scholarly journals The Effect of Simulation-Based Experiential Learning Applications on Problem Solving Skills in Social Studies Education

2021 ◽  
Author(s):  
Ceyhun UZUN ◽  
Kamil UYGUN
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Social Studies ◽  
Social Studies Education ◽  
Problem Solving Skills ◽  
Simulation Based

scholarly journals Managing Social Studies Education Curriculum for National Development

2021 ◽  
Vol 12 (1-2) ◽  
Author(s):  
Emmanuel O. Adu
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Character Education ◽  
Early Stage ◽  
National Development ◽  
Social Studies Education ◽  
Education Curriculum ◽  
Social Studies Curriculum ◽  
Problem Solving Skills ◽  
The Social

This study focuses on the roles of the social studies education curriculum in addressing national development in Nigeria. It examines the existing social studies curriculum viz-a-viz its roles in national development and challenges faced by social studies teachers in its implementation. The study advocates that learners should be taught the skill of problem-solving, critical thinking, moral and character education at the early stage of life for self-development of the learner and eventual national development. Nigerian society is the focus of this study. The paper concludes that the young ones are the instrument for national development; Nigeria can attain national development if they acquire the right types of skills (problem-solving skills), values, and attitudes. Part of the recommendations made was that government should set up a conference of curriculum experts to review the social studies curriculum in line with the current realities like insecurity, kidnapping, and other vices amongst others.

scholarly journals Pengaruh Model Pembelajaran Experiential Learning terhadap Kemampuan Pemecahan Masalah Mahasiswa Geografi

2020 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Tifani Yuniar Priyandari ◽  
I Komang Astina ◽  
Dwiyono Hari Utomo
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Experiential Learning ◽  
Control Design ◽  
Problem Solving Skills ◽  
Experiment Method ◽  
Data Collection Technique ◽  
Essay Test ◽  
Systematic Thinking ◽  
Quasi Experiment

<p><strong>Abstract:</strong> Problem solving skills must be possessed by every student to solve problems by involving critical, logical and systematic thinking. This study aims to determine the effect of Experiential Learning on students' problem solving skills. This study used a quasi experiment method with a pretest-posttest control design. The subjects in this study were geography students, with 68 students in total from two homogeneous classes. Data collection technique used instruments in the form of essay test to measure students’ problem solving skills. The results present that there is a significant effect of Experiential Learning on students’ problem solving skills.</p><strong>Abstrak:</strong><em> </em>Kemampuan pemecahan masalah harus dimiliki oleh setiap mahasiswa untuk menyelesaikan permasalahan dengan melibatkan pemikiran yang kritis, logis dan sistematis. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Experiential Learning terhadap kemampuan pemecahan masalah mahasiswa. Penelitian ini menggunakan metode quasi experiment dengan rancangan pretest-posttest control design. Subjek dalam penelitian ini adalah mahasiswa geografi sebanyak 68 mahasiswa pada dua kelas yang bersifat homogen. Teknik pengumpulan data menggunakan instrumen berupa soal esai untuk mengukur kemampuan pemecahan masalah. Hasil penelitian menunjukkan terdapat pengaruh signifikan model pembelajaran

Is Participation in the Volunteer Income Tax Assistance (VITA) Program Associated with Students' Problem-Solving Skills and Professional Commitment?

2015 ◽  
Vol 31 (1) ◽  
pp. 71-90 ◽  
Author(s):  
Anne L. Christensen ◽  
Angela M. Woodland
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Real World ◽  
Income Tax ◽  
Learning By Doing ◽  
Accounting Education ◽  
Accounting Students ◽  
Professional Commitment ◽  
Problem Solving Skills ◽  
Real World Problems

ABSTRACT The Accounting Education Change Commission (AECC 1990, 309) states accounting students “should identify and solve unstructured problems that require the use of multiple information sources. Learning by doing should be emphasized.” The Pathways Commission (2012) also emphasizes the importance of exposing students to complex, real-world problems. Volunteer Income Tax Assistance (VITA) participation is an experiential learning opportunity with real-world problems and real clients in a professional setting. Using survey data obtained from students at seven U.S. universities, we test whether students who participate in VITA programs have greater professionalism as measured by problem-solving skills and professional commitment. Our results generally indicate participation in VITA programs is positively and significantly associated with problem-solving skills, but not with commitment to the profession. We do not find strong evidence that the association between VITA participation and problem solving differs significantly between traditional (age 25 and under) and nontraditional students (over age 25) or that the association differs significantly for students who intend to pursue tax careers and those who do not. Our study contributes to the extant literature on the effectiveness of experiential learning, to our understanding of attributes of professionalism in students, and to the specific benefits of the VITA program.

scholarly journals The Effect of Problem Based Learning Model on Understanding Concepts and Problem Solving Skill in Social Sciences in Grade IV Students of SDN 1 Mulung Driyorejo Gresik

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Miftaqul Rizqi Muliyono ◽  
Totok Suyanto ◽  
Muhammad Turhan Yani
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Problem Based Learning ◽  
Fourth Grade ◽  
Learning Model ◽  
Homogeneity Test ◽  
Problem Solving Skills ◽  
Analysis Technique ◽  
Post Test ◽  
The Difference

This study aims to determine whether the use of the problem-based learning model can influence the understanding of concepts and problem-solving skills in social studies learning in the fourth grade of SDN 1 Mulung. This study uses a quantitative method with quasi-experimental design type nonequivalent sampled group design. The dependent variable in this study is the understanding of concepts and problem-solving skills, and the different variables are problem-based learning models. The sample chosen in this study uses namely IV-A class students totaling 20 students and IV-B class students totaling 20 students, using the sample random sampling technique. Data collection techniques using tests (pre-test and post-test). The research instrument used was a test sheet for understanding concepts and problem-solving skills. Instrument analysis technique uses validity test and reliability test while the data analysis technique uses the normality test, homogeneity test, hypothesis test, and normalized n-gain test. Based on the calculation of the T-test, Sig. (2-tailed) That is equal to 0,000 <0,05, then Ha is accepted, or there are significant differences between the difference between the results of the post-test and pre-test of the control class with the difference between the results of the post-test and the pre-test of the experimental class. This can be interpreted that the problem-based learning model has a significant effect on the understanding of concepts and problem-solving skills in social studies learning in the fourth grade of SDN 1 Mulung on natural resource material. To provide effective, interesting, and fun learning for students, teachers, should use an interesting learning model.

Equine-Assisted Experiential Learning in Occupational Therapy Education

2017 ◽  
Vol 40 (4) ◽  
pp. 366-376 ◽  
Author(s):  
Lynne Murphy ◽  
Jacqueline Wilson ◽  
Stacey Greenberg
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Occupational Therapy ◽  
Effective Communication ◽  
Social Emotional ◽  
Occupational Therapy Education ◽  
Problem Solving Skills ◽  
Occupational Therapy Students ◽  
Tolerance For Ambiguity ◽  
Equine Assisted

Equine-assisted occupational therapy (EAOT) employs horse and human cooperation in activities that facilitate social, emotional, and cognitive development. The potential benefits of equine-assisted activities for students may influence the development of these types of skills in professional occupational therapy practice. This study explored the experience of students who participated in EAOT, related to problem-solving skills, analysis of activities, tolerance for ambiguity, effective communication, and reflection skills. Sixty occupational therapy students participated in EAOT, and completed a pretest and posttest survey regarding the experience. Changes in students’ perceptions of comfort with ambiguity, problem solving, reflection, and activity analysis skills were examined. Student responses to broad questions allowed for thematic review of the benefits and challenges of this form of experiential learning. Students were initially fearful of experiential learning; however, a statistically significant improvement in tolerance to ambiguity was identified following the session. In addition, students perceived improved problem-solving skills, ability to analyze activities, and more effective communication skills. Clear benefits were identified in the equine-assisted experience for occupational therapy students. Additional study is warranted to allow for objective measures of tolerance for ambiguity and to explore additional learning outcomes related to readiness for clinical practice.

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