bilgisi 3.sınıf öğrencisi 20 öğretmen adayı oluşturmuştur. Araştırmada nicel ve nitel veriler toplanmıştır. Nicel veri toplama araçları olarak problem çözme envanteri ve bilimsel yaratıcılık testi kullanılmıştır. Nitel veri toplama aracı olarak da öğretmen görüş anketi kullanılmıştır. Araştırmanın uygulama süreci 9 hafta sürmüştür. Bu süreçte önce öğretmen adayları yazılımı öğrenmiştir. Sonra bu öğretmen adaylarına farklı sınıf düzeylerine uygun fen problemleri sunulmuş ve bu problemlere Lego EV3 Education setleri ile çözüm üretmişlerdir.Çalışmanın sonuçları, araştırmaya katılan öğretmen adaylarının Lego Ev3 Education setlerini: yaratıcı (%25.6), işlevsel (%18.7), eğitimde uygulanabilir (%20.9), gelişimsel (%20.9) ve bilgiyi uygulayabilir (%13.9) olarak tanımladıklarını ortaya çıkarmıştır. Lego Ev3 education setleri ile yapılan projeler sonucunda öğretmen adaylarının problem çözme becerileri ve bilimsel yaratıcılıkları gelişmiştir.

Mathematical Physics Problem Solving Skills for Secondary School physics Teachers

2021 ◽  
Vol 29 ◽  
Author(s):  
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Mathematical Physics ◽  
Physical Problem ◽  
Ministry Of Education ◽  
Problem Solving Skills ◽  
Physics Teachers ◽  
Physical Problems ◽  
Academic Year ◽  
Secondary School Physics

The aim of the current research is to identify the extent to which secondary school physics teachers possess the skills to solve physical problems and to identify the differences in their physical problem solving skills according to the gender variables. The research identified physics teachers in secondary schools affiliated with the Directorate of Education in Al-Diwaniyah, for the academic year 2020-2021, and the sample size was (160) teachers who were randomly selected, and by reviewing some studies that dealt with physical problem solving skills, such as the study of (Islami et al., 2018). and study (Prasetyo, 2020). It was found that these studies share a number of points with the current research, but they did not provide a tool for measuring physical problem solving skills. Therefore, the researcher designed a scale of physical problem solving skills, which consisted of (32) items. After the exploratory application, the validity and stability of the study tool was confirmed by appropriate methods, and the correlation of the item’s degree with the total score was calculated, and after applying the test to the sample, the data was processed statistically, as the researcher used the equation of the t-test for one sample to verify that physics teachers possess the skills of solving Physical problems, and the results showed that teachers of physics possess the skills to solve physical problems, and the statistical method was used to verify the differences in the skills of solving physical problems according to gender variables (male and female), and the results showed that there are differences in favor of (male) and the researcher recommended in the light of Results Preparing special training programs by the Ministry of Education to develop physical problem solving skills among physics teachers, and suggested the need to focus on the diversity of solving processes based on physical problem solving skills.

scholarly journals Jigsaw Technique in Learning Physics and Problem-solving Dimensions of Senior High School Students

2018 ◽  
Vol 32 (1) ◽  
pp. 90
Author(s):  
Giovanni Pelobillo
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Control Group ◽  
P Value ◽  
Problem Solving Skills ◽  
Physics Learning ◽  
Significant Difference ◽  
Jigsaw Technique ◽  
Experimental Group

Physics was perceived as a difficult subject with in dire need for cooperative learning and problem-solving skills rubric modified from Jennifer Docktor, namely, useful description, physics approach, the specific application of physics, mathematical procedures, and logical progression. This study aimed to determine and describe the effectiveness of jigsaw technique in physics learning and problem-solving skills which employed pretest-posttest and quasi-experimental research design with a 95% confidence level. There were two groups included in the study as control and the experimental group which received jigsaw technique and traditional teaching respectively as treatment. Independent samples t-test results showed the use of jigsaw technique as cooperative learning has a statistical difference on the post-test and post-rubric scores against the control group with the large effect size in which the students showed a proficient performance in learning physics and problem-solving skills with the common use of useful description and physics approach. There is no significant difference on the pre-test and pre-rubric scores between the control and experimental group with the p-value of 0.772 and 0.019. Moreover, this study revealed that the experimental group struggled with mathematical procedures and logical progression posting low percentage gain. Overall this study concludes that students’ exposure to jigsaw technique improved physics learning.

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