scholarly journals PROSPECTIVE CHEMISTRY TEACHERS’ PROBLEM SOLVING ACHIEVEMENT ACCORDING TO THEIR LEVELS OF METACOGNITIVE SKILLS

2013 ◽  
Vol 51 (1) ◽  
pp. 126-131
Author(s):  
Senar Temel
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Chemistry Education ◽  
Achievement Test ◽  
Descriptive Statistics ◽  
Metacognitive Skills ◽  
Chemistry Teachers ◽  
The One ◽  
Academic Year ◽  
One Way Anova

This research aims at analysing how prospective teachers’ levels of metacognitive skills influence their problem solving achievement. The research was conducted with the participation of the 32 prospective teachers attending the Department of Chemistry Education of the Education Faculty of Hacettepe University and enrolled in Inorganic chemistry course in the 2010-2011 academic year. Metacognitive Activities Inventory, MCA-I and Chemical Bonding Achievement Test, CBAT were used as the tools of data collection. Descriptive statistics as well as one-way ANOVA were employed in the analysis of the data collected. Consequently, the prospective teachers were divided into three groups according to their levels of metacognitive skills. Following the one-way ANOVA, it was found that there were no statistically significant differences between the prospective teachers grouped on the basis of differing levels of metacognitive skills in terms of their achievement in problem solving. Key words: achievement, metacognition, problem solving.

scholarly journals PROSPECTIVE TEACHERS’ CREATIVITY FOSTERING BEHAVIORS, PERCEPTIONS ON THEIR TECHNOLOGY SKILLS AND SUCCESS IN PROJECT BASED MATERIAL DEVELOPMENT

2015 ◽  
Vol 63 (1) ◽  
pp. 84-92
Author(s):  
Özge Özyalçin Oskay
Keyword(s):  
Educational Technology ◽  
Regression Analysis ◽  
Prospective Teachers ◽  
Chemistry Education ◽  
Descriptive Statistics ◽  
Technology Skills ◽  
Chemistry Teachers ◽  
Teachers Perceptions ◽  
Material Development ◽  
Development Course

In this study it was determined how pre-service chemistry teachers’ creativity fostering behaviours and their perceptions of their technology skills predict their success in Project Based Educational Technology and Material Development course. A sample of the study consists of 45 pre-service teachers attending Department of Chemistry Education at Hacettepe University. After the applications which took 10 weeks, pre-service teachers presented their materials and evaluated their peers and themselves. In order to determine pre-service teachers’ creativity fostering behaviours, “Creativity Fostering Teacher Index Scale” which was developed by Soh (2000) and adapted into Turkish by Dikici (2013) was used. In order to determine pre-service chemistry teachers’ perceptions on their technology skills, “Application Based Educational Technology and Material Development Skills Scale” consisting 46 items and developed by Akgül (2010) was used. Descriptive Statistics of “Creativity Fostering Teacher Index Scale” and “Application Based Educational Technology and Material Development Skills Scale” show that prospective teachers have behaviours supporting creativity and their perceptions about their technology skills is over the average. And multiple regression analysis shows that pre-service teachers’ creativity fostering behaviours and their perceptions on their technology skills together predict their success in project based material development course. Key words: creativity fostering behaviours, perceptions on technology skills, pre-service chemistry teachers, project based educational technology and material development.

scholarly journals Patterns of Metacognitive Skills and External Representation of Students in Chemistry Problem Solving

2020 ◽  
Vol 25 (2) ◽  
pp. 58
Author(s):  
Ijirana Ijirana ◽  
Jusman Mansyur
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Chemistry Education ◽  
Video Camera ◽  
Knowledge Retention ◽  
Thinking Skills ◽  
External Representation ◽  
Metacognitive Skills ◽  
The Subject ◽  
Chemistry Problem

This research aims to examine the pattern of external representation and metacognitive skills in chemistry problem solving for students of chemistry education at Tadulako University. This picture will enrich the treasures of thinking skills in the field of science, namely how students/prospective teachers think in the context of metacognitive skills and how these students display an external representation system on chemistry concepts. The subject of this qualitative study was obtained through a purposive random sampling of 97 students who have been programmed Basic Chemistry course 2017/2018 academic year. Subjects were selected based on the results of the screening using a metacognitive skills assessment questionnaire (MCAI). Two problems solved by the subject by setting one-on-one thinking aloud. Subjects who complete the issue by setting further interviews at different times. The problem-solving activity was recorded using a video camera. The subject uses a type of representation and aspects of metacognitive skills and how to use the sequence of activities, analyzed in detail. The results showed that students of chemical education used metacognitive skills and external representations. So students solve chemical problems. Students also can improve knowledge retention related to linking new knowledge with previous knowledge, creating ideas, organizing, and even synthesizing knowledge. Students become productive and find solutions for problem-solving well

scholarly journals Penerapan Metode Problem Solving Untuk Meningkatkan Kreativitas Dan Prestasi Belajar Statistika

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Hidayati Hidayati
Keyword(s):  
Problem Solving ◽  
Quantitative Data ◽  
Achievement Test ◽  
Descriptive Statistics ◽  
Education Student ◽  
High Category ◽  
Reflection Data ◽  
Quantitative Data Analysis ◽  
Academic Year ◽  
Planning Action

The purpuse of this research is to determine the application of problem solving methods that can improve the creativity and achievvement studying statistics of science education student of FKIP UST Yogyakarta academic year. The methode of research is classroom action research consisting of four components of action that is planning, action implementation, observation and reflection. Data can be form of observation sheet, questionnaire and interview result and statistical achievement test. Quantitative data analysis technikques are calculated by descriptive statistics. The result shows 1. Student creativity increment 15.41 at cycle I and 15.71 at cycle II. Avarege percentage of pre cycle 52.90 with medium cotegory, in cycle I 68.30 with high category, and in cycle II 84.02 with high category. There was an increase in statistical achievement 25.97 in cycle I and 17.90 in cycle II. The average pre cycle score were 48.53, in cycle I 74.50 and cycle II 92.40.

scholarly journals METACOGNITIVE SKILLS ANALYSIS OF STUDENTS IN INTEGRAL CALCULUS PROBLEM SOLVING

2021 ◽  
Vol 12 (2) ◽  
pp. 170
Author(s):  
Nurina Kurniasari Rahmawati ◽  
S B Waluya ◽  
Rochmad Rochmad ◽  
Isti Hidayah
Keyword(s):  
Problem Solving ◽  
Research Method ◽  
Sampling Technique ◽  
Monitoring And Evaluation ◽  
Observation Data ◽  
Metacognitive Skills ◽  
Integral Calculus ◽  
Evaluation Stage ◽  
Three Stages ◽  
Academic Year

This study aims to describe the profile of students' metacognitive skills in solving integral calculus problems seen from the aspects of planning, monitoring and evaluation metacognitive skills. The research method used is descriptive qualitative research methods. The subjects in this study were 3rd semester students who had taken courses or were taking calculus II courses for the 2020/2021 academic year which were carried out using purposive sampling technique. In this study, the instrument used was a test to measure the ability in solving integral calculus problems in the form of essay questions, unstructured interview guidelines, documentation and observation. Data were analyzed in three stages, namely reduction, presentation, and conclusion or verification. The results in this study were students with high problem solving abilities had met the indicators of metacognitive skills, namely the planning, monitoring and evaluation stages. Students with moderate problem-solving abilities have only reached indicators of metacognitive skills, namely the planning and monitoring stages, but have not reached the evaluation stage, while students with low problem-solving abilities have not measured metacognitive skills indicators both at the planning, monitoring and evaluation stages. So that students with high problem solving abilities are more likely to have good metacognitive skills, because students with high problem solving abilities are well organized from planning, monitoring to the evaluation stage.

scholarly journals THE IMPLEMENTATION OF PROBLEM BASED LEARNING TO IMPROVE STUDENTS’ UNDERSTANDING IN MANAGEMENT OF LABORATORIUM SUBJECT

EDUSAINS ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 197-205
Author(s):  
Rody Putra Sartika
Keyword(s):  
Conceptual Understanding ◽  
Chemistry Education ◽  
Model Problem ◽  
Problem Based Learning ◽  
Achievement Test ◽  
Case Study Design ◽  
Research Population ◽  
Second Year ◽  
The One

IMPLEMENTASI MODEL PROBLEM BASED LEARNING DALAM MENINGKATKAN PEMAHAMAN KONSEP MAHASISWA PADA MATA KULIAH MANAJEMEN LABORATORIUMAbstractConceptual understanding was one of cognitive aspect which ensure success rate of students. If conceptual understanding of students was good, students would been successful in following the course. The main goal of this study was to describe conceptual understanding of prospective student teacher after being taught using Problem based learning model. One shot case study design was chosen as research design. The research population for this study comprised all the second year students of chemistry education program which consisted of three classes. according to saturated sampling, all the members  of population were selected as samples. they consisted of 71 students overall. Achievement Test was used to collect data. It was given to students to examine students’ conceptual understanding. Data were then analyzed descriptively and quantitatively. The results from this study showed that students’ conceptual understanding was in various rates. As many as 55 %, 15%, 3% and 27 % of students were classified as poor, fair, good, and very good respectively.AbstrakPemahaman konsep merupakan salah satu aspek kognitif yang menentukan tingkat keberhasilan peserta didik setelah melaksanakan proses pembelajaran. Jika pemahaman konsep yang dimiliki baik, maka peserta didik tersebut telah berhasil secara kognitif di dalam melewati proses pembelajaran. Tujuan pada penelitian ini adalah mendeskripsikan pemahaman konsep MAHASISWA setelah diajar menggunakan model problem based learning (PBL). Bentuk   penelitian ini adalah pra-eksperimetal dengan rancangan the one-shot case study. Populasi pada penelitian ini adalah mahasiswa program studi Pendidikan Kimia universitas Tanjungpura semester II yang terdiri atas 3 kelas. Teknik pemilihan sampel dilakukan dengan cara sampling jenuh, dengan jumlah sampel sebanyak 71 mahasiswa. Teknik pengumpulan  data  yang digunakan untuk menelaah masalah tersebut dilakukan melalui pengukuran dengan instrumen tes hasil belajar digunakan untuk mengukur pemahaman konsep mahasiswa. Deskripsi pemahaman konsep calon guru kimia diketahui dengan analisis deskriptif kualitatif. Hasil penelitian diperoleh pemahaman konsep calon guru kimia setelah diajarkan menggunakan model PBL pada mata kuliah Manajemen Laboratorium diperoleh sebanyak 55% dengan kategori sangat kurang, 15% dengan kategori kurang, 3% dengan kategori baik, dan 27% dengan kategori sangat baik. 

scholarly journals EXPLORING PRE-SERVICE CHEMISTRY TEACHERS’ PROBLEM SOLVING SKILLS ON VOCATIONAL CONTEXT-BASED LEARNING

2020 ◽  
Vol 4 (2) ◽  
pp. 185-199
Author(s):  
Antuni Wiyarsi ◽  
Muhd Ibrahim Damanhuri ◽  
Nur Fitriyana
Keyword(s):  
Problem Solving ◽  
Sampling Technique ◽  
Descriptive Study ◽  
Learning System ◽  
Information Collection ◽  
Problem Solving Skills ◽  
Chemistry Teachers ◽  
Significant Difference ◽  
One Way Anova ◽  
Anova Technique

Problem-solving skill is an important component in achieving a successful 21st-century learning system. This research aimed to explore Pre-service Chemistry Teacher’ (PsCT’) problem-solving skill after CBL (Context-based learning) implementation with vocational case on petroleum and polymer topic of chemistry. A descriptive study on the CBL implementation was adopted in this research. The study focused on the exploration of PsCT’ problem-solving skill. Through convenient sampling technique, the sample covered a total of 34 PsCT (10 males and 24 females) who enrolled in vocational chemistry course were selected in this study. The data of PsCT’ problem-solving skill were collected through Rubric for Problem-solving skill (RPSS). There were four aspects of problem-solving skill used in this research, namely problems identification skills, information collection skills, skills to provide possible solution, and skills of communicating the possible solution. These data were analysed according to descriptive quantity and one-way ANOVA technique. Three open-ended questions were used to explore PsCT’s view about the relevance, usefulness, and effectiveness of the CBL implementation. There was a significant difference on PsCT’ problems solving skills among petroleum and polymer topic.  The result of this study indicated that PsCT’ problem-solving skill still in sufficient category. Hence, these skills should be improved especially on the skills to analyse the problem comprehensively and make an appropriate conclusion. The PsCT have positive view toward CBL implementation about the relevance, usefulness, and effectiveness. The implementation of CBL with vocational case is promising since it could improve PsCT’ problem-solving skills.

PENGARUH KEMANDIRIAN BELAJAR DAN BERPIKIR LATERAL TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA PADA MATA KULIAH STRUKTUR ALJABAR

2019 ◽  
Vol 2 ◽  
Author(s):  
Condro Endang Werdiningsih
Keyword(s):  
Data Analysis ◽  
Mathematics Education ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Descriptive Statistics ◽  
Survey Method ◽  
Mathematical Problem Solving ◽  
Academic Year ◽  
Positive Effect

Abstract.The purpose of this study to determinan the influence of learning independence and lateral thingking on mathematical problem solving abilities. This study used survey method with double regretion analysis. The total number of samples as many 30 respondents from grade VII majoring in mathematics education on academic year of 2018/2019. The data were analyzed with descriptive statistics, data analysis, and test hypotheses used with double regretion. With the hipothesis test, which gave the results: 1) the learning independence give positive effect and significance result to mathematical problem solving abilities. 2) the lateral thingking give positive effect and significance result to mathematical problem solving abilities. 3) Then using double regresion analysis, it was gotten conclusion that there are positive effect and significance from both of learning independence and alsolateral thingking on mathematical problem solving abilities.

scholarly journals The effect of learning approaches on prospective chemistry teachers' self-regulated learning skills: The survey research

2019 ◽  
Vol 66 ◽  
pp. 01018
Author(s):  
Sinem Dinçol Özgür
Keyword(s):  
Prospective Teachers ◽  
Chemistry Education ◽  
Learning Approach ◽  
Learning Approaches ◽  
Learning Skills ◽  
Chemistry Teachers ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Scale Scores ◽  
Study Process

The purpose of this research was to examine the effect of the learning approaches on prospective chemistry teachers' self-regulated learning skills. 92 prospective chemistry teachers from the Department of Chemistry Education at one of the public university in Turkey participated in the research. “The Study Process Questionnaire” and “Self-regulated Learning Skills Scale” were used as the data collection tools. It was consequently found that 59.8 % of prospective chemistry teachers adopted deep learning approach, 40.2% of them adopted surface learning approach and their self-regulated learning skills scale scores for planning and goal setting scores differed significantly according to their learning approaches. Furthermore, it was determined that self-regulated learning skills mean score of prospective teachers' who adopted deep approach are higher than mean score of prospective teachers' who adopted surface approach but their self-regulated learning skills total scores did not differ significantly according to their learning approaches.

scholarly journals PROSPECTIVE TEACHERS’ ABILITY IN MATHEMATICAL PROBLEM-SOLVING THROUGH REFLECTIVE LEARNING

2016 ◽  
Vol 5 (2) ◽  
pp. 75
Author(s):  
Yunika Lestaria Ningsih ◽  
Rohana Rohana
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Mathematical Problem ◽  
Reflective Learning ◽  
Mathematical Ability ◽  
Mathematical Problem Solving ◽  
Ability Test ◽  
Interview Guide ◽  
The Subject ◽  
Academic Year

The research aims to determine the mathematical problem-solving ability of prospective teachers’  through  reflective learning.  Reflective learning is a learning process that provides students the opportunity to examine and investigate the problems that is triggered by experience, analyzing of individual the experiences, and facilitate the learning of  the experiences. These lessons are identified to improve mathematical ability students. By using a descriptive qualitative research. The subject of this study were students of Mathematics Education Program in one of private universities in Palembang, consisting of 34 students. This study was conducted in odd semester academic year of 2015/2016. The instruments in this study were mathematical problem-solving ability test, observation sheet, and interview guide. The data were analyzed descriptively. Based on analysis of the data are found that the average mathematical problem-solving ability of students’  through  reflective learning in good categories.

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