scholarly journals SINTAKS MODEL PEMBELAJARAN MATEMATIKA COLLABORATIVE PROBLEM SOLVING PADA MATERI SISTEM PERSAMAAN LINEAR TIGA VARIABEL (SPLTV)

2018 ◽  
Vol 8 (2:) ◽  
pp. 65-72
Author(s):  
Mar'ah Rohmatul Ummah ◽  
Abdul Halim Fathani
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Social Constructivism ◽  
Cognitive Theory ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Model ◽  
Collaborative Problem Solving ◽  
Learning Method ◽  
Collaborative Problem

Collaborative problem solving mathematics learning model aim for add new variation releated mathematics learning model which has been done by teachers. This learning model is new learning model which comes from a combination collaborative learning model and problem solving learning method. Based on the collaborative learning model supported by cognitive theory, social constructivism theory, and motivation theory. While the problem solving learning method supported by theory that refers to Polya steps. In addition to theories that support this learning model, a learning model includes approach, strategy, method, technique, and learning tactics. Collaborative problem solving learning model includes the following: (1) student centered approach; (2) discovery learning strategy and deductive learning strategy; (3) problem solving learning method; (4) study group technique; and (5) task LKPD tactics. After the collaborative problem solving learning model is formed, then the next step is making learning model syntax. Syntax of collaborative problem solving learning model is: (1) engagement; (2) exploration; (3) transformation; (4) solution; (5) presentation; and (6) reflection.

scholarly journals RELATIONSHIP BETWEEN STATISTICAL LITERACY AND MATHEMATICAL REPRESENTATION OF STUDENTS THROUGH COLLABORATIVE PROBLEM SOLVING MODEL

2020 ◽  
Vol 9 (2) ◽  
pp. 183
Author(s):  
Johannis Takaria ◽  
Wahyudin Wahyudin ◽  
Jozua Sabandar ◽  
Jarnawi Afgani Dahlan
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
School Teacher ◽  
Learning Model ◽  
Collaborative Problem Solving ◽  
Mathematical Representation ◽  
Statistical Literacy ◽  
Study Program ◽  
Collaborative Problem ◽  
The Relationship

The purpose of this study was to find out the relationship between statistical literacy and mathematical representation of students as pre-service elementary school teachers through the Collaborative Problem Solving (CPS) model. The relationship between statistical literacy and mathematical representation was analyzed by using a product-moment correlation with a sample of 35 students of Elementary School Teacher Education Study Program at one of the state universities in Ambon City. The results showed that there was a positive and strong relationship between statistical literacy and mathematical representation with a correlation value of 0.66. This relationship means that if students have good mathematical representation abilities, statistical literacy abilities are also getting better. Exploration of statistical literacy and mathematical representation abilities can be facilitated by using The CPS learning model. The CPS learning model can facilitate student learning as a structure in mathematical thinking so that statistical literacy and mathematical representation abilities of students can be explored through the transformation of ideas among students. The CPS learning model aspects were implemented in high and very high categories while the indicators were at rating-2 and rating-3.

scholarly journals Direction of collaborative problem solving-based STEM learning by learning analytics approach

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Li Chen ◽  
Nobuyuki Yoshimatsu ◽  
Yoshiko Goda ◽  
Fumiya Okubo ◽  
Yuta Taniguchi ◽  
...  
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Stem Education ◽  
Learning Analytics ◽  
Learning Strategy ◽  
Collaborative Problem Solving ◽  
Learning Performance ◽  
Stem Learning ◽  
Learning Behaviors ◽  
Collaborative Problem

AbstractThe purpose of this study was to explore the factors that might affect learning performance and collaborative problem solving (CPS) awareness in science, technology, engineering, and mathematics (STEM) education. We collected and analyzed data on important factors in STEM education, including learning strategy and learning behaviors, and examined their interrelationships with learning performance and CPS awareness, respectively. Multiple data sources, including learning tests, questionnaire feedback, and learning logs, were collected and examined following a learning analytics approach. Significant positive correlations were found for the learning behavior of using markers with learning performance and CPS awareness in group discussion, while significant negative correlations were found for some factors of STEM learning strategy and learning behaviors in pre-learning with some factors of CPS awareness. The results imply the importance of an efficient approach to using learning strategies and functional tools in STEM education.

scholarly journals MENGEMBANGKAN KEMAMPUAN PEMECAHAN MASALAH DAN BELIEF CALON GURU MATEMATIKA MELALUI STRATEGI PERKULIAHAN KOLABORATIF

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Djamilah Bondan Widjajanti ◽  
Wahyudin .
Keyword(s):  
Problem Solving ◽  
Student Teachers ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Discrete Mathematics ◽  
Study Program ◽  
Significance Level ◽  
Collaborative Problem ◽  
Mathematics Student

Abstract: Developing Mathematics Student-Teachers’ Problem Solving Competence and Belief Through a Collaborative Learning Strategy. This study aimed to analyze the implementation of a collaborative problem-based learning strategy in developing mathematics student-teachers’ problem solving competence and belief in mathematics learning. It was a quasi-experimental study employing a 2 × 2 factorial design with two dependent variables. The subjects were 83 students of Mathematics Education Study Program, Faculty of Mathematics and Natural Sciences, Yogyakarta State University, who took the Discrete Mathematics course in the semester of September - December 2009. The instruments were a test on problem-solving competence, a psychological scale to measure the students' belief, observation sheets, and interview guides. The data were analyzed using two-way MANOVA at a significance level of α = 0.05. The results show that the collaborative problem-based learning strategy is superior to the conventional learning strategy to develop students’ problem solving competence and belief in mathematics learning. Keywords: problem-solving, belief, collaborative

scholarly journals VALIDITAS MODEL PEMBELAJARAN GROUP SCIENCE LEARNING; PEMBELAJARAN INOVATIF DI INDONESIA

Vidya Karya ◽  
2017 ◽  
Vol 31 (1) ◽  
Author(s):  
Binar Kurnia Prahani ◽  
Mohammad Nur ◽  
Leny Yuanita ◽  
Iqbal Limatahu
Keyword(s):  
Problem Solving ◽  
Focus Group ◽  
Science Learning ◽  
Learning Model ◽  
Collaborative Problem Solving ◽  
Process Skills ◽  
Model Group ◽  
Problem Solving Skills ◽  
Science Process Skills ◽  
Collaborative Problem

Abstract: Result of a preliminary study showed that in general the collaborative problem solving skills, science process skills, and confidence of students of SMA Negeri 19 Surabaya, SMAN 1 Tegaldlimo, MA Roudlotun Nasyin Mojokerto are still low. Therefore, researchers developed a model instructional group science learning to enhance collaborative problem solving skills, science process skills, and confidence. The purpose of this research is to get validity of Group Science Learning (GSL) developed to improve collaborative problem solving skills, science process skills, and confidence. Methods of data collection validation using Focus Group Discussion (FGD). Group science learning model developed needs to be validated by experts through Focus Group Discussion (FGD). Group science learning model assessed the validity of the learning model based on content validity and construct validity. Results of the validation by experts through focus group discussions indicate that group science learning model to improve the collaborative problem solving skills, science process skills, and confidence in this study are included in the category of very valid. This group science learning model can be implemented in learning to improve the collaborative problem solving skills, science process skills, and confidence. Keywords:  content validity, construct validity,  and group science learning model  Abstrak: Hasil studi awal menunjukkan bahwa secara umum keterampilan pemecahan masalah kolaboratif, keterampilan proses sains, dan kepercayaan diri siswa SMA Negeri 19 Surabaya, SMA Negeri 1 Tegaldlimo, MA Roudlotun Nasyin Mojokerto masih rendah. Oleh karena itu peneliti bermaksud mengembangkan model group science learning. Tujuan penelitian ini adalah untuk mendapatkan validitas model Group Science Learning  yang dikembangkan untuk meningkatkan keterampilan pemecahan masalah kolaboratif, keterampilan proses sains, dan kepercayaan diri. Metode pengumpulan data validasi menggunakan Focus Group Discussion (FGD). Validitas model pembelajaran Group Science Learning dinilai berdasarkan validitas isi dan validitas konstruk. Hasil validasi oleh pakar melalui FGD menunjukkan bahwa model Group Science Learning untuk meningkatkan keterampilan pemecahan masalah kolaboratif, keterampilan proses sains, dan kepercayaan diri dalam penelitian ini termasuk dalam kategori sangat valid. Model Group Science Learning dapat diimplementasikan dalam pembelajaran untuk meningkatkan keterampilan pemecahan masalah kolaboratif, keterampilan proses sains, dan kepercayaan diri.Kata Kunci: Validitas isi, validitas konstruk,  dan group science learning model

MODIFIKASI MODEL PEMBELAJARAN MATEMATIKA COLLABORATIVE LEARNING DENGAN STRATEGI TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Annisa Faidah Hasanah ◽  
Linda Ari Wibowo ◽  
Lamtioma Rinca Pardede
Keyword(s):  
Collaborative Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Goals ◽  
Learning Material ◽  
Mathematical Learning ◽  
Learning Mathematics

The purpose of this writing is to make students more active, discipline able to work together, in the learning process and also can improve learning creativity. The learning process in Indonesia is currently too monotonous and runs as it is without focusing on learning. So, this problem must be taken seriously, especially by the teacher. Therefore, the teacher must be able to inspire students to be actively involved in the learning process. The selection and determination of learning strategies that are most appropriate to the characteristics of students will certainly produce the desired learning goals. To make it happen, a merger of Collaborative Learning Mathematical Learning Model with Task and Forced Learning Strategy is combined. Collaborative Learning is a Learning Model that forms groups that makes it easier for teachers and students to complete learning material. Task and Forced Learning Strategies are strategies that focus on giving assignments and a little coercion so that students complete their tasks on time so that the learning process can run effectively. By modifying the Collaborative Learning Mathematics Learning Model with Task Learning Strategies and Forces students will motivate students that learning is the responsibility, all students will be more active, creative, and disciplined in learning, making students not delay work or assignments given, and will make group work becomes solid. To apply the Collaborative Learning Mathematics Learning Model with Task and Forced Learning Strategies teachers should have better and more mature planning. The teacher should master and understand the rules in the Collaborative Learning Mathematical Learning Model with Task and Forced Learning Strategies, and the teacher must always motivate students to be more active in learning.

DEVELOPMENT OF COLLABORATIVE PROBLEM-SOLVING COMPETENCY FOR STUDENTS THROUGH TEACHING METHOD OF WORKING IN CORNERS IN TEACHING CHEMISTRY AT HIGH SCHOOLS

2020 ◽  
Vol 65 (12) ◽  
pp. 190-200
Author(s):  
Mai Do Thi Quynh ◽  
Anh Tran Thi Lan
Keyword(s):  
High Schools ◽  
Problem Solving ◽  
Collaborative Learning ◽  
Teaching Methods ◽  
Teaching Method ◽  
Assessment Tools ◽  
Collaborative Problem Solving ◽  
Team Cooperation ◽  
Collaborative Problem ◽  
Problem Solving Competency

Collaborative problem-solving competency is one of the essential competencies, it is the combined competency of individual and social factors, demonstrating the ability to solve problems through team cooperation. With the organization of learning for students to perform group tasks in the corners, teaching methods of working in corners to have many conditions to develop collaborative problem-solving capabilities for students. However, in practice, when applying this teaching method, teachers only focus on designing tasks that fulfill the goal of knowledge and skills without paying attention to developing problemsolving capabilities through collaborative learning. In addition, teachers also face many difficulties in designing tools to assess students' competency. The paper presents principles and processes for designing learning tasks for collaborative learning activities in cornerbased teaching methods to develop collaborative problem-solving competency and building its assessment tools for students in high schools.

scholarly journals ANALYSIS THE 21ST CENTURY SKILLS OF STUDENTS IN CHEMICAL EQUILIBRIUM LEARNING WITH FLIPPED CLASSROOM-COLLABORATIVE PROBLEM SOLVING MODEL

2020 ◽  
Vol 5 (1) ◽  
pp. 48-60
Author(s):  
Prita Atria Karyadi ◽  
Maria Paristiowati ◽  
Afrizal Afrizal
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Data Collection ◽  
21St Century ◽  
Chemical Equilibrium ◽  
21St Century Skills ◽  
Flipped Classroom ◽  
Learning Model ◽  
Collaborative Problem Solving ◽  
Collaborative Problem

This study aimed to analyze the 21st century skills of students in learning chemical equilibrium with the Flipped Classroom-Collaborative Problem Solving model. Flipped Classroom is a learning model that students learn first outside the classroom through video, then carry out active activities in class such as discussions, presentations, making posters, and doing practicum. Collaborative problem solving is done when students discuss in solving problems for each learning activity. The research method used descriptive qualitative method. Data collection techniques were: observation, interviews, questionnaires, and reflective journals. Data analysis consisted of several stages, namely data collection, data reduction, data presentation, and verification or conclusions. Based on data analysis, this learning model made students active in learning and also made the students learn independently outside the classroom using mobile learning and searching some sources of references. In addition, students were actively involved in problem solving discussions, presentations, making projects, and practicums that were designed by students themselves. Thus it can be concluded that the Flipped Classroom-Collaborative Problem Solving learning model can train and grow students critical thinking skills, creativity and innovation skills, communication skills, and collaborative skills in learning chemical equilibrium.

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