scholarly journals The Problem Solving Skills in Kindergarten Student Based on the Stages of Problem Solving

2019 ◽  
Vol 3 (1) ◽  
pp. 274
Author(s):  
Anung Driyas Maraning Dyah ◽  
Farida Agus Setiawati
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Problem Solving Skills ◽  
Direct Involvement ◽  
Interview Technique ◽  
Thinking Process ◽  
Kindergarten Student

The direct involvement of parents and teachers frequently appear in the problem solving which is faced by early childhood. Therefore, there are some problems that actually can be solved by children. This research aims to describe the level of children’s skill in solving the daily problem based on the problem solving thinking process. This research involve 25 children as participant in the range of age 4-6 years old in the Pertiwi Tumanggal Kindergarten. The collection of data was conducted by using interview technique. The data of children’s problem solving skill were quantitatively analysed. From the finding, it is obtained some results such as: (1) the most problem solving skill of children in Pertiwi Tumanggal Kindergarten is in medium category; (2) some items of statement which are still low are the reason to select the appropriate solution and the conviction in selecting the solutions

Cognitive and Social Play of Australian Preschoolers

1995 ◽  
Vol 20 (2) ◽  
pp. 42-46 ◽  
Author(s):  
Shirley R. Wyver ◽  
Susan H. Spence
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Perspective Taking ◽  
Impulse Control ◽  
Pretend Play ◽  
Social Play ◽  
Free Play ◽  
Play Skills ◽  
Early Childhood Programs ◽  
Problem Solving Skills

This paper reports on the play behaviours of preschoolers aged 49–64 months. The study was conducted in four Sydney preschools, with children being observed during their outdoor free play. Most participants engaged in a variety of play behaviours, many of which have been linked with cognitive development in previous research (constructive play, sociodramatic play, associative social play). However, thematic pretend play, which has been found to have an important role in many areas of development, including perspective taking, language, impulse control and divergent problem solving, was part of the play repertoire of only 20% of children observed. Likewise, only 24% of children engaged in cooperative social play, which has been found to have a role in the development of divergent problem solving skills. It is argued that staff working within early childhood programs may benefit from training in the use of programs designed to assist young children in the development of play skills.

scholarly journals PENGARUH PENDEKATAN SAINTIFIK TERHADAP KEMAMPUAN PEMECAHAN MASALAH PADA ANAK KELOMPOK B DI TAMAN KANAK-KANAK

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Erma Widiastuti . ◽  
Dr. I Made Tegeh, S.Pd., M.Pd. . ◽  
Putu Rahayu Ujianti, S.Psi., M.Psi., Psi .
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Significance Level ◽  
Group Design ◽  
Scientific Approach ◽  
Group B

Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan saintifik terhadap kemampuan pemecahan masalah pada anak. Penelitian ini menggunakan desain quasi experimen dengan rancangan non equivalent post tes only control group design. Populasi yang digunakan dalam penelitian ini adalah seluruh kelompok B di Gugus VI Kecamatan Buleleng yang berjumlah 387 anak. Sampel yang digunakan dalam penelitian ini adalah RA RA Ath-Thooriq Singaraja dengan jumlah siswa sebanyak 20 anak sebagai kelompok eksperimen dan TK Aisiyah Bustanul Athfal Singaraja dengan jumlah siswa sebanyak 20 anak sebagai kelompok kontrol. Data penelitian ini dikumpulkan dengan menggunakan metode observasi dan dokumentasi. Dari hasil uji normalitas dan homogenitas varians, diketahui bahwa sampel berdistribusi normal, dan varian populasi bersifat homogen maka untuk menguji hipotesis digunakan uji-t dengan taraf signifikansi 5%. Hasil perhitungan uji-t menemukan bahwa hasil thitung =2,140 dan ttabel =2,024 pada taraf signifikasn 5% dengan dk=38, dengan demikian hasil thitung dengan ttabel dapat disimpulkan bahwa thitung>ttabel, maka H0 ditolak dan Ha diterima, dari hasil penelitian ini dapat disimpulkan bahwa terdapat pengaruh yang signifikan pendekatan saintifik terhadap kemampuan pemecahan masalah pada kelompok B di Taman Kanak-Kanak Gugus VI Kecamatan Buleleng Tahun Pelajaran 2017/2018. Kata Kunci : kemampuan pemecahan masalah, pendekatan saintifik, anak usia dini This study aimed to examined the influences of scientific approach for early childhood problem-solving skills. This research uses quasi experiment design with non equivalent control group design. The population used in this study is the whole group B in Gugus VI Singaraja kindergarten amounted in 387 early childhood. The sample used in this research is RA RA Ath-Thooriq Singaraja with 20 students as experiment group and TK Aisiyah Bustanul Athfal Singaraja with 20 students as control group. Data was collected by using observation and documentation. From normality test result and homogeneity of variance, it is known that sample is normal distribution, and variant of population is homogeneous hence to test hypothesis used t-test with 5% significance level. Result of t-test calculation found that the result of tcount = 2,394 and ttable = 2.024 at 5% significance level with dk = 38, thus tcount with ttable can be concluded that thitung> ttable, then H0 rejected and Ha accepted, from result of this research can it is concluded that there is a significant influence of scientific approach to problem solving skills in group B in Kindergarten.keyword : problem solving skills, scientific approach, early childhood

scholarly journals Profil Kemampuan Matematika Anak Usia Dini Melalui Learning to Think Different

2017 ◽  
Vol 4 (2) ◽  
pp. 143
Author(s):  
Titin Faridatun Nisa' ◽  
Muhammad Busyro Karim
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Qualitative Approach ◽  
Math Skills ◽  
Problem Solving Skills ◽  
Average Ability ◽  
Math Ability ◽  
Average Group ◽  
Thinking Ability ◽  
Symbolic Thinking

This study aims to determine the profile of early childhood math skills in learning to think different. The type of this research is explorative research with qualitative approach. This research results will be analyzed by using qualitative analysis. The results showed that the profile picture of early childhood math ability in the group of children with below average ability had similarities with the average group in logical and symbolic thinking ability with the categories evolving as expected. As for the ability to think critically the same, that category began to grow. A group of children with below average skills has problem-solving skills with the category beginning to develop, while the group of children with average ability including the category evolves according to expectations.

scholarly journals Effect of Combining Gamification and a Scavenger Hunt on Pre-Service Teachers’ Perceptions and Achievement

10.28945/4809 ◽  
2021 ◽  
Vol 20 ◽  
pp. 283-308
Author(s):  
Deema Alajaji ◽  
Abeer A Alshwiah
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Problem Solving ◽  
Learning Environment ◽  
Teaching Strategy ◽  
Early Childhood Teacher ◽  
Convenience Sample ◽  
Problem Solving Skills ◽  
Teachers Perceptions ◽  
Motivation For Learning

Aim/Purpose: To investigate the application of game elements to a non-gaming context (gamification), specifically on an early childhood teacher-training course. Background: This research proposes a teaching strategy that combines gamification elements via e-quizzing tools with the main principles of a scavenger hunt (SH). The purpose of this blend is to provide learners with an exciting learning environment. Methodology: A convenience sample of 41 students was selected from the Early Childhood Department of the School of Education in Imam Abdulrahman University (IAU), Saudi Arabia. The learners’ perceptions of gamification and the Quizizz e-tool were investigated using online scales, a focus group, and classroom observations. The teachers were also interviewed to gather their views on this strategy. Contribution: Gamification has been a focus of recent educational research, but many educators find it challenging to apply gamification effectively. Therefore, this research proposes a teaching strategy that combines e-quizzing gamification elements with the main principles of an SH to create an exciting learning environment. Findings: Gamification was found to improve trainee teachers’ perceptions of the selected teaching strategy. It also increased their motivation for learning and engagement with their peers, thereby proving Quizizz to be a useful gamification tool, despite some technical difficulties. Recommendations for Practitioners: This study recommends that teachers who utilize technology should do so for educational purposes and in new ways, rather than merely increasing the time spent using technology in the classroom. This will ensure that classes are more interesting, thereby eliciting enthusiasm from their students. Recommendation for Researchers: Further research is recommended to explore students’ development in the area of collaboration, synthesis of information, critical thinking, and problem-solving, as a result of gamification strategies in education. Impact on Society: The study participants expressed a willingness to apply this strategy later in their careers with other students and on other courses. The collaborative and problem-solving skills learned are likewise transferable to other contexts and lifelong learning. Future Research: Further research is recommended to explore students’ development of other skills such as collaboration, synthesis of information, critical thinking, and problem-solving.

scholarly journals The Application Of Documented Problem Solving In College Introductory Statistics Courses

2013 ◽  
Vol 6 (6) ◽  
pp. 609-612
Author(s):  
Hong Zhuang
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Undergraduate Curriculum ◽  
Assessment Method ◽  
Introductory Statistics ◽  
Economics Education ◽  
Problem Solving Skills ◽  
Statistics Course ◽  
Thinking Process ◽  
Undergraduate Statistics

Introductory statistics is an important part of the undergraduate curriculum in business and economics education. A pedagogical method, documented problem solving, is applied in the undergraduate statistics course. This assessment method actively engages students in learning via reflecting their thinking process that helps stimulate metacognition and develop critical thinking and problem-solving skills.

Sign in / Sign up

Export Citation Format

Share Document